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1.
The Minnesota Marking Attitude Scale was administered to 33 regular education and 20 special education teachers. Results showed that regular educators believed that marks have a positive influence on students while special educators believed marks have neither a positive nor a negative influence (p < .005). Special educators believed to a greater extent than did regular educators that marks should be manipulated in order to influence student behavior (p < .05) and that different standards should be used to evaluate different students (p < .001). Teachers also marked students' written short answers to two typical school questions. No significant differences were found between the marks assigned by the two groups of teachers to either set of answers. Assigned marks, attitude scores, and years of teaching experience were not significantly correlated with each other. Results are discussed in terms of implications for mainstreaming.  相似文献   

2.
To address the reduction of the 6-month exclusive breastfeeding (EBF) rate in Northeast Thailand, a 3-year 6-month EBF intervention model was developed using concept mapping. A training for health-care professionals and community leaders was prioritized as the initial intervention. The aim was to assess the feasibility of the training intervention and its potential to improve 6-month EBF knowledge. A pre- and posttest, and an open question were conducted. Data were analyzed using t tests and thematic analysis. For the 17 health-care professionals and community leaders who participated, the mean 6-month EBF knowledge scores improved significantly from 5.28 to 10.21 (p value < .01). It is recommended that this workshop could be duplicated and scaled up in other regions across Thailand to standardize care.  相似文献   

3.
Environmental literacy integrates the variables cognitive knowledge, environmental values and ecological behaviour. We used three factors in our study: the first includes item-sets monitoring system-, action-related and effectiveness knowledge; the second examined the “Two Major Environmental Value model (2-MEV)“; and the third analysed General Ecological Behaviour (GEB) via an established behaviour scale. All participants were Greek sixth graders (N = 223, M = 11.7, SD ± 1.3, 49.8 % = males). Results of the Confirmatory Factor Analysis (CFA) indicated a linear relationship between environmental knowledge and values (ξ = 0.69, p > .001), values and (reported) behaviour (ξ = 0.80, p > .001), as well as between environmental knowledge and (reported) behaviour (ξ = 0.37, p = .001). We primarily used the theoretical environmental literacy model to holistically evaluate environmental education instead of applying isolated sales.  相似文献   

4.
Climate change science is a challenging topic for student learning. This quantitative study examined the effectiveness of a geospatial curriculum approach to promote climate change science understandings in an urban school district with eighth-grade students and investigated whether teacher- and student-level factors accounted for students’ climate change knowledge achievement. The participants included 12 science teachers and 956 eighth-grade students. Data included a pre- and posttest climate change assessment measures for both teachers and students and a teacher measure of Geospatial Science-Technological Pedagogical Content Knowledge. Paired-sample t tests revealed statistically significant gains from pretest to posttest on their climate change knowledge (p < .001; effect sizes being large on multiple-choice items and medium on the open-ended response assessment). Both ordinary least squares (OLS) multiple regression and 2-level hierarchical linear modeling found that students’ initial climate change knowledge and gender were significant predictors for students’ posttest scores, p < .05. Students’ pretest scores were the strongest significant predictor of the posttest scores, p < .001. Neither the teachers’ climate change knowledge nor their Geospatial Science-Technological Pedagogical Content Knowledge had significant association with the students’ posttest scores. Teaching years was a significant predictor for students’ posttest scores in OLS regression (p < .001). The findings provide support that a geospatial curriculum approach is an effective science curriculum approach for learners in urban middle-level education.  相似文献   

5.
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6.
This study was conducted to investigate whether increasing search time in a visual location task would result in significantly different relationships between worry/emotionality test anxiety component scores and performance. Fifty graduate students were given 3.5 or 8 s to locate seven embedded geometrical figures projected on a screen. Correlation coefficients (anxiety component scores X performance scores) for the two treatment groups were significantly different for the emotionality component, r = ? .73 (3.5 s), r = ? .06 (8 s), z(r) = 2.8, p < .01; but not for the worry component, r = ? .61 (3.5 s), r = ? .26 (8 s). Recommendations include further study utilizing actual classroom situations and commercial instructional materials. Tentative recommendations for the production and utilization of instructional materials are provided.  相似文献   

7.
BackgroundThe Child Sexual Behavior Inventory (CSBI) is one of the few instruments available to assess sexual behavior in children. Because of cross-cultural differences in the definition of normal and atypical sexual behaviors, the CSBI is not generalizable to other countries.ObjectiveThe current study examined psychometric properties of the Dutch version of the CSBI.Participants and settingThe study represents 3206 children from a normative sample, and 932 children from clinical samples.MethodsParents ratings on the CSBI, and questionnaires for psychosocial problems were obtained to assess psychometric properties.ResultsResults showed that Dutch parents interpret more CSBI items as developmentally appropriate than USA parents. Reliability coefficients indicated internal consistency (α = .39–.82), test-retest (r = .86, p < .000) and interrater reliability (Cohen's d =0.47, p >.05). Positive correlations between the CSBI total scale and the subscales demonstrated content validity (r = .32–.96, p < .01). Differences between normative and clinical samples on the CSBI total (ηp2 = .01–.65, p < .000), DRSB (ηp2 = .00–.03, p = .00–.38) and SASI scales (ηp2 =.00–.18, p < .01) indicated construct validity. Within the clinical samples, highest associations were found between the CSBI score and convergent measures (r = .64, p < .000). Lowest associations were found between the CSBI scores and divergent measures r = .14–.54, p = n.s.−<.000.ConclusionsCross-cultural differences in the perception of developmental appropriate sexual behavior underscore the importance of country-specific normative data. Good psychometric properties of the Dutch version of the CSBI were supported by this study.  相似文献   

8.
This study aimed to develop and establish the efficacy of a life skills-based sexuality education programme for junior high school students that focused on prevention. A non-equivalent control-group pretest-posttest design was employed with 105 students in the first-year of junior high school participating. The experimental group received 10 sessions of a life skills-based sexuality education programme, and the control group received 10 sessions of the standard sexuality education, both provided during a home economics class. A comparison of the two groups’ post-test scores showed that the experimental group scored significantly higher than the control group on sexual and reproductive health related knowledge (F = 58.50, p < .001) and life-skills (F = 11.52, p = .007). In addition, the experimental group showed a larger improvement in self-management skills for sexual health than did the control group (F = 9.32, p = .003). A life skills-based sexuality education programme increased life skills levels, knowledge about sexuality and sexual and reproductive health, and helped participants identify appropriate behaviours when facing a sexually risky situation. Results highlight the value of including an evidence-based and practice-oriented life skills-based sexuality education programme in the formal curriculum of junior high schools in Korea.  相似文献   

9.
This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers’ report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers’ reported instructional assessment practices based on sex ( t?=?0.10; df?=?53; p?=?0.992), teaching experience ( F[4,50]?=?1.766; p?=?0.150), the level of professional qualification (F[3,45]?=?0.2117; p?=?0.111) or the level of academic qualification (F[2,52]?=?0.504; p?=?0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers’ report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant (X 2?=?18.482; df?=?10; p?=?0.047) in predicting the teachers’ reported use of good instructional assessment practices. The best predictor of teachers’ report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification.  相似文献   

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11.
A consensus is emerging for meta-analyses regarding a range of selected topics in pharmacology education. This review provides a critical overview of problem-based learning (PBL) in pharmacology education. Based on several inclusion criteria, databases were searched, and 37 controlled trial studies were identified and extracted. The meta-analysis found that PBL had a positive effect on gaining higher theoretical scores (SMD = 6.77, 95% CI [5.23, 8.31], p < 0.00,001) assessed through examinations. The results of questionnaires for students’ feedback showed that PBL was superior to conventional teaching methods in improving students’ outcomes of self-study, learning interest, team spirit, problem solving, analyzing, scope of knowledge, communication, and expression. These results suggest that PBL in pharmacology education is considered superior to traditional lecture-based learning.  相似文献   

12.
This article recounts the findings of a study that investigated pre-service teachers’ attitudes and concerns regarding inclusive education and their degree of comfort when interacting with people with disabilities after completing courses on inclusive education. One hundred and eighty pre-service teachers from one higher education institution in South Africa completed the Sentiments, Attitudes and Concerns about Inclusive Education Scale. They were all being prepared to teach at either the primary (41%) or secondary (59%) level of education. Pre-service teachers’ mean scores on the sentiments scale increased following the intervention (p < 0.001), as did the mean scores on the attitudes scale (p < 0.001). However, mean scores related to their concerns decreased (p = 0.01). With respect to the latter finding, as a result of the intervention the pre-service teachers became more worried about resources to support inclusive education (p < 0.001), the reality of large classes (p = 0.01) and their workload (p = 0.04). Recommendations based on the research findings are made, suggesting that the quality of courses on inclusive education should be enhanced in higher education institutions.  相似文献   

13.
Students' different perceptions of task values influence their learning experience and achievement in physical education. Framed using the subjective task value construct, this study was conducted to determine the extent to which male and female Chinese middle schoolers with different body sizes differed in their perception of the task values. A second goal of the study was to identify the extent to which the task values along with gender and body size predicted students' performance on knowledge and physical skill tests. Data from a random sample of students (N = 860) from eight Chinese middle schools revealed that the boys appreciated intrinsic (p = .001) and utility values (p = 02); both boys and girls, however, equally appreciated the attainment value (p = .73). The boys performed better in physical skill tests than the girls (p = .001), whereas the girls scored higher in knowledge tests than the boys (p = .04). Regression analyses revealed that gender is the only predictor for performance on both knowledge and skill tests. Utility value and body size were predictors for skill, not for knowledge. These findings indicate that Chinese middle school boys and girls differed in valuing and achieving in physical education. The findings imply that Chinese boys need to strengthen cognitive learning and girls need to strengthen psychomotor skill development in physical education.  相似文献   

14.
Breastfeeding provides valuable immunologic, nutritional, and psychological advantages to infants and is the most desirably complete diet for the infant during the first 6 months of life. The purpose of this exploratory study was to determine the prevalence of breastfeeding in a group of Alaskan Inupiat Eskimos, who live in northern Alaska. A convenience sample of 36 women making up three age cohorts was utilized (women ages 18 to 25, N=11; ages 26 to 40, N=14; ages 41 to 60, N=11). Data collected from these women on their choice of infant-feeding method contributed to measuring the prevalence of breastfeeding. Prevalence was also measured by categorizing the children of these women into three age groups and further classifying them as to how they were fed when they were infants. Statistical analysis was performed utilizing 95% confidence intervals. Results revealed that, in this sample and over the past 20 years, a substantial decline has occurred in the percentage of Inupiat infants exclusively breastfeeding for 6 months or longer. Data also indicated a downward trend in the percentage of mothers between the ages of 26 and 39 who initiate breastfeeding; however, among the mothers aged 18 to 25, data reflected a rising trend.  相似文献   

15.
In this study three experiments investigate the relationship of sensitivity to word structure to direct and indirect measures of reading achievement in normal high school and college students using a four-part morpheme Sensitivity Test (MST). This test assesses knowledge of the syntactic category of common noun, verb, and adjective suffixes (Part 1), the ability to generalize this knowledge to novel forms (Part 2), the ability to distinguish derivationally-related word pairs from pseudo-related word pairs (Part 3), and knowledge of how suffixes differ in their effect on syllable boundaries in the complex word (Part 4). Experiment 1 showed that the SAT Verbal scores of 26 undergraduates correlate significantly (p<0.05) with Parts 2 and 4 of the MST; Part 1 showed ceiling effects. Experiment 2 showed that the Nelson Reading Test scores of 24 ninth-grade students correlate significantly (p<0.005) with all parts of the MST. Experiment 3 showed a significant difference between means (p<0.005) on all parts of the MST for 26 proficient and 54 non-proficient high school readers. Results are consistent with the morphophonemic nature of English spelling.  相似文献   

16.
The purpose of this study was to examine individual and situational interests in learning motor skills as associated with gender and skill. Individual and situational interests and motor skill were measured in middle school girls (n = 109) and boys (n = 82). A correlation analysis for the entire sample showed a moderate correlation between skill and individual interest (r = .63) and weak relationships between individual and situational interest (r < .10) and between situational interest and skill (r < .18). A MANOVA analysis revealed a difference between the boys and girls in situational interest at a borderline significance level (p = .05). However, when individual interest, skill, and gender were compared between students with high or low situational interest in a hierarchical log linear model, it was found that both groups did not differ in number of boys and girls (p = .98). But the high situational interest group had more students with high skill (p = .001) and high individual interest (p = .02). The results suggest that discrepancies in acquired skill accounted for the gender difference and that acquired skill is associated with individual interest and high situational interest in learning motor skills.  相似文献   

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18.
Abstract

Four representative Educational Psychology classes (N =139) were drawn from the fall semester offering of a large Midwestern teachers college. Two additional classes (N = S3) were selected from a small Eastern liberal arts school also training teachers.

At the beginning of the semester, all subjects were administered measures of intrinsic parental acceptance (Ausubel Parent Attitude Rating Scale), manifest anxiety (AT scale of MMPI), attitudes toward teaching (MTAI), attitudes about the value of professional education (SEAS), and authoritarianism (California F Scale). Measures of academic aptitude (ACT, SCAT) and academic achievement (GPA) were secured from the college records. At the end of the same semester, subjects completed a student information sheet and a second measure of their attitudes toward teaching (MTAI).

Significant correlations were obtained between parental acceptance scores and each of the following measures; manifest anxiety, attitudes toward teaching, and attitudes toward professional education. Male overachievers were found to have significantly lower parental acceptance than male underachievers. No significant relationships were found between parental acceptance and attitude shift or authoritarianism.  相似文献   

19.
This study compared the motor activity technique of learning, using physical education activities, with traditional ways of developing science concepts with fifth grade slow learning children. Two groups of ten children each were equated on the basis of pretest scores. Both groups were taught by the same classroom teacher. One group was taught through motor activity learning and the other by traditional procedures. Both groups were retested after a two-week teaching period, and again after a three-month extended interval. The difference in the posttest scores favored the motor activity learning group, p < .01 (t = 4.33, df 9). The difference in the extended interval test also favored the same group, p < .001 (t = 6.37, df9). Using the differences in test scores as criteria for learning, the children in the motor activity learning group learned and retained significantly more than those in the traditional group.  相似文献   

20.
The purposes of this study were to: (1) Assess child abuse professionals’ and nonprofessionals’ knowledge of scientific research findings that are relevant to forensic child sexual abuse (CSA) evaluations and (2) describe associations between child abuse professionals’ levels of research knowledge and their education and experience. An 18-item multiple-choice test was administered to 188 child abuse professionals and 457 nonprofessionals (undergraduate college students) in Brazil and the United States. The nonprofessionals’ average percent correct, M = 44%, was not significantly different than what would be expected for random guessing (45%). The professionals’ average percent correct, M = 55%, was higher than that of nonprofessionals and random guessing (both ps < .001). The average percent correct score for the US-sample psychologists, M = 76%, was higher than the average score of the other professionals, M = 51%, p < .001. Professionals’ educational level, as measured by the highest academic degree obtained, was positively associated with percent correct scores, Spearman's ρ = .46, p < .001. Controlling for educational attainment, professional experience, as measured by the total number of CSA evaluations performed, was weakly associated with percent correct scores, partial r = .15, p = .04. Percent correct scores were low for both nonprofessionals and professionals. Most of the participants in this study were uninformed or misinformed about scientific research findings that are important for conducting optimal forensic CSA evaluations and for making accurate judgments about the validity of sexual abuse allegations.  相似文献   

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