Letting girls speak out about science     

Dale Baker  Rosemary Leary 《科学教学研究杂志》1995,32(1):3-27

The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self-confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs.  相似文献   

Using the Objective Borderline Method (OBM) to support Board of Examiners’ decisions in a medical programme     

Boaz Shulruf  Roger Booth  Heather Baker  Warwick Bagg  Mark Barrow 《Journal of Further & Higher Education》2017,41(3):425-434

Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students’ course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some discretion by university staff is required. In the interests of the transparency of the exercise of this discretion and to increase the chances that the ‘right’ decision is made, we tested the validity of the second version of the Objective Borderline Method (OBM2) decision-making tool in a medical programme. Our results suggest that application of OBM2 provides valid data to help university staff make robust decisions about a student’s progression through a programme, and with which to defend these decisions if that should be required.  相似文献   

Masculinity and femininity in twin children: genetic and environmental factors   总被引：1，自引：0，他引：1  

J E Mitchell  L A Baker  C N Jacklin 《Child development》1989,60(6):1475-1485

Genetic and environmental origins of individual differences in masculine and feminine personality attributes were investigated in a sample of 38 monozygotic and 32 dizygotic twin pairs (total N = 140) during pre- and early adolescence. Self-report measures of both masculine and feminine characteristics were obtained for each child using 2 standardized instruments: the Children's Personality Attributes Questionnaire (CPAQ) and the Adolescent Self-Perception Inventory (ASPI). Multivariate biometrical analyses revealed significant genetic influences in all measures, accounting for 20%-48% of the observed variation in each. Environmental influences, which explained the remaining 52%-80% of variance in masculinity and femininity, were apparently specific to each individual and not shared by members of the same twin pair. The results underscore the importance of considering both genetic and environmental factors in gender-role development, particularly in studies of family resemblance.  相似文献   

Teaching expressive writing to students with learning disabilities: research-based applications and examples   总被引：4，自引：0，他引：4  

Baker S  Gersten R  Graham S 《Journal of learning disabilities》2003,36(2):109-23; discussion 149-50

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The SITE Project: An Experiment in Approaches to INSET   总被引：1，自引：0，他引：1  

Keith Baker 《Cambridge Journal of Education》1979,9(2-3):175-189

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A Reconsideration of the Practicum as the Critical Element of Teacher Education     

Ray Hull  Robert Baker 《Asia-Pacific Journal of Teacher Education》1984,12(2):1-11

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Risk factors for the perpetration of child sexual abuse: a review and meta-analysis   总被引：1，自引：0，他引：1  

Whitaker DJ  Le B  Karl Hanson R  Baker CK  McMahon PM  Ryan G  Klein A  Rice DD 《Child abuse & neglect》2008,32(5):529-548

OBJECTIVES: Since the late 1980s, there has been a strong theoretical focus on psychological and social influences of perpetration of child sexual abuse. This paper presents the results of a review and meta-analysis of studies examining risk factors for perpetration of child sexual abuse published since 1990. METHOD: Eighty-nine studies published between 1990 and April of 2003 were reviewed. Risk factors were classified into one of the following six broad categories: family factors, externalizing behaviors, internalizing behaviors, social deficits, sexual problems, and attitudes/beliefs. Sex offenders against children (SOC) were compared to three comparison groups identified within the 89 studies: sex offenders who perpetrated against adults (SOA), non-sex offenders, and non-offenders with no history of criminal or sexual behavior problems. RESULTS: Results for the six major categories showed that SOC were not different from SOA (all d between -.02 and .14) other than showing lower externalizing behaviors (d=-.25). Sex offenders against children were somewhat different from non-sex offenders, especially with regard to sexual problems and attitudes (d=.83 and .51). Sex offenders against children showed substantial differences from non-offenders with medium sized effects in all six major categories (d's range from .39 to .58). CONCLUSION: Child sex offenders are different from non-sex offenders and non-offenders but not from sex offenders against adults. PRACTICE IMPLICATIONS: This study suggests that the presence of general risk factors may lead to a variety of negative behavioral outcomes, including the perpetration of child sexual offending. Family factors were strongly related to the perpetration of child sex offending (vs. non-sexual offending or non-offending) and may be valuable intervention points for interrupting the development of child sex offending, as well as other negative behaviors. Other potential points for intervention may focus on the development of appropriate social and emotional skills that contribute to sexual offending.  相似文献   

The evaluation and research of multi-project programs program component analysis     

Eva L. Baker 《Studies in Educational Evaluation》1977,3(3):169-178

This paper will consider ways to study educational reform efforts in order to allow policy-making to be developed on a relatively sound basis. At present, educational policy-making often derives from a pastiche of available anecdotes, research-based “good” ideas, and previous administrative guidelines. Educational evaluation efforts should not be used merely to identify and label programs as either “successes” or “failures” at a global level, but rather to permit the analyses of elements or components of programs which seem to be making positive contributions to a common sense perception of program success. A comprehensive, developmental sequence for such evaluation will be described.  相似文献   

Teachers' perceptions of the effects of a scientific literary course on subsequent learning in biology     

Dale R. Baker  Michael D. Piburn  Michael D. Piburn 《科学教学研究杂志》1990,27(5):477-491

Five teachers were interviewed as to their perceptions of the effect of an intervention to teach scientific literacy on learning in subsequent biology courses. The sample consisted of 450 students who had a literacy course in ninth grade and had completed tenth-grade biology. At the end of the academic year the biology teachers were interviewed and asked to compare the biology students who had the literacy course to students they had taught in earlier years. The biology teachers concluded that the literacy course did have an effect on students' subsequent ability to learn biology. The strength of the effect varied according to level of biology. Students had a better understanding of the nature of science and better laboratory and process skills. They were also better at analyzing data. The advanced and intermediate biology students were more creative, more likely to take risks, and engage in hypothetical thinking than other groups of students that the teachers had taught. Although the purpose of the literacy course was to teach literacy skills the advanced students retained a substantial amount of content material that was applicable to biology.  相似文献   

The Relationship between Students’ Characteristics and Their Impressions of Online Courses     

Kerrie Q. Baker  Diane M. Moyer 《The American journal of distance education》2019,33(1):16-28

This study explored relationship between students’ conscientiousness and motivation, their impressions of the online environment, and their learning. Also examined were relationships between their impressions of the online environment and their sense of community and their interactions with others. Questionnaires were completed by 84 students at a private college. Students who were more conscientious and intrinsically motivated had more favorable impressions of online courses. They were engaged, and perceived value in the course, and were less anxious or frustrated when taking online courses. Those students who perceived a sense of community, or social presence, also had more favorable impressions. These relationships and their implications are discussed.  相似文献