The Examination of a Pullout STEM Program for Urban Upper Elementary Students     

Daniel L. Dickerson  Angela Eckhoff  Craig O. Stewart  Shanan Chappell  Stephanie Hathcock 《Research in Science Education》2014,44(3):483-506

The purpose of this study is to determine whether a pullout STEM program (STARBASE) makes reading and math scores decrease and examine its impact on urban fourth, fifth, and sixth grade students’ attitudes and perceptions regarding STEM education and careers. We employed a mixed-methods, case study approach that involved two published and one indigenous instrument composed of Likert scales, semantic differential scales, and open-ended items, along with structured interviews. Results indicate that it is possible for reading, math, and social studies scores to be unaffected when implementing a STEM pullout program, as adjusted trends (for ethnicity and socioeconomic status) are not statistically different from those of non-STARBASE school divisions in the area. Additionally, the Black/White achievement gap, as measured by standardized test scores, was substantially closed over the last decade within STARBASE schools. Quantitative measures revealed few differences in student attitudes from pre- to posttest. Student qualitative responses were overwhelmingly positive. Students wanted more STARBASE time in the regular school year. Students, particularly Black students, also wanted an increase in career education opportunities. Implications regarding curricular changes aimed at STEM education and model adoption are addressed.  相似文献   

Political Ideology and Perceptions of Social Justice Advocacy Among Members of the American Counseling Association     

Janeé M. Steele  Gary H. Bischof  Stephen E. Craig 《International journal for the advancement of counseling》2014,36(4):450-467

This study explored perceptions of social justice advocacy among liberal, moderate, and conservative members (N?=?214) of the American Counseling Association (ACA). Results showed that conservative participants had somewhat less favorable perceptions of social justice advocacy, but generally did not differ statistically from liberal and moderate participants. Statistically significant differences, however, were found among extremely liberal participants. All participants generally supported the use of ACA resources for social activism. Implications and limitations are discussed.  相似文献   

Concept system software     

S. Craig Rush 《Educational Psychology in Practice》2014,30(2):206-208

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Would you like service with that?     

David Craig 《Journal of Higher Education Policy & Management》2014,36(3):293-304

Australia’s higher education policy settings have signalled a shift towards marketisation. As a consequence, Australian universities have become increasingly competitive, and as they seek to compete for students in higher education markets, they begin to resemble commercial organisations. This article examines the challenges confronting the leadership team at one of Australia’s fastest growing universities, Australian Catholic University. Specifically, it seeks to address the development of systems to better service future students in an environment where the University is not aware or accepting of the need for change.  相似文献   

Student perceptions of personalised learning: development and validation of a questionnaire with regional secondary students     

Bruce Waldrip  Peter Cox  Craig Deed  Jeffrey Dorman  Debra Edwards  Cathleen Farrelly  Mary Keeffe  Valeria Lovejoy  Lucy Mow  Vaughan Prain  Peter Sellings  Zali Yager 《Learning Environments Research》2014,17(3):355-370

This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability.  相似文献   

Handy Manny and the Emergent Literacy Technology Toolkit     

Jack J. Hourcade  Howard P. Parette  Nichole Boeckmann  Craig Blum 《Early Childhood Education Journal》2010,37(6):483-491

This paper outlines the use of a technology toolkit to support emergent literacy curriculum and instruction in early childhood education settings. Components of the toolkit include hardware and software that can facilitate key emergent literacy skills. Implementation of the comprehensive technology toolkit enhances the development of these critical literacy skills in learners at risk of academic difficulties.  相似文献   

‘Do I have to spell it out?’ Dyslexia,Lexism, and an object of comparison          下载免费PDF全文

Craig Collinson 《British Journal of Special Education》2018,45(2):124-140

In this article I mount an attack on the problematic conceptions of literacy that lie behind the Standards and Testing Agency's 2015 Interim Teacher Assessment Frameworks at the End of Key Stage 2 and the Key Stage 2 English Grammar, Punctuation and Spelling Tests. I employ an object of comparison (a philosophical method), for attitudes towards literacy and dyslexics. I challenge current conceptions of the Othering of, and discrimination against, dyslexics. I argue for the concept of ‘Lexism’ as an alternative explanatory account for the existence of dyslexics.  相似文献   

More decision-aid technology in sport? An analysis of football supporters’ perceptions on goal-line technology     

Mathieu Winand  Craig Fergusson 《Soccer & Society》2018,19(7):966-985

The introduction of decision-aid technology in sport, such as goal-line technology (GLT) in football, has generated minimal literature on supporters’ perspectives. This paper aims to investigate Scottish football supporters’ perceptions towards GLT. Two hundred and seventy Scottish supporters completed a questionnaire to assess their satisfaction with GLT and factors that influence their level of satisfaction. The majority of Scottish supporters trust the technology applied in football and favours its use. However, they are dissatisfied with GLT in part because GLT is considered to detract from the atmosphere resulting from contentious goals which supporters appreciate and lessen the debate around crucial decisions. Findings also showed that football supporters are against GLT viewing in the stadium and do not welcome future decision-aid technology in football.  相似文献   

Reviews     

John Hedley Brooke  Terry Dartnall  Celia Roberts  Sally Newcomb  Rafe Champion  Andrew Milne  Martin Kelly  Wendy Varney  Orin Thomas  Craig R. Stillwell  Leonard G. Wilson  Peter Anstey  Jay L. Garfield  Mark Colyvan  Mark Cortiula  John Merson  Nicolas Rasmussen  Nickolas Vakas  John Forge  Sunny Y. Auyang  Clair Scrine  Katharina Rowold 《Metascience》1999,8(3):444-514

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Variety is the key to learning experiences     

Craig A. Polak 《Performance Improvement》1990,29(4):30-31

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