Achievement Goals as a Measure of Motivation in University Students     

Archer Jennifer 《Contemporary educational psychology》1994,19(4)

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Attitudes toward learning oral communication skills online: the importance of intrinsic interest and student-instructor differences     

Keith M. Harris  Liam Phelan  Bonnie McBain  Jennifer Archer  Antony J. Drew  Carole James 《Educational technology research and development : ETR & D》2016,64(4):591-609

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Positive correlation between pre- and postconditioning saccharin intake in taste-aversion learning     

Trevor Archer  Per-Olow Sjödén 《Learning & behavior》1979,7(2):144-148

Data from 36 groups of rats from a total of 12 taste-aversion (saccharin+lithium chloride) experiments were analyzed for (1) individual differences of absolute saccharin (sacc) intake on the first (conditioning) and second (test) presentations, and (2) the correlation between intakes on the two presentations. Large individual differences and strong positive correlations were found for sacc+LiCl, sacc+NaCl, sacc?LiCl unpaired, and “different context” conditions. In addition to raising doubts about the use of absolute saccharin intake as a measure of taste-aversion learning, these results support the view that an associative (taste-nausea) component is superimposed on a neophobic avoidance of the novel taste stimulus.  相似文献   

An Initiator-Catalyst Approach to College Counseling Outreach     

James Archer  Stewart Cooper 《Journal of College Counseling》1999,2(1):76-88

The authors discuss the evolution of approaches to college counseling outreach, and suggest that an initiator-catalyst approach makes the most sense in contemporary college counseling and mental health settings. A brief history of outreach models and approaches is presented along with an outline of and example of the initiator-catalyst approach. Topics related to this approach are also discussed: mass communications/technology, assessment, faculty, student, and staff change agents; and campus politics.  相似文献   

Science capital or STEM capital? Exploring relationships between science capital and technology,engineering, and maths aspirations and attitudes among young people aged 17/18     

Julie Moote  Louise Archer  Jennifer DeWitt  Emily MacLeod 《科学教学研究杂志》2020,57(8):1228-1249

We previously proposed that science capital (science-related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post-18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration.  相似文献   

‘They never go off the rails like other ethnic groups’: teachers’ constructions of British Chinese pupils’ gender identities and approaches to learning     

Louise Archer  Becky Francis 《British Journal of Sociology of Education》2005,26(2):165-182

This paper examines the ways in which British Chinese pupils are positioned and represented within the popular/dominant discourse of teachers working in London schools. Drawing on individual interviews from a study conducted with 30 teachers, 80 British Chinese pupils and 30Chinese parents, we explore some of the racialised, gendered and classed assumptions upon which dominant discourses around British Chinese boys and girls are based. Consideration is given, for example, to teachers’ dichotomous constructions of British Chinese masculinity, in which British Chinese boys were regarded as ‘naturally’ ‘good’ and ‘not laddish’, compared with a minority of ‘bad’ British Chinese boys, whose laddishness was attributed to membership of a multiethnic peer group. We also explore teachers’ constructions of British Chinese femininity, which centred around remarkably homogenised representations of British Chinese girls as ‘passive’ and quiet, ‘repressed’, hard‐working pupils. The paper discusses a range of alternative readings that challenge popular monolithic and homogenising accounts of British Chinese masculinity and femininity in order to open up more critical ways of representing and engaging with British Chinese educational ‘achievement’.  相似文献   

The Web and information literacy: scaffolding the use of web sources in a project-based curriculum     

Marion Walton  Arlene Archer 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):173-186

In this article we describe and discuss a three‐year case study of a course in web literacy, part of the academic literacy curriculum for first‐year engineering students at the University of Cape Town (UCT). Because they are seen as ‘practical’ knowledge, not theoretical, information skills tend to be devalued at university and rendered invisible to the students. In particular, web‐searching skills are problematic, given the challenges that the Web poses to academic values and traditional research practices. Consequently, the technical skills of web searching are often taught separately from academic curricula or left entirely unaddressed. We illustrate an alternative, integrated approach to the development of this aspect of information literacy. We apply a critical action research methodology to document, evaluate and reflect on students’ use of evaluative frameworks. Focusing on the facilitation of critical and evaluative use of the Web for exploratory learning, we interrogate the role of ‘cultural capital’ and evaluate the effectiveness of the scaffolding provided by the course design. We find important connections between developing knowledge of academic discourse and successful academic use of the Web, and note that, for students to transfer their skills to a range of contexts, these skills will require sustained attention throughout the undergraduate curriculum. We present evidence that the most effective strategies integrate everyday practical knowledge of research techniques with teaching about academic discourse and building students’ knowledge in a specific domain.  相似文献   

Class,gender, (hetero)sexuality and schooling: paradoxes within working‐class girls’ engagement with education and post‐16 aspirations     

Louise Archer  Anna Halsall  Sumi Hollingworth 《British Journal of Sociology of Education》2007,28(2):165-180

This paper discusses the ways in which inner‐city, ethnically diverse, working‐class girls’ constructions of hetero‐femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working‐class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namely, investment in appearance through ‘glamorous’ hetero‐femininities, heterosexual relationships with boyfriends, and the ‘ladettte’ discourse. We discuss how and why young women’s investments in particular forms of heterosexual working‐class femininity can play into their disengagement from education and schooling, drawing particular attention to the paradoxes that arise when these constructions play into other oppressive power relations.  相似文献   

Adolescent boys' science aspirations: Masculinity,capital, and power   总被引：1，自引：1，他引：0  

Louise Archer  Jennifer DeWitt  Beatrice Willis 《科学教学研究杂志》2014,51(1):1-30

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‘It didn’t really change my opinion’: exploring what works,what doesn’t and why in a school science,technology, engineering and mathematics careers intervention     

Louise Archer  Jennifer DeWitt  Justin Dillon 《Research in Science & Technological Education》2013,31(1):35-55

Background: It is widely agreed that more needs to be done to improve participation in science, technology, engineering and mathematics (STEM). Despite considerable investment in interventions, it has been difficult to discern their effectiveness and/or impact on participation.

Purpose: This paper discusses findings from a six-week pilot STEM careers intervention that was designed and overseen by a teacher from one London girls’ school. We reflect on the challenges for those attempting such interventions and the problems associated with evaluating them.

Sample: Data were collected from Year 9 students (girls aged 13–14 years) at the school.

Design and methods: Pre- and post-intervention surveys of 68 students, classroom observations of intervention activities, three post-intervention discussion groups (five or six girls per group) and a post-intervention interview with the lead teacher were conducted.

Results: Although the intervention did not significantly change students’ aspirations or views of science, it did appear to have a positive effect on broadening students’ understanding of the range of jobs that science can lead to or be useful for.

Conclusions: Student aspirations may be extremely resistant to change and intervention, but students’ understanding of ‘where science can lead’ may be more amenable to intervention. Implications are discussed, including the need to promote the message that science is useful for careers in and beyond science, at degree and technical levels.  相似文献