Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991     

Molly Weinburgh 《科学教学研究杂志》1995,32(4):387-398

A meta-analysis covering the literature between 1970 and 1991 was conducted using an approach similar to that suggested by Glass, McGaw, and Smith (1981) and Hedges, Shymansky, and Woodworth (1989). This analysis examined gender differences in student attitudes toward science, and correlations between attitudes toward science and achievement in science. Thirty-one effect sizes and seven correlations representing the testing of 6,753 subjects were found in 18 studies. The mean of the unweighted effect sizes was .20 (SD = .50) and the mean of the weighted effect size was .16 (SD = .50), indicating that boys have more positive attitudes toward science than girls. The mean correlation between attitude and achievement was .50 for boys and .55 for girls, suggesting that the correlations are comparable. Results of the analysis of gender differences in attitude as a function of science type indicate that boys show a more positive attitude toward science than girls in all types of science. The correlation between attitude and achievement for boys and girls as a function of science type indicates that for biology and physics the correlation is positive for both, but stronger for girls than for boys. Gender differences and correlations between attitude and achievement by gender as a function of publication date show no pattern. The results for the analysis of gender differences as a function of the selectivity of the sample indicate that general level students reflect a greater positive attitude for boys, whereas the high-performance students indicate a greater positive attitude for girls. The correlation between attitude and achievement as a function of selectivity indicates that in all cases a positive attitude results in higher achievement. This is particularly true for low-performance girls. The implications of these finding are discussed and further research suggested.  相似文献   

University class size: Is smaller better?   总被引：1，自引：0，他引：1  

David D. Williams  Paul F. Cook  Bill Quinn  Randall P. Jensen 《Research in higher education》1985,23(3):307-318

This study investigates the relationship between class size and achievement at the college level. Recent meta-analyses have found a strong relationship between class size and student achievement, but few of the studies examined class size larger than 40 or university-age populations. This analysis examines a university's testing-center data-archives representing 305 sections from 24 different courses. Section sizes ranged from 13 to 1,006. A total of 16,230 test scores were analyzed. The results of this investigation reveal that at the college level, class size may be less important an influence on student achievement than some educators have thought.  相似文献   

If it catches my eye: A report of faculty pedagogical reading habits     

Jennifer Woods Quinn 《Innovative Higher Education》1994,19(1):53-66

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Achieving equivalence: a transnational curriculum design framework     

Angela Clarke  Terry Johal  Kristen Sharp  Shayna Quinn 《International Journal for Academic Development》2016,21(4):364-376

Transnational education is now essential to university international development strategies. As a result, tertiary educators are expected to engage with the complexities of diverse cultural contexts, different delivery modes, and mixed student cohorts to design quality learning experiences for all. To support this transition we developed a transnational curriculum design framework that synthesises knowledge about what impacts on curriculum design. This framework aims to help academic developers communicate complex educational concepts and foster international communities of practice. It guides cyclical implementation that is focused on achieving equivalent and quality educational outcomes for students regardless of their location across the globe.  相似文献   

Understanding Conditional Probability     

Stephen Tomlinson  Robert Quinn 《Teaching Statistics》1997,19(1):2-7

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Supporting Cognitive Design: Lessons from Human-computer Interaction and Computer-mediated Learning     

Clark N. Quinn  Martyn Wild 《Education and Information Technologies》1998,3(3-4):175-185

Cognitive engineering has led to a consideration of the capabilities and limitations of users in relation to the products of system design. However, there has not been a similar recognition of human limitations in the process of design. One way to improve the products of system design is by making improvements in the process of design and, in particular, by addressing the limitations of designers through scaffolding with the technology that is the object of design. To do this we need to identify what we know about the process of designing for computer-mediated learning systems, and to build an understanding of how the design process might benefit from cognitive strategies and computer technology. Here we survey various approaches to support the design process, in order to identify approaches and opportunities that may inform both fields. Specific suggestions include heuristics for design, and scaffolding the design process through support tools. © IFIP, published by Kluwer Academic Publishers  相似文献   

Concurrent validity of the early screening profiles and the differential ability scales with an at‐risk preschool sample     

David E. McIntosh  Laura Gibney  Kevin Quinn  Deborah Kundert 《Psychology in the schools》2000,37(3):201-207

The relationship between the Early Screening Profiles (ESP; Harrison, 1990) and the Differential Ability Scales (DAS; Elliott, 1990a) was studied. The participants were 94 (57 males, 37 females) at‐risk preschoolers ranging in age from 3 years 6 months to 5 years 11 months (M= 4 years 7 months; SD= 6.3 months). The sample included 72 Caucasians, 21 African Americans, and one Hispanic. This study found that the DAS GCA (General Conceptual Ability) mean score was significantly lower than the ESP Total Screening mean score. However, a strong relationship (r= .78) was found between the ESP Total Screening and DAS GCA scores, indicating that the ESP is a good predictor of cognitive ability among at‐risk preschoolers. © 2000 John Wiley & Sons, Inc.  相似文献   

Listening to ‘the thick bunch’: (mis)understanding and (mis)representation of young people in jobs without training in the South West of England   总被引：1，自引：0，他引：1  

Robert Lawy  Jocey Quinn  Kim Diment 《British Journal of Sociology of Education》2009,30(6):741-755

Young people in jobs without training are ubiquitous but invisible, working in shops, cafes, and other low‐waged, low‐status occupations. Commonly elided with young people who are not in education, employment or training, they are positioned as the ‘thick bunch’ with empty and meaningless working lives. The main purpose of the research was to explore the experiences of this group of marginalised and socially disadvantaged young people through a deeper understanding of their interests and enthusiasms inside and outside work. These young people have been (mis)understood and (mis)represented. A more holistic and nuanced approach that is not uncritically founded upon a set of neo‐liberal stereotypes and assumptions, and instead recognises the complexity of their lives, would offer new opportunities for understanding and representation of their interests. Our findings challenge the conflation of identity with work and the notion that only certain forms of employment create meaning.  相似文献   

The impact of content area focus on the effectiveness of a web‐based simulation     

Amy B. Adcock  Molly H. Duggan  Ginger S. Watson  Lee A. Belfore 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(3):388-402

This paper describes an assessment of a web‐based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role‐play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study.  相似文献   

What is your prediction? Teaching the metacognitive skill of prediction to a class of sixth- and seventh-grade students who are deaf     

Brigham M  Hartman MC 《American annals of the deaf》2010,155(2):137-143

The development of the metacognitive skill of prediction in deaf students in a middle school social studies classroom was explored in an action research study (Riel, 2006). After observation of this group of learners and assessment of current skills, a unit was developed that integrated the teaching of prediction into their study of the American Revolution. It was found that these students were already using some metacognitive skills in their social studies class, but through direct instruction they were able to make more and better predictions related to the content being studied. The study demonstrates how the social studies curriculum provided an opportunity for students to learn and implement metacognitive skills that helped them to understand the cause-and-effect relationships in history and eventually to become more active readers during a reading task.  相似文献