A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia     

Barry J. Fraser  Jill M. Aldridge  F. S. Gerard Adolphe 《Research in Science Education》2010,40(4):551-571

This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) crossvalidate the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of classroom environment; and 3) investigate associations between students’ attitudes to science and their perceptions of classroom environment. The sample consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). Principal components factor analysis with varimax rotation supported the validity of a revised structure for the WIHIC. Two-way MANOVA revealed some differences between countries and between sexes in students’ perceptions of their classroom environments. Simple correlation and multiple regression analyses revealed generally positive associations between the classroom environment and student attitudes to science in both countries.  相似文献   

School trips and classroom lessons: An investigation into teacher–student talk in two settings     

Jennifer DeWitt  Jill Hohenstein 《科学教学研究杂志》2010,47(4):454-473

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Verbal Short‐term Memory Performance in Pupils with Down Syndrome     

Hala Abdelhameed  Jill Porter 《International Journal of Disability, Development & Education》2010,57(4):427-438

Research has shown that verbal short‐term memory span is shorter in individuals with Down syndrome than in typically developing individuals of equivalent mental age, but little attention has been given to variations within or across groups. Differences in the environment and in particular educational experiences may play a part in the relative ease or difficulty with which children remember verbal material. This article explores the performance of 26 Egyptian pupils with Down syndrome and 26 Egyptian typically developing children on two verbal short‐term memory tests: digit recall and non‐word repetition tasks. The findings of the study revealed that typically developing children showed superior performance on these tasks to that of pupils with Down syndrome, whose performance was both lower and revealed a narrower range of attainment. Comparisons with the performance of children with Down syndrome in this study suggested that not only did the children with Down syndrome perform more poorly than the typically developing children, their profile also appeared worse than the results of studies of children with a similar mental age with Down syndrome carried out in western countries. The results from this study suggested that, while deficits in verbal short‐term memory in Down syndrome may well be universal, it is important to recognise that performances may vary as a consequence of culture and educational experiences. The significance of these findings is explored with reference to approaches to education and how these are conceptualised in relation to children with disabilities.  相似文献   

The effect of perceived class mean on the evaluation of instruction     

Jill M. Norvilitis  Jie Zhang 《Educational Assessment, Evaluation and Accountability》2009,21(4):299-311

A total of 232 college students in six different courses in three departments participated in a study to examine the effect of perceived course mean on course and instructor evaluations. Following a midsemester exam, students were given their actual earned exam scores and a manipulated class mean that was either ten percentage points higher or lower than the actual class average on the exam. Participants then completed an evaluation of the course and instructor. It was hypothesized that students scoring above the manipulated mean would rate the course and instructor more highly than students scoring below the manipulated mean. It was further hypothesized that students who were told that the class mean was higher would rate the course and instructor more highly than students who were told that the mean was lower. Results supported the first hypothesis. However, hypothesis two was not supported. Students receiving the lower manipulated class mean rated instructors more favorably. Results suggest the need to consider both individual exam scores and class averages in understanding the grade-teaching evaluation relationship.  相似文献   

Aristotelian Appeals and the Role of Candidate‐Generated Videos in Talent Assessment     

Amy Huber  Jill Pable 《The International Journal of Art & Design Education》2019,38(1):90-109

Videos made by job candidates can be an effective means of promoting their qualifications, thus potentially helping them secure a job. However, little past research has focused on the impact of such videos on reviewers’ appraisals of a prospective candidate. Using Aristotle's means of persuasion as a methodological framework, this study first identified the most sought after candidate attributes identified by hiring firms, then explored the degree to which firm representatives felt two candidate‐generated videos demonstrated these attributes. Findings suggest reviewers deemed the attributes characterised by pathos (emotional connections) as most important and found this quality to be most evident in the videos. As such, videos may provide the means to inject pathos into a job candidate's self‐promotional materials not possible in more traditional application packages. However, while such videos offer advantages over traditional candidate collateral, their potency can elicit strong and sometimes unintended reactions.  相似文献   

Diverse perspectives on student agency in classroom assessment     

Lenore Ellen Adie  Jill Willis  Fabienne Michelle Van der Kleij 《The Australian Educational Researcher》2018,45(1):1-12

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Editorial: Anticipations of educational research in Australia     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1996,23(1):i-v

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V. MATERNAL SENSITIVITY AND CO-CONSTRUCTION SKILLS: CONCURRENT AND LONGITUDINAL ASSOCIATIONS WITH PRESCHOOLERS’ SECURE BASE BEHAVIOR     

Ting Lu  Germán E. Posada  Jill M. Trumbell  Laura Anaya 《Monographs of the Society for Research in Child Development》2018,83(4):74-90

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III. THE ORGANIZATION OF ATTACHMENT BEHAVIOR IN EARLY CHILDHOOD: LINKS WITH MATERNAL SENSITIVITY AND CHILD ATTACHMENT REPRESENTATIONS     

Germán E. Posada  Jill M. Trumbell  Ting Lu  Garene Kaloustian 《Monographs of the Society for Research in Child Development》2018,83(4):35-59

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“Hit and Run Research” with “Hit and Miss” Results in Early Childhood Science Education     

Fleer  Marilyn  Robbins  Jill 《Research in Science Education》2003,33(4):405-431

Research in Science Education - Constructivism has provided us with a useful pedagogy and a powerful methodological framework for over twenty years. We now know a great deal about children's...  相似文献