An Examination of College Students' Problem‐Solving Self‐Efficacy,Academic Self‐Efficacy,Motivation, Test Performance,and Expected Grade in Introductory‐Level Economics Courses          下载免费PDF全文

Leslie Ramos Salazar  Stephen L. Hayward 《Decision Sciences Journal of Innovative Education》2018,16(3):217-240

This study investigated whether self‐efficacy influenced students’ educational outcomes in introductory‐level economics courses. First, this study investigated the correlations between problem‐solving self‐efficacy, academic self‐efficacy, and motivation. Second, this study investigated whether problem‐solving and academic self‐efficacy served as predictors of students’ motivation, test performance, and expected grade. Correlational analyses suggest that problem‐solving and academic self‐efficacy are correlated with student motivation. Results show that problem‐solving self‐efficacy was a predictor of student motivation and test performance. Academic self‐efficacy and problem‐solving self‐efficacy were also predictors of their expected grade. Implications and future directions for economics education are also discussed.  相似文献   

Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education     

Trevor Mutton  Katharine Burn  Ian Menter 《教育政策杂志》2017,32(1):14-33

The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching as a craft – ‘best learnt as an apprentice observing a master craftsman or woman’. In 2014, the government established a Review of Initial Teacher Training, led by a primary school head teacher, Sir Andrew Carter. This signalled the recognition of teacher education as a ‘policy problem’, adopting Cochran-Smith’s term. The ensuing report, published in early 2015, was more nuanced than might have been anticipated, although a number of profound tensions emerge from a closer analytical reading; four of these tensions are similar to those previously defined by Cochran-Smith and two are newly emergent. This paper identifies and discusses these tensions as they appear in the Carter Review and relates them to wider debates about the links between teaching, teacher education, evidence and research and to policy-making processes in education.  相似文献   

The long-term impact of effective teaching     

Peter Tymms  Christine Merrell  Katharine Bailey 《School Effectiveness & School Improvement》2018,29(2):242-261

This paper investigates the impact of effective schooling in the 1st year of elementary school on later academic outcomes and equal educational opportunity. A large longitudinal dataset from England was used to estimate the importance of the 1st year of elementary school for academic outcomes up to age 16. Multilevel models, controlling for baseline assessment, deprivation, sex, and ethnic status, showed that classes in the 1st year differed substantially in their progress but did not vary in their impact on equity. Those classes defined as effective and students from those classes were tracked on 3 further occasions up to the age of 16 and compared with others. Being in an effective class in the 1st year of school, when the children were aged 4 to 5 years, was significantly related to later attainment at age 16 (Effect Size = 0.2). However, it was unrelated to equity at age 16.  相似文献   

Conceptualising transitions from vocational to higher education: bringing together Bourdieu and Bernstein     

Eugenia Katartzi  Geoff Hayward 《British Journal of Sociology of Education》2020,41(3):299-314

Abstract

In this paper we provide a framework for conceptualising transitions from Vocational Education and Training (VET) programmes to Higher Education (HE), by bringing together Bourdieu’s and Bernstein’s theoretical approaches with the view to attend to the often side-lined epistemic and pedagogical parameters. We utilise the Bourdieusian tools of field, habitus and capital to capture the relational, material and cultural aspects of HE transitions. In using a Bernsteinian lens we shed further light into how social agents acquire differentially structured and valorised knowledges and develop a sense of themselves as hierarchically positioned knowers. The metaphor of transitional frictions is utilised to capture the ongoing struggles that students with a VET background experience as they make the transition to HE. We argue for the need of widening epistemic access and putting in place enabling pedagogies that can ease these transitional frictions, thereby potentially increasing the chances of successful HE participation and completion.  相似文献   

English history teachers’ views on what substantive content young people should be taught     

Richard Harris  Katharine Burn 《课程研究杂志》2016,48(4):518-546

Public and policy discourse about the content of history curricula is frequently contested, but the voice of history teachers is often absent from such debate. Drawing on a large-scale online survey of history teachers in England, this paper explores their responses to major curriculum reforms proposed by the Coalition government in February 2013. In particular, it examines teachers’ responses to government plans to prescribe a list of topics, events and individuals to be taught chronologically that all students would be expected to study. Nearly 550 teachers responded to the survey, and more than two-thirds of them provided additional written comments on the curriculum proposals. This paper examines these comments, with reference to a range of curriculum models. The study reveals a deep antagonism towards the proposals for various reasons, including concerns about the extent and nature of the substantive content proposed and the way in which it should be sequenced. Analysis of these reactions provides an illuminating insight into history teachers’ perspectives. Whilst the rationales that underpin their thinking seem to have connections to a variety of different theoretical models, the analysis suggests that more attention could usefully be devoted to the idea of developing frameworks of reference.  相似文献   

Once and Future Partners: The State and Its University     

Katharine C. Lyall 《Innovative Higher Education》1997,22(1):5-17

Public universities, their states and the citizenry have a long established social contract of partnership in American higher education, and this relationship has been enormously productive. However, it is now in the process of being reinvented within a climate of changing attitudes and priorities; and the partners need to work at improving the partnership. Four steps for so doing are proposed—lifting the public dialogue about higher education, addressing the meaning of accountability, providing universities with greater management flexibility, and preparing students for citizenship.  相似文献   

Issues of vision,innovation, mission,outcomes and competent practice     

Hal A. Lawson  Katharine Hooper‐Briar 《教育政策杂志》2013,28(5):157-159

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WHAT THE DEPRESSION IS DOING TO THE CAUSE OF RELIGIOUS EDUCATION∗     

P. R. Hayward  Merle N. English  Emanuel Gamoran  Herbert W. Gates  William Chalmers Covert  Frank M. McKibben 《Religious education (Chicago, Ill.)》2013,108(10):873-886

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‘The warmth of comradeship’: the first British empire games and imperial solidarity     

Katharine Moore 《国际体育史杂志》2013,30(2):242-251

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Collaborating Over the Centuries: Creating the What Middletown Read Database     

Katharine Leigh 《Cataloging & classification quarterly》2013,51(1-3):224-238

In 2003, library records from over a century ago were discovered in the attic of the Muncie Public Library. This finding led to a multi-year collaboration between the Muncie Public Library, the Center for Middletown Studies, and the University Libraries at Ball State University to create the What Middletown Read database, http://bsu.edu/libraries/wmr/index.php. This article describes the collaboration between various groups, focusing especially on the role of the Cataloging and Metadata Services unit at University Libraries in the project, and ends with lessons learned and recommendations for cataloging units.  相似文献