Teacher–Student Interactions in Korean High School Science Classrooms     

Sunny S.U. Lee  Barry J. Fraser  Darrell L. Fisher 《International Journal of Science and Mathematics Education》2003,1(1):67-85

This paper provides a preliminary picture of teacher–student interaction in Korean senior high schools. In order to do this, the Questionnaire on Teacher Interaction (QTI) was translated into Korean and administered to 439 students (99 science-independent stream students, 195 science-oriented stream students and 145 humanities stream students). Based on the results from this survey, interviews with some students and teachers were also carried out and three science classrooms were also observed. It was found that the teacher–student interactions in Korean senior high school science classrooms reflect the general image of the youth-elder relationship in society as well as the senior high school's unique nature – portraying a scene of directing teachers and obeying students. It was also found that students experience unique interactions in their science classrooms with their particular teachers. It was considered that this difference comes from the overlapping of a teacher's personal characteristics with the nature of a stream (e.g., curriculum, expectation towards the students in that stream). This article reports part of a larger study conducted with Korean senior high school students and teachers. The aim of the main study was to investigate three different aspects of the high school science classroom environments in Korea, namely, the degree of implementation of constructivism, the pattern of teacher–student interactions, and the learning environment in laboratory classes. Based on the realisation that teacher–student interactions have not been systematically dealt with especially at the senior high school level in Korea, this article pays particularly attention to this aspect. The intention was also to provide useful insights for improving the current situation in senior high school science classrooms in Korea.  相似文献   

NARST: a lived history     

Paul Joslin  Karen S. Stiles  J. Stanley Marshall  O. Roger Anderson  James J. Gallagher  Jane Butler Kahle  Peter Fensham  Ruben Lazarowitz  Léonie J. Rennie  Barry Fraser  John R. Staver  Alejandro Gallard  María Pilar Jiménez-Aleixandre  Justin Dillon  Hedy Moscovici  Hsiao-Lin Tuan  Christopher Emdin  Kenneth Tobin  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207

In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.

Kenneth TobinEmail:

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Evaluation of Impact of Early Literacy Inservice Course (ELIC) on Student Outcomes: Methodological Problems     

Barry J. Fraser  Peter C. Taylor 《Asia-Pacific Journal of Teacher Education》1989,17(2):51-60

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The significance of context for curriculum development in engineering education: a case study across three African countries     

Jennifer M. Case  Duncan M. Fraser  Anil Kumar  Ambrose Itika 《European Journal of Engineering Education》2016,41(3):279-292

Curriculum reform is a key topic in the engineering education literature, but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to understand the influence of local contextual dynamics on curriculum reform in engineering education. The empirical study is a comparative analysis of the context for curriculum reform in three different chemical engineering departments on the African continent, located in Kenya, Tanzania and South Africa. All three departments are currently engaged in processes of curriculum reform, but the analysis shows how the different contexts in which these efforts are taking place exert strong shaping effects on the processes and outcomes for that reform.  相似文献   

The Effects of Classroom Climate on Student Outcomes: A Replication in Two Developing Countries     

Barry J. Fraser 《Asia Pacific Journal of Education》1984,6(2):60-63

A strong tradition of research in developed countries has established consistent relationships between students' outcomes and their perceptions of psychosocial characteristics of the classroom learning environment. The present research provides a replication of the prior work in developed countries by using samples of students from two developing countries, namely, Indonesia and Thailand. Indonesian versions of the individualized Classroom Environment Questionnaire and the Classroom Environment Scale were responded to by 373 students in 18 Grade 8 and 9 classes in Padang, whereas a Thai version of the Learning Environment Inventory was responded to by 989 students in 31 Grade 12 classes in Bangkok or nearby provinces. Results supported the predictive validity of student perceptions in that significant relationships emerged between student outcomes and classroom climate among students in both Indonesia and Thailand.  相似文献   

Research into the environment of science laboratory classes in australian schools     

Dr Campbell J. McRobbie  Dr Geoffrey J. Giddings  Dr Barry J. Fraser 《Research in Science Education》1990,20(1):200-209

Existing instruments for assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial environment are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class. Consequently, the Science Laboratory Environment Inventory (SLEI), was designed to assess student or teacher perceptions of seven scales:Teacher Supportiveness, Student Cohesiveness, Open-Endedness, Integration, Organization, Rule Clarity andMaterial Environment. An important feature of the design of the study was that the new instrument was field tested simultaneously in six countries: Australia, USA, Canada, England, Nigeria and Israel. This paper is based on a sample of 4643 students in 225 individual laboratory classes, together with the teachers of most of these classes. Preliminary analyses were used to shed light on various important research questions including the differences between Actual and Preferred environments, gender differences in perceptions of Actual and Preferred environment, the relationship between the science laboratory environment and attitude towards science laboratory work, differences between school and university laboratory classes, differences between teachers’ and students’ perceptions of the same laboratory classes, and differences between laboratory classes in different science subjects (Physics, Chemistry, Biology). Specializations: Science education, educational evaluation. Specializations: Curriculum, science education, science laboratory teaching. Specializations: Learning environments, science education, educational evaluation, curriculum.  相似文献   

Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics   总被引：1，自引：2，他引：1  

Philip I. Ogbuehi  Barry J. Fraser 《Learning Environments Research》2007,10(2):101-114

This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for enhancing the classroom environment, students’ attitudes and conceptual development. A sample of 661 students from 22 classrooms in four inner city schools completed modified forms of the Constructivist Learning Environment Survey (CLES), What Is Happening In this Class? (WIHIC) questionnaire and Test of Mathematics Related Attitudes (TOMRA). Data analyses supported the factor structure, internal consistency reliability, discriminant validity and the ability to distinguish between different classes for these questionnaires when used with middle-school mathematics students in California. The effectiveness of the innovative instructional strategy was evaluated in terms of classroom environment and attitudes to mathematics for the whole sample, as well as for mathematics achievement for a subgroup of 101 students. A comparison of an experimental group which experienced the innovative strategy with a control group supported the efficacy of the innovative teaching methods in terms of learning environment, attitudes and mathematics concept development. Also associations were found between perceptions of classroom learning environment and students’ attitudes to mathematics and conceptual development.  相似文献   

Singapore Colloquial English and Standard English     

Anthea Fraser Gupta 《Asia Pacific Journal of Education》1989,10(2):33-39

Singapore English can be described as diglossic, that is, most of the proficient adult users of English in Singapore use two grammatically distinct varieties of English: (1) Singapore Colloquial English, which is used with close friends, to children, and informally in general and (2) Standard English, which is used in writing, in formal situations, and is associated with education. Singapore Colloquial English is informally learnt, while the teaching of Standard English is a primary responsibility of the school.

Students at the National University of Singapore, and especially those taking courses in the Department of English Language and Literature, can be expected to show the highest attainment levels in Standard English of those coming from the education system. The oral skills of these students are generally very good, both in comprehension and production. Their control of vocabulary is outstanding. While some students still have problems producing Standard English (especially in the area of tenses) most students make few grammatical errors. However, they do have problems with the organisation of material, report writing, and techniques of argumentation. Students also tend to write in a uniformly journalistic style, having little control over the use of different styles for different types of writing. Awareness of the functions of English in Singapore may help teachers to understand the importance of stylistic appropriacy.  相似文献   

Using generalizability analysis to estimate parameters for anatomy assessments: A multi‐institutional study          下载免费PDF全文

Jessica N. Byram  Mark F. Seifert  William S. Brooks  Laura Fraser‐Cotlin  Laura E. Thorp  James M. Williams  Adam B. Wilson 《Anatomical sciences education》2017,10(2):109-119

With integrated curricula and multidisciplinary assessments becoming more prevalent in medical education, there is a continued need for educational research to explore the advantages, consequences, and challenges of integration practices. This retrospective analysis investigated the number of items needed to reliably assess anatomical knowledge in the context of gross anatomy and histology. A generalizability analysis was conducted on gross anatomy and histology written and practical examination items that were administered in a discipline‐based format at Indiana University School of Medicine and in an integrated fashion at the University of Alabama School of Medicine and Rush University Medical College. Examination items were analyzed using a partially nested design in which items were nested within occasions (i:o) and crossed with students (s). A reliability standard of 0.80 was used to determine the minimum number of items needed across examinations (occasions) to make reliable and informed decisions about students' competence in anatomical knowledge. Decision study plots are presented to demonstrate how the number of items per examination influences the reliability of each administered assessment. Using the example of a curriculum that assesses gross anatomy knowledge over five summative written and practical examinations, the results of the decision study estimated that 30 and 25 items would be needed on each written and practical examination to reach a reliability of 0.80, respectively. This study is particularly relevant to educators who may question whether the amount of anatomy content assessed in multidisciplinary evaluations is sufficient for making judgments about the anatomical aptitude of students. Anat Sci Educ 10: 109–119. © 2016 American Association of Anatomists.  相似文献   

The transition experiences of direct entrants from overseas higher education partners into UK universities     

Rose Quan  Joanne Smailes  Walter Fraser 《Teaching in Higher Education》2013,18(4):414-426

This two-year study was conducted to explore the experience of international direct-entry students making the transition from overseas higher education partners to a UK University. Using mainly qualitative data from forum discussion, focus-group interviews and face-to-face interviews with students and staff, we document how international direct-entry students cope with academic and social anxieties during their transition. The findings reveal that there are some similarities, such as language issues, which are experienced by most international students. However, this study has highlighted a distinguishing factor for direct-entry students which relates to the use of intra-networks to overcome their social anxieties. The exploratory analysis also indicates that international students entering directly into an academic programme at a later study stage face a steep learning curve and require additional support to adapt quickly to a UK educational system.  相似文献