Chapter III. Maternal Sensitivity, Child Functional Level, and Attachment in Down Syndrome     

Leslie Atkinson  Vivienne C. Chisholm  Brian Scott  Susan Goldberg  Brian E. Vaughn  Janis Blackwell  Susan Dickens  & Frances Tam 《Monographs of the Society for Research in Child Development》1999,64(3):45-66

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Policy considerations based on a cost analysis of alternative test formats in large scale science assessments     

Frances Lawrenz  Douglas Huffman  Wayne Welch 《科学教学研究杂志》2000,37(6):615-626

This article compares the costs of four assessment formats: multiple choice, open ended, laboratory station, and full investigation. The amount of time spent preparing the devices, developing scoring consistency for the devices, and scoring the devices was tracked as the devices were developed. These times are presented by individual item and by complete device. Times are also compared as if 1,000 students completed each assessment. Finally, the times are converted into cost estimates by assuming a potential hourly wage. The data show that a multiple choice item costs the least, and that it is approximately 80 times as much for an open ended item, 300 times as much for a content station, and 500 times as much for a full investigation item. The very large discrepancies in costs are used as a basis to raise several policy issues related to the inclusion of alternative assessment formats in large scale science achievement testing. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 615–626, 2000  相似文献   

Globalisation and education   总被引：3，自引：0，他引：3  

Frances Stewart 《International Journal of Educational Development》1996,16(4):327-333

This paper analyses the links between globalisation and education. The growth of the global economy has increased opportunities for those countries with good levels of education, but has made growth more difficult for countries with weak levels of education. Countries with good human resources, high savings and good economic policies (chiefly in East and Southeast Asia) have attracted foreign investment and technology, and have experienced fast growth in exports of manufactures and in output per capita. Developed countries find it increasingly difficult to compete with such economies unless they invest in good education, training and skills, leading to high rates of innovation and productivity. Countries with weak levels of human resources have found it more difficult to succeed—and many, especially in Africa, have experienced falling per capita incomes. Globalisation has made it more difficult to build up educational levels in these countries, as public expenditure has been cut during adjustment. Hence virtuous and vicious cycles of development have emerged, with a good spread of education leading to high growth and generating resources for further development of education and, conversely, countries with poor human resources having low or negative growth and reduced potential for building up their educational systems.  相似文献   

Intentions and beliefs in students' understanding and acceptance of biological evolution     

Gale M. Sinatra  Sherry A. Southerland  Frances McConaughy  James W. Demastes 《科学教学研究杂志》2003,40(5):510-528

We examined the intersection of students' understanding and acceptance of evolution and their epistemological beliefs and cognitive dispositions. Based on previous research, we hypothesized there would be a relation between understanding and acceptance. We also hypothesized that students who viewed knowledge as changing and who have a disposition toward open‐minded thinking would be more likely to accept the scientific explanation of human evolution, and that beliefs and dispositions would not be related to acceptance of a topic that is generally perceived as noncontroversial. Ninety‐three undergraduate students enrolled in a nonmajors biology class completed measures of their (a) content knowledge of evolution and photosynthesis and respiration; (b) acceptance of theories of animal evolution, human evolution, and photosynthesis; and (c) epistemological beliefs and cognitive dispositions. Although our findings did reveal a significant relation between knowledge and reported acceptance for photosynthesis, there was no relation between knowledge and acceptance of animal or human evolution. Epistemological beliefs were related to acceptance, but only to the acceptance of human evolution. There was no relation between students' epistemological beliefs and their general acceptance of animal evolution or photosynthesis. Three subscales, Ambiguous Information, Actively Open‐Minded Thinking, and Belief Identification, were significantly correlated with understanding evolutionary theory. We argue these findings underscore the importance of intentional level constructs, such as epistemological beliefs and cognitive dispositions, in the learning of potentially controversial topics. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 510–528, 2003  相似文献   

Proceedings, 108th Annual Meeting Medical Library Association, Inc. Chicago, IL May 16–21, 2008          下载免费PDF全文

Frances H. Lynch  Rachel R. Walden 《Medical Library and Historical Journal》2009,97(1):E1-E41

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The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania   总被引：1，自引：0，他引：1  

Frances Vavrus 《International Journal of Educational Development》2009

This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching.  相似文献   

Perceived Effects of Scholarships on STEM Majors’ Commitment to Teaching in High Need Schools     

Pey-Yan Liou  Allison Kirchhoff  Frances Lawrenz 《Journal of Science Teacher Education》2010,21(4):451-470

This study examines the Noyce Program, which provides scholarships for STEM majors in return for teaching in high need schools. The perceptions of 555 scholarship recipients were investigated using hierarchical cluster analysis, confirmatory factor analysis, and Rasch analysis to determine how the scholarship influenced their commitments to teaching in high need schools. The analyses indicated that recipients perceived the scholarship in two ways: it influenced their commitment to complete their certification program and to teach in high need schools. Implications for teacher education programs include that recruitment strategies should identify candidates who are committed to teaching in high need schools and programs should provide experiences to encourage this commitment not just to become certified.  相似文献   

David Kirkaldy (1820–1897) and his museum of destruction: the visual dilemmas of an engineer as man of science     

Frances Robertson 《Endeavour》2013

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The Nonreciprocating Robot: Effects on Verbal Discourse, Social Play, and Social Referencing at Two Years of Age     

Philip Dunham  Frances Dunham  Simone Tran  Nameera Akhtar 《Child development》1991,62(6):1489-1502

2-year-old children interacted with a robot in a large playroom while their mother sat quietly in the corner. Identical vocalizations from the robot had very different effects on 3 dimensions of the children's behavior when the vocalizations were embedded in reciprocating and nonreciprocating social structures. The reciprocating robot produced (1) more topic-maintaining verbal dialogue, (2) less physical and more linguistically mediated social play, and (3) gender-specific effects on the children's tendency to visually reference their mother during the play session. The data are discussed with reference to the frequently encountered assumption that reciprocal social structures have an impact on children's behavior when the quantity and other qualitative dimensions of social stimulation are held constant, and with reference to the children's attributions about the robot as a social partner.  相似文献   

Too much freedom and autonomy in the enactment of assessment? Assessment in physical education in Ireland     

Ann MacPhail  Frances Murphy 《Irish Educational Studies》2017,36(2):237-252

This paper sets out to outline current discussions in Ireland around teachers being responsible for assessing their own students’ work, and the subsequent impact such a perspective is having (or not) on the delivery and assessment of physical education in Ireland. Our intention is to contribute to assessment considerations, while acknowledging the nuances of the Irish education context, and the positioning of physical education within such nuances. This discussion is particularly timely given the very recent endorsement for the introduction of the new Leaving Certificate Physical Education as a full optional subject. We begin by discussing more specifically assessment in Irish primary and post-primary schools, drawing attention to the limited Irish assessment-related research being conducted in both contexts. We then explore assessment developments related to Irish primary physical education and post-primary physical education and compare the extent to which such developments are limited in comparison to international assessment interests and practices in physical education. We conclude with suggestions related to studying (pre-service) teachers’ and students’ exposure to assessment in order to understand how we could alter the balance of assessment purposes and uses in Irish schools.  相似文献