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Linda A. Pruski Sharon L. Blanco Rosemary A. Riggs Kandi K. Grimes Chase W. Fordtran Gina M. Barbola John E. Cornell Michael J. Lichtenstein 《Journal of Science Teacher Education》2013,24(7):1133-1156
Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an “undecided/uncertain” option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy. 相似文献
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Overestimations of null contingencies between a cue, C, and an outcome, O, are widely reported effects that can arise for multiple reasons. For instance, a high probability of the cue, P(C), and a high probability of the outcome, P(O), are conditions that promote such overestimations. In two experiments, participants were asked to judge the contingency between a cue and an outcome. Both P(C) and P(O) were given extreme values (high and low) in a factorial design, while maintaining the contingency between the two events at zero. While we were able to observe main effects of the probability of each event, our experiments showed that the cue- and outcome-density biases interacted such that a high probability of the two stimuli enhanced the overestimation beyond the effects observed when only one of the two events was frequent. This evidence can be used to better understand certain societal issues, such as belief in pseudoscience, that can be the result of overestimations of null contingencies in high-P(C) or high-P(O) situations. 相似文献
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The maximal isometric force (MIF) of a muscle is directly related to its cross‐sectional area (CSA). Strength training produces an increase in muscular force while muscular hypertrophy becomes appreciable at a later time; in asymmetric sports, training causes significant increases in force and muscular mass of the dominant limb of the athlete. The aim of this study was to analyse the differences in muscular force and trophism between the dominant and non‐dominant forearms in fencers and in controls. The data of 17 male distance runners (age 21.4±2.4 years, body mass 74.0±5.0 kg, height 180 ± 6 cm) were compared with those of 58 male fencers (age 23.0 ± 6.7 years, body mass 71.9±9.3 kg, height 178 ± 7 cm) drawn from the ranking lists of the National Fencing Committee. They trained for a mean of 11.4±6.0 (range 2–36) years, commencing at 10.7 ± 4.5 years of age. Cross‐sectional area (muscle plus bone) was estimated in the dominant and non‐dominant forearm using a simplified anthropometric method. Maximal isometric force was determined using a mechanical handgrip dynamometer. The differences in CSA and isometric force between the two limbs and between fencers and controls were tested using paired and unpaired Student's i‐tests, respectively. Significant differences in CSA and maximal force were observed between the dominant and non‐dominant forearm in fencers (both P<0.001) and in controls (P<0.005 and P<0.001, respectively). The fencers showed a greater CSA (P<0.001) and force (P< 0.001) in the dominant forearm compared with the control group. Furthermore, the differences between the dominant and non‐dominant limb of the fencers were significantly greater than the differences between the dominant and non‐dominant limb of the controls (P<0.001 for CSA and P<0.05 for force). No significant differences in stress ratio (force/CSA) were obtained in either group. The results of this study suggest that asymmetric sports training at submaximal intensities produces significant asymmetries in force and CSA which are independent of technical level and years of training. Despite this, the force/CSA ratio is constant and independent of training. 相似文献
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Ángel Pérez ómez Miguel Sola FernÁndez Javier Barquín Ruiz Nieves Blanco Encarnación Soto Gómez 《Educational Action Research》2013,21(4):473-492
This article outlines the contradictions and challenges of introducing comprehensive, compulsory education in Andalusia for students up to the age of 16. Following a documenting of the developments, it is argued that while the intention was for a significant, planned reform, it is better characterised as one that is, at best, an improvisation. The article discusses the continuing difficulties that may be attributed to a number of policies of the Conservative government of the day, which allowed the development of two systems of education that were not grounded in concepts of equity and social justice to evolve. The work of John Elliott has been acknowledged as an important influence upon the inquiry that was undertaken and the subsequent analysis of its results. Thus, not only are the results of an action-orientated study reported here, but also there is an extensive set of guiding principles that could enable the reform to be truly actualised. 相似文献
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Nila C. Pellegrini Blanco 《Environmental Education Research》2002,8(4):463-473
Environmental education in protected areas can be a basic tool for conservation management and the promotion of attitude changes in the citizenry that will lead to a better quality of life for all community members. This article describes policies and basic concepts that may sustain environmental education in protected areas. It includes a summary of principles that may orient the development of environmental education programs and areas of action that will help achieve the goals of protected areas. It discusses some educational experiences, their objectives, methods, results and impacts. Finally, a series of actions to improve environmental education programs in protected areas are proposed. 相似文献
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Mónica Blanco 《Science & Education》2013,22(4):769-788
The aim of this paper is to provide a cross-national comparative analysis of the introduction of calculus in Spanish and French military educational institutions through the works of Pedro Padilla y Arcos (1724–1807?) and Étienne Bézout (1730–1783), respectively. Both authors developed their educational work in the context of military schools and academies. Padilla’s Curso Militar de Mathematicas (1753–1756) was the first work published in Spain which introduced the teaching of calculus in formal education. Bézout’s Cours de Mathématiques (1764–1769) was the first work on calculus explicitly addressed to French military students and can be considered a representative of the canonical knowledge on eighteenth-century mathematics, both in France and abroad. Eighteenth-century Spain has traditionally been regarded as a country in the periphery whose scientific culture and education were pervaded by French science and education. This centre-periphery framework is often represented by a static model of one-way transmission from the centre to the periphery. A crossnational comparative analysis can help revisit this monolithic centre-periphery framework. A recent historiographical stream places the emphasis on appropriation, hence moving away from the idea of passive reception. In my paper I focus on the reading and writing of educational books, as practices which contribute actively to the development and circulation of knowledge. To assist the analysis, I explore the differences in communication practices in each case, in contents and approaches, and in particular, I give special attention to their inspiration in mathematical streams other than the French standpoint. 相似文献
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Maria A. Blanco Carol F. Capello Josephine L. Dorsch Gerald Perry Mary L. Zanetti 《Journal of the Medical Library Association》2014,102(3):160-168