ISRN Education最新文献

Comparison of Teacher Motivation for Mathematics and Special Educators in Middle Schools That Have and Have Not Achieved AYP 中学数学和特殊教育教师动机的比较

ISRN Education Pub Date : 2014-03-04 DOI: 10.1155/2014/790179

Margaret E. King‐Sears, P. Baker

引用次数: 7

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results 考虑地区和学校因素及其与北卡罗莱纳州ACT表现的关系:对ACT试点结果的检验

ISRN Education Pub Date : 2014-03-04 DOI: 10.1155/2014/757325

Theodore Kaniuka

{"title":"Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results","authors":"Theodore Kaniuka","doi":"10.1155/2014/757325","DOIUrl":"https://doi.org/10.1155/2014/757325","url":null,"abstract":"Since 2001 several states have adopted the requirement that high school students either take the SAT or ACT to assess high school programs or assist students in accessing post-secondary-educational opportunities. In 2012 the state of North Carolina adopted a new accountability program that included the ACT as a measure of college readiness. Previous research on the relationship between school districts and school level performance found that district size had a role in school achievement. This study looked at how district factors influenced the ACT performance of students across North Carolina in an effort to better understand if there were district factors other than size that may be influencing student performance and how high school reforms, given the influence of district factors is meeting the goal of increasing student college readiness. The results of this study are as follows. (1) District factors are related to school level performance, where student race and parental education levels were found to be significant predictors of achievement, (2) the traditional school level factors of race and student socioeconomic status did significantly predict ACT scores, and (3) as a high school reform model, students attending early college high schools did score higher on the ACT as compared to traditional high schools.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133912861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Inquiry-Based Education for Students with Visual Impairment 视障学生探究式教育

ISRN Education Pub Date : 2014-03-04 DOI: 10.1155/2014/361685

Deborah L. Rooks-Ellis

引用次数: 7

Caring for Students: What Teachers Have to Say 关心学生:老师怎么说

ISRN Education Pub Date : 2014-03-03 DOI: 10.1155/2014/425856

R. Garza, Elba Armandina Alejandro, Tucker Blythe, Kathleen E. Fite

引用次数: 33

Tool Use in Computer-Based Learning Environments: Adopting and Extending the Technology Acceptance Model 基于计算机的学习环境中的工具使用:技术接受模型的采用与扩展

ISRN Education Pub Date : 2014-02-11 DOI: 10.1155/2014/736931

N. J. Collazo, Xiaoli Wu, J. Elen, G. Clarebout

{"title":"Tool Use in Computer-Based Learning Environments: Adopting and Extending the Technology Acceptance Model","authors":"N. J. Collazo, Xiaoli Wu, J. Elen, G. Clarebout","doi":"10.1155/2014/736931","DOIUrl":"https://doi.org/10.1155/2014/736931","url":null,"abstract":"This study adopts the Technology Acceptance Model (TAM) and extends it to study the effects of different variables on tool use. The influence of perceptions on tool use was studied in two different conditions: with and without explanation of the tool functionality. As an external variable, self-efficacy was entered in the TAM and the main research question thus focused on the mediating effects of perceptions (perceived tool functionality and perceived tool usability) between self-efficacy on the one hand and quantity and quality of tool use on the other. Positive effects of perceived usability on perceived functionality were hypothesized as well as positive effects of quantity and quality of tool use on performance. Positive effects were expected in the condition with explanation of the tool functionality. Ninety-three university students were provided with concept maps as the learning tools within a hypertext. Using path analysis, we found—similar to the TAM—a significant positive relationship between perceived usability and perceived functionality. Whereas perceived usability had a positive influence on the quantity of tool use, which positively influenced performance, perceived functionality had a negative influence on quantity of tool use. Self-efficacy showed a relationship with perceived usability only with the explained functionality condition.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134150788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Strategic Use of English to Study Science: A Perspective from Communities of Practice 策略性地使用英语学习科学:来自实践社区的视角

ISRN Education Pub Date : 2014-02-04 DOI: 10.1155/2014/728153

Aneta Hayes, Nazia Al-Amri

{"title":"Strategic Use of English to Study Science: A Perspective from Communities of Practice","authors":"Aneta Hayes, Nazia Al-Amri","doi":"10.1155/2014/728153","DOIUrl":"https://doi.org/10.1155/2014/728153","url":null,"abstract":"This research is underpinned by the sociocultural perspective of communities of practice which situates learning and students’ use of strategic actions to achieve the desired goals in the practices of their communities. Strategic use of the English language is the focus of this study and the aim of this research was to establish whether differences in the strategic use of writing skills in English exist between students of various educational backgrounds. A self-reporting questionnaire on the writing strategy use was distributed among 94 students enrolled in the Foundation Year in one university. The questionnaire items were classified into subgroups, including cognitive, metacognitive, social, affective, compensation, memory, and negative strategies. The results showed that no differences exist among students in all groups in terms of the overall strategy use and in each questionnaire subgroup. Data was analysed using the Mann-Whitney U test and the Kruskal-Wallis one-way analysis of variance. All results were statistically insignificant. The findings from this study have implications for the theory of communities of practice, suggesting that sources of student choices regarding the use of English skills to study science might be related more to their individual agency rather than specific communities of practice.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131184404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Culture-Transmission Motive in Minorities: An Online Survey of Adolescents and Young Adults with an Immigrant Background in Germany 少数民族的文化传播动机:对德国移民背景的青少年和青年的在线调查

ISRN Education Pub Date : 2013-12-26 DOI: 10.1155/2013/929058

Irina Mchitarjan, R. Reisenzein

引用次数: 10

Can We Share Multiple Choice Questions across Borders? Validation of the Dutch Knowledge Assessment in Family Medicine in Flanders 我们可以跨国界共享多项选择题吗?法兰德斯荷兰家庭医学知识评估的验证

ISRN Education Pub Date : 2013-11-01 DOI: 10.1155/2013/840627

Lynn Ryssaert, J. Wens, B. Schoenmakers

{"title":"Can We Share Multiple Choice Questions across Borders? Validation of the Dutch Knowledge Assessment in Family Medicine in Flanders","authors":"Lynn Ryssaert, J. Wens, B. Schoenmakers","doi":"10.1155/2013/840627","DOIUrl":"https://doi.org/10.1155/2013/840627","url":null,"abstract":"Background. One of the methods to test knowledge of Family Medicine trainees is a written exam composed of multiple choice questions. Creating high-quality multiple choice questions requires a lot of experience, knowledge, and time. This study explores the opportunity to run the Dutch knowledge assessment in Flanders as well, the use of this test for formative purposes. Methods. The study test was performed in a Flemish sample of postgraduate Family Medicine (FM) trainees and FM trainers. The Dutch test, adjusted to the Flemish context, was analyzed according to the classical test theory: difficulty factor and discriminating power of the items and reliability of the test. Results. 82 of the 154 items well divided the group into two equal parts of correct and incorrect responders. The distribution of the discrimination index, of the items with an acceptable difficulty factor, was [−0.012–0.530]. The item-test-correlation shows that 52 items do not fit, and 87 items need revision in varying degrees. The test reliability was 0.917. Conclusion. The test was highly reliable, but many MC questions appeared to be too easy and poorly discriminative. Therefore, we question the test validity and recommend reconsideration of the items based on difficulty before it is applied and used as a mandatory formative test.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123077617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effective Environmental Education through Half-Day Teaching Programmes Outside School 透过校外半日教学计划进行有效的环境教育

ISRN Education Pub Date : 2013-06-06 DOI: 10.1155/2013/503214

Jürgen Drissner, H. Haase, A. Rinderknecht, Katrin Hille

引用次数: 7

Hierarchical Models of Self-Concept across Genders and Sciences/Humanities for College Students in Taiwan 台湾大学生自我概念的性别与科学/人文层次模型

ISRN Education Pub Date : 2013-06-02 DOI: 10.1155/2013/960371

Mei-Shiu Chiu

{"title":"Hierarchical Models of Self-Concept across Genders and Sciences/Humanities for College Students in Taiwan","authors":"Mei-Shiu Chiu","doi":"10.1155/2013/960371","DOIUrl":"https://doi.org/10.1155/2013/960371","url":null,"abstract":"The aim of this study is to examine the hierarchical model of self-concept (SC) using two operations (Models A and B). In Model A, global self-concept (GSC) is the higher-order factor of field-specific self-concepts (FSCs). In Model B, GSC is the predictor of the correlated FSCs. The data of 28,824 college students are obtained from the national database for higher education in Taiwan. The two models are examined by the use of total-group hierarchical confirmatory factor analysis (HCFA) and structural equation modeling (SEM), respectively. Multigroup HCFA and SEM are used to test whether the two models demonstrate measurement equivalence and structural invariance across female and male college students and across college students coming from different fields of study. The results of the analysis reveal three major findings. (1) The data fit Models A-B well for all the students as a whole. (2) Females and males are found not to be equivalent in the structure of both models. (3) Females from female-dominated humanities fields (education and business) are different from those in male-dominated sciences fields (engineering and natural sciences), while males from the four fields are similar in both models.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128561176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1