Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students     

Rhonda Christensen  Gerald Knezek  Tandra Tyler-Wood 《Journal of Science Education and Technology》2015,24(6):898-909

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The River of Learning: building relationships in a university,school and community Indigenous widening participation collaboration     

Gail Whiteford  John Hunter  Rhonda Pitson  Deborah Breckenridge  Yaegl Elders 《高等教育研究与发展》2017,36(7):1490-1502

In this article, findings of a qualitative study of an Indigenous widening participation program are presented. The program, River of Learning, has been in existence since 2010 and represents a powerful collaboration between a rural high school in New South Wales (NSW) Australia, a metropolitan university, Indigenous Elders and non-Indigenous community members. An analysis of the narrative data generated through individual and group interviews with stakeholders provided findings with respect to the program including how it has contributed to the building and strengthening of university and community relationships and how important the interaction with Indigenous Elders and school and university staff is in development of confidence to engage in higher education in the Indigenous students. These findings are discussed and the article concludes with reflections on the learnings generated through such university, school and community collaborations and what these may mean in ensuring greater Indigenous representation in higher education in Australia in the future.  相似文献   

Exploring Out-of-School Play and Educational Readiness     

Rhonda Peterson Dealey  Mark H. Stone 《Early Childhood Education Journal》2018,46(2):201-208

Play researchers and theorists have cautioned that children’s early play is changing in a manner that is detrimental to their development. Meanwhile U.S. governmental pressures and increasingly higher standards for education are changing the landscape of kindergarten and early learning. This study investigates the relationship between children’s out-of-school play and their educational readiness. Parents of kindergarten students in a suburban Midwestern school district completed the Child Play Survey on time their children spent in out-of-school play. Kindergarten teachers rated students on three domains of readiness using the newly devised Illinois Kindergarten Individual Development Survey (KIDS 2015): Attention to Learning—Self-Regulation (ATL-REG); Social and Emotional Development (SED); and Language and Literacy Development (LLD). Correlational and regression analyses suggest that time in out-of-school play is not positively associated to teacher ratings of academic and behavioral performance in kindergarten. Rather, increased time in outdoor play on school days and non-school days resulted in lower scores on all three readiness domains. Time in outdoor play was correlated to free-reduced lunch eligibility, the socioeconomic measure utilized in the study. Parent education level, income level, attendance at 3-year-old preschool and daycare attendance were found to positively influence readiness measures. Implications for future research are presented.  相似文献   

Abilities and affordances: factors influencing successful child–tablet communication     

Adam K. Dubé  Rhonda N. McEwen 《Educational technology research and development : ETR & D》2017,65(4):889-908

Using Luhmann’s communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children’s limited ability to direct their cognitive resources affects child–tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent.  相似文献   

Project-based learning for middle school students monitoring standby power: replication of impact on stem knowledge and dispositions     

Knezek  Gerald  Christensen  Rhonda 《Educational technology research and development : ETR & D》2020,68(1):137-162

Educational technology research and development - Middle school students participating in energy-monitoring activities guided by their teachers during 2009–2011 gained...  相似文献   

Understanding Conceptual Change and Science Learning through Educational Neuroscience     

Ashley R. Vaughn  Rhonda D. Brown  Marcus L. Johnson 《Mind, Brain, and Education》2020,14(2):82-93

Although the field of educational neuroscience has grown in recent years, little research has been conducted on conceptual change and science learning through an educational neuroscience framework. Educational neuroscience is frequently used to study processes of language and mathematics cognition, but is not extensively applied to conceptual change and science learning. This review integrates insights from extant conceptual change educational neuroscience studies to inform the fields of educational psychology and science education. These new insights shed light on the persistence of misconceptions and the roles of error detection, inhibition, executive function, and memory in conceptual change. Future directions for the study of conceptual change and educational neuroscience are discussed.  相似文献   

Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring     

Michelle Lui  Rhonda McEwen  Martha Mullally 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2181-2199

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A bicultural study of identification: Readers' responses to the ironic treatment of a national hero     

Rhonda Bunbury  Reinbert Tabbert 《Children‘s Literature in Education》1989,20(1):25-35

This article is the outcome of a transcontinental collaboration of the authors. We first met at Exeter, U.K., during the 1979 Congress of the International Research Society for Children's Literature (I.R.S.C.L.). We met again at a seminar in Germany during 1983, where we both became intrigued with the work of Hans Robert Jauss on reader identification with literary heroes. The authors then decided to collaborate on the topic of reader response to a popular Australian children's book that had been translated into German, Randolph Stow'sMidnite. The main themes for investigation were: How do child readers in Australia and Germany respond to the ironic humour of this rather sophisticated book? Also, what effect might translation have on reader response? A case study approach was evolved using taped interviews of children in Australia and Germany. Our research was presented in a paper at the I.R.S.C.L. Congress in Cologne, 1987, which has been edited for appearance in these pages. We believe the study is unique in the history of the Society in that it was conducted entirely by mail over the four-year period.  相似文献   

Continuity,complexity, and change: teacher education in Mauritius     

Rhonda Di Biase 《师资教育杂志》2018,44(4):517-519

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Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students     

Alexander S. Yeung  Rhonda G. Craven  Gurvinder Kaur 《Asia-Pacific Journal of Teacher Education》2014,42(3):305-320

One’s self-concept and value perceptions can significantly influence one’s behaviours and beliefs. Australian teachers from urban and rural areas of the state of New South Wales were asked to respond to survey items on two predictors (teacher self-concept, valuing of learning) and three outcomes. Confirmatory factor analysis established the five latent factors. Structural equation modelling found significant paths from teacher self-concept to both student-centred and teacher-centred approaches but not beliefs about student ability. The positive path from valuing of learning to student-centred teaching was statistically significant but the path to teacher-centred teaching was not. The significant path from valuing of learning to beliefs about student ability was negative indicating that teachers who value student learning were less likely to believe in ability constraints. Therefore, teacher preparation programmes should enhance self-concept simultaneously with teaching skills and values and facilitate an advocacy for students’ learning.  相似文献