School psychology and issues of sexual orientation: Attitudes,beliefs, and knowledge     

Todd A. Savage  H. Thompson Prout  Kathleen M. Chard 《Psychology in the schools》2004,41(2):201-210

The purpose of this study was to investigate school psychologists' attitudes toward lesbians and gay males. Aspects of school psychologists' knowledge, beliefs, current practices, and levels of preparedness related to issues of sexual orientation were also explored. A sample of 288 school psychologists (215 females and 73 males, mean age = 44 years) who were members of NASP participated in this study. Participants completed research packets containing a hypothetical case analogue vignette and three questionnaires querying their attitudes, beliefs, and knowledge about issues of sexual orientation. The results indicated school psychologists endorse relatively positive attitudes toward lesbians and gay males, report low‐to‐moderate levels of knowledge about lesbian and gay male issues, are willing to address lesbian and gay male issues on the job, are generally aware of how such issues impact schools, and are inadequately prepared to deal with lesbian and gay male issues. These findings are discussed in relation to their impact on the field and the implications for graduate training. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 201–210, 2004.  相似文献   

Anomalous Sports Performances     

Robert J. Quinn 《Teaching Statistics》1997,19(3):81-83

This article discusses a lesson in which students explore the binomial probability distribution by considering anomalous performances in sports.  相似文献   

Understanding patterns of evolution acceptance—A new implementation of the Measure of Acceptance of the Theory of Evolution (MATE) with Midwestern university students          下载免费PDF全文

William L. Romine  Emily M. Walter  Ephiram Bosse  Amber N. Todd 《科学教学研究杂志》2017,54(5):642-671

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Proposing an Operational Definition of Science Teacher Beliefs     

Todd L. Hutner  Arthur B. Markman 《Journal of Science Teacher Education》2016,27(6):675-691

Much research has shown that a science teacher’s beliefs are related to their teaching practice. This line of research has often defined “belief” epistemologically. That is, beliefs are often defined relative to other mental constructs, such as knowledge, dispositions, or attitudes. Left unspecified is the role beliefs play in cognition and how they come to influence science teachers’ classroom practice. As such, researchers and science teacher educators have relied on an (at times, implicit) assumption that there is a direct causal relationship between teachers’ beliefs and classroom practice. In this paper, we propose an operational, as opposed to epistemological, definition of belief. That is, we are explicit about the role a belief plays in science teachers’ cognition and how that leads to classroom practice. We define a belief as a mental representation that influences the practice of a teacher if and only if the belief is active in cognition. We then turn our attention to two limitations in the literature on that have arisen via previous definitions and assumptions regarding science teacher beliefs, showing how defining beliefs operationally helps think about these issues in new ways. The two limitations surround: (1) the difficulty in precisely delineating belief from knowledge; and (2) the interconnectedness of beliefs such that they draw meaning from one another. We then show how our definition of beliefs is congruent with other models of teacher cognition reported in the literature. Finally, we provide implications arising from this definition of belief for both science teacher educators and those who conduct research on the beliefs of both preservice and in-service science teachers.  相似文献   

Taste-potentiated color aversions in pigeons: Examination of CS preexposure and subsequent effects on postconditioning extinction of the taste aversion     

Todd E. Thiele  Jerome Frieman 《Learning & behavior》1994,22(4):436-441

In the present study, we investigated the mechanisms of potentiation using pigeons as subjects. Half the groups were given unreinforced preexposures to the CS on 2 consecutive days before aversion training. After training, the taste aversion was extinguished in some of the groups conditioned with a colored, tasty compound. Postconditioning extinction of the taste aversion was found to attenuate potentiated color aversions. This was the case for the subjects that both were and were not preexposed to the CS. These results lend support to the summation theory of potentiation (Durlach & Rescorla, 1980) and weaken the claim that CS preexposures are necessary for obtaining such support. Alternative accounts of the data are discussed.  相似文献   

Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students     

Malcolm Todd  Sue Clegg 《Assessment & Evaluation in Higher Education》2004,29(3):335-355

This article reports on findings from a research project that investigated the experiences and perceptions of final‐year social science undergraduates enrolled on a dissertation module in a post‐1992 UK university. The dissertation was designed to provide students with the opportunity to function autonomously and determine the content and focus of a major part of their study and assessment. Using data from interviews and questionnaires, the article explores the students’ lived experience of the dissertation as a form of independent learning and assessment, the challenges they encountered, and their perceptions of peer and tutor support. While students valued the autonomy, authenticity, and ownership they felt in relation to their dissertation, they also experienced considerable ­challenges, particularly in relation to ‘time’.  相似文献   

Teaching Confidence Intervals Using Simulation     

Reidar Hagtvedt  Gregory Todd Jones  Kari Jones 《Teaching Statistics》2008,30(2):53-56

Confidence intervals are difficult to teach, in part because most students appear to believe they understand how to interpret them intuitively. They rarely do. To help them abandon their misconception and achieve understanding, we have developed a simulation tool that encourages experimentation with multiple confidence intervals derived from the same population.  相似文献   

Effect of visual-spatial ability on medical students' performance in a gross anatomy course     

Lufler RS  Zumwalt AC  Romney CA  Hoagland TM 《Anatomical sciences education》2012,5(1):3-9

The ability to mentally manipulate objects in three dimensions is essential to the practice of many clinical medical specialties. The relationship between this type of visual-spatial ability and performance in preclinical courses such as medical gross anatomy is poorly understood. This study determined if visual-spatial ability is associated with performance on practical examinations, and if students' visual-spatial ability improves during medical gross anatomy. Three hundred and fifty-two first-year medical students completed the Mental Rotations Test (MRT) before the gross anatomy course and 255 at its completion in 2008 and 2009. Hypotheses were tested using logistic regression analysis and Student's t-test. Compared with students in the lowest quartile of the MRT, students who scored in the highest quartile of the MRT were 2.2 [95% confidence interval (CI) 1.2 and 3.8] and 2.1 (95% CI 1.2 and 3.5) times more likely to score greater than 90% on practical examinations and on both practical and written examinations, respectively. MRT scores for males and females increased significantly (P < 0.0001). Measurement of students' pre-existing visual-spatial ability is predictive of performance in medical gross anatomy, and early intervention may be useful for students with low visual-spatial ability on entry to medical school. Participation in medical gross anatomy increases students' visual-spatial ability, although the mechanism for this phenomenon is unknown.  相似文献   

Back to our beginnings: information utilization, Bertram Brookes and the fundamental equation of information science   总被引：1，自引：0，他引：1  

Ross J. Todd   《Information processing & management》1999,35(6):851

This analytical paper is in three parts. Firstly, it provides a brief review of the terrain of information utilization, a fundamental concept in the discourse of information seeking and use behavior. This review identifies dominant conceptualizations of information utilization, and identifies a research gap in relation to the cognitive dimensions of information utilization. Secondly, against this backdrop, it posits and examines Bertram Brookes' fundamental equation of information science as a theoretical framework for furthering our understanding of, and research into, the cognitive aspects of information utilization. Thirdly, it discusses some methodological aspects for investigating Brookes' equation in order to build a cumulative knowledge of the cognitive dimension of information utilization.  相似文献   

Exploring alternative assessments for signing deaf candidates     

Rachel O'Neill  Audrey Cameron  Eileen Burns  Gary Quinn 《Psychology in the schools》2020,57(3):344-361

Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face-to-face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice.  相似文献