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Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept “pressure.” We found that the activity moderately improved boys’ attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention. 相似文献
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Donita Massengill 《Early Childhood Education Journal》2004,31(3):179-185
The purpose of this study was to discover the interpretations and perspectives of 4 low-income parents who received a free early readiness program for their child. Two interviewees were parents who had a child enrolled the year data was collected, and the other two interviewees were parents whose children had participated previously in the early readiness program. The results of this study show that the early readiness program offered benefits to the parents as well as the child, regardless of enrollment year. The benefits include, but were not limited to, social support for parents, financial assistance, greater understanding of their children, and practical parenting ideas. The findings of this study supported the value of free early readiness programs for low-income parents. The discussion substantiates the findings of this study with previous research and concludes there were several identifiable benefits for the parents. 相似文献
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Michele Regalla Alex Davies Donita Grissom Antonio Losavio 《Multicultural Perspectives》2018,20(1):25-32
This study investigates a service-learning program for university students seeking teacher certification examined through the lens of sociocultural theory. Data was collected from teacher candidates (TCs) in the form of surveys and an open-ended writing assignment. Administrators from the partner schools were also interviewed to provide their perspectives of the service learning. Findings show that the service-learning program allowed TCs and their English learners (ELs) to form communities of practice that were mutually beneficial. Teacher candidates reported numerous opportunities to apply the strategies learned in their methods course, as well as an increase in their sense of preparation for teaching ELs. Administrators provided positive feedback about the service-learning program in terms of the relationship between the partner school and the university. Difficulties arose in terms of TCs' accountability and the level of participation afforded to the TCs by the classroom teacher. Implications highlight the importance of negotiating expectations that address the needs of both parties equally in order to support a strong community of practice that prepares TCs to meet the needs of ELs. 相似文献
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The purpose of this paper is to synthesize findings from three studies that have addressed the conceptualization and application of the metaphor construct to the study of teachers and teaching. With respect to the perspectives of elementary and secondary preservice teachers, we specifically examined how the particular metaphors they used indicated conceptualizations of and orientations to classroom life, and how these metaphors influenced teachers' approaches to teaching, curriculum, and their work with pupils. We frame the discussion in light of the larger literature on the relationship of teachers' beliefs and practices as it relates to learning to teach and teacher education. The paper provides implications for linking the research reported with contemporary ideas for teaching and teacher preparation. 相似文献
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Donita Massengill Shaw 《Early Childhood Education Journal》2011,39(2):125-132
The purpose of this study was to evaluate the effect of two handwriting approaches, D’Nealian and Sunform, on kindergartners’
letter formations. Forty-one participants received D’Nealian handwriting instruction as the control group; 133 kindergartners
were instructed in Sunform as the experimental approach. Pre-post tests at the beginning and end of school year asked kindergarten
students to write the letters of the alphabet from memory. The letter formations were scored on a 4-point rubric for directionality
and integration. The results showed the Sunform group had significantly higher scores on all but three letters of the alphabet.
The D’Nealian students had considerably lower scores on missing or extra strokes, distortions and open letters. The findings
of this study support the value of using an integrated, meaningful curriculum that appeals to young children and that supports
motor development by requiring students to cross the midline to form counter-clockwise circles and diagonal lines. Implications
for future research are included. 相似文献
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Perry Kristen H. Shaw Donita M. Saberimoghaddam Sara 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(1):9-28
International Review of Education - The Programme for the International Assessment of Adult Competencies (PIAAC) assesses key skills in literacy, numeracy and problem-solving in technology-rich... 相似文献
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The purpose of this study was to identify the root metaphors of secondary classroom teachers and to observe ways in which these constructs influence teachers’ work with their students and their environments. Specifically, five case studies of novice teachers were presented. Results indicated that the metaphor of life as a tree was the most common view and that all five participants held a similar childhood metaphor in which they tended to idealize childhood. Overall, the data showed the persistence of ideas that beginning teachers bring to their university preparation and those beliefs extend into actual classroom practice. Teacher development seemed to be more influenced by the schooling environment rather than the pre‐service preparation the teachers received. Furthermore, these novice teachers felt conflict between their held beliefs and the reality of teaching and schooling. Implications for teacher educators and future research are included. 相似文献
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