Data from the 1983–84 Israeli IEA (International Association for the Evaluation of Education Achievement) science study were used to explore gender-related differences (and their determinants) in the learning of science. The sample was composed of 1,934 ninth-grade students. The study involved several measures of science learning, ten attitudinal measures, and items and errors classification. Differences between boys and girls were observed in some measures of science performance–-particularly in the physical sciences, in items with lower estimates of “opportunity to learn,” and in specific kinds of errors. Gender-related differences were also observed in the predictive model of achievement, using science-specific affective measures. The discussion raises the cognitive and affective readiness of boys and girls for learning science. 相似文献
This study investigates agreement between professional assessors and laypersons (participants) in a group procedure that draws from assessment center principles designed to evaluate candidates to teacher-education programs. Earlier studies have established the validity of this assessment procedure and indicated high interrater agreement of professionals. Evidence that participants concur with professional evaluators will further increase our confidence in the process. The study was conducted in Israel and encompassed 159 applicants to two different educational programs. Results showed high correlations between professional and participant ratings, suggesting that the interactional process provides sufficient information for lay assessors to reach judgments that agree with expert evaluations. Nonetheless, the finding that professional ratings were significantly lower than peer and self-evaluations seems to imply that participant assessors can enhance, but by no means replace, professionals. The social and economic benefits of including lay participants in the assessment process are discussed. 相似文献
One of the great strengths of Jim Kaput’s research program was his relentless drive towards scaling up his innovative approach to teaching the mathematics of change and variation. The SimCalc mission, “democratizing access to the mathematics of change,” was enacted by deliberate efforts to reach an increasing number of teachers and students each year. Further, Kaput asked: What can we learn from research at the next level of scale (e.g., beyond a few classrooms at a time) that we cannot learn from other sources? In this article, we develop an argument that scaling up research can contribute important new knowledge by focusing researchers’ attention on the robustness of an innovation when used by varied students, teachers, classrooms, schools, and regions. The concept of robustness requires additional discipline both in the design process and in the conduct of valid research. By examining a progression of three studies in the Scaling Up SimCalc program, we articulate how scaling up research can contribute to designing for and evaluating robustness. 相似文献
THE STUDY investigated the nature and intensity of positive experiences as well as the aspiration toward transpersonal commitments among 79 normally hearing and 42 hearing‐impaired adolescents, in order to achieve a better understanding of those factors in the experience of hearing‐impaired adolescents that have enriched and empowered their lives. Landsman's Positive Experience Questionnaire (PEQ) and Magen's Life Aspiration Questionnaire (LAQ) were utilized. No differences were found between normally hearing and hearing‐impaired adolescent groups regarding the intensity of their remembered positive experiences. In comparison with normally hearing adolescents, those with hearing impairments reported more positive interpersonal experiences, rarely experienced positive experiences “with self,” and showed less desire for transpersonal commitment, even with their hearing‐impaired peers. The role of the socialization process, with an emphasis on communication between the hearing‐impaired youngster and his and her environment, was discussed. 相似文献
Over the past 10 years, public criticism of student achievement has been accompanied by a multitude of educational reforms, most of which emphasized the importance of setting national standards for student achievement and for the level and quality of teaching. The demand for frameworks to assess the extent to which students and teachers met the requirements set down by the national standards, followed. One such group of examinations – licensing exams – is directed at beginning teachers to determine which of them will be certified to teach. Thus these examinations are a regulatory mechanism designed to shape the national teaching force. This paper addresses these examinations. It consists of three sections. The first section includes information about licensing exams in many countries, licensing requirements, and whether or not the exams are actually in use. The second section of the paper presents arguments for and against licensing exams and in the third section the author presents her position on the issues addressed. 相似文献
This study examines how teachers actually cope with behavioural problems of included students. In order to understand the impact of individual differences on teachers' coping strategies, the authors looked at the relationship between these strategies and teachers' democratic beliefs and self‐efficacy. Participants were 33 teachers in Israel, who teach inclusive classes (1st–3rd grade). Data were collected through classroom observations, teacher interviews and questionnaires. In the interviews, teachers reported that they preferred helpful strategies as a solution to behavioural problems; however, classroom observation revealed that teachers actually used more restrictive responses. These results indicated that there is a gap between teachers' hypothetical knowledge and their applications of this knowledge in authentic classroom situations. In addition, positive correlations were found between teachers' democratic beliefs, teacher efficacy and the use of helpful strategies in regard to different behavioural problems. Practical implications for teacher education are discussed. 相似文献
The purpose of the study was to enhance classroom management in special education classrooms. ‘Affective teaching’ was compared with ‘cognitive teaching’ in 52 classrooms in Israel. Data was collected based on observations of three 90 minute lessons, equally divided into the two types of instruction. Results of MANOVA procedures indicated a lower frequency of misbehaviour, including off‐task behaviour, talking without permission, moving without permission and aggression, in the affective lessons compared with the cognitive lessons. In addition, positive behaviour, including expression of thoughts, expression of feelings, self‐awareness and peer support, was more frequent in the affective lessons compared with cognitive lessons. No age difference was revealed. The discussion focuses on the implications of affective teaching in classroom management.
Le but de cette étude était de mettre en valeur la gestion des salles de cours dans les classes d'éducation spécialisée. L'“enseignement affectif” a été comparé ænbsp; l'“enseignement cognitif” dans 52 classes, en Israël. Des données ont été recueillies, basées sur des observations de trois leçons consécutives de 90 minutes chacune, équitablement divisées en deux types d'instructions. Les résultats des procédés MANOVA ont indiqué une fréquence plus faible en mauvaise conduite, également hors‐devoirs, en prise de parole sans autorisation, en mouvements sans autorisation, ainsi qu'en agressivité, lors les leçons affectives par rapport aux leçons cognitives. De plus, un comportement positif, incluant l'expression des pensées, l'expression des sentiments, la conscience de soi, et le soutien entre pairs était plus fréquent lors des leçons affectives comparées aux leçons cognitives. Aucune différence d'age n'a été révélée. La discussion se concentre sur les implications de l'enseignement affectif dans la gestion des classes
El propósito de este estudio fue elevar la gestión en aulas especiales de educación. “Una enseñanza afectiva” fue comparada con “enseñanza cognoscitiva” en 52 aulas en Israel. La data fue recolectada y basada en observaciones de tres lecciones continuas de de 90 minutos, dividida en partes iguales en dos clases de enseñanzas. El resultado del MANOVA procedimiento indicó una descendencia en el mal comportamiento, incluyendo hablar y moverse sin permiso y agresión en la clase afectiva comparada con las lecciones cognoscitivas. Además, una conducta positiva, incluye expresiones de pensamientos expresiones de sentimientos, una propia toma de conciencia y un apoyo de sus camaradas mas frecuente en las clases afectivas comparada con las lecciones cognoscitivas. Ninguna diferencia en las edades fue apreciada. La discusión se centra en las implicaciones de la enseñanza afectiva en las gestiones de las aulas
Das Ziel der Studie war die Verbesserung der Unterrichtsführung in Sonderschulklassen. In 52 Klassen in Israel wurden “Affektives Unterrichten” und “Kognitives Unterrichten” miteinander verglichen. Daten, basierend auf Untersuchungen von drei aufeinanderfolgenden, 90‐ minütigen, gleichmäßig in zwei Unterrichtsarten aufgeteilten Unterrichtsstunden wurden erfasst. Im Vergleich zum kognitiven Unterricht zeigten Ergebnisse des MANOVA Verfahrens im affektiven Unterricht eine niedrigere Häufigkeit von Fehlverhalten, einschließlich Nichteilnehmen am Unterrricht, unerlaubtes Sprechen, unerlaubtes und aggressives Bewegen. Außerdem konnte positives Verhalten, einschließlich Gedanken‐ und Gefühlsäußerungen, Ichbewußtsein, Unterstützung von Gleichaltrigen im affektivem Unterricht häufiger beobachtet werden als im kognitiven Unterricht. Es wurden keine Unterschiede zwischen den Altersgruppen erkennbar. Die Diskussion konzentriert sich auf die Auswirkung des affektiven Unterrichts in der Unterrichtsführung. 相似文献
A variety of handheld applications and curricular materials have been developed to support inquiry science learning in recent years, but there are few handheld-supported assessment activities available to teachers. In Project WHIRL, researchers from SRI International worked in partnership with teachers from Beaufort County School District (SC) to develop a suite of handheld software applications that could be used to support classroom assessment in upper elementary and middle school science classrooms. In this paper, we will analyze results from a field trial conducted in 2003–2004 with 18 teachers in the district, focusing on how teachers’ enactment of handheld-supported assessment activities altered the frequency and quality of their assessment practices.This material is based in part on work supported by the National Science Foundation under Grant Number REC-0126197. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. 相似文献
