Purpose: This study examines the relationships between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognitive, and agentic engagement), self-efficacy, and science achievement.
Sample: The study participants included 744 seventh-grade students from 9 public schools in two districts of Gaziantep in Turkey.
Design and methods: Data were collected through the administration of four instruments: Survey of Classroom Goals Structures, Engagement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. The obtained data were subjected to path analysis to test the proposed model.
Results: Students’ perceptions of classroom goal structures (i.e. motivating tasks, autonomy support, and mastery evaluation) were found to be significant predictors of their self-efficacy. Autonomy support was observed to be positively linked to all aspects of engagement, while motivating tasks were found to be related only to cognitive engagement. In addition, mastery evaluation was shown to be positively linked to engagement variables, except for cognitive engagement, and self-efficacy and engagement (i.e. behavioral, emotional, and cognitive engagement) were observed to be significant predictors of science achievement. Finally, results revealed reciprocal relations among engagement variables, except for agentic engagement.
Conclusions: Students who perceive mastery goal structures tend to show higher levels of engagement and self-efficacy in science classes. The study found that students who have high self-efficacy and who are behaviorally, emotionally, and cognitively engaged are more successful in science classes. Accordingly, it is recommended that science teachers utilize inquiry-based and hands-on science activities in science classes and focus on the personal improvement of the students. Furthermore, it is also recommended that they provide students with opportunities to make their own choices and decisions and to control their own actions in science classes. 相似文献
This project aimed to help new and emerging consultants to become more effective in their role through a programme of support to develop their expertise.
Emancipatory action research, supported by claims, concerns and issues tool, derived from Stakeholder Evaluation, and other methods (active learning, action learning, collaborative workshops and individual tools e.g. qualitative 360 degree feedback and reflective reviews) comprised the supportive intervention which enabled participants to research their own practice.
The programme’s methodology and methods helped participants to: research their own practice; theorise from practice; grow the facilitation skills needed to develop and demonstrate their own effectiveness; foster the effectiveness of others and; transform practice culture. Greater effectiveness in their multiple roles was demonstrated, as was the impact of this on others, services and organisations.
The study concludes that the support programme augmented by the methodology, facilitation skills and the 10 principles derived from a concept analysis of work-based learning is central to achieving improved effectiveness and transformation of others, services and organisations. Theoretical insights at collective/community levels also resulted. Key recommendations are identified for commissioners, higher education and research. 相似文献
_____ comprehensive and unified;
_____ able to take into account the particular possibilities of individual adult educators; and
_____ easily adjustable to the particular needs within the community.
Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere. 相似文献
Design/methodology/approach: A systematic literature review of the peer-reviewed literature was undertaken to analyse the evaluations based on: (i) year of publication; (ii) location of the study; (iii) programme delivery; (iv) evaluation methods; (v) outcome variables; and (vi) inclusion of evaluation in initial programme design.
Findings: The review finds that almost all studies use an experimental or quasi-experimental research design (i.e. using a control group or counterfactual), but some studies do not account for endogeneity or selection bias. Furthermore, only a small number of the evaluations were planned as part of the original programme design, which causes difficulties in obtaining robust counterfactuals. The review also finds that relatively few evaluations, approximately 20%, measure the programme impact on environmental outcomes and only 15% of the evaluations have been undertaken for programmes in developed countries.
Practical implication: Limitations with current evaluation practice are identified, and recommendations are provided for improving practice, including better treatment of endogeneity, and the complementary use of qualitative data.
Theoretical implication: The review provides a contribution to the debate about the use of quantitative versus qualitative evaluation methods, by addressing the use of both quantitative and qualitative evaluation methods in a complementary way.
Originality/value: Despite their widespread implementation, this is the first systematic literature review for published evaluations of participatory extension programmes in the agricultural sector. 相似文献
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research. 相似文献
One hundred and eighty subjects took part in the study. They were assigned to two experimental, two control and one Hawthorne control groups. Experimental subjects participated in enrichment activities held outside the school. Control subjects were not given these activities while the Hawthorne control group was taken out on excursions unrelated to their science lessons.
The Cooperative Science Test (COST) was used to assess the acquisition of science concepts while science achievement was based mainly on school science examination scores.
The results indicated that the experimental subjects showed significantly greater improvement in concept attainment and science achievement. Correlations between science concept attainment and science examination scores were positive and significant.
The study concluded that participation in enrichment activities relevant to school science would improve science achievement. 相似文献
Design/Methodology/Approach: Students are required to analyse the pest and disease status of and provide pesticide recommendations for an export apple orchard at four different times of the season. At each ‘virtual visit’ they are required to interpret monitoring data and make spray decisions. The students are provided with the same IPM information and guidelines commercial growers receive. Amongst other things, management history, non-target organisms, pesticide resistance risk, allowable residues, pesticide restrictions and pesticide compatibility must be considered. Student reflections (n = 57) from three years of use were assessed using grounded theory analysis and reported.
Findings: Students found they gained an appreciation of the various factors that need to be considered for tactical IPM and that the exercise helped prepare them for this task ‘in real life’.
Practical Implications: The assessment described can be used as a template for an online integrated case-based training strategy which provides the opportunity for real-life decision making in a safe environment.
Originality/Value: The paper is original. It is hoped this case study will serve as a source of ideas and/or inspiration from those wishing to employ similar ‘active learning’ web-based exercises for agricultural education or extension training. 相似文献
Purpose: In the current study, the purpose was to investigate the relations among perceived teacher affective support (PTAS), academic emotions (academic enjoyment, academic anxiety, and academic hopelessness), academic self-efficacy and behavioural engagement in elementary school science classrooms in Turkey.
Sample: A total of 633 fourth- and fifth-grade students in eight elementary schools in Istanbul, Turkey were participated in the study.
Design and methods: A self-report questionnaire was administered to participating students. The data were analysed using structural equation modelling.
Results: Findings showed that PTAS was both directly and indirectly related to the given variables. PTAS was found to be significantly positively associated with students’ academic enjoyment, academic self-efficacy and behavioural engagement and significantly negatively related to their academic anxiety and academic hopelessness in science classrooms. An important finding is that the total effect of PTAS on behavioural engagement, a factor strongly associated with academic success in all disciplines, was as strong as the effect of students’ perceived academic self-efficacy beliefs in science.
Conclusions: Findings suggest that PTAS may help promoting positive emotions and motivation among students in science classrooms, eventually leading to more desirable attitudes and achievement outcomes in science. Teacher affective support deserves greater recognition from researchers, educational policy-makers, administrators and teachers to build better learning conditions for all students. 相似文献
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
After numerous debates and discussions over the last century Norway decided in 1992 to extend the half year GCE‐course at the universities to a one year study. Due to this decision it was for the first time written National Guidelines for these kinds of studies.
This paper seeks to show how this change is carried out at one of the four universities in Norway—the Norwegian University of Science and Technology in Trondheim. The author presents this reform under the heading practical experience in Teacher Education. This is done because the National Guidelines for Norway underline that all theory in the GCE‐studies must be school‐based. Practical classroom experience is, in other words, supposed to be the starting point for all theory being taught as a part of the GCE‐program.
This paper also tries to view the Norwegian change in the GCE‐course from international trends within teacher education. 相似文献
Methodology: Qualitative data was obtained through semi-structured interviews with 30 Tasmanian dairy farmers. The Theory of Planned Behaviour (TPB) framework was used to identify and explore factors influencing farmer engagement intentions and behaviour.
Findings: There was a negative effect of social influence on experienced farmers’ intention to re-engage with extension, due to the belief extension activities were targeted to less experienced, younger farmers. Perceived control factors limiting engagement included lack of confidence about existing knowledge, resulting in farmers perceiving extension activities as confronting.
Practical implications: Key factors influencing intention to engage and continued engagement with extension were identified. These findings will inform future design and targeting of extension activities to improve initial and continued engagement. Subsequent recommendations are presented.
Theoretical implications: Previous TPB studies on adoption as an outcome of extension have typically focused on quantifying adoption predictions, rather than exploring how social factors interact and influence intentions and behaviours. This paper demonstrates how the TPB can be qualitatively applied to better understand farmer decision making, in this instance with respect to their initial and continued engagement with extension.
Originality/value: This paper demonstrates how the TPB can provide an evidence-based framework to qualitatively explore farmer intentions and behaviour. This approach has led to new insights into farmer decision making that will inform improvements in future extension development. 相似文献
There is worldwide research concerning the application of social studies to kindergarten. In Greece, specifically, there is no relevant data about this subject.
Therefore, the current study was carried out in order to find out, interalia, I) whether kindergarten teachers occupy students with social studies activities, 2) if they do occupy them, in what social studies activities children engage more frequently and 3) the self‐assessed adequacy of the kindergarten teachers’ training and their attitudes concerning the application of social studies activities to kindergarten.
In order to collect the necessary data for this study, three hundred kindergarten teachers, from urban and non‐urban areas of Greece, were given a questionnaire and the conclusions drawn from their answers form the basis of the study.
In order to gain greater data validity, the recorded answers were cross‐referenced with informal observations in classrooms of teachers who participated in the study. 相似文献
Purpose/Hypothesis: This study offers teaching strategies and their corresponding instructional sequences based on Lakatosian Methodology, and examines the effects of a Lakatosian Conflict Map using pre-service elementary teachers’ conceptual understandings of the causes of seasons.
Design/Method: The Lakatosian Conflict Map was applied to concepts of seasonal change held by pre-service elementary teachers.
Results: Most pre-service elementary teachers consistently protect their hard-core beliefs about seasonal change by offering auxiliary hypotheses related to earth’s elliptical orbit and the tilt of its rotational axis in response to activities designed to promote conceptual change around knowledge related to the cause of the seasons. Specifically, the critical event rather than the discrepant event in the Lakatosian Conflict Map was conducted in a Lakatosian conflict group and these students were allowed to explicitly express their representations about the phenomena derived from these events. The result of this study is that instruction using the new Lakatosian Conflict Map produced more favorable outcomes in terms of conceptual change than traditional instruction.
Conclusions: This research concludes that the Lakatosian Conflict Map can help science teachers and students resolve the conflicts between students’ existing ideas and target scientific concepts. 相似文献
A systematic review of agency-related literature revealed little consistency and coherence in definitions and components of agency, particularly regarding young people. Empirical research used realist grounded theory to analyse discussion of three focus groups consisting of 11 young people aged 13 to 17 involved in active school and community projects in both rural and urban areas from a large county in the UK. Findings indicate how certain psychological factors relate over time between a young person’s thoughts and feelings, their structural context and their positive interpersonal relationships to support their sense of being an agent.
This article argues that focus on young people’s agency is a key thread linking many areas of educational practice to empower young people. Implications for practice with young people, professionals and families are discussed, including use of a schema of the findings to guide assessment and intervention. 相似文献
Strauss and Corbin’s (1990) grounded theory design was employed in this study. A total of eighteen (18) Filipino older adults in nursing homes were purposively selected to participate in one-on-one, semi-structured interviews. These were then transcribed into field texts and analyzed through open, axial and selective coding. Member checking procedure was employed to ensure that the emerged themes were sensible and consistent with the participants’ lived experiences.
Through constant comparative method, the findings of this study presented the development of a three-phase process (Reactivating, Reconstructing and Reframing) that describes the reminiscence experiences of a select group of Filipino nursing home residents. The emergent theoretical model invites nurses as quality care providers to renew and restructure interventions to promote effective reminiscence. 相似文献
This paper treats as an innovation the creation of a postgraduate programme of research which acts as a focus for industrial collaboration. The idea, the networks created and the launch of the programme are described. Lessons from experience are related and further diffusion of the idea and resulting activities are briefly mentioned.
Cet article considère comme une innovation la cr éation d 'un programme de recherches de mattrise qui sen de foyer pour la collaboration industrielle. L'idée, le réseau ainsi cree et le lancement du programme sont descris. Les leçons tirées de l 'experience sont recontees et la diffusion supplemental de l'idée et des activités derivées sont mentionnées en bref. 相似文献
The paper discusses the didactic principles on which the videofilm is substantially different from other teaching activities, details of the production process itself are outlined. The paper advances some preliminary conclusions about the efficiency of learning from the videofilm. 相似文献