Achievements and attitudinal patterns of boys and girls in science     

Tamar Levin  Naama Sabar  Zipora Libman 《科学教学研究杂志》1991,28(4):315-328

Data from the 1983–84 Israeli IEA (International Association for the Evaluation of Education Achievement) science study were used to explore gender-related differences (and their determinants) in the learning of science. The sample was composed of 1,934 ninth-grade students. The study involved several measures of science learning, ten attitudinal measures, and items and errors classification. Differences between boys and girls were observed in some measures of science performance–-particularly in the physical sciences, in items with lower estimates of “opportunity to learn,” and in specific kinds of errors. Gender-related differences were also observed in the predictive model of achievement, using science-specific affective measures. The discussion raises the cognitive and affective readiness of boys and girls for learning science.  相似文献   

‘Invisible’ teachers of literacy: collusion between siblings and teachers in creating classroom cultures     

Eve Gregory 《Literacy》2004,38(2):97-105

The promise to raise literacy standards significantly at age 11 in economically disadvantaged areas has been an important part of the present British Government's educational policy. Integral to this promise has been the introduction of official home/school ‘contracts’ or ‘agreements’, which oblige parents to engage in specific literacy activities with their children. However, evidence from a longitudinal study of family literacy practices in East London suggests that family and community members other than parents might play a crucial role in initiating young children into literacy. Siblings particularly have been found to be efficient ‘teachers’ of school literacy practices. In this paper, I investigate particularly ways in which an unspoken collusion takes place between teacher and older sibling revealed during ‘play school’ sessions in Bangladeshi British households in East London.  相似文献   

Identification of Alcohol by Smell among Preschoolers: Evidence for Early Socialization about Drugs Occurring in the Home   总被引：1，自引：0，他引：1  

Robert B. Noll  Robert A. Zucker  Gregory S. Greenberg 《Child development》1990,61(5):1520-1527

This study tested preschoolers' ability to provide accurate verbal associations to alcoholic beverage odors and whether this ability was related to parental drinking patterns and motivations. Older preschoolers performed better than younger preschoolers; photographic cues improved performance; children who correctly identified a substance by smell had socially appropriate knowledge of the culturally appropriate users of the substance; children reported liking substances that are used mainly by children and adults, and generally reported disliking substances whose use is legally limited to adults only; children were better at identifying substances they commonly use, but success at recognition of alcoholic beverages was related to heavier parental drinking and use of alcohol for escape reasons. Findings have implications for theories of socialization to drug use and for models of prevention.  相似文献   

Reconsidering Standards and Criteria     

Gregory J. Cizek 《Journal of Educational Measurement》1993,30(2):93-106

An early debate about the nature of setting standards on educational achievement tests centered on the extent to which resulting standards were arbitrary. Subsequent research in the area has advanced solutions to many practical standard setting problems, but the more fundamental issue regarding the empirical grounding of judgmental standard setting procedures has remained unresolved and largely unaddressed. This article reviews some of the salient elements of the debate about the nature of standard setting on educational assessments and suggests that the dispute can never be satisfactorily resolved within the current paradigm. A reconcep-tualization of the nature of standard setting is proposed, and suggestions for future research are provided.  相似文献   

Student,home, and school socio-demographic factors: links to school,home, and community arts participation     

Marianne?Mansour  Andrew?J.?MartinEmail authorView author&#;s OrcID profile  Michael?Anderson  Robyn?Gibson  Gregory?Arief?D.?Liem  David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed.  相似文献   

Gregory Florant. Inteviewed by Laura L. Mays Hoopes          下载免费PDF全文

Florant G 《CBE life sciences education》2008,7(3):292-293

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Exploring Division-I Student-Athletes’ Memorable Messages From Their Anticipatory Socialization     

Gregory A. Cranmer  Scott A. Myers 《Communication quarterly》2017,65(2):125-143

This study explored the socialization of 118 Division-I student-athletes via the topics of memorable messages that they received prior to their arrival on campus. Ten topics were identified (i.e., desirable attitudes, hard work, physical skill or ability, opportunities, pride, inclusion, challenges, athletes as symbols, the importance of education, and the duration of college athletics) using first cycle coding and were subsequently categorized as either addressing the characteristics or experiences of collegiate student-athletes using second cycle coding. These findings continue to demonstrate that characteristics and experiences associated with roles are prevalent within athletes’ memorable messages but also highlight the inherent ambiguity and the contradictions regarding how to use these messages and balance the dual roles of being a student-athlete. This study provides a novel communicative lens for understanding athlete socialization but underscores the need to recognize receivers’ processing and application of memorable messages.  相似文献   

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective     

Gregory A. Cheatham  Yeonsun Ellie Ro 《Early Childhood Education Journal》2011,39(4):249-256

In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents were speaking English as a second language will illustrate potential difficulties to listening comprehension and communication. Additionally, semantics and pragmatics will be used as a framework for recommending strategies to facilitate these parents?? ability to comprehend and communicate during discussions with early educators.  相似文献   

Teaching and Learning about Language Change (Part One)     

Gerry Gregory 《Changing English: An International Journal of English Teaching》2011,18(1):3-15

With particular reference to recent developments (including some in communication‐technology), this first of two papers explores the nature of ‘language change’ – its kinds, mechanisms and effects – and some attitudes towards it. It then suggests a case for teaching and learning about language change (bearing in mind, particularly, students in the 11–16 age range). The second paper, which will appear in Changing English 18:2, suggests approaches of two broad kinds and contexts: (1) as opportunities arise in undertaking other work; and (2) within planned, ‘set‐piece’ activities. Extensive notes/references are offered as support to teachers.  相似文献   

Real education in non-real time: The use of electronic message systems for instruction     

Clark N. Quinn  Hugh Mehan  James A. Levin  Steven D. Black 《Instructional Science》1983,11(4):313-327

Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media.  相似文献