The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. This study followed a longitudinal triangulation mixed methods design. Selected lessons were video recorded, scored on the Reformed Teaching Observation Protocol (RTOP) rubric, and examined for qualitative trends. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform. Instructional practices of participants improved significantly as a result of the INSPIRES PD program and also aligned with previous, similar studies. These findings provide insights for rethinking the structure of professional development, particularly in the integrated use of an educative curriculum aligned with intended professional development goals.
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Developmental Changes in Achievement Evaluation: Motivational Implications of Self-Other Differences 总被引：3，自引：0，他引：3
In order to explore the development of self-evaluative biases, children at 3 age levels (5–6, 7–8, 9–10) evaluated themselves or another child when given social or temporal comparison feedback. Evaluative biases were indicated by higher evaluations for the self than another, especially after failure. Children at different ages were not differentially responsive to temporal vs. social comparison information. However, evaluative bias in response to the type of evaluation differed by age; there was greater bias for general ability evaluations by older children and greater bias for specific performance evaluations by younger children. Alternative explanations for these self-other differences were minimized, as differences in visual orientation were held constant and differences in knowledge of effort were controlled statistically. Other aspects of the design as well as sex differences support a motivational interpretation of these biases. How these biases are manifested is related to children's level of understanding and concerns at different ages. 相似文献
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Katharine E. Scott Tory L. Ash Bailey Immel MaKayla A. Liebeck Patricia G. Devine Kristin Shutts 《Child development》2023,94(1):74-92
Multiple studies (n = 1065 parents, 625 females, 437 males, 3 nonbinary, 99.06% White; n = 80, 5 to 7-year-old children, 35 girls, 45 boys, 87.50% White; data collection September 2017–January 2021) investigated White U.S. parents' thinking about White children's Black-White racial biases. In Studies 1–3, parents reported that their own and other children would not express racial biases. When predicting children's social preferences for Black and White children (Study 2), parents underestimated their own and other children's racial biases. Reading an article about the nature, prevalence, and consequences of White children's racial biases (Study 3) increased parents' awareness of, concern about, and motivation to address children's biases (relative to a control condition). The findings have implications for engaging White parents to address their children's racial biases. 相似文献
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Janay B. Sander Jill D. Sharkey PhD NCSP Roger Olivarri Diane A. Tanigawa Tory Mauseth 《Journal of educational and psychological consultation》2013,23(4):288-315
Background factors that correlate with juvenile delinquency are consistent across the interdisciplinary literature base. Yet, information about the process of how risks relate to outcomes, especially within school settings, is limited. Researchers used qualitative methods to examine school and interpersonal experiences from the perspective of juvenile offenders and their families. Sixteen families were recruited from juvenile probation facilities in 2 different geographic regions. Consensual Qualitative Research methods yielded consistent themes, including the central role of advocacy to obtain appropriate school services, the importance of flexibility in discipline policies, classroom experiences that shaped outcomes, and the importance of nonjudgmental social support for the adolescents and their parents. The findings and recommendations for school consultants are presented from a preventionist standpoint, and self-determination theory is discussed in relation to future juvenile delinquency research. 相似文献
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Williams Tory Singer Jonathan Krikorian Jacqueline Rakes Christopher Ross Julia 《Journal of Science Education and Technology》2019,28(3):179-194
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Credits, Qualifications and the Fluttering Standard 总被引：1，自引：0，他引：1
The primary function of credit is to help assess the equivalence of learning and to facilitate student transfer within and between institutions. Recently, attention has focused on the role credit may have in defining the academic standards of qualifications. Some recently proposed qualifications frameworks are one-dimensional in that they have levels as the only measurable parameter. Such 'frameworks' are not true frameworks because there is no basis for differentiating the qualifications at each level. Other frameworks are two-dimensional, using credits and levels as the two parameters. Where the award of credit for a module reflects the satisfactory completion of all the designated learning outcomes at a specified level, there is a clear basis for relating credit to academic standards. In this situation, plotting the credit requirements for qualifications onto a framework that comprises levels and credits makes an important contribution towards understanding the relative standards of the qualifications. 相似文献
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