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Constance C. Beecher Paul Strand Brian F. French 《Journal of Education for Students Placed at Risk》2013,18(3):230-249
AbstractThis study modeled the time-dependent nature of pre-academic skills development for a multi-lingual sample of 382 preschoolers attending Head Start. A two-slope latent variable model accurately described the trajectories, which included five assessment points obtained throughout the school year for both pre-literacy and pre-numeracy variables. Classroom quality and child demographic variables including age, gender, native language (Spanish or English), and disability status served as predictors of growth. Results revealed a reversal effect such that steeper growth from October to March was offset, although not completely, by less growth from March to May. Similar interaction effects were observed for predictor variables and their interaction terms across the two slopes. IEP status predicted less growth, while Spanish-language status predicted increased growth, despite the fact that both were associated with low initial achievement. The complexity of the relationship between classroom quality, native language, disability status, and pre-academic growth is discussed. 相似文献
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Großmann Nadine Hofferber Natalia Wilde Matthias Basten Melanie 《European Journal of Psychology of Education - EJPE》2023,38(1):409-434
When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (Mage = 11.31 years, SDage = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons.
相似文献53.
The study is aimed at generating knowledge on how faculty teachers reflect and justify their choice of subject content logic in teacher education, exemplified by a concurrent pre-service Subject Teacher Education in design, art, and crafts. Focus-group interviews generated data. Three topics were discussed: too many choices, different logics, and avoiding confrontation. Faculty teachers expressed various understandings of content knowledge (CK) and pedagogical content knowledge (PCK), linked to the teachers' intuitive and reasoned reflections and preconceptions through the anchoring effect and attribute substitution. The study contributes to the knowledge base by reframing problematic sides of education, and by expanding the understanding of CK and conditions for PCK by exploring the thread between educational psychologist Lee Shulman and psychologist Daniel Kahneman. 相似文献
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Natalia Hofferber Melanie Basten Nadine Großmann 《International Journal of Science Education》2016,38(13):2114-2132
Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students’ motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students’ motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students’ intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students’ intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material. 相似文献
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Jörg Großschedl Daniela Mahler Thilo Kleickmann Ute Harms 《International Journal of Science Education》2013,35(14):2335-2366
Teachers’ content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent?=?.70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent?=?.48)—and curricular knowledge, respectively (rlatent?=?.35)—are moderate to low (all ps?<?.001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge. 相似文献
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The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting 总被引：2，自引：2，他引：0
Eli M. Silk Christian D. Schunn Mari Strand Cary 《Journal of Science Education and Technology》2009,18(3):209-223
This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design
for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design
solution to satisfy a need from their everyday lives. This provides a meaningful context in which students could reason scientifically.
Eighth grade students from two urban schools participated in the unit. Both schools contained large percentages of racial/ethnic
minority and economically disadvantaged students. Students demonstrated statistically significant improvement on a paper-and-pencil,
multiple-choice pre and post assessment. The results compare favorably with both a high-quality inquiry science unit and a
traditional textbook curriculum. Implications for the use of design-based curricula as a viable alternative for teaching science
reasoning in high-needs, urban settings are discussed.
相似文献
| Eli M. SilkEmail: |
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Marte Ostvik-de Wilde GoEun Na 《International journal for the advancement of counseling》2018,40(1):39-51
School counsellors are uniquely equipped to impact school culture due to their expertise in adopting a systemic perspective while facilitating culturally competent services. This study sought to understand the school culture that places importance on developing U.S. students’ appreciation for world cultures and emerging global mindsets. The researchers utilized a phenomenological approach to analyze interviews with counsellors working in schools with international missions within the United States. The emergent themes related to counsellors’ beliefs, role expectations, and students’ international competencies. 相似文献