What does better peer review look like? Underlying principles and recommendations for better practice     

Heidi Allen  Alexandra Cury  Thomas Gaston  Chris Graf  Hannah Wakley  Michael Willis 《Learned Publishing》2019,32(2):163-175

We conducted a literature review of best practice in peer review. Following this research, we identified five principles for better peer review: Content Integrity, Content Ethics, Fairness, Usefulness, and Timeliness. For each of these principles, we have developed a set of recommendations to improve peer review standards. In this article, we describe the role of peer review and how our five principles support that goal. This article is intended to continue the conversation about improving peer review standards and provide guidance to journal teams looking to improve their standards. It is accompanied by a detailed checklist, which could be used by journal teams to assess their current peer review standards.  相似文献   

HIGH ASPIRATIONS BUT LOW PROGRESSION: THE SCIENCE ASPIRATIONS�CCAREERS PARADOX AMONGST MINORITY ETHNIC STUDENTS     

Jennifer DeWitt  Louise Archer  Jonathan Osborne  Justin Dillon  Beatrice Willis  Billy Wong 《International Journal of Science and Mathematics Education》2011,9(2):243-271

Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.  相似文献   

An evaluation of a project-based learning initiative in engineering education   总被引：1，自引：1，他引：0  

Stuart Palmer  Wayne Hall 《European Journal of Engineering Education》2011,36(4):357-365

Project-based learning (PBL) is a well-known methodology for engineering design education due to a number of benefits it is claimed to offer. This paper presents the initial offering of a first-year engineering PBL unit at Griffith University in Australia. An evaluation of student perceptions of the unit revealed that students generally enjoyed the experience, with the oral presentation aspect receiving the lowest satisfaction rating. There was no significant difference in the ratings between any demographic grouping, suggesting that all students were able to participate in, and experience, the unit in essentially the same way. The best aspects of the unit and those aspects needing improvement were similar to the findings of other investigations documented in the literature. It is proposed that future offerings of the unit will reduce the number of design projects from three to two per semester and will attempt more sophisticated individualisation of marks for group work activities.  相似文献   

Framing Controversial Identity Issues in Schools: The Case of HB2, Bathroom Equity,and Transgender Students     

Wayne Journell 《Equity & Excellence in Education》2017,50(4):339-354

This article explores how teachers might address controversial identity issues in their classrooms, using the 2016 North Carolina House Bill 2 that raised the issue of transgender bathroom rights to the forefront of societal discourse as an example. I analyze the issue using the three most commonly cited criteria for determining the openness of controversial issues: epistemic, political, and politically authentic. I then discuss the challenges teachers face when confronted with issues that are epistemically settled but publicly open and implicate students' identities. I conclude by arguing that in those cases in which there exists a clear empirical justification for teaching a controversial identity issue as settled, doing so may be prudent even if it limits democratic discourse or presents an inherent risk for teachers.  相似文献   

Experience and Reflection: Preservice Science Teachers’ Capacity for Teaching Inquiry     

Wayne Melville  Xavier Fazio  Anthony Bartley  Doug Jones 《Journal of Science Teacher Education》2008,19(5):477-494

In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues.  相似文献   

Disruptive Moments in the Education of Boys: debating populist discourses on boys,schooling and masculinities     

Wayne Martino 《Discourse: Studies in the Cultural Politics of Education》1999,20(2):289-294

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Influence of text structure on learning counterintuitive physics concepts     

Barbara J. Guzzetti  Wayne O. Williams  Stephanie A. Skeels  Shwu Ming Wu 《科学教学研究杂志》1997,34(7):701-719

The purpose of this study was to explore the influences of text structure on students' conceptual change. Case studies were conducted of three sections of physics (Physical World, Physics, and Honors Physics) for 8 months of an academic year. Qualitative data (including observation field notes, interviews, videotapes, audiotapes, and questionnaires) were analyzed from the perspective of grounded theory by constant comparison through the framework of social constructivism. Results showed that individuals used refutational text to change their alternative conceptions, find support for their scientific preconceptions, gain the language necessary to discuss their ideas, and acquire new concepts. We also found instances, however, when students ignored the text and persisted with their alternative conception, or when students found support for their nonscientific ideas from refutational text. In these cases, we found that either the refutation was not direct enough to be effective, or students' reading strategies were insufficient to facilitate conceptual change. In investigating the power of refutational text, we found that refutational text does cause cognitive conflict. We also discovered that while cognitive conflict may be necessary for conceptual change to occur, it is not sufficient. Although refutational text is effective on the average for groups of students, it will need to be supplemented by discussion for individuals. J Res Sci Teach 34: 701–719, 1997.  相似文献   

Action Learning: Design Features and Outcomes at Georgia State University     

Verna J. Willis 《Performance Improvement Quarterly》1998,11(2):34-47

This account of action learning as a curriculum offering at Georgia State University provides background and details of program start-up and operation during a first, experimental year. It explains what features were important in the design, what some of the first-year outcomes were, and what designers of the laboratory course will continuously seek to improve. Research findings from the first year of offering the program supported the expectation that students would gain confidence in their set mentoring and organizational problem-solving skills through a blend of hands-on experience and through independent and in-class reflection. Using critical incidents and journals as a way of staying in touch with events and with their own learning process, participants came to view critique as a leading part of action learning. Graduate students who were the first action learners at GSU included both human resource development and instructional technology majors. They have now fanned out in many directions to learn more about action learning and to carry the process into other organizations.  相似文献   

When Multicultural Education Is Not Enough   总被引：1，自引：0，他引：1  

Wayne Au 《Multicultural Perspectives》2017,19(3):147-150

In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities.  相似文献   

Reliability of metrics associated with a counter-movement jump performed on a force plate     

Wayne Lombard  Sorrel Reid  Keagan Pearson  Michael Lambert 《Measurement in physical education and exercise science》2017,21(4):235-243

The counter-movement jump is a consequence of maximal force, rate of force developed, and neuromuscular coordination. Thus, the counter-movement jump has been used to monitor various training adaptations. However, the smallest detectable difference of counter-movement jump metrics has yet to be established. The objective of the present study was to measure the reliability of counter-movement jump metrics, including rate of force development, flight time, time to max force, and max force. Twenty-nine male participants (mean age 25 ± 3 years) were divided into three groups. Each participant performed five counter-movement jumps on a force plate, on three consecutive days. Flight time detected trivial changes, (effect size < .2) and typical error of measurement of .25%; max force detected small changes (effect size < .5) with a typical error of measurement of .3%; rate of force development detected small to medium change (effect size .5–.8) with a typical error of measurement of .3%.  相似文献