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Jonathan Buehl 《Technical Communication Quarterly》2014,23(3):184-206
Over the past two decades, scientific editors have attempted to correct “mistaken” assumptions about scientific images and to curb unethical image-manipulation practices. Reactions to the advent and abuse of image-adjustment software (such as Adobe Photoshop) reveal the complex relations among visual representations, scientific credibility, and epistemic rhetoric. Perelman and Olbrechts-Tyteca's model of argumentation provides a flexible system for understanding these relations and for teaching students to use scientific images ethically and effectively. 相似文献
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The authors examined the factor structure of the long and short forms of the Teachers’ Sense of Efficacy Scale (TSES; M. Tschannen-Moran &; A. Woolfolk-Hoy, 2001) for practicing (n = 102) and preservice teachers (n = 270), comparing the responses to both forms of the TSES, and looked for differences in teachers’ efficacy with respect to experience and grade level taught. They found the 3-factor structure—efficacy for classroom management, instructional practices, and student engagement—to be appropriate for practicing teachers, but they found a single efficacy factor to be appropriate for preservice teachers. The long and short forms of the TSES produced similar means and reliability information, suggesting that either form is appropriate for use with preservice or practicing teachers. Last, they found that teachers with 10 or more years of teaching experience and those teaching at the elementary level reported significantly higher levels of efficacy than did preservice teachers or those teaching at the middle or high school levels, respectively. 相似文献
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In this investigation, we replicated Skinner et al.’s study of the dynamics of engagement with a more diverse sample of Grades 6 and 7 students from a middle school with a large English learner (primarily Spanish‐speaking) student population. We tested dimensions of the self‐system model of motivational development in a specific academic domain (i.e., social studies). Some relationships found by Skinner and colleagues were supported, whereas others were not. Emotional engagement predicted changes in behavioral engagement and disaffection. The classroom context and students’ self‐perceptions predicted changes in engagement and disaffection. Students’ self‐perceptions also mediated the relation between teacher support and engagement and disaffection. None of these relations were moderated by language status. 相似文献
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Beliefs About Academic Knowledge 总被引：9，自引：0，他引：9
Individuals' beliefs about knowledge (i.e., epistemological beliefs) have become the focus of inquiry in the educational and psychological literatures. Based on an analysis of those literatures, we first propose that epistemological beliefs are multidimensional and multilayered. That is, individuals possess general beliefs about knowledge, as well as beliefs about more specific forms of knowledge (e.g., academic knowledge). Second, we examine the relationship between epistemological beliefs and learning in order to understand why such beliefs are important to educators. Third, we question whether beliefs about academic knowledge are truly general (i.e., unwavering across academic domains) or have a character reflective of the domain to which they are associated (i.e., domain specific). Finally, we explore some of the common problems in the research and suggest topics for future study. 相似文献
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Influenced by work on teacher beliefs, personal epistemology, teachers’ knowledge, implicit theories, and motivation, we conducted a two-part investigation exploring preservice and practicing teachers’ beliefs about teaching knowledge and teaching ability. Study I qualitatively examined 53 preservice and 57 practicing teachers’ beliefs about teaching, in order to: (1) ensure that the voices of teachers were made prevalent in the development of a framework aimed at understanding their beliefs and (2) facilitate the development of a quantitative measure to assess these beliefs. Results indicated that participants valued several aspects of teaching knowledge and held complex beliefs related to the implicit theories of teaching ability. Study I concludes with a framework for developing an instrument to assess teachers’ beliefs. Study II describes two instruments developed to assess the beliefs identified in Study 1. Using responses from 351 preservice teachers, exploratory factor analysis procedures identified factors reflective of emergent themes from Study I. 相似文献
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