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31.
Distance education has historically had lower completion rates. Several models of persistence, for on-campus students, indicate that students’ financial status affects their decision to persist. This study involved providing distance education students’ financial aid in the form of institutional scholarships (N = 545) at Penn State University in the United States. The recipients were students who were not overachievers and not at-risk of failing, but somewhere in the middle. The purpose of the study was to test if receiving financial aid was related to students’ persistence. Using logistic regression and Chi-square analysis, this study found that scholarship-receiving students with higher financial need were two times more likely to persist in their studies than those with lower financial need. Results suggest that there is a positive relationship between providing even small financial aid to students with high-financial need and their persistence in their studies. 相似文献
32.
Paul Joslin Karen S. Stiles J. Stanley Marshall O. Roger Anderson James J. Gallagher Jane Butler Kahle Peter Fensham Ruben Lazarowitz Léonie J. Rennie Barry Fraser John R. Staver Alejandro Gallard María Pilar Jiménez-Aleixandre Justin Dillon Hedy Moscovici Hsiao-Lin Tuan Christopher Emdin Kenneth Tobin Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable
from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living
history that both shapes and was shaped by the biographies of its members.
相似文献
Kenneth TobinEmail: |
33.
Giulia Tasquier Olivia Levrini Justin Dillon 《International Journal of Science Education》2016,38(4):539-563
The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students’ reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of ‘models and the game of modelling’ in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16–17 years old). The purpose of the study is to investigate students’ reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models. 相似文献
34.
35.
Chris Oulton Justin Dillon Marcus M. Grace 《International Journal of Science Education》2013,35(4):411-417
Science has a role to play in the resolution of many of the issues deemed controversial in all societies. However, evidence of a lack of public confidence in science and scientists as effective problem‐solvers continues to accumulate. This paper speculates that this lack of confidence might in part be due to the way in which science educators present controversial issues. In particular, we argue that current approaches to teaching about controversy do not sufficiently acknowledge the nature of the issues themselves. The paper proposes a set of principles as the basis for a reconceptualization of the teaching of controversial issues and gives an example of how they might be applied. 相似文献
36.
37.
Brian E. Clauser Janet Mee Su G. Baldwin Melissa J. Margolis Gerard F. Dillon 《Journal of Educational Measurement》2009,46(4):390-407
Although the Angoff procedure is among the most widely used standard setting procedures for tests comprising multiple‐choice items, research has shown that subject matter experts have considerable difficulty accurately making the required judgments in the absence of examinee performance data. Some authors have viewed the need to provide performance data as a fatal flaw for the procedure; others have considered it appropriate for experts to integrate performance data into their judgments but have been concerned that experts may rely too heavily on the data. There have, however, been relatively few studies examining how experts use the data. This article reports on two studies that examine how experts modify their judgments after reviewing data. In both studies, data for some items were accurate and data for other items had been manipulated. Judges in both studies substantially modified their judgments whether the data were accurate or not. 相似文献
38.
Johanna Kiili Cath Larkins 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):408-421
This paper applies aspects of Bourdieu’s conceptual toolkit related to capital, and analyses inter- and intra-generational relations of influence. Applying Bourdieu’s concepts to examples of case studies from a children’s parliament in Finland, and with reference to an adult resident forum, moments of continuity and disruption in the relatively stable patterns of distinction between children and adults emerge. Children in school councils (at times) are labourers for agendas set by teachers, but the children at the top of the structure’s hierarchy can benefit from cultural capital and a functional capital that enables them to set agendas and direct the work of others. The political capital of the person presenting views from the participation sphere and the dominant symbolic capital of market logics appear to have a greater impact than generation on the influence participants achieve. Unquestioned acceptance of this differentiation suggests that new approaches to invited participation structures are needed. 相似文献
39.
Justin Dillon Elin Kelsey Ana Maria Duque‐Aristizabal 《Environmental Education Research》1999,5(4):395-405
This article critically examines the methodology and findings of the emergent environmentalism research project as reported in Environmental Education Research (EER), 4(4). We challenge both the ontological stance implicit in the research as well as its explicit epistemology. We argue for a wider theoretical underpinning to the research and specifically advocate the use of identity theories to explain personal and social phenomena. We also argue for the use of theoretical frameworks that empower rather than ‘capture’ cultural groups. 相似文献
40.
Patrick Dillon Penni Tearle & Alison Hudson 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(4):359-367
The University of Exeter heads a consortium which has developed multimedia resources primarily for initial teacher education. Amongst a range of resources produced are Critical Encounters in Secondary Education , which deals with critical incidents in the classroom and how to deal with them, Multimedia in the Learning Environment , which deals with both the nature of multimedia and how it may be used in support of a range of approaches to teaching and learning and English Chalklands which deals with interpretational and judgemental responses to landscape. The resources are described and discussed in the context of the educational framework which has been developed to guide their use. 相似文献