Patterns and trends in part‐time adult education participation in relation to UK nation,class, place of participation,gender, age and disability, 1998–2003 1     

Flora Macleod  Paul Lambe 《International Journal of Lifelong Education》2013,32(4):399-418

Analysis of data from six years of the British Household Panel Survey (1998–2003) has been used to look at variances in take‐up of part time learning opportunities by adults over time in the UK and, separately, by its four constituent nations. The paper provides a useful backdrop of ‘facts and figures’ on patterns of take‐up in part time education and training over the first six years of Labour Governments. Whilst the home‐international comparisons show differences in terms of general levels of participation they show similar patterns of participation along gender and class lines. Apart from evidencing a steep upturn in the take‐up of home‐based learning amongst women, a persistent finding was how little had changed over this six year period in terms of removing barriers that position some as disadvantaged and others as advantaged.  相似文献   

Outgoing Editor's Statement     

Gale M. Sinatra 《教育心理学家》2013,48(1):1-2

When harassed by peers, elementary school students often face a dilemma of whether to ask their teacher for help. Assistance may be useful, and perhaps necessary. However, there can be social costs; children generally are expected to resolve interpersonal conflicts on their own. Two theoretical perspectives (i.e., coping and self-regulation) provide a framework for conceptualizing adaptive help seeking as a strategy for dealing with peer harassment. A key feature of the strategy is the student's recognition that help is necessary to maintain safety. This article reviews research that supports this conceptualization. Studies focusing on students' perceptions of harassment and judgments about the necessity for help are integrated with developmental research on peer conflict and aggression. Adaptive help seeking is contrasted with two nonadaptive responses to harassment (i.e., seeking help when it is unnecessary and failure to seek help when it is necessary), developmental implications are discussed, and directions for research are suggested.  相似文献   

New Mexico practitioners' access to and satisfaction with online clinical information resources: an interview study using qualitative data analysis software     

Patricia V. Bradley  Christina M. Getrich  Gale G. Hannigan 《Journal of the Medical Library Association》2015,103(1):31-35

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Schools as Partners in the Family Literacy Small Grants Initiative     

Louise Poulson  Neville Bennett  Flora Macleod  David Wray 《Literacy》1995,29(3):18-22

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Digital or didactic: Using learning technology to confront the challenge of large cohort teaching     

Fiona C. Saunders  Andrew W. Gale 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):847-858

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Assessing faculty performance using student evaluations of teaching in an uncontrolled setting     

Clifford Nowell  Lewis R. Gale  Bruce Handley 《Assessment & Evaluation in Higher Education》2010,35(4):463-475

This paper provides new evidence on the disparity between student evaluation of teaching (SET) ratings when evaluations are conducted online versus in‐class. Using a multiple regression analysis, we show that after controlling for many of the class and student characteristics not under the direct control of the instructor, average SET ratings from evaluations conducted online are significantly lower than average SET ratings conducted in‐class. Further, we demonstrate the importance of controlling for the factors not under the instructor’s control when using SET ratings to evaluate faculty performance in the classroom. We do not suggest that moving to online evaluation is overly problematic, only that it is difficult to compare evaluations done online with evaluations done in‐class. While we do not suppose that one method is ‘more accurate’ than another, we do believe that institutions would benefit from either moving all evaluations online or by continuing to do all evaluations in‐class.  相似文献   

Spore: Spawning Evolutionary Misconceptions?     

Thomas E. Bean  Gale M. Sinatra  P. G. Schrader 《Journal of Science Education and Technology》2010,19(5):409-414

The use of computer simulations as educational tools may afford the means to develop understanding of evolution as a natural, emergent, and decentralized process. However, special consideration of developmental constraints on learning may be necessary when using these technologies. Specifically, the essentialist (biological forms possess an immutable essence), teleological (assignment of purpose to living things and/or parts of living things that may not be purposeful), and intentionality (assumption that events are caused by an intelligent agent) biases may be reinforced through the use of computer simulations, rather than addressed with instruction. We examine the video game Spore for its depiction of evolutionary content and its potential to reinforce these cognitive biases. In particular, we discuss three pedagogical strategies to mitigate weaknesses of Spore and other computer simulations: directly targeting misconceptions through refutational approaches, targeting specific principles of scientific inquiry, and directly addressing issues related to models as cognitive tools.  相似文献   

I am smart enough to study postsecondary science: a critical discourse analysis of latecomers’ identity construction in an online forum     

Phoebe A. Jackson  Gale Seiler 《Cultural Studies of Science Education》2018,13(3):761-784

Latecomers to science are students who take non-traditional routes into postsecondary science because they are initially missing prerequisites. Latecomers have a lower rate of persistence than traditional science students. This critical discourse analysis of an online forum thread uses Gee’s toolkit to explore how latecomers, who have histories of not being recognized as smart enough to do science, find new ways to identify with science. Applying a theoretical lens in which identity is viewed as a process of continual negotiation, which is constrained and afforded by the resources of the relevant figured worlds, it is shown how four latecomers shared reinterpreted histories of being recognized as not smart enough to do science and in doing so, formed solidarity. As part of this process they co-produced a new cultural model in which the ability or inability to ask questions led respectively to success (good grades) or failure (low grades) in science. Used in conjunction with their solidarity, they were not only able to successfully position themselves in the elite figured world of science, but also to reify the result in a form that could potentially support future identification with science. Aspects of the online forum that supported the co-production are explored, including its ability to help students draw on resources from outside of the science program. The importance of encouraging students to discuss their struggles with science and the accompanying construction of solidarity is also discussed. This research is of particular interest to practitioners and researchers interested in supporting non-traditional science students such as latecomers, especially those wishing to move away from deficit views of these students and towards a more complex and agentic understanding of persistence and identity in science.  相似文献   

Gender & information & communications technology-A 10-year study of new undergraduates     

Hamish Macleod  Denise Haywood  Jeff Haywood  Charles Anderson 《TechTrends》2002,46(6):11-15

In terms of the University of Edinburgh, there are lessons for us from our data, plus some insights from recent surveys and interviews we have conducted with various groups around the university. New students’ reporting of apprehensiveness with respect to use of ICT in their studies has been falling over the years, but now appears to be reaching a stable baseline, perhaps reflecting a group in our population with general apprehensiveness about university life and studies. The steadily rising temale:male ratio in our undergraduate population will tend to exacerbate this issue. One approach which we could take would he to give more information to prospective students about the extent and types of use of ICT in their courses, and to focus in on this topic in the early days and weeks of the first term. Another approach is to provide more explicit guidance to students about the sorts and levels of skills we expect graduates to achieve. We know that students leaving the university for professions such as teaching, medicine and law are more confident about the match between their future employers’ needs than are other students, probably because the courses leading to professional qualifications are more explicit than are more “academic” subjects. Provision of materials to enable students to self-assess their skills against objective tasks might enable men and women to become more accurate in their self-reporting of skills. The formal demonstration (even to oneself) of one’s ICT skills may be more of a support to the technological confidence of women than of men. Although the point applies equally to any students who are anxious about their skills in this domain: self assessment is more important to those low in confidence than to those high in confidence. An example of such objective testing can be found in the European Computer Driving Licence (www.ecdl.org). At present, the university favours integration of ICT skills development into academic studies, which although good for encouraging engagement by its relevance, may well make wider and generic self-assessment more difficult.  相似文献   

Belief, Knowledge, and Science Education     

Sherry A. Southerland  Gale M. Sinatra  Michael R. Matthews 《Educational Psychology Review》2001,13(4):325-351

Epistemological questions about the nature of knowledge and belief underlie many of the controversial issues fundamental to research and practice in science teaching and learning. In an effort to bring some clarity to questions of knowledge and belief embedded within science education research and teaching, we first describe the distinctions drawn between knowledge and belief in both philosophy and educational psychology, each of which have shaped the various definitions employed within science education. This discussion is followed by an examination of the distinctions drawn between knowledge and belief employed by three groups of science educators: the traditional distinctions of the foundationalists that are co-opted by researchers focusing on teacher thinking/cognition, the nonfoundational epistemology of the fallibilists and the evolution educators working from this framework, and the radical constructivists who react to and attempt to move past the limitations of these other positions. In this analysis, we explicate the different ways in which knowledge and belief are understood and operationalized in a broad spectrum of research, we describe the theoretical and philosophical assumptions underlying these approaches, and we explore the important areas of contention (both theoretical and empirical) surrounding each of these distinctions.  相似文献