The impact of inservice teacher education on mathematics teachers' subject-matter confidence, and competency     

Barbara Fresko 《Teaching and Teacher Education》1985,1(4):317-324

Two inservice courses designed to strengthen teachers' subject-matter competencies while introducing them to mathematics curricula for Grades 7 and 8 were investigated. In a pretest-posttest quasi-experimental design, participants were given a confidence measure and knowledge test. After the inservice training, teachers manifested greater self-confidence in knowledge of curricular material, a corresponding increase in mathematics skills, and high levels of confidence in ability to teach the curriculum. Results suggest that when knowledge tests are not feasible, measurement of confidence in solving problems may be sufficient to evaluate the cognitive impact of an inservice program.  相似文献   

Survivors in a male preserve: A study of British women academics' experiences and perceptions of discrimination in a UK university   总被引：2，自引：0，他引：2  

Barbara Bagilhole 《Higher Education》1993,26(4):431-447

Women academics in British universities make up a very small minority and are concentrated in the lower grades. All the statistical evidence points to the fact that a reason for this situation is that discrimination exists in the academic profession. Howerver, very little empirical information exists on the nature of this discrimination and how it operates. The study reported here seeks to contribute to the understanding of this phenomenon by exploring the processes involved, through the perceptions and experience of women academics themselves. A total of 43 women from a British university were interviewed at length, and problem areas were highlighted by their evidence.There is the problem of being in very small minorities functioning in a male environment. They suffer from isolation and exclusion from their male colleagues, and challenges to their authority from male students. They have fewer support systems, with few role models or mentors, and little access to communication networks. They report problems with work relationships, and experience hostility from male colleagues and students. The majority had experienced discrimination within the university. Finally, the effects of these factors on their perception of themselves as academics are explored. The majority become convinced that the concept of a women academic is problematic. This leads them to put pressure on themselves to perform better than male colleagues, and to avoid being identified with other women. They become honorary men and as such are in no position to support other women.Being different is a very hard row to hoe. The nail that sticks out gets hammered down. (Two traditional Japanese sayings.New Internationalist, May 1992, p. 231).  相似文献   

Disciplining Students: the construction of student subjectivities     

Barbara Grant 《British Journal of Sociology of Education》1997,18(1):101-114

While we usually think of higher education as a process through which every able individual's potential may be realised more fully, it can also be seen as one of arbitrarily disciplining the student to particular ends. One of these ends is the production of the ‘good’, or docile and useful, student subject. A Foucauldian analysis of the university as a disciplinary block, an institution saturated with relations of power, points to the ways in which students are disciplined by both the technologies of domination, which originate in the institution, and those of the self. The latter are the many practices that students adopt, producing themselves as the good student, at times to the detriment of their other interests. However, because power relations are only present between those who are ‘acting subjects’, possibilities for resistance and struggle against the normalising tendencies of the university to find other, more satisfying, forms of student subjectivity are ever present  相似文献   

Networking around The Waterhole and other tales: the importance of relationships among texts for reading and related instruction     

Pauline Harris  Barbara McKenzie 《Literacy》2005,39(1):31-37

This article explores ways in which children's picture books form networks of relationships, and their implications for readers and classroom teachers. In this exploration, reading is seen to involve making connections within and beyond the text at hand. These connections, evoked differently across readers, shape readers' interpretations of text. Many possible meanings may arise from just one text, reinforcing the idea that no single correct meaning resides in a text. This article demonstrates tools for exploring textual connections with readers, and the value of such explorations for opening‐up reader interpretations of a text.  相似文献   

The overall effects of end-of-course assessment on student performance: A comparison between multiple choice testing, peer assessment, case-based assessment and portfolio assessment     

Katrien Struyven  Filip Dochy  Steven Janssens  Wouter Schelfhou  Sarah Gielen 《Studies in Educational Evaluation》2006,32(3):202

This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/ post-test-design with the help of two standardised tests (N=816). Results show that assessment method does make a difference: assessments do not produce overall effects on student performance. Moreover, student-activating instruction efforts do not automatically result in more extensive learning gains. Finally, test results show, when compared to other assessments, a statistically significant positive effect of the multiple choice test on students' test scores. However, students' preparation level and the closed book format of the tests might serve explanatory purposes.  相似文献   

Mental toughness and transitions to high school and to undergraduate study     

Helen St Clair-Thompson  Rebecca Giles  Sarah P. McGeown  David Putwain  Peter Clough  John Perry 《教育心理学》2017,37(7):792-809

Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training.  相似文献   

Patients' characteristics and providers' attitudes: predictors of screening pregnant women for illicit substance use     

Kerker BD  Horwitz SM  Leventhal JM 《Child abuse & neglect》2004,28(2):209-223

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A Methylome‐Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap With Attention Deficit Hyperactivity Disorder          下载免费PDF全文

Edward D. Barker  Esther Walton  Charlotte A.M. Cecil  Richard Rowe  Sara R. Jaffee  Barbara Maughan  Thomas G. O'Connor  Argyris Stringaris  Alan J. Meehan  Wendy McArdle  Caroline L. Relton  Tom R. Gaunt 《Child development》2018,89(5):1839-1855

In 671 mother–child (49% male) pairs from an epidemiological birth cohort, we investigated (a) prospective associations between DNA methylation (at birth) and trajectories (ages 7–13) of oppositional defiant disorder (ODD), and the ODD subdimensions of irritable and headstrong; (b) common biological pathways, indexed by DNA methylation, between ODD trajectories and attention deficit hyperactivity disorder (ADHD); (c) genetic influence on DNA methylation; and (d) prenatal risk exposure associations. Methylome‐wide significant associations were identified for the ODD and headstrong, but not for irritable. Overlap analysis indicated biological correlates between ODD, headstrong, and ADHD. DNA methylation in ODD and headstrong was (to a degree) genetically influenced. DNA methylation associated with prenatal risk exposures of maternal anxiety (headstrong) and cigarette smoking (ODD and headstrong).  相似文献   

An Examination of Change in Teacher Self-Efficacy Beliefs in Science Education Based on the Duration of Inservice Activities     

Roberts  J. Kyle  Henson  Robin K.  Tharp  Barbara Z.  Moreno  Nancy P. 《Journal of Science Teacher Education》2001,12(3):199-213

Journal of Science Teacher Education -  相似文献   

Factors affecting journal submission numbers: Impact factor and peer review reputation     

Thomas E. Gaston  Francesca Ounsworth  Tessa Senders  Sarah Ritchie  Emma Jones 《Learned Publishing》2020,33(2):154-162

Previous research has found that researchers rank journal reputation and impact factor (IF) amongst the key selection criteria when choosing where to submit. We explored the actual effect upon submission numbers of several possible factors. We retrieved 10 years of submission data from over a thousand journals, as well as data on IF, retractions, and other factors. We performed statistical analysis and identified correlations. We also undertook case study research on the 55 most significant submission decreases. We found a statistically significant correlation between changes in IF, ISI percentage ranking, and changes in submissions numbers in subsequent years. We also found a statistically significant effect on submission numbers in the year following the publication of a retraction. Our case studies identified other factors, including negative feedback on the peer review process. Our findings regarding IF confirm previous indications about the significance of IF on submissions. We explain the correlation with retractions through the concept of ‘peer review reputation’. These results indicate that editors and publishers need to focus on a journal's peer review practices, as well as a journal's IF, if they are to maintain and grow submissions.  相似文献