Editorial – Longitudinal Studies on Student Learning in Science     

Russel Tytler  Hanna J. Arzi  Richard T. White 《Research in Science Education》2005,35(1):1-2

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Computer Experience,School Support and Computer Anxieties     

Graham Bradley  Glen Russell 《教育心理学》1997,17(3):267-284

Past research has shown computer anxiety to be present in a sizeable minority of school teachers, and has identified some of the personal and school‐based correlates of this anxiety. Before effective interventions can be introduced, however, more needs to be known of the various forms and sources of this problem. The current study involved a survey of the experiences, attitudes and anxieties of a random sample of 350 Australian primary and secondary school teachers. Levels of self‐rated computing competence among these teachers were moderately low. Computing competence and anxiety were highly correlated, r= ‐ 0.78. Three distinctive types of computer anxiety were identified, as was a set of factors predictive of each. As hypothesised, computer anxieties were inversely related to the quality of prior computer learning experiences, and to the extent of current school support for computer usage. Implications for the reduction of computer anxiety among teachers are discussed.  相似文献   

Learning from programmed instruction: Examining implications for modern instructional technology     

Jason K. McDonald  Stephen C. Yanchar  Russell T. Osguthorpe 《Educational technology research and development : ETR & D》2005,53(2):84-98

This article reports a theoretical examination of several parallels between contemporary instructional technology (as manifest in one of its most current manifestations, online learning) and one of its direct predecessors, programmed instruction. We place particular focus on the unterlying assumptions of the two movements. Our analysis suggests that four assumptions that contributed to the historical demise of programmed instruction—(a) ontological determinisms, (b) materialism (c) social efficiency, and (d) technological determinism—also underlie contemporary instructional technology theory and practice and threaten its long-term viability as an educational resource. Based on this examination, we offer several recommendations for practicing instructional technologists and make a call for innovative assumptions and make a call for innovative assumptions and theories not widely visible in the field of instructional technology.  相似文献   

Sex differences in rats’ stationary-cage activity measured by observation and automatic recording     

P. A. Russell 《Learning & behavior》1973,1(4):278-282

Rats’ stationary-cage activity was measured using simultaneous observational time sampling and automatic recording via photobeams. Females scored higher than males on the combined observational categories of rearing, ambulating, and sniffing, but lower on grooming, eating, and drinking, with these differences consistent across 9 days of confinement and across time of day of observation. There were no sex differences in the time spent inactive or in the number of photobeam breaks. Beam breaks were related positively to sniffing and inversely to inactivity. The results raise questions regarding the interpretation of sex differences in behavior in novel and familiar environments and provide evidence on the comparability of observational and automatic methods of activity measurement.  相似文献   

Circular Arguments: Teachers and texts     

Dominic Wyse  Russell Jones 《Changing English: An International Journal of English Teaching》2002,9(1):77-84

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Working as Partners: School teachers' experiences as university-based teacher educators     

Barbara Russell  Jan Chapman 《Asia-Pacific Journal of Teacher Education》2001,29(3):235-248

A qualitative study was undertaken of 25 teachers who have taken time away from schools or early childhood centres to work on short-term contracts in a university college of education preservice teacher education programme. The study considers their perceptions of the experience and how this might impact on the partnerships between colleges and schools or early childhood centres. Findings suggest that there are benefits and difficulties associated with short-term contracts. However, overall participants found that teaching in a preservice teacher education programme was a very valuable professional experience and that it enhanced their ability to support student teachers more effectively.  相似文献   

TIPs for technology integration     

Susan Mandell  Dennis H. Sorge  James D. Russell 《TechTrends》2002,46(5):39-43

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Early Childhood Education and Care for Children with Disabilities: Facilitating Inclusive Practice*     

Simone DeVore  Karen Russell 《Early Childhood Education Journal》2007,35(2):189-198

In this case study, a co-operative inquiry process was used to facilitate the expansion of inclusive early childhood education and care practices in a rural community in the Midwest. A university and a community researcher first engaged in interviews and site visits, during which they learned how a three-member inclusion team of early care and education professionals initiated changes in practice from self-contained to inclusive special education and therapy. Key practices included responding to families’ priorities, changing roles, and providing integrated services and support for children’s successful transitions into Kindergarten. The second part of the research consisted of action planning during focus groups and community meetings, which resulted in social recognition from the school district, technical assistance through state improvement grant funding, and better preschool options for young children with disabilities. *We gratefully acknowledge partial funding of this research by the Dean's Office at the University of Wisconsin-Whitewater and State Improvement Grant funding by the Department of Public Instruction.  相似文献   

Kindergarten Teacher Buy-In for Standards-Based Reforms: A Dynamic Interplay Between Professional Identity and Perceptions of Control     

Jennifer O. Briggs  Jennifer Lin Russell  Shannon B. Wanless 《Early education and development》2018,29(1):125-142

Political and societal pressures are influencing kindergarten teachers and their classroom practices on a national level. Teachers’ receptivity to reforms depends to a large degree on their buy-in to the change effort. Drawing on analyses of interviews with kindergarten teachers across school and districts, this study examined teacher buy-in to an increased academic focus in kindergarten and in turn the factors that influence buy-in. Research Findings: Analyses revealed that kindergarten teachers in the same schools and districts had qualitatively different responses to the increased academic focus in kindergarten. Teachers’ professional identity, sense of control, and interactions with school leaders emerged as factors influencing teacher buy-in. Practice or Policy: The role of teacher buy-in as a crucial component in times of change is discussed. Specifically, situating reforms in the context of implementation science and teacher well-being is discussed.  相似文献   

The effects of diagnosis with teacher-or student-directed remediation on science achievement and attitudes     

Joe C. Long  James R. Okey  Russell H. Yeany 《科学教学研究杂志》1978,15(6):505-511

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