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Geoffrey Plank 《Cultural and Social History》2017,14(5):565-581
The English writer Thomas Tryon (1634–1703) believed that sheep were survivors from the original earthly paradise, and that as morally perfect beings they could serve as role models for humans. Tryon advocated vegetarianism, pacifism and an end to slavery as it was practiced in the Caribbean. He was an ambitious and influential reformer on several fronts, but the restoration of Eden was his ultimate goal. Tryon celebrated sheep-like meekness, a stance that complicated his reform efforts. His agenda and sheep-inspired persuasive strategy reflect the momentous intellectual and moral ferment surrounding human relations with animals in the seventeenth century. 相似文献
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Quigley Cassie F. Herro Dani King Elizabeth Plank Holly 《Journal of Science Education and Technology》2020,29(4):499-518
Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the... 相似文献
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The paper presents a model of the determinants of school enrollment rates that incorporates public decisions about the supply of schools, and tests the model with data from the 1970 Brazilian population census. The empirical analyses suggest that variation in the public provision of educational resources has an effect on enrollment rates, but that this effect is not as strong as the effects of a number of demand-side variables, including access to information and the demand for children's labor. 相似文献
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Anna M. Young Paul J. Wendel Joan M. Esson Kathryn M. Plank 《International Journal of Science Education》2018,40(9):1016-1033
Decline in student motivation is a concern for STEM education, especially for underrepresented groups in the sciences. Using the Science Motivation Questionnaire II, 41 foundational STEM courses were surveyed at the beginning and end of each semester in an academic year at a small primarily undergraduate university. Significant pre- to post-semester declines were observed in each of five measured motivational factors (Intrinsic motivation, Career motivation, Self determination, Self-efficacy, and Grade motivation), with effect sizes ranging from 0.21 to 0.41. However, in the second semester pre-survey, four motivational factors rebounded, including three returning to initial levels, suggesting that the observed motivational decline is not long-lasting. Analysis suggests that declines are not related to survey fatigue or student demographics, but rather to grades and, in the case of one motivational factor, to academic field. These findings suggest that a refocus on grading practices across STEM fields may influence student motivation and persistence in STEM. 相似文献
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Damian?P.?BirneyEmail author Gerard?J.?Fogarty Ashley?Plank 《Instructional Science》2005,33(4):341-366
The ability to identify schematic knowledge is an important goal for both assessment and instruction. In the current paper, schematic knowledge of statistical probability theory is explored from the declarative-procedural framework using multiple methods of assessment. A sample of 90 undergraduate introductory statistics students was required to classify 10 pairs of probability problems as similar or different; to identify whether 15 problems contained sufficient, irrelevant, or missing information (text-edit); and to solve 10 additional problems. The complexity of the schema on which the problems were based was also manipulated. Detailed analyses compared text-editing and solution accuracy as a function of text-editing category and schema complexity. Results showed that text-editing tends to be easier than solution and differentially sensitive to schema complexity. While text-editing and classification were correlated with solution, only text-editing problems with missing information uniquely predicted success. In light of previous research these results suggest that text-editing is suitable for supplementing the assessment of schematic knowledge in development. 相似文献
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Plank David Sykes Gary 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(5-6):385-416
In countries around the world policy makers propose that parents should exercise more control over the choice of schools that their children attend. This paper considers the ways in which the introduction of new opportunities for school choice changes the education system. It argues that choice affects the education system as a whole by introducing new actors into the system, by changing the terms of relationships among existing actors, and by creating new pressures within the system that require new responses. The nature, magnitude, and consequences of these effects cannot be predicted in advance, as they depend on a number of factors including the social and economic context. The empirical basis for this paper derives from a case study of the implementation of choice policies in the state of Michigan in the US, but the conceptual issues raised have important implications for the study of school choice wherever such policies are adopted. 相似文献
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