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Factors related to achievement in junior high school science in disadvantaged areas of New York city
Morsley G. Giddings 《科学教学研究杂志》1966,4(2):79-84
More knowledge about socially disadvantaged students must precede curricular changes designed to help them. This report points up differences between high and low achievers in science who come from similar disadvantaged homes. 相似文献
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The research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross-nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross-validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed-ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form. 相似文献
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Dr Campbell J. McRobbie Dr Geoffrey J. Giddings Dr Barry J. Fraser 《Research in Science Education》1990,20(1):200-209
Existing instruments for assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial
environment are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class.
Consequently, the Science Laboratory Environment Inventory (SLEI), was designed to assess student or teacher perceptions of
seven scales:Teacher Supportiveness, Student Cohesiveness, Open-Endedness, Integration, Organization, Rule Clarity andMaterial Environment. An important feature of the design of the study was that the new instrument was field tested simultaneously in six countries:
Australia, USA, Canada, England, Nigeria and Israel. This paper is based on a sample of 4643 students in 225 individual laboratory
classes, together with the teachers of most of these classes. Preliminary analyses were used to shed light on various important
research questions including the differences between Actual and Preferred environments, gender differences in perceptions
of Actual and Preferred environment, the relationship between the science laboratory environment and attitude towards science
laboratory work, differences between school and university laboratory classes, differences between teachers’ and students’
perceptions of the same laboratory classes, and differences between laboratory classes in different science subjects (Physics,
Chemistry, Biology).
Specializations: Science education, educational evaluation.
Specializations: Curriculum, science education, science laboratory teaching.
Specializations: Learning environments, science education, educational evaluation, curriculum. 相似文献
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Conclusion This paper attempts to stimulate and facilitate future research and practical applications involving the psychosocial environment
of science laboratory classrooms by describing the development of a new instrument, the Science Laboratory Environment Inventory
(SLEI), which assesses eight dimensions of the actual and preferred environment of science laboratory classes at the upper
secondary school and higher education levels. Comprehensive validation information reported here in tentatively attests to
the internal consistency reliability and discriminant validity of the actual and preferred forms of the SLEI for use in Australian
or American classrooms. As well, further analyses supported the ability of the actual form of the SLEI to differentiate between
the perceptions of students in different classrooms. It is hoped that science teachers and other researchers will make use
of the SLEI to pursue several research and practical applications analogous to those completed successfully in prior work
in non-laboratory classrooms. 相似文献
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Craig Cameron Brett Freudenberg Jeff Giddings Christopher Klopper 《Journal of Higher Education Policy & Management》2018,40(1):67-80
Work-integrated learning (WIL) is a risky business in higher education. The strategic opportunities that WIL presents for universities cannot be achieved without taking on unavoidable legal risks. University lawyers are involved with managing the legal risks as part of their internal delivery of legal services to universities. It is important to identify the risks that potentially arise, so these can then be managed. A case study involving Australian university lawyers reveals the ‘program risks’ of WIL. Program risk is a type of legal risk that relates to the conduct of universities, host organisations and students before, during and after a WIL placement, as well as the personal characteristics of students that can expose the university to legal risk. The research findings may be applied by university lawyers, academic disciplines and university management to evaluate and improve risk management in WIL programs. 相似文献
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Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
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Lennon．L．Luo 《中学生博览》2012,(11):20-21
春天总是过得异常快，刚下过几场雨。就已经快三月了。雨还在吧嗒吧嗒地下着，不过再也不用叫醒木木了。毕竟快高考了，谁还会再在课堂上睡觉呢？木木，也许再陪你听过几场雨，就会到那个绵长绵长的六月了吧？ 相似文献
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Assessment of the psychosocial environment of university science laboratory classrooms: a cross-national study 总被引：1，自引：0，他引：1
A strong tradition in educational research has involved several widely-used instruments assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial environment. Existing instruments, however, are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class. Consequently, the present research aimed to develop and validate a new instrument, the Science Laboratory Environment Inventory (SLEI), which is specifically suited to science laboratory environments at the higher education level. The SLEI assesses students' or teachers' perceptions of five dimensions of actual or preferred classroom environment, namely, Student Cohesiveness, Open-Endedness, Integration, Rule Clarity, and Material Environment. A distinctive feature of the design of the study was that the instrument was field tested and validated cross-nationally in six different countries, namely, the USA, Canada, Australia, England, Israel, and Nigeria. The total sample consisted of 1720 students in 71 university laboratory classes. Various item and factor analyses guided the evolution of a refined version, and attested to each SLEI scale's internal consistency reliability, discriminant validity, factorial validity, predictive validity (i.e., ability to predict student outcomes), and ability to differentiate between the perceptions of students in different classes. An important finding was that the SLEI is equally valid for use in its actual and preferred versions, and for the individual or the class mean as the unit of analysis. As well, separate within-country analyses confirmed the validity and usefulness of the SLEI in each of the six countries involved in the field testing. Overall, the study attested to the general advantages of employing cross-national designs in learning environment research. 相似文献