Planning and monitoring courses: University teachers reflect on their teaching   总被引：1，自引：0，他引：1  

Lee Andresen  Eve Barrett  John Powell  Christine Wieneke 《Instructional Science》1984,13(4):305-328

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The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs     

Christine R. Lotter  Stephen Thompson  Tammiee S. Dickenson  Whitney F. Smiley  Genine Blue  Mary Rea 《International Journal of Science and Mathematics Education》2018,16(2):255-273

This study examined changes in middle school teachers’ beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura’s (1986) social cognitive theory of learning and literature on effective professional development. Using the Electronic Quality of Inquiry Protocol (EQUIP) before and after the program (Marshall, Smart & Horton, 2010), teachers’ quality of inquiry instruction significantly increased across all 4 EQUIP factors. To assess teachers’ inquiry teaching efficacy, the Teaching Science as Inquiry (TSI; Dira-Smolleck, 2004) instrument was administered 3 times to the teacher participants. Changes between time points of TSI administration were examined for personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. Findings for the personal self-efficacy scale showed statistically significant gains from pre-Institute to 1-year follow-up for all 5 inquiry features. Teachers’ outcome expectancy beliefs significantly increased across the program for 3 of the 5 essential features of inquiry. The results indicate the effectiveness of the professional development model at increasing the participants’ inquiry efficacy as well as the quality of their inquiry instruction. Our study provides evidence to support the need to include collaborative practice-teaching and reflection opportunities within professional development models that aim to increase teachers’ use of inquiry-based instructional strategies.  相似文献   

Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools     

Bae  Christine L.  DeBusk-Lane  Morgan  Hayes  Kathryn N.  Zhang  Fa 《Research in Science Education》2021,51(2):325-346

Research in Science Education - The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely...  相似文献   

Learning and teaching with social network sites: A decade of research in K-12 related education     

Christine Greenhow  Emilia Askari 《Education and Information Technologies》2017,22(2):623-645

The increasingly widespread use of social network sites to expand and deepen one’s social connections is a relatively new but potentially important phenomenon that has implications for teaching and learning and teacher education in the 21st century. This paper surveys the educational research literature to examine: How such technologies are perceived and used by K-12 learners and teachers with what impacts on pedagogy or students' learning. Selected studies were summarized and categorized according to the four types introduced by Roblyer (2005) as studies most needed to move the educational technology field forward. These include studies that establish the technology’s effectiveness at improving student learning; investigate implementation strategies; monitor social impact; and report on common uses to shape the direction of the field. We found the most prevalent type of study conducted related to our focal topic was research on common uses. The least common type of study conducted was research that established the technology’s effectiveness at improving student learning. Implications for the design of future research and teacher education initiatives are discussed.  相似文献   

What recent research on diagrams suggests about learning with rather than learning from visual representations in science     

Christine D. Tippett 《International Journal of Science Education》2016,38(5):725-746

The move from learning science from representations to learning science with representations has many potential and undocumented complexities. This thematic analysis partially explores the trends of representational uses in science instruction, examining 80 research studies on diagram use in science. These studies, published during 2000–2014, were located through searches of journal databases and books. Open coding of the studies identified 13 themes, 6 of which were identified in at least 10% of the studies: eliciting mental models, classroom-based research, multimedia principles, teaching and learning strategies, representational competence, and student agency. A shift in emphasis on learning with rather than learning from representations was evident across the three 5-year intervals considered, mirroring a pedagogical shift from science instruction as transmission of information to constructivist approaches in which learners actively negotiate understanding and construct knowledge. The themes and topics in recent research highlight areas of active interest and reveal gaps that may prove fruitful for further research, including classroom-based studies, the role of prior knowledge, and the use of eye-tracking. The results of the research included in this thematic review of the 2000–2014 literature suggest that both interpreting and constructing representations can lead to better understanding of science concepts.  相似文献   

Motivational and academic effects of cultural experiences for indigenous minority students in New Zealand     

Christine M. Rubie  Michael A.R. Townsend  Dennis W. Moore 《教育心理学》2004,24(2):143-160

Children aged seven to 10 from the indigenous Maori minority group in New Zealand participated in a year-long cultural intervention designed to increase self-esteem and locus of control. The intervention incorporated good teaching practices linked to self-esteem and locus of control with principles of culturally relevant teaching. Compared to matched children who did not participate in the intervention, the focus children had significantly more positive self-esteem and locus of control after the intervention than before. Parallel changes were apparent in a measure of scholastic aptitude, but not on measures of reading, mathematics, and listening achievement. The results are discussed in terms of the importance and effectiveness of using theoretically informed teaching practices in a culturally relevant way in low income, mainstream school settings.  相似文献   

Breaking Down the Coercive Cycle: How Parent and Child Risk Factors Influence Real-Time Variability in Parental Responses to Child Misbehavior     

Erika Lunkenheimer  Anna Lichtwarck-Aschoff  Tom Hollenstein  Christine J. Kemp  Isabela Granic 《Parenting, science and practice》2016,16(4):237-256

Objective. Parent–child coercive cycles have been associated with both rigidity and inconsistency in parenting behavior. To explain these mixed findings, we examined real-time variability in maternal responses to children’s off-task behavior to determine whether this common trigger of the coercive cycle (responding to child misbehavior) is associated with rigidity or inconsistency in parenting. We also examined the effects of risk factors for coercion (maternal hostility, maternal depressive symptoms, child externalizing problems, and dyadic negativity) on patterns of parenting. Design. Mother–child dyads (N = 96; M child age = 41 months) completed a difficult puzzle task, and observations were coded continuously for parent (e.g., directive, teaching) and child behavior (e.g., on-task, off-task). Results. Multilevel continuous-time survival analyses revealed that parenting behavior is less variable when children are off-task. However, when risk factors are higher, a different profile emerges. Combined maternal and child risk is associated with markedly lower variability in parenting behavior overall (i.e., rigidity) paired with shifts toward higher variability specifically when children are off-task (i.e., inconsistency). Dyadic negativity (i.e., episodes when children are off-task and parents engage in negative behavior) are also associated with higher parenting variability. Conclusions. Risk factors confer rigidity in parenting overall, but in moments when higher-risk parents must respond to child misbehavior, their parenting becomes more variable, suggesting inconsistency and ineffectiveness. This context-dependent shift in parenting behavior may help explain prior mixed findings and offer new directions for family interventions designed to reduce coercive processes.  相似文献   

KEY INFORMANTS' PERSPECTIVES ON TEACHER LEARNING IN SCOTLAND   总被引：1，自引：0，他引：1  

Aileen  Kennedy  Donald  Christie  Christine  Fraser  Lesley  Reid  Stephen  McKinney  Mary  Welsh  Alastair  Wilson  Morwenna  Griffiths 《British Journal of Educational Studies》2008,56(4):400-419

ABSTRACT:   This article outlines the policy context for teachers' learning and continuing professional development in Scotland and considers this in relation to the perspectives of key informants gained through interview. The analysis draws on a triple-lens conceptual framework and points to some interesting contradictions between the policy text and the expressed aspirations of the interviewees. Current policy and the associated structural arrangements are viewed as broadly positive, but interviewees express concerns that an unintended emphasis on contractual arrangements might inhibit the more transformative elements of professional learning.  相似文献   

The organizational impact of university labor unions     

Christine M. Wickens 《Higher Education》2008,56(5):545-564

The current review presents both postulated and empirically tested consequences of university unionization and labor strikes on the North American institution’s administration, faculty, and students. The review explores the impact of collective bargaining on employee working conditions including job security, academic freedom, university governance, and due process. More importantly, this review examines the much neglected issue of organizational work relationships in a unionized academic environment. The relationships discussed include those between faculty members, between the faculty and administration, between the faculty and the university as an institution, and between the faculty and their union. The threat of unionization and labor strikes to the professor–student or mentor–mentee relationship has been a central concern of those opposed to graduate student unions, and this issue is also addressed here. The text concludes with the identification of potential areas for future research.  相似文献   

Conclusions     

Ana Benavente  Christine Panchaud 《Prospects》2008,38(2):263-271

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