Editorial     

Professor Lee Harvey  Dr Celia Whitchurch 《Higher Education Quarterly》2009,63(3):217-218

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Book reviews     

Allan Mazur  Charles R. Day  J. W. Grove 《Minerva》1995,33(3):291-302

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Stereotypes and Group-claims: epistemological and moral issues, and their implications for multi-culturalism in education     

J. Harvey 《Journal of Philosophy of Education》1990,24(1):39-50

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A vigil against totalitarianism     

Harvey E. Klehr 《Academic Questions》1996,9(3):23-28

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A Memorial to Barbara White     

Allan Collins  John Frederiksen  Joseph Campione 《学习科学杂志》2015,24(1):193-195

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Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?          下载免费PDF全文

Heather Lea Harvey  Sanjai Parahoo  Mohammad Santally 《Higher Education Quarterly》2017,71(2):141-158

The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups, followed by online surveys of 834 undergraduate students from the University of Mauritius enrolled in an online course. Using factor analysis and structural equation modelling, the study found no significant differences based on gender for millennials, but identified three significant antecedents of student satisfaction for both males and females: university reputation; physical facilities; and instructor empathy.  相似文献   

Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning     

Helen Askell‐Williams  Rosalind Murray‐Harvey  Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.  相似文献   

Phasing science InSET in developing countries: reflections on the experience of the Primary Science Programme in South Africa     

Stephen Harvey 《International Journal of Science Education》2013,35(6):595-609

In many developing countries attempts to develop the quality of science education stress the importance of inservice education and training (InSET). This article focuses on how such InSET should be phased through time for maximum effect. Several theoretical models that describe and explain stages in the processes of professional learning or educational development are reviewed. Their relevance in informing the planning of science InSET is reviewed in the light of the experience of the Primary Science Programme (PSP) in South Africa. Two main criticisms of existing models are made: 1. They neglect language development as a crucial factor limiting the development of teaching styles especially where pupils are learning in a second language. 2. There are flaws in the way that the recommendations of models have been combined in existing synthesis models. Finally a synthesis model for the phasing of science InSET is proposed.  相似文献   

Florida and Puerto Rico Secondary Science Teachers’ Knowledge and Teaching of Climate Change Science     

Benjamin C. Herman  Allan Feldman  Vanessa Vernaza-Hernandez 《International Journal of Science and Mathematics Education》2017,15(3):451-471

Misconceptions about climate change science are pervasive among the US public. This study investigated the possibility that these misconceptions may be reflective of science teachers’ knowledge and teaching of climate change science. Florida and Puerto Rico secondary science teachers who claim to teach extensively about climate change were surveyed in regard to their conceptions of climate change science and the climate change-related topics they teach. Results show that many teachers hold naïve views about climate change (e.g. that ozone layer depletion is a primary cause of climate change) and climate change science (e.g. that it must be based on controlled experiments for it to be valid). In addition, teachers in both groups neglect crucial topics such as how evidence for climate change is developed and the social, political, and economic dimensions of climate change. Our results suggest the need for teachers to understand how to teach climate change and the nature of climate change science using authentic contexts that promote effective socioscientific decision-making and climate change mitigation.  相似文献   

Against the current: A grounded theory study on the estrangement experiences of a select group of Filipino gay older persons     

Allan B. de Guzman  Les Paul Valdez  Maverick B. Orpiana  Nikki Angela F. Orantia  Patrick Van E. Oledan  Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340

According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement.  相似文献