Accounting for Variation in Science and Mathematics Achievement: A Multilevel Analysis of Australian Data Third International Mathematics and Science Study (Timss)   总被引：1，自引：0，他引：1  

Beverley J. Webster  Darrell L. Fisher 《School Effectiveness & School Improvement》2013,24(3):339-360

One of the most consistent themes evident in the literature dealing with rural education is that of rural disadvantage. Much research and literature indicates that students from rural schools receive an education that is inferior to that of students from larger urban or suburban schools. Of the matrix of factors reported to lead to that disadvantage, geographical isolation and the extent to which it restricts access is reported to result in rural schools not having the same standard of resource allocation as urban schools where access is not a problem. This study addresses the issue of resource availability in rural and urban Australian schools and includes the variables: students' attitudes towards science and mathematics and career aspirations of these students. The analysis includes socioeconomic status and gender of these students and investigates how these variables relate to student achievement. Do students in rural schools have the same educational opportunity as students in urban schools? In this study a multilevel model is used which takes into account the classroom level variance in student achievement as well as individual variance and school level variance.  相似文献   

The role of the information specialist in the systematic review process: a health information case study   总被引：1，自引：1，他引：0  

Beverley CA  Booth A  Bath PA 《Health information and libraries journal》2003,20(2):65-74

There is an increasing body of literature on the information specialist's role in supporting evidence-based health care. In particular, the information component in systematic reviews has received considerable attention in recent years. Information professionals have evolved from simply acting as 'evidence locators' and 'resource providers' to being quality literature filterers, critical appraisers, educators, disseminators, and even change managers. This paper describes ten possible roles for information professionals in the systematic review process, using a case study of a review of the health information needs of visually impaired people carried out by the Centre for Health Information Management Research (CHIMR) at the University of Sheffield. This health information review was undertaken entirely by a team of information professionals. The ten roles identified are: project leader, project manager, literature searcher, reference manager, document supplier, critical appraiser, data extractor, data synthesiser, report writer and disseminator. This review has also identified an eleventh possible role for information professionals; that of primary researcher. Finally, the implications for evidence-based health care and evidence-based health informatics are discussed.  相似文献   

Australian studies: A vehicle for scientific and technological literacy?     

Ms Beverley L Jane 《Research in Science Education》1990,20(1):152-160

In Victoria, schools are adopting one common certificate, the VCE (Victorian Certificate of Education) which encompasses two years of study (Years 11 and 12) and comprises 44 subject areas or Studies, each of one semester duration. Amongst the compulsory subjects is Australian Studies (Units 1 and 2) with its focus on Work in Australian society. This paper discusses concerns about the teaching of the compulsory subject Australian Studies in the new VCE. The purpose is to consider whether the science and technology component in the Australian Studies course can raise the students’ level of scientific and technological literacy. The discussion is based on one semester’s teaching experience of Year 11 Australian Studies and consequent reflections on practice. Specializations: science and technology teacher education, technology in the curriculum.  相似文献   

Exploring the challenge of developing student teacher data literacy     

Bronwen Cowie  Beverley Cooper 《Assessment in Education: Principles, Policy & Practice》2017,24(2):147-163

Abstract

A number of trends are converging to drive the need for more informed teacher data use. These include advocacy for formative assessment and the need for teachers to account for student learning. In this context, assessment literacy and data literacy have emerged as a focus in research and professional development. Problematically, research signals that developing assessment/data literacy is challenging with evidence that teachers may not have mastered relevant aspects of mathematics and statistics. This paper reports lecturer, student teacher and school leader views of the role and requirements of data literacy using data from a larger study into how to foster student teacher mathematical thinking for the breadth of teacher professional work. Data were generated via interviews, surveys and document analysis. Findings suggest a concern and opportunity to develop assessment/data literacy as this calls on mathematical and statistical understanding.  相似文献   

Learning Statistics on the Web – DISCUSS     

Neville Hunt  Sidney Tyrrell 《Teaching Statistics》2000,22(3):85-90

This article discusses the use of the Internet in teaching and learning statistics and describes how interactive spreadsheets can be integrated with Web‐based resources.  相似文献   

Entering Professional practice in the New Work Order: A study of Undergraduate Students and their Induction into Professional Work     

Beverley Axford 《The Australian Educational Researcher》2005,32(2):87-104

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Index Numbers     

Sidney Tyrrell 《Teaching Statistics》1997,19(2):54-56

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Technology in the curriculum: A vehicle for the development of children's understanding of science concepts through problem solving     

Beverley Jane  Leanne Smith 《Research in Science Education》1992,22(1):413-413

This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating in a sequence of technology activities. Since the introduction into Victorian primary schools ofThe Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge. Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration of the related science concepts. The project identified the importance of challenge in relation to the children's involvement in the technology activities and the conference paper (available from the first author) discusses particular topics in terms of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990) Specializations: science and technology education, interest and attitudinal change. Specialization: technology in the primary school.  相似文献   

I know about lisp but how do i put it into practice?   总被引：1，自引：0，他引：1  

Dr. Beverley F. Bell  Mr. John D. Pearson 《Research in Science Education》1991,21(1):30-38

This paper outlines some initial findings of the Learning in Science Project (Teacher Development) on the process of teacher development with respect to implementing the findings of the previous Learning in Science Projects. The findings on course components, the ‘pay-offs’ for the teachers, reflection and support for the change process are discussed as are the implications of these for further research. Specialisations: learning theories, curriculum development, equity issues, teacher development. Specialisations: Teachers' knowledge, life histories.  相似文献   

Friendships and Social Networks in Childhood and Adolescence: Fluidity, Reliability, and Interrelations   总被引：9，自引：0，他引：9  

Robert B. Cairns  Man-Chi Leung  Lisa Buchanan  Beverley D. Cairns 《Child development》1995,66(5):1330-1345

Social networks and friendships were tracked over a 3-week period for 132 students enrolled in fourth- and seventh-grade classrooms. Individual interviews were employed to collect data on friendships. Social group membership was determined by the composite social-cognitive map (SCM) procedure and by self-reports. Considerable overlap was found among the methods for establishing relational patterns (i.e., friendships, self-reported groups, composite social-cognitive maps). When loose criteria for stability were employed, high stability was found in friendships ( p = .56–.75) and social group membership ( p = .90) over a 3-week period. But when stringent criteria were employed, only modest social relationship stability was observed in both methods, suggesting that there is much greater fluidity in peer bonds than has been generally recognized. The relationship between friendship and social network measures, the distinctive information yielded by social networks, and gender and age differences in group structure, fluidity, and friendships are discussed.  相似文献