Cam McRobbie: A man for all occasions     

Gregory P. Thomas  Keith Skamp 《Cultural Studies of Science Education》2009,4(2):335-344

This article reviews the contributions of Campbell John McRobbie, Cam, to science education scholarship and research within the Australasian Science Education Research Association (ASERA) and within the broader science education community. Cam provided strong leadership and vision across many spheres of science education and leaves a legacy to the field that includes, (a) long term administrative and academic support of ASERA as an organization and for its incorporation, (b) firm establishment of RISE as an international journal of high quality, and (c) strong collegial approach to supporting the research of his colleagues including early career researchers and research degree candidates.

Keith SkampEmail:

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A Letter from the Executive Director of the California Academy of Sciences     

Gregory C. Farrington 《Curator: The Museum Journal》2008,51(4):343-344

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Where have all the skeptics gone?: Patterns of new age beliefs and anti-scientific attitudes in preservice primary teachers     

Dr Gregory C. R. Yates  Margaret Chandler 《Research in Science Education》2000,30(4):377-387

Is belief in the paranormal alive and well within preservice teachers? In this survey 232 undergraduates (including 202 preservice primary teachers) were asked to react to a series of eight statements reflecting paranormal New Age beliefs rated earlier by a faculty panel as “totally unbelievable.” Overall, the students' modal response was expressed as “no particular opinion,” although for five of the eight items the modal respónse was “slightly believable.” It was found that only four students within the sample consistently rejected all eight statements. The frequency of ‘believers’ outnumbered the ‘skeptics’ in relation to three items (beliefs in UFOs, psychic seances, and Nostradamus). New Age factor scores were not significantly related to undergraduate faculty or year level, to holding anti-scientific beliefs or to a measure of TV-viewing, and did not correlate significantly with the personality scale Need for Cognition. Females evidenced higher New Age scores than males, but attitudes to science were unrelated to gender.  相似文献   

Changing the Learning Environment to Enhance Explaining and Understanding in a Year 12 Chemistry Classroom     

McRobbie  Campbell J.  Thomas  Gregory P. 《Learning Environments Research》2000,3(3):209-227

Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and the levels of understanding of science developed by students in such environments. Further, students have generally been found to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The majority of research on classroom environments has focused on characterising the learning environment in classrooms rather than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions. This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning and understanding that such changes facilitated. A community of learners in which students and teachers began to understand the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of the researchers with the teacher and her class of students. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

The Impact of After-School Peer Contact on Early Adolescent Externalizing Problems Is Moderated by Parental Monitoring, Perceived Neighborhood Safety, and Prior Adjustment   总被引：12，自引：0，他引：12  

Gregory S. Pettit  John E. Bates  Kenneth A. Dodge  & Darrell W. Meece 《Child development》1999,70(3):768-778

Unsupervised peer contact in the after-school hours was examined as a risk factor in the development of externalizing problems in a longitudinal sample of early adolescents. Parental monitoring, neighborhood safety, and adolescents' preexisting behavioral problems were considered as possible moderators of the risk relation. Interviews with mothers provided information on monitoring, neighborhood safety, and demographics. Early adolescent (ages 12-13 years) after-school time use was assessed via a telephone interview in grade 6 (N = 438); amount of time spent with peers when no adult was present was tabulated. Teacher ratings of externalizing behavior problems were collected in grades 6 and 7. Unsupervised peer contact, lack of neighborhood safety, and low monitoring incrementally predicted grade 7 externalizing problems, after controlling for family background factors and grade 6 problems. The greatest risk was for those unsupervised adolescents living in low-monitoring homes and comparatively unsafe neighborhoods. The significant relation between unsupervised peer contact and problem behavior in grade 7 held only for those adolescents who already were high in problem behavior in grade 6. These findings point to the need to consider individual, family, and neighborhood factors in evaluating risks associated with young adolescents' after-school care experiences.  相似文献   

LETTERS TO THE EDITOR     

Reginald R.  Dale  C. C. L. Gregory 《Higher Education Quarterly》1955,9(4):401-403

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Indoctrination     

I. M. M. Gregory  R. G. Woods 《Journal of Philosophy of Education》1970,4(1):77-105

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Explanatory Style,Ego‐orientation and Primary School Mathematics Achievement     

Shirley M. Yates  Gregory C. R. Yates  R. Mark Lippett 《教育心理学》1995,15(1):23-34

This project was concerned with the relationship between children's explanatory style (optimism vs pessimism) and achievement in mathematics indexed by the Progressive Achievement Test. A total of 145 children from Grades 4, 6 and 7 (aged 8 to 12 years) participated as subjects. The Children's Attributional Styles Questionnaire (CASQ) correlated significantly (r= 0.34) with current achievement and scores on the negative subscale of the CASQ correlated with achievement data collected 2 and 3 years previously. On a further questionnaire concerned with motives for learning, optimistic children endorsed task‐orientation goals, whereas ego‐orientation goals were endorsed by both optimistic and pessimistic children. Significant sex differences were found on the CASQ, with a greater number of boys displaying a relatively depressogenic pattern.  相似文献   

Microteaching in a Pre-service Education Course for Graduates     

I. D. Gregory 《British journal of educational technology : journal of the Council for Educational Technology》1971,2(1):24-32

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Teacher Effectiveness And Process‐Product Research: Another Look     

Gregory Yates  Margaret Chandler  Peter Westwood 《Asia-Pacific Journal of Teacher Education》1987,15(2):18-26

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