Cognitive preferences and chemistry achievement     

Campbell J. McRobbie 《Research in Science Education》1983,13(1):141-153

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Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments     

Barry J. Fraser  Geoffrey J. Giddings  Campbell J. McRobbie 《科学教学研究杂志》1995,32(4):399-422

The research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross-nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross-validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed-ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form.  相似文献   

Equitable representation of deaf people in mainstream academia: Why not?     

Kathryn Woodcock  Meg J. Rohan  Linda Campbell 《Higher Education》2007,53(3):359-379

Approximately 5% of people in most countries have deafness or significant hearing loss. This significant minority is underrepresented in mainstream universities across the world. Background information about deafness, relevant technology and its drawbacks, and the use of interpreters are discussed. The barriers to equitable representation of qualified Deaf academics in university settings are reviewed. The experiences of three Deaf academics who teach in mainstream universities are discussed, and suggestions for resolution are offered. Examples are cited for teaching, research and service, the threefold duties of the successful academic. Continuing access difficulties mean that only a few deaf graduates now consider doctoral study; cost and the perception of cost, as well as negative attitudes and lack of knowledge may mean that the few successful graduates have difficulties gaining employment; successful tenure and promotion prospects may also be hindered for the same reasons. We also provide recommendations how barriers for successful Deaf academics can be removed or mitigated.  相似文献   

Beliefs about the Nature of Science and the Enacted Science Curriculum   总被引：1，自引：0，他引：1  

Tobin  Kenneth  McRobbie  Campbell J. 《Science & Education》1997,6(4):355-371

This interpretive study of the teaching and learning of chemistry in an Australian high school examines the beliefs about the nature of science of a teacher and his class in relation to the enacted curriculum. Although the teacher and students tended to see science as an evolving discipline that was uncertain and changed over time, the manner in which the curriculum was implemented was a direct contrast. In the enacted curriculum science was represented as a catalogue of facts to be memorised and as algorithmic solutions to problems. The beliefs that had greatest impact on shaping the curriculum were the teachers beliefs about the nature of student learning, his beliefs about the distribution of power between himself and the students, and the extent to which restraints were accepted by the teacher as reasons for maintaining a traditional approach to teaching and learning chemistry.  相似文献   

Cognitive and affective process development and its relation to a teacher's interaction ratio     

James Reed Campbell 《科学教学研究杂志》1971,8(4):317-324

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Assessing the psychosocial environment of science classes in Catholic secondary schools     

Mr Jeffrey P. Dorman  Dr Campbell J. McRobbie  Dr Barry J. Fraser 《Research in Science Education》1993,23(1):61-67

Much Catholic school and church rhetoric suggests that Catholic schools possess distinctive learning environments. Research into this aspect of Catholic schooling has been hampered by the lack of an appropriate assessment instrument. By drawing on contemporary church literature, the perceptions of personnel involved in Catholic education and existing classroom environment questionnaires, a new instrument was developed to assess student perceptions of classroom psychosocial environment in Catholic schools. The use of this instrument in 64 classrooms in Catholic and Government schools indicated significant differences on some scales. The distinctive nature of Catholic schooling did not extend to all classroom environment dimensions deemed important to Catholic education. Specializations: Catholic education, learning environments. Specializations: conceptual change in students, science teacher professional development, scientific reasoning, learning environments. Specializations: learning environments, science education, educational evaluation, curriculum.  相似文献   

A Manual for Writers of Research Papers,Theses, and Dissertations, 7th ed.: Chicago Style for Students and Researchers,by Kate L. Turabian,Wayne C., Booth,Gregory G. Colomb,Joseph M. Williams,and the University of Chicago Press Editorial Staff. Chicago: University of Chicago Press, 2007, 482 pp., $35.00 hardbound.     

Ethan Campbell 《Academic Questions》2007,20(4):370-373

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Effects of peer-mediated instruction on the acquisition and generalization of written capitalization skills     

B J Campbell  M P Brady  S Linehan 《Journal of learning disabilities》1991,24(1):6-14

This study investigated the effects of a peer teaching procedure, combined with student letter-writing activities, on the acquisition and generalization of capitalization skills. Three students, aged 9 years, obtained instruction from peer partners that included (a) an introduction and review of capitalization rules, (b) feedback on each participant's previous capitalization work, and (c) guided and independent practice on sentences that required capitalization. All three students demonstrated acquisition of the capitalization rules after participating in the teaching sessions with one or two peer partners. In addition, there were increases in capitalization accuracy in participants' letters to peers who did not serve as teaching partners, thus demonstrating a measure of across-peer (stimulus) generalization. Mixed results were obtained on a response generalization task (sentence writing). Finally, sentencing-writing activities also showed that two of the peer partners substantially improved their use of capitalization skills as a result of teaching the target students.  相似文献   

Changing school loyalties and the middle class: A reflection on the developing fate of state comprehensive high schooling   总被引：1，自引：0，他引：1  

Craig Campbell 《The Australian Educational Researcher》2005,32(1):3-24

Of all Australian secondary schools in the current period, the government comprehensive high school is in most difficulty. This article looks at the developing fate of this school in terms of middle class social practice in relation to changing schooling loyalties. The recent work of Michael Pusey, Stephen Ball, Janet McCalman, Richard Teese and Judith Brett on the middle class is reviewed to give the discussion an historical and contemporary sociological context. The main idea addressed is that the middle class is being ‘forced’ to leave public schools. Government policy on state aid since the (1960s is interpreted as encouraging the departure of the middle class from public schooling, though not evenly in all regions or different kinds of government school. The article analyses census data for New South Wales from (1976 to 2001, using the categories of family income, fathers’ occupation and labour force status as quantifiable indicators of changing school loyalties in the middle class. The article concludes that state comprehensive high schools face a difficult future. Increasingly these schools are seen as schools of ‘last resort’, or schools to which students are sent where active choices are not possible, or are not made by apparently neglectful parents. This occurs in a period in which ‘good citizenship’ is defined less in terms of responsibility to the welfare of broad collectivities in society, but in the informed strategic pursuit of private interest.  相似文献   

Conditioned flavor preferences as a function of deprivation level: Preferences or aversions?     

David H. Campbell  Elizabeth Deutsch Capaldi  David E. Myers 《Learning & behavior》1987,15(2):193-200

Rats tend to prefer flavors previously consumed under low deprivation to flavors previously consumed under high deprivation (Capaldi & Myers, 1982). We attempted to distinguish among possible associative explanations by determining whether this conditioning phenomenon was based upon conditioned preferences, conditioned aversions, or both. We compared preference for flavors presented exclusively under either high or low deprivation with preference for a neutral flavor. In Experiments 1A and 1B the neutral flavor was one that had been randomly paired with both high and low deprivation, whereas in Experiments 2 and 3 the neutral flavors had not been associated with either high or low deprivation. Our results strongly suggest that this conditioning phenomenon is based upon an actual increase in preference for the flavor consumed under low deprivation rather than on any form of aversion conditioning.  相似文献