Men’s and Women’s Intentions to Persist in Undergraduate Engineering Degree Programs     

James P. Concannon  Lloyd H. Barrow 《Journal of Science Education and Technology》2010,19(2):133-145

This is a quantitative study of 493 undergraduate engineering majors’ intentions to persist in their engineering program. Using a multiple analysis of variance analysis, men and women had one common predictor for their intentions to persist, engineering career outcome expectations. However, the best sociocognitive predictor for men’s persistence was not the same for women. Men’s persistence in undergraduate engineering was predicted by their abilities to complete the required coursework. Women’s persistence in undergraduate engineering depended upon their beliefs in getting good grades (A or a B). In brief, women’s intentions to persist in undergraduate engineering were dependent upon higher academic standards compared to men.  相似文献   

Curriculum,pedagogy and assessment: three message systems of schooling and dimensions of quality physical education     

Dawn Penney    Peter Hay  Lorna Gillespie 《Sport, Education and Society》2013,18(4):421-442

This paper identifies ‘quality’ as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of ‘quality PE’. Discussion addresses what quality in each dimension may mean in PE, and demand in practice. Contemporary initiatives in Australia and New Zealand provide a reference point for exploring the prospective application of quality conceptualised in terms of the three inter-related dimensions. Attention is drawn to frameworks in mainstream education that may be utilised in endeavours to critically review current practices, and inform developments directed towards achieving quality in PE. It is argued that achieving quality in PE requires that quality is pursued and demonstrated within and across curriculum, pedagogy and assessment, and that meanings of quality always need to be contextualised in cultural, social and institutional terms.  相似文献   

Chinese number‐naming advantages? Analyses of Chinese pre‐schoolers' computational strategies and errors     

Cheng Zijuan  Lorna Kim Sang Chan 《International Journal of Early Years Education》2005,13(2):179-192

Simplicity in number naming in a language (e.g. ‘ten‐two’ in Chinese is simpler than the irregular ‘twelve’ in English) has been used to explain cross‐cultural disparities in children's computational competence. In contrast to previous research focusing only on whether children can provide the correct answers, in this study (N?=?117 and 92) we examined Chinese pre‐schoolers' computational strategies in depth and individually so as to examine their understanding of the base‐10 system and place value. The results showed that despite the fact that many can give the correct answers, there is strong evidence that Chinese pre‐schoolers do not have adequate understanding of the base‐10 number system and place value, suggesting that the advantages of the simpler number‐naming system are limited.  相似文献   

The strategy of selective excellence: Redesigning higher education for global competition in a postindustrial society     

Clyde W. Barrow 《Higher Education》1996,31(4):447-469

Resource allocations in American higher education are now governed, on the one hand, by the constraints of a structural fiscal crisis and, on the other, by pressures from business and political leaders that universities help meet the challenges of a new economic order. The result is a seemingly contradictory imperative that higher education do more with less. While achieving this objective may seem impossible for the individual institution or faculty member, the dilemma is being resolved at a systemic level through a combination of institutional responses to market forces and by strategic planning at the state, regional, and federal levels.  相似文献   

School district triggers for reconstructing professional knowledge     

Lynne M. Hannay  Lorna Earl 《Journal of Educational Change》2012,13(3):311-326

In a recent publication, Senge (All systems go: the change imperative for whole system reform. Corwin Press, Thousand Oaks, 2010, x) stated ??at no time in history has there been a more powerful need for a new vision of the purpose of education.?? Increasingly citizens, academics and practitioners are calling for radical changes to educational practices to meet the needs of a knowledge-based society in the twenty-first century (Dede in 21st Century skills: rethinking how students learn. Solution Tree Press, Bloomington, 2010; Hargreaves and Shirley in The fourth way: the inspiring future for educational change. Corwin Press, Thousand Oaks, 2009). Accomplishing such substantive educational change requires that individual educators collectively reshape their personal professional knowledge (Connelly and Clandinin in Teachers as curriculum planners: narratives of experiences. OISE Press, Toronto, 1988; Elbaz in Curriculum Inq 11(1):43?C71, 1981) and adapt their personal mental models (Duffy in J Staff Dev 24(1):30?C36, 2003). In 2000, we began a longitudinal study on the role of a school district in facilitating significant educational reform which required adaptations to individual and collective mental models of professional practice. Annually we conducted intensive interviews with a large sample of teachers, school and system administrators in this large Ontario, Canada school district. Recently, we conducted a retrospective analysis of these data collected in order to identify the conditions necessary for a large organization to support knowledge-creation and dissemination. In this paper, we identify three school district actions that triggered individual educators to challenge and reconstruct their professional personal practical mental models of the teaching and learning. First, improved student learning became the central focus of the school district. Second, the school district stressed and created opportunities for educators to collectively engage in professional dialogue about their practice. Third, the school district emphasized the importance of educators individually and collectively using evidence to assess whether their actions improved student learning.  相似文献   

Individual differences in the development of early writing skills: testing the unique contribution of visuo-spatial working memory     

Lorna Bourke  Simon J. Davies  Emma Sumner  Carolyn Green 《Reading and writing》2014,27(2):315-335

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Reference Sources and Research Methods     

Lorna M. Daniells  Gene V. Glass  Ray B. Browne 《Communication Booknotes Quarterly》2013,44(5):60-61

Lorna M. Daniells' Business Information Sources (Berkeley: University of California Press, 1976---$14.95)

Gene V. Glass, ed. Evaluation Studies: Review Annual Volume I, 1976 (Beverly Hills, Calif.: Sage Publications, 1976---$29.95)

The Concise and Comprehensive Reference Guide to Black Journalism, Radio and Television, Educational and Cultural Organizations in the USA, Africa, and the Caribbean (Black List, Box 3552, New York, N.Y. 10017---$50.00, two volumes, paper)

Ray B. Browne, ed. Abstracts of Popular Culture: A Quarterly Publication of International Popular Phenomena (Bowling Green, Ohio: Bowling Green University Popular Press, 1976---$50.00 per year/$90.00 for two years/$200 for five years)  相似文献   

Cognitive development in a secondary science setting     

Lorna C. Endler  Dr Trevor Bond 《Research in Science Education》2000,30(4):403-416

Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 usingBond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995 (year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also examined the influence of the Cognitive Acceleration through Science Education (CASE)Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between years 8 and 10 for most students in theThinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls showed cognitive gains across years 10–12 which were not found in boys. The students who were new to the school also showed increased cognitive development in years 11 and 12. Students who had experienced theThinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement, even though we used different measures of cognitive development and scholastic achievement.  相似文献   

Education and Society in Bhutan: tradition and modernisation     

Giles Barrow 《Pastoral Care in Education》2018,36(1):70-71

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Book reviews     

Robin Barrow  Carol Nash  L. E. H. Trainor  Ruth Weir  Mario O. D'Souza 《Interchange》1994,25(4):395-405

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