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Bruce M. Shore Tanya Chichekian Cassidy A. Syer Mark W. Aulls Carl H. Frederiksen 《International Journal of Science and Mathematics Education》2012,10(2):315-337
Tools are needed to track the elements of students’ successful engagement in inquiry. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) is a 79-item, criterion-referenced, learner-focused questionnaire anchored in Sch?n’s model and related models of
self-regulated learning. The MSDIQ addresses three phases of inquiry engagement—planning, enactment, reflection—perceived
as important by teachers, parents, and students before or after inquiry participation. Internal consistency and validity evidence
was obtained from 205 university students with different inquiry backgrounds: teacher education years 1 and 4, continuing
teacher education, and honors psychology. Separate confirmatory factor analyses of planning, enactment, and reflection generated
14 intercorrelated factors congruent with definitions of inquiry instruction and supported the hypothesized structure underlying
the MSDIQ as a reliable and valid instrument for measuring inquiry engagement and valuing its building blocks. 相似文献
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Are policies to increase women’s share among university professors effective? The importance of gender equality on the labor market has been well established, but our understanding of what kind of policy is effective to increase the share of women is still unclear. Three sets of factors explain women’s low shares at higher job levels, notably individual, cultural, and structural or institutional perspectives, and policies to increase the proportion of women therefore should address these factors. This paper aims to investigate if they do so and if they are effective. We investigated the efficacy of gender equality policy measures in all 14 universities in the Netherlands, implemented between 2000 and 2007. Based on documents and interviews, 19 measures were identified that could be classified according to the three perspectives. The university with the most measures applied four times more measures than the one with the least measures. The more measures a university applied in the cultural perspective, the more likely it also applied measures in the other two perspectives. Whereas the HR managers and policy makers at universities reported skepticism and lack of evaluations, our study reveals a positive relationship between policy measures and the reduction of the glass ceiling and between policies in the cultural perspective and the increase of the proportion of women among professors. 相似文献
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This article reports on an investigation into school teachers’ perceptions of disruptive behaviour from a psychological perspective. The inter-disciplinary nature of this research bridges the understanding between educational and psychological perspectives on disruptive behaviour. This article discusses evidence that for the most troubled pupils, effective behaviour management at school necessitates a more nurturing and collaborative approach alongside current disciplinary policy. Two studies are reported which examine teachers’ perceptions of disruptive behaviour at school. Discussion focuses on findings of a postal questionnaire sent to 426 primary and secondary schools across England, regarding teachers’ perceptions on the extent to which pupils can control their disruptive behaviour. A further 122 primary schools were sent the questionnaire via SurveyMonkey. The findings illustrate that there is variation in how teachers in primary and secondary schools regard their pupils’ behaviour. Implications of the findings are discussed with reference to attachment theory. 相似文献
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Grazyna Kochanska Kathleen Murray Tanya Y. Jacques Amy L. Koenig Kimberly A. Vandegeest 《Child development》1996,67(2):490-507
We examined inhibitory control as a quality of temperament that contributes to internalization. Children were assessed twice, at 26–41 months ( N = 103) and at 43–56 months ( N = 99), on repeated occasions, in multiple observational contexts and using parental reports. Comprehensive behavioral batteries incorporating multiple tasks were designed to measure inhibitory control at toddler and preschool age. They had good internal consistencies, corresponded with maternal ratings, and were developmentally sensitive. Individual children's performance was significantly correlated across both assessments, indicating stable individual differences. Girls surpassed boys at both ages. Children's internalization was observed while they were alone with prohibited objects, with a mundane chore, playing games that occasioned cheating, being induced to violate standards of conduct, and assessed using maternal reports. Inhibitory control was significantly associated with internalization, both contemporaneously and as a predictor in the longitudinal sense. The implications for considering children's temperament as a significant, yet often neglected contributor to developing internalization are discussed. 相似文献
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This research explores student voice and student perceptions of teaching excellence in higher education, and authors suggest implications for student engagement and student/staff partnerships in teaching and learning. Edinburgh University Students’ Association facilitates the longest-running student-led teaching awards in the UK, receiving 2000–3000 open-ended student nominations annually which raise the profile of teaching and reward strong teachers. These extensive qualitative data were analysed using aspects of a grounded theory approach to investigate student perceptions of teaching excellence. This research identified four key themes of teaching excellence: (1) concerted, visible effort; (2) commitment to engaging students; (3) breaking down student-teacher barriers; (4) stability of support. This paper explores these themes with respect to theoretical work on teaching excellence and suggests that students’ perceptions of excellence in teaching and student support advance notions of ‘critical excellence’ and ‘moral excellence’. 相似文献