Gender,Behaviour and Achievement: A preliminary study of pupil perceptions and attitudes     

Sarah Whitelaw  Lena Milosevic  Sandra Daniels 《Gender and education》2000,12(1):87-113

This article reports on one element of a project undertaken in Leeds Local Education Authority (LEA) during the academic year 1995/96. The article makes some preliminary observations based on questionnaire data gathered in one of the project's schools. The data provide some useful insights into boys' and girls' attitudes towards their academic work, their behaviour, their perceptions of the relationship between the two and gender-related differences in these areas. The data also provide evidence of changes in these perceptions and attitudes with age. The analysis of the results and subsequent discussion suggests 'affective factors' which may be useful both in terms of helping to explain individual differences in performance and in the continued search for strategies which improve boys' and girls' performance.  相似文献   

Attitudes towards Science Learning among 10th‐Grade Students: A qualitative look     

Lena Raved 《International Journal of Science Education》2013,35(9):1219-1243

The twenty‐first century is characterized by multiple, frequent and remarkable scientific advancements, which have a major effect on the decisions that govern everyday life. It is therefore vital to give proper comprehensive scientific education to the population and provide it with the right tools for decision‐making. This in turn requires that we foster a positive attitude among students towards science studies and encourage them to choose sciences as their major subjects. The following study examines 10th‐grade high school students in an attempt to understand and document the influential factors underlying their attitudes towards science studies. The study is conducted through a qualitative research methodology, gathering data based on interviews. This methodology exposes the students’ feelings, views and beliefs, and explores the characteristics of the factors influencing students’ attitudes. Of these factors, we found the most significant for high school students to be interpersonal interaction between teacher and student, the relevance and authenticity of the topics being studied, and the diversity of the teaching methods. We therefore suggest that these three elements should be given particular emphasis by teachers and teacher educators.  相似文献   

A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation     

Lena Pareto  Magnus Haake  Paulina Lindstr?m  Bj?rn Sj?dén  Agneta Gulz 《Educational technology research and development : ETR & D》2012,60(5):723-751

This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7?weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p?<?0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students?? confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game.  相似文献   

Fehlende Werte in sportwissenschaftlichen Untersuchungen     

Dr. Darko Jekauc  Manuel V?lkle  Lena L?mmle  Alexander Woll 《Sportwissenschaft》2012,42(2):126-136

Missing values are a serious statistical problem in empirical studies which tends not to be considered in sport scientific studies. The methods usually applied such as listwise and pairwise deletion, mean and regression imputation do not constitute satisfactory solutions. New methods such as Maximum Likelihood Estimation (ML) and Multiple Imputation (MI) have not yet been widely implemented. The aim of this article is to change this situation. For this purpose, this article provides an overview of the missing data theory stated by Rubin (1976). Based on this approach, different methods for dealing with the problem of missing data will be presented and discussed. Special emphasis is put on new methods, in particular MI. In the past, the application of MI required special software. Since the implementation of MI in SPSS 17 (SPSS 2009) there is no obstacle for a routine usage of this method to handle missing data problems. The implementation of MI will be illustrated with an empirical study with a missing data mechanism typical for sport scientific studies. Using this example, advantages of MI as well as current limitations and practical difficulties will be discussed.  相似文献   

Understanding Gender through Disney’s Marriages: A Study of Young Korean Immigrant Girls     

Lena Lee 《Early Childhood Education Journal》2009,37(3):237

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CHANGING PERCEPTIONS OF SOCIETAL PROBLEMS AMONG SOVIET YOUTH     

Robinson  John P.; Andreyenkov  Vladimir; Slepenkov  Ivan; Kurbanov  Erjan; Davidchinkova  Lena 《Int. Journal of Public Opinion Research》1992,4(4):335-345

Dramatic changes in the perceptions of problems in the SovietUnion and in the USA are shown among samples of Soviet youthstudied over a three-year period, from 1988 to 1991. Growingdisillusionment with worsening domestic conditions was mirroredby a growing, unrealistic appreciation of life in the USA, reflectinga painful search for a new national identity.  相似文献   

Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement     

Christian Förtsch  Sonja Werner  Tobias Dorfner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science Education》2017,47(3):559-578

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Accidents in Norwegian secondary school friluftsliv: implications for teacher and student competence     

Lena Dahl  Pip Lynch  Vegard Fusche Moe  Eivind Aadland 《Journal of Adventure Education & Outdoor Learning》2016,16(3):222-238

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Implementing curriculum-embedded formative assessment in primary school science classrooms     

Annika Lena Hondrich  Silke Hertel  Katja Adl-Amini  Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2016,23(3):353-376

The implementation of formative assessment strategies is challenging for teachers. We evaluated teachers’ implementation fidelity of a curriculum-embedded formative assessment programme for primary school science education, investigating both material-supported, direct application and subsequent transfer. Furthermore, the relationship between implementation fidelity and teacher variables was explored. N = 17 German primary school teachers participated in professional development on formative assessment, N = 11 teachers formed a control group. Teachers’ implementation fidelity was evaluated via classroom observations student ratings and an analysis of students’ workbooks, focusing on the frequency and quality of intended formative assessment elements (assessments, feedback and instructional adaptations). Regarding direct application, treatment group teachers’ implementation fidelity was high, with slight variations in quality. Regarding transfer, implementation fidelity was lower but teachers still implemented more formative assessment elements than the control group. Teachers’ pedagogical content knowledge and their evaluation of the formative assessment intervention were associated with implementation success.  相似文献   

A cross-cultural study of parents' perceptions of early childhood programs     

Helen L. Carlson  Lena Stenmalm 《Early childhood research quarterly》1989,4(4)

Cross-cultural studies in early childhood education assist in expanding perspectives and gaining increased understanding and appreciation of programs in other countries. Because both Sweden and the United States are interested in parent involvement in early childhood programs, a survey was conducted to assess parent's perceptions of these programs. Following a review of family life and early childhood education in Sweden and the United States are the specific components of the cross-cultural study. A stratified random sample of parents whose children were involved in early childhood programs was done in St. Louis County, MN, United States, and Kronobergs Lan, Småland, Sweden. In the first section of the five-part survey, parents indicated the degree to which they agreed or disagreed with statements about such areas as governmental support of children and families. Parents in Sweden felt more support of the government, whereas parents in the United States used early childhood programs as a support mechanism to increase their confidence. In the other four sections of the survey, parents rated the importance of various types of parental involvement and the importance of various materials, activities, and caregiver actions in their children's programs. In general, parents in Sweden valued informal contact and inner-directed creative materials and activities. Parents in the United States valued more confining activities such as rote counting, community-based experiences, and compliance with adult expectations. The influence of the macro-society on parents' perceptions as well as microsystem interactions and environments is evident in this study. As early childhood educators learn about and adapt new ideas to their own programs, the potential of cross-cultural studies becomes realized in improved opportunities for young children and their families.  相似文献