Use of task-value instructional inductions for facilitating engagement and conceptual change     

Marcus Lee Johnson  Gale M. Sinatra 《Contemporary educational psychology》2013

This study explored the relationship between task values, engagement, and conceptual change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and conceptual change when reading a refutation text about the common cold. It was hypothesized that the participants in the utility, attainment, and control conditions would differ in their engagement, and degree of conceptual change.  相似文献   

Classroom teacher effectiveness research: a conceptual critique     

Andrew Skourdoumbis  Trevor Gale 《British Educational Research Journal》2013,39(5):892-906

Teacher effectiveness research now informs the rationale of much Australian education policy aimed at redressing student under‐achievement. The approach draws a ‘straight line’ between teacher practice and student outcomes, ‘controlling’ for and ultimately dismissive of other possible influences. The paper calls into question this conception of teaching–learning relations, particularly the extent to which teaching practice can be reasonably quantified and improvements in students' academic achievement can be solely attributed to and/or sole responsibility placed on the pedagogic strategies employed by teachers. Drawing on the theoretical resources of Foucault and Bourdieu, the paper argues further that teacher effectiveness research is flawed in both means and ends. It concludes that in its ranking of student and teacher performance, such research actually works against the purposes of education; specifically, authentic teaching and learning.  相似文献   

Hidden wor(l)ds in science class: conscientization and politicization in science education research and practice     

Gale Seiler  Anjali Abraham 《Cultural Studies of Science Education》2009,4(3):739-753

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Reproduction of social class in the teaching and learning of science in urban high schools     

Professor Kenneth Tobin  Gale Seiler  Edward Walls 《Research in Science Education》1999,29(2):171-187

The study examines the teaching and learning of science in an urban high school characterised by African American students from conditions of relative poverty. An interpretive study was undertaken involving a research team that included the teacher in the study and a student from the school. Despite the teacher's effort to enact a curriculum that was transformative the students resisted most of his efforts to enhance their learning. The study highlights the difficulties of engaging students when they lack motivation to learn and attend sporadically. In an era of standards-oriented science in which all students are expected to achieve at a high level, it is essential that research identify ways to tailor the science curriculum to the needs and interests of students.  相似文献   

Letters to the Editor     

Tim Etherton  Pete Daniels  Elizabeth Gale 《British Journal of Special Education》1994,21(1):33-33

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Predicting violence from school misbehavior: Promises and perils     

Gale M. Morrison  Russell Skiba 《Psychology in the schools》2001,38(2):173-184

This article considers the issue of predicting violence committed by students on school campuses through the use of school discipline indices such as office referrals, suspensions, and expulsions. The existing research on incidents of school discipline markers is reviewed as well as sources of variation due to student characteristics and classroom or school‐wide practices. Challenges in making accurate predictions about future behavior at school are outlined. © 2001 John Wiley & Sons, Inc.  相似文献   

Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning     

Drew Bush  Renee Sieber  Gale Seiler  Mark Chandler 《Journal of Science Education and Technology》2018,27(2):147-164

This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.  相似文献   

Accuracy of references in the ophthalmic literature          下载免费PDF全文

Gale Oren  Maureen Watson 《Medical Library and Historical Journal》2009,97(2):142-145

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Promoting attitude change and expressed willingness to take action toward climate change in college students     

Gale M. Sinatra  CarolAnne M. Kardash  Gita Taasoobshirazi  Doug Lombardi 《Instructional Science》2012,40(1):1-17

This study examined the relationship among cognitive and motivational variables impacting college students’ willingness to take mitigative action to reduce the impacts of human-induced climate change. One hundred and forty college students were asked to read a persuasive text about human-induced climate change and were pre and post tested on their attitudes about climate change and their willingness to take action to mitigate its effects. Students showed statistically significant changes in their attitudes about climate change and their willingness to commit to take action. A path model demonstrated that openness to change and a willingness to think deeply about issues predicted both change in attitudes and expressed willingness to take action. This research demonstrates that a persuasive text has the potential to promote change around complex socio-scientific issues.  相似文献   

Selected Measures of Angular Displacement,Strength, and Flexibility in Subjects With and Without Shin Splints     

Gale M. Gehlsen  Andrea Seger 《Research quarterly for exercise and sport》2013,84(3):478-485

Abstract

The purpose of this study was to determine if angular displacement between the calcaneus and the midline of the lower leg while running is related to shin splints. A secondary purpose was to compare the strength and flexibility of ankle-joint plantar flexion, dorsal flexion, inversion, and eversion of shin-splint-injured and non-shin-splint-injured subjects. Two groups of conditioned female athletes were randomly selected to participate in this study. One group had a previous history of chronic shin splints, and the other group had no history of shin-splint injury. Angular displacement between the calcaneus and the midline of the lower leg was measured from motion picture film (100 frames/second) taken while the subjects were running at two speeds, 3m/second and 5m/second. A cable tensiometer was used to measure plantar flexion, dorsal flexion, and inversion and eversion strength at the ankle joint; and a goniometer was used to measure the flexibility of the plantar flexors, dorsiflexors, invertors, and evertors at the ankle joint. The results indicated that a shin-splint-injured leg had greater angular displacement between the calcaneus and the midline of the lower leg than a healthy leg, and that shoes and speed of running had an influence upon the amount of angular displacement. In addition, the muscular strength of the plantar flexor muscle was greater in the shin-splint subjects than in the non-shin-splint subjects.  相似文献