Exploring cultural differences in critical thinking: Is it about my thinking style or the language I speak?     

Vivian Miu-Chi Lun  Ronald Fischer  Colleen Ward 《Learning and individual differences》2010,20(6):604-616

Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and tested hypotheses derived from research in international education and cultural psychology. The results showed that NZ European students performed better on two objective measures of critical thinking skills than Asian students. English proficiency, but not dialectical thinking style, could at least partially if not fully explain these differences. This finding holds with both self-report (Study 1) and objectively measured (Study 2a) English proficiency. The results also indicated that Asian students tended to rely more on dialectical thinking to solve critical thinking problems than their Western counterparts. In a follow-up data analysis, students' critical thinking was found to predict their academic performance after controlling for the effects of English proficiency and general intellectual ability, but the relationship does not vary as a function of students' cultural backgrounds or cultural adoption (Study 2b). Altogether, these findings contribute to our understanding of the influence of culture on critical thinking in international education.  相似文献   

Inside Out: Action Research from the Teacher–Researcher Perspective     

Colleen Megowan-Romanowicz 《Journal of Science Teacher Education》2010,21(8):993-1011

Teachers enrolled in the master of natural science program for high school science teachers at a large research university must complete a year-long action research study. This account, by the program’s action research coordinator, describes both process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers, shedding light on the organizational learning that takes place, and the ways in which the research experience affected individual teacher–researchers. Teachers reported that their action research experience changed them in fundamental ways, providing them with a framework for deepening their understanding of student thinking, challenging their folk wisdom about teaching and learning, building confidence in their abilities and renewing their commitment to teaching as a vocation.  相似文献   

We Could be Heroes          下载免费PDF全文

Conor P. McLaughlin  Christopher B. Newman 《About Campus》2018,22(6):22-26

Conor P. McLaughlin and Christopher B. Newman challenge us to use our power to create new possibilities for equity on our campuses.  相似文献   

Northeast Under/graduate Research Organization for Neuroscience (NEURON): Our 13th Conference for Neuroscience Trainees and Educators          下载免费PDF全文

Jay P. McLaughlin  Stacey Gomes  Angela Seliga  Sharon Ramos-Goyette  Amy Morrison  Christian G. Reich    Cheryl A. Frye 《CBE life sciences education》2009,8(2):111-113

  相似文献   

On Sportsmanship and “Running Up the Score”: Issues of Incompetence and Humiliation     

Alun Hardman  Luanne Fox  Doug McLaughlin  Kurt Zimmerman 《体育哲学杂志》2013,40(1):58-69

  相似文献   

The Application of a Multiple Measurement Approach to Investigate the Effects of a Dance Program on Educable Mentally Retarded Adolescents     

Cindy Crain  Margaret Eisenhart  John McLaughlin 《Research quarterly for exercise and sport》2013,84(3):231-236

Abstract

Little evidence exists to assess the effects of dance training on special populations. Research in this field has relied on pretest-posttest methods for gathering data. While such data gathering methods may be appropriate for particular research problems, alone they may be inadequate for broad-based, exploratory investigations of programs and effects. The present study is an example of a multiple measurement approach that uses eight measurements, in combination, to answer four research questions regarding the physical and social effects that occur when a group of educable mentally retarded adolescents is exposed to a 10-week dance program. The findings revealed that four students showed improvement in both social and physical behaviors, seven students showed improvement in either social or physical behaviors, and two students showed no improvement. There was no evidence of a “transfer effect” due to participation in the program, and some students' behaviors were affected by external factors. The authors found the approach useful for identifying multiple effects and generating hypotheses for further study.  相似文献   

Selection of models in contingency tables: A reexamination     

Dennis E. Hinkle  Gerald W. McLaughlin 《Research in higher education》1984,21(4):415-423

Qualitative data often need analysis using log-linear models, as pointed out by Liu and Sanders. In this article, references to the state-of-the-art literature and software packages for analyzing such data are presented. We also illustrate the two types of log-linear models and present procedures for investigating both types.  相似文献   

Explaining the academic performance of community college students who transfer to a senior institution   总被引：1，自引：1，他引：1  

Archie G. Phlegar  Loyd D. Andrew  Gerald W. McLaughlin 《Research in higher education》1981,15(2):99-108

The academic performance of 361 community college students was investigated after their transfer to a comprehensive university. The predictor variables included personal, environmental, demographic, and pretransfer academic measures. The criterion was grade point average (GPA) at the senior institution. Analyses included moderated linear regression and a branching algorithm which forms subgroups to best explain criterion scores (AID-3). The academic pattern and performance at the community college was found to be very important to the relevance of specific factors related to the curriculum selected at the senior institution.  相似文献   

Factors contributing to research excellence     

Julie K. Snyder  Gerald W. McLaughlin  James R. Montgomery 《Research in higher education》1991,32(1):45-58

What factors contribute to high-quality funded research activity in research universities? What do these institutions have in common? What management strategies do they employ to encourage funded research excellence and activity? In this period of decreased or level government spending, competition for grants among research universities becomes fierce. In order to stay competitive, it is important to know what works in research management. Preliminary research has allowed us to provide some answers and to clarify some key questions on what makes a successful research program.  相似文献   

What should make up a final mark for a course? An investigation into the academic performance of first year Bioscience students     

Colleen T. Downs 《Assessment & Evaluation in Higher Education》2006,31(3):345-364

Performance of individual students in a tertiary level course is usually reflected in a final mark that determines their progress and transfer to higher courses. The contributions of different types of assessment to this final mark vary greatly within and between subjects in and between institutions. Performance of students in a first year course, Bioscience at the University of KwaZulu‐Natal, Pietermaritzburg (UKZN) was assessed to determine if there were any patterns emerging in the broad components that contributed to the final mark, namely the coursework, theory and practical examinations. Performance of students was compared in Bioscience 110 for the years 1995–2000 using Repeated Measures ANOVA. Students performed best in coursework. All students performed poorly in the theory examinations. In addition differential performance between students, particularly the performance of sub‐groups within the class was investigated. Of particular interest were English second language (ESL) students, and previous Science Foundation Programme (SFP) students. The latter are mainly previously disadvantaged Black students. All sub‐groups of students showed similar trends in performance in Bioscience assessment tasks and final marks. However, the SFP students' final marks were lower than the other sub‐groups, and showed a decreased performance for the same period. Most students, excluding SFP students, fell in the 50–59% category for the final Bioscience 110 marks obtained for the period 1995–2000. Theory examinations were investigated further, and were analysed in their component parts, namely multiple choice (MCQ), short questions and essay. Students performed best and consistently in MCQ. In contrast, students performed poorly in the short question and essay sections. Although the different ethnic sub‐groupings showed similar trends in performance, the SFP students showed the poorest performance. In particular, they scored lowest in the theory examinations where they performed more poorly than the other sub‐groupings in short questions and essays that require higher order cognitive skills. These patterns suggest that changes are required at the teaching, student and assessment interfaces.  相似文献