Relationship between teaching motivation and teaching behaviour of secondary education teachers in Indonesia (Relación entre la motivación docente y el comportamiento docente en profesores de educación secundaria en Indonesia)     

Yulia Irnidayanti  Michelle Helms-Lorenz  Nurul Fadhilah 《Infancia y Aprendizaje》2020,43(2):271-308

ABSTRACT

Research on teacher motivation is increasing substantially. Several studies have demonstrated the relationship between the motivation and teaching behaviour of teachers. The objective of this study was to investigate the relationship between the perceived motivation of teachers and their actual teaching behaviour in the context of secondary education. A survey on teacher motivation yielded responses from 315 teachers from 28 schools across 13 provinces in Indonesia. These teachers were observed in their classrooms by trained observers using a validated observation scheme. Results of a multilevel analysis indicate that: (1) perceived controlled motivation does not predict actual teaching behaviour; (2) perceived autonomous motivation is a positive predictor of at least some domains of actual teaching behaviour. Higher levels of perceived autonomous motivation are associated with higher scores on classroom management and clarity of instruction. There is also a slight tendency (p < .10) for autonomous motivation to explain differences in other domains of teaching behaviour, with the exception of activating teaching. This study highlights the importance of autonomous motivation in relation to teaching quality.  相似文献   

BOOK REVIEWS     

Wendy Sutherland‐Smith  Chris Richards  Kelly Buckley  Marie‐Pierre Moreau  Michelle A. Kessler  Michele Cohen 《Gender and education》2008,20(3):291-302

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Conceptualizing mentor knowledge: Learning from the insiders     

Michelle Parker-Katz  Mary Bay 《Teaching and Teacher Education》2008

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First-Year College Students’ Conflict with Religion and Science   总被引：1，自引：1，他引：0  

Lisa Michelle Martin-Hansen 《Science & Education》2008,17(4):317-357

This study took place during a First Year Seminar course where 20 incoming college freshmen studied the central topic of the nature of science within the context of biological evolution. The instructor researched students’ understandings in the nature of science as they progressed through the course by examining a variety of qualitative and quantitative data including class writings, pre- and post-test selected items from the VOSTS (Views on Science-Technology-Society), and interviews. The intended outcomes of the course were to reduce the number of student misconceptions in the nature of science and to ease student apprehension when learning about evolution. Data were analyzed to determine whether students were moving toward a more generally accepted idea of the nature of science or toward another type of misconception.  相似文献   

Situating Data Science: Exploring How Relationships to Data Shape Learning     

Michelle Hoda Wilkerson  Joseph L. Polman 《学习科学杂志》2020,29(1):1-10

The emerging field of Data Science has had a large impact on science and society. This has led to over a decade of calls to establish a corresponding field of Data Science Education. There is still a need, however, to more deeply conceptualize what a field of Data Science Education might entail in terms of scope, responsibility, and execution. This special issue explores how one distinguishing feature of Data Science—its focus on data collected from social and environmental contexts within which learners often find themselves deeply embedded—suggests serious implications for learning and education. The learning sciences is uniquely positioned to investigate how such contextual embeddings impact learners’ engagement with data including conceptual, experiential, communal, racialized, spatial, and political dimensions. This special issue demonstrates the richly layered relationships learners build with data and reveals them to be not merely utilitarian mechanisms for learning about data, but a critical part of navigating data as social text and understanding Data Science as a discipline. Together, the contributions offer a vision of how the learning sciences can contribute to a more expansive, agentive and socially aware Data Science Education.  相似文献   

Early Adverse Experiences and Repeated Wheezing From 6 to 30 Months of Age: Investigating the Roles of Hypothalamic–Pituitary–Adrenal Axis Functioning,Child Sex,and Caregiving Sensitivity     

Allison Frost  Michelle Bosquet Enlow  Ashley J. Malin  Kristin Bernard  Rosalind J. Wright 《Child development》2021,92(6):e1260-e1274

This study examined associations among early adversity, diurnal cortisol, child sex, and caregiver sensitivity at age 6 months in relation to wheezing in children (47% male) followed to 30 months. Analyses included 676 mother-child dyads, 393 of whom completed an observational caregiver sensitivity measure. Participants were primarily ethnic minorities (42.7% Black, 25.4% Hispanic); 22.1% of children had ≥ 1 wheezing episode. Higher adversity was associated with increased wheeze frequency and blunted diurnal cortisol slope. The indirect effect of adversity on wheezing through cortisol slope was significant for females, but not males. Higher caregiver sensitivity was protective against wheezing for males, but not females, with high cortisol. Findings suggest complex associations among adversity, cortisol, child sex, and caregiver sensitivity in predicting wheezing.  相似文献   

Education,merit and mobility: Opportunities and aspirations of refugee youth in Kenya’s Kakuma refugee camp     

Michelle J. Bellino 《British Educational Research Journal》2021,47(4):817-835

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Rosalind Franklin and the Discovery of the Structure of DNA     

Dai  Peng  Williams  Cody Tyler  Witucki  Allison Michelle  Rudge  David Wÿss 《Science & Education》2021,30(3):659-692

Science & Education - Issues associated with nature of science (NOS) have long been recognized as an essential component of scientific literacy. While consensus exists regarding the importance...  相似文献   

National institutions, public-private knowledge flows, and innovation performance: A comparative study of the biotechnology industry in the US and France     

Michelle Gittelman 《Research Policy》2006,35(7):1052-1068

The biotechnology industry is a striking example of the disconnect between the location of knowledge creation and its commercial development. I argue that national technological performance in biotechnology is critically affected by institutions governing scientific careers, which shape the professional identities and boundary-spanning activities of research scientists. I test this in a comparison of the United States and France. Drawing on fieldwork and analysis of patent data, I compare institutional frameworks and estimate models of forward patent citations. The models show that entrepreneurial firms are associated with high-performing innovations in this sector whereas large established firms perform poorly in both countries, and highlight the importance of institutions in creating country-specific combinations of human capital with organizational capabilities.  相似文献   

Book reviews     

Michelle Patterson  Tessa Blackstone  James A. Perkins  H. D. Law  Gareth Williams  Peter R. Fallon  Peter Armitage 《Higher Education》1975,4(2):251-260

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