Factors that influence students' plans to take computing and information technology subjects in senior secondary school   总被引：1，自引：0，他引：1  

Toni Downes  Dianne Looker 《Computer Science Education》2013,23(2):175-199

This article explores factors that contribute to low participation rates in computing and information technology (CIT) courses in senior secondary school, particularly for females. Partly drawing on the Values-Expectancy Theory the following variables are explored separately and within a single model: gender, ability and values beliefs, access and use at home and at school. As well as presenting results consistent with current literature, an inclusive and eclectic model is developed. The model indicates that, in addition to gender and the student's beliefs about the value of the subjects, plans to take CIT subjects are also affected by the amount of use of IT at school. These school-related factors are inter-connected either directly or indirectly with students' beliefs about their IT abilities at both schooland home, as well as the amount of use at home. For educators who seek to improve participation rates, particularly for females, theidentification of school-related variables is encouraging, as the school – unlike the home – is a relatively accessible site of intervention.  相似文献   

Comparing the Visitor Experience at Immersive and Tabletop Exhibits     

Toni Dancstep  Joshua P. Gutwill  Lisa Sindorf 《Curator: The Museum Journal》2015,58(4):401-422

Many museum professionals believe that immersive exhibits—those that surround visitors—provide more attractive, engaging and effective learning experiences than tabletop exhibits. We investigated this claim by comparing visitors’ experiences of the two exhibit types, using pairs of exhibits that differed in scale (immersive vs. tabletop), but shared the same content and similar visitor activity. We randomly selected, videotaped, interviewed, and sent follow‐up surveys to sixty families who experienced immersive exhibits and sixty families who experienced tabletop exhibits. We found that each design type had strengths. Learners at immersive exhibits more often returned to the exhibits mentioned the exhibits’ positive aspects, and saw themselves as part of the exhibits. Conversely, learners spent longer periods of time at tabletop exhibits, and engaged in more content‐related reasoning. Study results partially support the view that immersive exhibits may be more fun and engaging than tabletops. However, results also counter the expectations that being immersed in exhibit experiences will lead to greater physical and intellectual engagement.  相似文献   

Evaluating teachers’ self-perceptions of their knowledge and practice after participating in an environmental education professional development program     

Toni A. Sondergeld  Charles Rop 《Teacher Development》2014,18(3):281-302

Building teachers’ confidence in their understanding of nature and encouraging the use of field experiences with students are important factors in increasing environmental awareness in students. A River Runs Through It (ARRT) is an integrated environmental education professional development program, immersed practicing teachers in hands-on field inquiry while providing them with valuable experiences, tools, and support necessary for raising teacher enthusiasm and self-confidence. The authors begin by taking a broad look at environmental education. They then narrow the focus to their environmental education professional development program – ARRT – and the positive knowledge and attitudinal impacts found from allowing teachers to explore local outdoor environments with a support system that aided them in bringing their ARRT experiences into their own classrooms.  相似文献   

War Veterans’ Memoirs as Narrated to Students: An Intergenerational Service-learning Project for Interpersonal Communication     

Toni S. Whitfield  Annick D. Conis 《Communication Teacher》2013,27(1):23-27

Objective: To increase understanding of interpersonal communication theories and concepts, to apply interpersonal skills studied in class, and to develop an intergenerational relationship by means of an interview project

Course: Interpersonal Communication  相似文献   

An Experimental Comparison of a Conventional and a Project Centered Method of Teaching a College General Botany Course     

Brian C. Patrick  Jennifer Hisley  Toni Kempler 《Journal of Experimental Education》2013,81(3):217-236

Research on teacher behaviors that actively promote student intrinsic motivation to learn has been relatively scarce. In this article, 2 studies exploring the effects of teacher enthusiasm on both students' intrinsic motivation to learn and their pychological vitality are presented (Ryan & Frederick, 1997). In Study 1, a questionnaire including measures of intrinsic motivation, vitality, teacher enthusiasm, and numerous other positive teacher behaviors was administered to 93 college students. Among the teacher variables, enthusiasm was the most powerful unique predictor of students' intrinsic motivation and vitality. In Study 2, level of teacher enthusiasm (high vs. low) was manipulated in an experimental design with 60 college students. The students who received an enthusiastically delivered lecture subsequently reported greater intrinsic motivation regarding the lecture material and experienced higher levels of vitality. The authors speculate about possible mechanisms for and limitations to the positive motivational effects of teacher enthusiasm.  相似文献   

PERCEPTIONS OF THE ELDERLY AMONG MINISTERS AND MINISTRY STUDENTS: IMPLICATIONS FOR SEMINARY CURRICULA     

James L. Knapp  Lisa M. Beaver  Toni D. Reed 《Educational gerontology》2013,39(4):313-324

The changing age composition of the American population has direct implications for clergy members. Despite older individual's high rates of involvement in religious activities and reliance on members of the clergy, most clergy members, both current and prospective, are not adequately prepared for ministry with older adults. In the present study, 754 ministers and 363 ministry students completed Palmore's Facts on Aging Quiz I to determine their knowledge of the aging process and perceptions of the elderly. The results indicate that both ministers and ministry students are poorly informed about the processes and realities of aging. The main implication of the findings is that seminary curricula and continuing education offerings need to be infused with gerontological content so that members of the clergy can be better prepared for ministry to, and with, older adults.  相似文献   

Introduction from the Editor     

Toni Carbo 《International Information and Library Review》2013,45(2)

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The international information and library review     

Toni Carbo 《International Information and Library Review》2013,45(3-4)

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An empirical examination of the Indian Child Welfare Act and its impact on cultural and familial preservation for American Indian children     

Limb GE  Chance T  Brown EF 《Child abuse & neglect》2004,28(12):1279-1289

OBJECTIVE: Cultural and familial ties are crucial for the overall well-being of children. Extant research and permanency planning practices support the reunification of children with their families when possible. In 1978, the Indian Child Welfare Act (ICWA) was enacted to promote cultural and familial preservation for Indian children, but sparse empirical research has examined the implementation and outcomes associated with this landmark legislation. This article examines the relationship between compliance with ICWA in one Southwestern state and the rate of reunification of Indian children with family or tribal members following out-of-home placement. METHOD: Public child protection records were reviewed for 49 ICWA-eligible children who were placed in alternate care. Data were collected on compliance with placement type, use of qualified expert witnesses, and incorporation of Indian culture and resources. Additionally, 78 state caseworkers and 16 tribal workers were surveyed regarding knowledge and attitudes about three areas of compliance. RESULTS: Case record reviews indicated that the majority (83%) of Indian children were placed according to preferences outlined by ICWA. Almost all cases included a court finding that active efforts were applied to prevent family breakup. While state workers reported limited understanding of many ICWA's requirements, both state and tribal workers reported a high level of state-tribal cooperation in working with Indian families and children. CONCLUSIONS: Results of this study point to two major patterns of findings: (1) individual case record reviews suggest compliance with ICWA; and (2) differences exist in knowledge and perceptions of ICWA by state and tribal workers. Furthermore, state child protection systems should follow the American Indian lead in further emphasizing cultural and familial ties for children. Highlighting such ties acknowledges the importance of reunification and cultural and familial preservation to enable children to have a clear sense of tradition and belonging. Evidence indicates that compliance with ICWA promotes better outcomes through reunification.  相似文献   

Affect and engagement during small group instruction     

Lisa Linnenbrink-Garcia  Toni Kempler RogatKristin L.K. Koskey 《Contemporary educational psychology》2011,36(1):13-24

Two studies (Study 1: n = 137; Study 2: n = 192) were conducted to investigate how upper-elementary students’ affect during small group instruction related to their social-behavioral engagement during group work. A circumplex model of affect consisting of valence (positive, negative) and activation (high, low) was used to examine the relation of affect to social loafing and quality of group interactions. Across both studies, negative affect (feeling tired or tense) was associated with higher rates of social loafing. Neutral to deactivated positive affect, such as feeling happy or calm, was positively related to positive group interactions, while deactivated negative affect (tired) was negatively associated with positive group interactions. Follow-up cross-lagged analyses to examine reciprocal relations suggested that positive group interactions altered affect on subsequent group tasks, but affect was not related to changes in positive group interactions. These quantitative findings were supplemented with a qualitative analysis of six small groups from Study 2. The qualitative analyses highlighted the reciprocal and cyclical relations between affect and social-behavioral engagement in small groups.  相似文献