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Science expectancy, value, and cost profiles and their proximal and distal relations to undergraduate science, technology, engineering, and math persistence
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| Pengarang | : | Tony Perez, Stephanie V. Wormington, Michael M. Barger, Rochelle D. Schwartz-Bloom, You-kyung Lee, Lisa Linnenbrink-Garcia |
| Nama Majalah/Jurnal | : | Science Education |
| Volume / Edisi | : | 103 (No. 2) |
| Halaman | : | 264-286 |
| Abstrak | : | Despite efforts to attract and maintain diverse students in the science, technology, engineering, and math (STEM) pipeline, issues with attrition from undergraduate STEM majors persist. The aim of this study was to examine how undergraduate science students’ competence beliefs, task values, and perceived costs in science combine into motivational profiles and to consider how such profiles relate to short-term and long-term persistence outcomes in STEM. We also examined the relations between underrepresented group membership and profile membership. Using latent profile analysis, we identified three profiles that characterized 600 participants’ motivation during their first semester in college: Moderate All, Very High Competence/Values-Low Effort Cost, and High Competence/Values-Moderate Low Costs. The Moderate All profile was associated with the completion of fewer STEM courses and lower STEM grade point averages relative to the other profiles after 1 and 4 years of college. Furthermore, underrepresented minority students were overrepresented in the Moderate All profile. Findings contribute to our understanding of how science competence beliefs, task values, and perceived costs may coexist and what combinations of these variables may be adaptive or deleterious for STEM persistence and achievement. |
Proposing Core Practices for Social Studies Teacher Education: A Qualitative Content Analysis of Inquiry-Based Lessons
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 72 (No. 3) |
| Halaman | : | 298-313 |
| Abstrak | : | As states, school districts, and teachers continue to adopt the inquiry-based principles of the College, Career, and Civic (C3) Framework, social studies teacher education must engage in a concomitant instructional shift to focus its efforts on preparing inquiry-based educators. One possible approach is to organize social studies teacher education around core practices. In this study, I attempt to surface the core practices found in social studies classrooms through a qualitative content analysis of the lessons using the Inquiry Design Model (IDM), an instructional design process based on the elements of the C3 Framework. Seven core practices to organize social studies teacher education are proposed: (a) establishing social studies academic language, (b) helping students recognize the interdisciplinary nature of social studies phenomena, (c) using interpretive questions, (d) helping students organize inquiries, (e) connecting inquiries to students' lives, (f) structuring opportunities for discussion, and (g) extending inquiry into the civic lives of students. |
Preservice Teachers' Professional Noticing When Viewing Standard and 360 Video
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 72 (No. 3) |
| Halaman | : | 284-297 |
| Abstrak | : | Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers' professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology. |
Do you see what I-SEA? A Rasch analysis of the psychometric properties of the Inventory of Student Evolution Acceptance
| Pengarang | : | Gena C. Sbeglia, Ross H. Nehm |
| Nama Majalah/Jurnal | : | Science Education |
| Volume / Edisi | : | 103 (No. 2) |
| Halaman | : | 287-316 |
| Abstrak | : | Theoretical perspectives and empirical research suggest that acceptance of evolution may be contingent upon what is evolving (e.g., plants vs. humans) and the scale of change (microevolution vs. macroevolution). The Inventory of Student Evolution Acceptance (I-SEA) is the only instrument designed to measure acceptance at different evolutionary scales and in different evolutionary contexts. Nevertheless, current validity testing for this instrument remains limited and grounded in Classical Test Theory. In this study, we examine patterns of evolution acceptance using the I-SEA instrument in a large sample of undergraduates (n > 2,000 participants) from six semesters of an evolution-focused biology class. We examine three research questions: (RQ1) Does Rasch analysis support the psychometric properties of the I-SEA discussed by Nadelson and Southerland? (RQ2) How variable are I-SEA measures across semesters, and are they sensitive to evolution instruction? (RQ3) Are I-SEA measures comparable to evolution acceptance measures produced by the Generalized Acceptance of EvolutioN Evaluation? Our empirical results support theoretical claims that evolution acceptance does not appear to be a unidimensional construct among novice learners. We identify limitations of the I-SEA and recommend multiple modifications to improve instrument quality. |
KOMPUTER SEBAGAI SARANA PENEMUAN KEMBALI ARSIP
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Berita Arsip Nasional RI |
| Volume / Edisi | : | -/23, AGUSTUS (No. 23) |
| Halaman | : | 1-5 |
| Abstrak | : | - |
Preparing Teachers for Relationships With Students: Two Visions, Two Approaches
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 72 (No. 3) |
| Halaman | : | 271-283 |
| Abstrak | : | Meaningful teacher-student relationships are linked to a range of positive student outcomes. However, there is limited research on how teacher education programs attempt to prepare teachers to form relationships with students. This article employs comparative case methodology to explore how two different teacher residency programs-No Excuses Teacher Residency and Progressive Teacher Residency-attempt to prepare their teacher residents to form meaningful relationships with students. Drawing on theoretical work by Martin Buber and Paulo Freire, this article finds two very different approaches to teacher-student relationships: Instrumental and Reciprocal. It concludes by discussing the implications of each. |
Applying actor–network theory to identify factors contributing to nonpersistence of African American students in STEM majors
| Pengarang | : | Andre M. Green, Brenda R. Brand, George E. Glasson |
| Nama Majalah/Jurnal | : | Science Education |
| Volume / Edisi | : | 103 (No. 2) |
| Halaman | : | 241-263 |
| Abstrak | : | African American undergraduates’ decision to change from science, technology, engineering, and mathematics (STEM) majors while enrolled at a predominantly White university was the focus of this study. Through open-ended interviews, the students discussed circumstances leading to their nonpersistence. Commonly published reports on the lower percentages of graduates from this demographic, while useful, do not provide a comprehensive view of this underperformance. Therefore, it is necessary to divulge the experiences of the individuals accounted for in these statistics, requiring a methodological approach that captures and reports experiences from individuals’ vantage points. Actor–network theory (ANT) is a framework encouraging an understanding of the human experience through an identification of the complex networks and associated power dynamics that sustain and legitimize the systems in which they operate. According to ANT, individual's potential for achievement is directly related to their ability to successfully engage key actors, as well as successfully navigate the codes and structures that control access to power. Thus, ANT was used to examine the students’ experiences. Evidenced in their discussions were unresolved feelings around weak relations with faculty and peers, as well as being viewed through deficit models. These findings could be useful for interpreting the statistics representing the lower percentages of African American students in STEM. |
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 72 (No. 3) |
| Halaman | : | 267-270 |
| Abstrak | : | Abstrak tidak tersedia. |
BEBERAPA PENJELASAN TENTANG PENGERTIAN PENYUSUTAN ARSIP DALAM PP. 34/1979
| Pengarang | : | Boedi Martono |
| Nama Majalah/Jurnal | : | Berita Arsip Nasional RI |
| Volume / Edisi | : | -/24, DESEMBER (No. 24) |
| Halaman | : | 18-21 |
| Abstrak | : | Abstrak tidak tersedia. |
WARNA SEBAGAI KODE DALAM KEARSIPAN
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Berita Arsip Nasional RI |
| Volume / Edisi | : | -/24, DESEMBER (No. 24) |
| Halaman | : | 12-17 |
| Abstrak | : | Abstrak tidak tersedia. |