SCIENCE TEACHERS’ VOICE ON HOMEWORK: BELIEFS,ATTITUDES, AND BEHAVIORS     

Kukliansky  Ida  Shosberger  Itai  Eshach  Haim 《International Journal of Science and Mathematics Education》2014,14(1):229-250

Homework (HW) is an integral part of the learning process. Currently, there is renewed interest and controversy about its effectiveness. The present study explores the voices of the science teachers on this matter. Adopting the view that reporting both teachers’ views and actual classroom practices is necessary for obtaining a more complete view of the phenomena, the present study addressed teachers’ views relating to the cognitive, affective, and pedagogical aspects of HW, their in-class practices and behaviors related to HW, and if the views and practices differ. The research was conducted in 3 stages: (a) teachers’ (n = 25) behaviors were examined based on classroom observations of 3 – 5 consecutive lessons, (b) these teachers were interviewed about their beliefs about and attitudes toward HW, and (c) the data from both the observations and interviews were processed into categories and subcategories. The findings revealed a wide range of teachers’ beliefs, attitudes, and behaviors and that teachers hold both positive and negative views simultaneously. In addition, the views for some categories expressed in the interviews concurred with the teacher’s actual classroom behavior; for other categories, disagreements were identified. This research broadens the contemporary horizons regarding HW and may contribute to those who wish to work with teachers making HW more effective.

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Efficiency through digitalization? How electronic communication between frontline workers and clients can spur a demand for services     

Ida Bring Løberg 《Government Information Quarterly》2021,38(2):101551

The increasing use of electronic government comes with great expectations of efficient service provision. However, frontline workers who use the information and communication technologies (ICTs) and implement digital services have received less attention. This article examines how frontline workers in the Norwegian Labor and Welfare Administration (NAV)¹ perceive electronic communication with clients in terms of its efficiency. The empirical data consist of interviews with frontline workers in NAV, who argue both for and against the efficiency of electronic communication. The frontline workers find that electronic communication saves them time, but also makes them more available to clients. While it is desirable that services are available, this can also reduce the cost to clients of seeking services. Based on a street-level perspective, I argue that the availability of services through electronic communication can spur a demand for services. This implies that there is a potential resource trade-off between efficient services and available services.  相似文献   

‘Take more time to actually listen’: students' reflections on participation and negotiation in school     

Gillean McCluskey  Jane Brown  Pamela Munn  Gwynedd Lloyd  Lorna Hamilton  Stephen Sharp  Gale Macleod 《British Educational Research Journal》2013,39(2):287-301

Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large‐scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of behaviour to focus on the broader questions of participation, engagement and meanings of active citizenship in school.  相似文献   

Creating School Environments Responsive to Gay,Lesbian, Bisexual,and Transgender Families: Traditional and Systemic Approaches for Consultation     

Ida Jeltova  Marian C. Fish 《Journal of educational and psychological consultation》2013,23(1-2):17-33

The authors review research on (a) gay, lesbian, bisexual, and transgender (GLBT) families and the nature of discrimination against them; (b) school factors that hinder and facilitate equity for GLBT families; (c) instituting change through organizational consultation or large group-level strategies; and (d) instituting change through traditional consultation or small group and individual level strategies. Taking an ecological perspective, the school is viewed as a system trying to maintain the status quo in the face of increasing pressures to change. The need for systemic change when establishing antiharassment and GLBT-friendly environments in schools is highlighted. The consultant identifies the obstacles hindering change and empowers the system to reorganize itself and connect with resources that will help establish collaboration between straight and gay members of the school community. This role requires a unique combination of expertise in social processes, group dynamics, organizational change, and GLBT issues. Specific consultant strategies for small groups and individuals are identified. Resources for consultants and future research directions also are provided.  相似文献   

Teachers’ gender bias in STEM: Results from a vignette study     

Ida Gran Andersen 《British Educational Research Journal》2023,49(4):833-851

Gender stereotypes in the natural sciences may discourage girls from pursuing STEM fields, thus contributing to the differential STEM pathways of males and females. This paper exploits quasi-experimental data from a vignette study to investigate teachers’ gender bias in STEM at the transition to upper secondary school in Denmark—a key stage in students’ educational trajectories. I investigate if teachers have a higher probability of recommending a STEM track to a (vignette) male student compared with a (vignette) female student and if teachers’ STEM recommendations interact with their demographic characteristics. Results show that, while there is a gender gap of 10 percentage points in the likelihood of being recommended a STEM track, the difference is not statistically significant. Furthermore, teachers’ gender bias is influenced by the teacher's own gender and cultural capital. Consequently, the paper shows that teachers’ gender bias varies with teachers’ demographic characteristics and teachers with high levels of cultural capital can push back against gender stereotypes in STEM.  相似文献   

Emotions and social imaginaries     

Catriona Mackenzie 《Metascience》2017,26(3):381-386

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Reading at Home: Does it Matter What Schools Do?     

Flora Macleod 《Literacy》1995,29(3):22-26

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Teaching at Master's level: between a rock and a hard place     

Gale Macleod  Tina Barnes  Sharon R. A. Huttly 《Teaching in Higher Education》2019,24(4):493-509

The considerable focus on capturing the ‘student experience’ has not been matched by investigations into the views and experiences of those teaching and managing programmes. This study aims to contribute to redressing the balance. An online survey of staff responsible for Postgraduate Taught (PGT) programmes in the UK elicited 382 responses from staff in 60 different institutions. Findings relating to perceptions of challenges their students face, students’ preparedness for Master's level study and the influence of institutional culture are reported. PGT students were seen as dealing with complexity and juggling multiple demands. A gap between PGT students’ readiness for study at this level, the QAA's vision of Master's study, and institutional assumptions about student support required was identified. For this gap to be closed, we suggest a review of institutional practices is required.  相似文献   

An Empirical Investigation of Impact Moderation in Test Construction     

Martha L. Stocking  Ida Lawrence  Miriam Feigenbaum  Thomas Jirele  Charles Lewis  Thomas Van  Essen 《Journal of Educational Measurement》2002,39(3):235-252

This investigation constructed four different kinds of test sections using three methods of test assembly that incorporate the goals of simultaneous moderation of three kinds of impact-gender impact, African-American impact, and Hispanic- American impact. The test sections were administered undetectably to random samples from the appropriate population. The results were evaluated by comparison of the characteristics of moderated sections with those of parallel operational sections. Almost all methods of test assembly produced either moderation of impact in the appropriate direction or no change in impact. Taking impact into account in test assembly tended to lower reliability slightly, raise concurrent validity slightly, and maintain the construct measured by the parallel operational section. It also reduced the relative efficiency for test takers in the middle score range while increasing efficiency for those with more extreme scores.  相似文献   

A Comparison of Bias Reduction Methods: Clustering versus Propensity Score Subclassification and Weighting     

Ida D'Attoma  Furio Camillo  M. H. Clark 《Journal of Experimental Education》2019,87(1):33-54

Propensity score (PS) adjustments have become popular methods used to improve estimates of treatment effects in quasi-experiments. Although researchers continue to develop PS methods, other procedures can also be effective in reducing selection bias. One of these uses clustering to create balanced groups. However, the success of this new method depends on its efficacy compared to that of the existing methods. Therefore, this comparative study used experimental and nonexperimental data to examine bias reduction, case retention, and covariate balance in the clustering method, PS subclassification, and PS weighting. In general, results suggest that the cluster-based methods reduced at least as much bias as the PS methods. Under certain conditions, the PS methods reduced more bias than the cluster-based method, and under other conditions the cluster-based methods were more advantageous. Although all methods were equally effective in retaining cases and balancing covariates, other data-specific conditions may likely favor the use of a cluster-based approach.  相似文献