Influence of Psychosocial Classroom Environment on Students’ Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach     

Sunitadevi Velayutham  Jill M. Aldridge 《Research in Science Education》2013,43(2):507-527

The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students’ motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students’ self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students’ self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students’ motivation and self-regulation in science learning.  相似文献   

Facilitating reflective learning in higher education     

Jill Burton 《Studies in Continuing Education》2013,35(2):193-195

Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy.  相似文献   

Policy Shifts in Language-Minority Education: A Mismatch between Politics and Pedagogy   总被引：1，自引：0，他引：1  

Jill Kerper Mora 《The Educational forum》2013,77(3):204-214

Sustainable educational leadership—leadership which leaves a legacy that lasts beyond the leader's professional lifetime—is very much in fashion nowadays. A recent edition of this journal was devoted entirely to the topic (Hargreaves 2005a). However, it is important to ensure that, together with leadership itself, the impact of leadership is sustainable. The self-aggrandizement, silver bullets, short-term big-bang approaches, procedural illusions, witch hunts, failures to communicate, and lack of accountability evident in the story of the building of the Swedish 17th century warship, the Vasa, do not sit well with sustainable and effective leadership. In this article, lessons learned from the Vasa are compared and contrasted with those put forward by the contributors to the recent themed edition of this journal. The authors then identify what they believe, on the basis of North American and international research evidence, to be the emerging priorities for sustainable and effective educational leadership.  相似文献   

Making the case for a material-dialogic approach to science education     

Lindsay Hetherington  Mark Hardman  Jill Noakes  Rupert Wegerif 《Studies in Science Education》2013,49(2):141-176

ABSTRACT

Science is concerned with understanding the world. As such, engaging with the materiality of that world is integral to both empirical experimentation and theorising within science. However, it has been recognised for some time that the way scientists learn about the world and the way that young people learn about science cannot be simply equated. This difference has been pronounced in recent decades by the dominance of constructivist and social-constructivist theories of learning, which focus on the development of concepts in the minds of people. Whilst these theories have yielded insight into the complexity of learning, the role of the material remains undertheorised, not only within practical science inquiry, but also in relation to the broader materiality of classrooms. Through a detailed critical literature review, this paper demonstrates the need for a stronger theoretical frame through which to understand the role of the material in the learning and pedagogy of science. Building upon the gaps and possibilities that this review reveals, we outline a new material-dialogic theory via a synthesis of Barad’s Agential Realism and Bakhtinian dialogic theory. The significance of this paper lies in offering a theoretical basis for more effective practice.  相似文献   

Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform     

Jill Willis  Lenore Adie  Val Klenowski 《The Australian Educational Researcher》2013,40(2):241-256

Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this article situated examples of classroom assessment literacies are analysed using Bernstein’s (Pedagogy, symbolic control and identity: Theory, research and critique, Taylor and Francis, London, 1996; Br J Sociol Educ 20(2):157–173, 1999) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing on a sociocultural view of learning, the authors define teacher assessment literacies as dynamic social practices which are context dependent and which involve teachers in articulating and negotiating classroom and cultural knowledges with one another and with learners, in the initiation, development and practice of assessment to achieve the learning goals of students. This conceptualisation of assessment literacy aims to make explicit some underpinning theoretical constructs of assessment literacy to inform dialogue and decision making for policy and practice to benefit student learning and achievement.  相似文献   

Building an ageless mind preventing and fighting brain aging and disease,By William J. Tippett     

Jill Naiberk BSN  RN MA student 《Educational gerontology》2013,39(3):236-237

  相似文献   

Glutaraldehyde enhanced dielectrophoretic yeast cell separation     

Zachary Gagnon  Jill Mazur    Hsueh-Chia Chang 《Biomicrofluidics》2009,3(4)

We introduce a method for improved dielectrophoretic (DEP) discrimination and separation of viable and nonviable yeast cells. Due to the higher cell wall permeability of nonviable yeast cells compared with their viable counterpart, the cross-linking agent glutaraldehyde (GLT) is shown to selectively cross-link nonviable cells to a much greater extent than viable yeast. The DEP crossover frequency (cof) of both viable and nonviable yeast cells was measured over a large range of buffer conductivities (22 μS∕cm–400 μS∕cm) in order to study this effect. The results indicate that due to selective nonviable cell cross-linking, GLT modifies the DEP cof of nonviable cells, while viable cell cof remains relatively unaffected. To investigate this in more detail, a dual-shelled oblate spheroid model was evoked and fitted to the cof data to study cell electrical properties. GLT treatment is shown to minimize ion leakage out of the nonviable yeast cells by minimizing changes in cytoplasm conductivity over a large range of ionic concentrations. This effect is only observable in nonviable cells where GLT treatment serves to stabilize the cell cytoplasm conductivity over a large range of buffer conductivity and allow for much greater differences between viable and nonviable cell cofs. As such, by taking advantage of differences in cell wall permeability GLT magnifies the effect DEP has on the field induced separation of viable and nonviable yeasts.  相似文献   

Behind the Findings: Yes,the Science Explorations Program Worked,but Why?     

Jill Florence Lackey  Susan Sullivan Borkin  Vanessa Torti  Timothy Welnetz  D. Paul Moberg 《Curator: The Museum Journal》2007,50(3):319-340

Abstract The Science Explorations program was developed by the Milwaukee Public Museum (MPM) out of a desire to use the unique resources of MPM to advance informal science education and to address a community need of local and national concern: improving science education and accessibility for underserved audiences. In 2002, with support from the National Science Foundation (NSF) and private donors, MPM launched this after‐school program for a target group of urban, mostly minority, middle school girls, a group at risk for underachievement in science and technology. The museum staff built a combined program with five middle schools and also sought to reach out to family members of the participating girls in order to increase support for the young women's science endeavors. A three‐year evaluation of the Science Explorations program demonstrated positive findings from primarily quantitative data. An aim of this article is to present findings from the qualitative data to shed light on the reasons this program met nearly all of its targets. Findings from case studies and qualitative interviews suggest that the museum staff's efforts to demystify science—a process that provided ongoing access to real scientific endeavors and invited personal contact with scientists—influenced the program's success. Findings also suggest that strong school liaisons may help increase family support for young women's scientific pursuits, which can in turn play a role in their success in this program.  相似文献   

WARNING SIGNALS OR DANGEROUS OPPORTUNITIES? GLOBALIZATION,GENDER, AND EDUCATIONAL POLICY SHIFTS   总被引：1，自引：0，他引：1  

Jill Blackmore 《Educational theory》2000,50(4):467-486

  相似文献   

A Cross-cultural Study of Classroom Learning Environments in Australia and Taiwan     

Aldridge  Jill  Fraser  Barry 《Learning Environments Research》2000,3(2):101-134

This research is distinctive in that it not only provides an example of one of the few cross-cultural studies in science education, but also it used multiple research methods from different paradigms in exploring classroom learning environments in Taiwan and Australia. This article describes the validation and use of an English and Mandarin version of the What is Happening in this Class? (WIHIC) questionnaire in junior high school science classes in Australia and Taiwan. When the WIHIC was administered to 1,081 students in 50 classes in Australia and to 1,879 students in 50 classes in Taiwan, data analysis supported the reliability and factorial validity of the questionnaire, and revealed differences between Taiwanese and Australian classrooms. Although the study commenced from a more positivistic framework, favouring a more objectivist view, as the study progressed, it employed an interpretative framework and drew on elements of constructivist and critical theory paradigms. This article outlines the researchers' use of multiple research methods including classroom observations, in-depth interviews and narratives. The themes which emerged from the data gathered using these methods helped to make sense of classroom environments that were created in each country.

  相似文献