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Buhs JB 《Isis; an international review devoted to the history of science and its cultural influences》2002,93(3):377-400
This essay uses an approach borrowed from environmental history to investigate the interaction of science and nature in a late twentieth-century controversy. This debate, over the proper response to fire ants that had been imported into the American South accidentally and then spread across the region, pitted Rachel Carson and loosely federated groups of conservationists, scientists, and citizens against the U.S. Department of Agriculture. The analysis falls into three sections: an examination of the natural history of the ants; an examination of the views of the competing factions; and an examination of how those views, transformed into action, affected the natural world. Both sides saw the ants in terms of a constellation of beliefs about the relationship between nature, science, and democracy. As various ideas were put into play, they interacted with the natural history of the insects in unexpected ways--and with consequences for the cultural authority of the antagonists. Combining insights from the history of science and environmental history helps explain how scientists gain and lose cultural authority and, more fundamentally, allows for an examination of how nature can be integrated into the history of science. 相似文献
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This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university. In the first, quantitative phase, two hypothesized models of student belonging and motivation were tested. In line with the Self-System Model of Classroom Support for Motivation (Connell and Wellborn, in: Gunnar and Sroufe (eds.) Minnesota Symposium on Child Psychology: Self-processes and Development, 1991), Model 1 hypothesized student belonging and motivation to be directly predicted by supportive classroom environment perceptions, and to directly predict engagement, which was hypothesized to predict achievement. Model 2 elaborated on the traditional self-system model and hypothesized student belonging to mediate the relationship between supportive classroom environment perceptions and student motivation. Quantitative findings revealed support for Model 2. Supportive classroom environment perceptions predicted students’ belonging beliefs, which in turn predicted students’ motivation, engagement, and achievement in the course. The second, follow-up qualitative phase suggested ways in which contextual characteristics might influence student belonging beliefs in the classroom. Taken together, the quantitative and qualitative data illustrate the influential role of classroom contextual characteristics on student outcomes, as well as the role student belonging plays in college student motivation and success. 相似文献
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Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal 总被引：1，自引：0，他引：1
PAULA GUIMARÃES 《European Journal of Education》2009,44(2):205-219
The discussion in this article is based on recent research carried out by the author recently on adult education public policies and her participation in the Adult Learning Practitioners in Europe (ALPINE) project coordinated by Research voor Beleid (The Netherlands) and funded by the European Commission. The analysis presented here stresses the challenges faced by adult educators in Portugal in the last decades and the concerns about the emerging professionalisation process that started in the framework of observed adult education and training public policy. 相似文献
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ES R. MASTERS 《Journal of Educational Measurement》1974,11(1):49-53
The purpose of the study was to investigate the relationship between number of response categories employed and internal-consistency reliability of Likert-type questionnaires. Two questionnaires, each composed of items with high loadings on one factor, were scaled with 2, 3, 4, 5, 6, and 7 categories. The questionnaires were administered to graduate students in education and coefficient alpha reliabilities were computed both for random samples of items and for each total questionnaire. The results indicated that in situations where low total score variability is achieved with a small number of categories, reliability can be increased through increasing the number of categories employed, in situations where pinion is widely divided toward the content being measured, reliability appeared to be independent of the number of response categories. 相似文献
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CLÁUDIA TARRAGÔ CANDOTTI JERRI RIBEIRO DENISE PASCHOAL SOARES ÁLVARO REISCHAK DE OLIVEIRA JEFFERSON FAGUNDES LOSS ANTÔNIO CARLOS S. GUIMARÃES 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):31-43
The effective force applied on the crank, the index of pedalling effectiveness, and the economy of movement at 60, 75, 90, and 105 rev/min cadences were examined in nine cyclists and eight triathletes. Tests were performed on two days. Maximal oxygen uptake was measured and the second ventilatory threshold was estimated on day 1 using a stationary bicycle. On day 2, the four different cadences were tested at about 5% below the second ventilatory threshold. A strain gauge instrumented clip-less pedal mounted on the bicycle enabled us to measure the normal and tangential forces exerted on the pedal, while the pedal and crank angles were monitored with the aid of a video system. Based on this information, the effective force and the index of pedalling effectiveness were calculated. Cyclists produced significantly more effective force and a higher index of pedalling effectiveness at 60 and 75 rev/min and were significantly more economic at all cadences than triathletes. The significant and positive correlation between effective force and economy at all cadences suggests that improvement of the effective force would reflect on economy. 相似文献
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Children's social and scholastic lives in kindergarten: related spheres of influence? 总被引：2，自引：0，他引：2
Evidence from two studies conducted with kindergarten samples (N = 200, M age = 5.58 years; N = 199, M age = 5.47 years) supported a series of interrelated hypotheses derived from a child x environment model of early school adjustment. The findings obtained were consistent with the following inferences: (1) Entry factors, such as children's cognitive maturity and family backgrounds, directly as well as indirectly influence children's behavior, participation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's peer and teacher relationships in the school environment adversely impact classroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, these findings illustrate the need to revise prevailing theories of school adjustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the school environment. 相似文献
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