Who owns experience? Compassion and colonization in literature     

Leonie Lichtenstein 《Higher Education Quarterly》1984,38(4):300-320

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Learning in science: Qualitative and quantitative investigation in year 10 classrooms     

Barry J. Fraser  Leonie J. Rennie 《Research in Science Education》1988,18(1):227-235

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The relationship between affect and achievement in science     

Leonie J. Rennie  Keith F. Punch 《科学教学研究杂志》1991,28(2):193-209

The relationship between affect and achievement in science was examined in two stages. First, a model was developed and tested for science-related affect, the complex of students' attitudes toward, interests in, and perceptions about science at school. The LISREL approach to path analysis was used to demonstrate the fit of the model to data collected from grade 8 students in two different schools on two different occasions. In the second stage of the research, multiple linear regression was used to examine the direction of the relationship between science related affect and achievement and to apportion variance common between previous and subsequent achievement and the components of science-related affect. It was found that affect is related more strongly to previous than subsequent achievement and that much of the common variance can be attributed to students' perceptions of their competence in science.  相似文献   

Researching and reporting on international teacher education agendas: signalling change     

Jeanne Maree Allen  Parlo Singh  Leonie Rowan 《Asia-Pacific Journal of Teacher Education》2017,45(2):103-105

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The anonymous reviewer: the relationship between perceived expertise and the perceptions of peer feedback in higher education     

Monique A. Dijks  Leonie Brummer  Danny Kostons 《Assessment & Evaluation in Higher Education》2018,43(8):1258-1271

Peer feedback often has positive effects on student learning processes and outcomes. However, students may not always be honest when giving and receiving peer feedback as they are likely to be biased due to peer relations, peer characteristics and personal preferences. To alleviate these biases, anonymous peer feedback was investigated in the current research. Research suggests that the expertise of the reviewer influences the perceived usefulness of the feedback. Therefore, this research investigated the relationship between expertise and the perceptions of peer feedback in a writing assignment of 41 students in higher education with a multilevel analysis. The results show that students perceive peer feedback as more adequate when knowing the reviewer perceives him/herself to have a high level of expertise. Furthermore, the results suggest that students who received feedback from a peer who perceives their expertise as closer to the reviewee’s own perceived expertise was more willing to improve his or her own assignment.  相似文献   

Teacher Collaboration in Curriculum Change: The Implementation of Technology Education in the Primary School     

Rennie  Léonie J. 《Research in Science Education》2001,31(1):49-69

The problem which stimulated this research is that in Australia, primary school teachers are expected to teach a new subject, Technology, but have had little training consistent with the newly adopted technology curriculum. Using case studies from two Western Australian schools, the paper documents the ways in which one teacher from each school has established successful classroom strategies for incorporating technology into her classroom, and how she has had a significant effect on the practice of other teachers in her school. The relationship between one pair of teachers in each school is used to explore the nature of their collaboration. One pair used joint work, with shared responsibility for the work of teaching, an example of deep collaboration. The other pairing was more one-sided, a collaborative relationship better described as one of aid and assistance. Both relationships were based on mutual respect, and demonstrate how teachers choose to work together towards a common purpose, the implementation of technology education. Implications from the study are discussed in terms of leadership and collaboration, time and integration, and teachers' knowledge.  相似文献   

The Witch Report     

Leonie Wilson 《Literacy》1984,18(1):25-32

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John Falk and Lynn Dierking: building the field of informal/free-choice science education     

Léonie J. Rennie 《Cultural Studies of Science Education》2016,11(1):127-146

This article establishes the importance of “context”, a concept that underpins the academic contributions that John Falk and Lynn Dierking have made in building the field of informal/free-choice learning in science education. I consider, in turn, the individual contributions made by each of them prior to their seminal co-authored work, entitled The Museum Experience. I then document their joint contributions to the field, pointing out that although their interests and skills overlap in complementary ways to produce their jointly authored works, both have continued to make their individual contributions; Falk in his work on identity and impact, and Dierking in her work on community, youth, family and equity. Finally I come to the present, describing how they each continue their research and publication in lifelong, life-wide, and life-deep learning, with a particular focus on free-choice learning and the role it can play in addressing critical issues in the world.  相似文献   

Measuring the Computer Classroom Environment: Lessons Learned From Using a New Instrument     

Keri A. Logan  Barbara J. Crump  Léonie J. Rennie 《Learning Environments Research》2006,9(1):67-93

Research over the last four decades has shown that the classroom learning environment impacts on students' cognitive and affective outcomes. Different approaches have been taken to measure students' perceptions of their learning environment, and this has led to the development of a large number of survey instruments. One such instrument is the College and University Classroom Environment Inventory (CUCEI) which was developed in 1987. The CUCEI was recently modified and both the original and modified versions were validated in a number of studies. This article reports the use of the modified CUCEI in two independent studies in computing classrooms in secondary schools and tertiary institutions in Wellington, New Zealand. The statistical performance of the CUCEI was not completely satisfactory in either study and revealed a number of problems common to these two studies. The difficulties are discussed and recommendations made to increase the validity and reliability of this instrument.  相似文献   

Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children     

Fiona Mayne  Christine Howitt  Léonie J. Rennie 《International Journal of Inclusive Education》2017,21(3):299-315

ABSTRACT

Ensuring young children’s competence to participate meaningfully in the informed consent process is a troublesome ethical issue. Evolving recognition of the influence of context and relationship, researcher perspective, and researcher responsibility to provide adequate support has advanced understanding of how this might be achieved. Here, we report the findings of the pilot trial of a new approach that used an ‘interactive nonfiction narrative’ to enhance young children’s capacity to provide meaningful informed consent. This innovative approach employs (re)telling strategies and technology (interactive) to convey factual information about the research (nonfiction) via a story (narrative) to promote participant understanding. Case studies of two 3-year-old boys and their mothers captured participants’ understanding of the informing and consent process. Data collection in the child’s home took place over 11 weeks and included conversations with children and semi-structured interviews with parents on three occasions, together with videos of children interacting with the informing story. We found that children understood many of the key concepts, including the research problem and how they could ‘help’ (participate). Children also understood that they could cease their participation, with one boy exercising his right to opt out towards the end of the study.  相似文献