Sex, grade-level and stream differences in learning environment and attitudes to science in Singapore primary schools

Learning environment research provides a well-established approach for describing and understanding what goes on in classrooms and has attracted considerable interest in Singapore. This article reports the first study of science classroom environments in Singapore primary schools. Ten scales from the What Is Happening In this Class?, Constructivist Learning Environment Survey and Test Of Science Related Attitudes were administered to 1,081 students in 55 classes. Factor and reliability analyses provided strong support for this widely-applicable questionnaire for assessing Involvement, Teacher Support, Investigation, Task Orientation, Cooperation, Personal Relevance, Uncertainty, Student Negotiation, Attitude to Inquiry and Enjoyment of Science Lessons among Singaporean primary-school students. Statistically significant findings of small magnitude emerged for sex differences, grade-level differences, stream differences, the stream–by–sex interaction and the grade–by–stream interaction

Changes in Beginning Teachers\u27 Attitudes Towards Individualised Teaching Approaches During the First Year of Teaching

It is generally acknowledged that the beginning months of teaching can be a formidable and even painful ordeal for many teachers. For this reason, the beginning teacher has been the focus in a number of key studies conducted recently in various countries. The recent Auchmuty Report has recommended that teacher education research should include Iongitudinal studies of the socialisation of teachers, covering ... the early years of teaching, with particular reference to the acquisition of professional attitudes and values. The present research is consistent with this recommendation because it represents one of the few existing studies of specific pedagogical attitudes among beginning teachers

Doctoral supervision in virtual spaces: A review of research of web-based tools to develop collaborative supervision

Supervision of doctoral students needs to be improved to increase completion rates, reduce attrition rates (estimated to be at 25% or more) and improve quality of research. The current literature review aimed to explore the contribution that technology can make to higher degree research supervision. The articles selected included empirical studies that sought to improve supervision through the use of technology. The literature search focused on technology, supervision and pedagogical supervision, and supervisor–supervisee relationships. Eighteen empirical articles, including Web 2.0 settings, were examined in relation to whether web-based tools could influence the training of doctoral students, be effective in supporting students, and reduce the breakdowns in supervisory relationships. With a few exceptions, these studies showed that Web 2.0 tools enabled greater dialogue and interaction between the student and supervisor rather than a passive viewing of content. They created virtual spaces that combined technology and pedagogy into a process where research projects could be developed in a more collegial and collaborative way. It appeared that combining technology with pedagogy translated into more innovative ways to undertake supervision, particularly participatory supervision. The need for digital pedagogies that facilitate multidimensional changes in higher degree supervision was identified for future research

Application for a Change Agent Strategy in Dissemination of an Australian Innovation

Several excellent reviews of the general education change and innovation literature exist and this literature indicates that a widely adopted strategy for planned development and dissemination of curriculum innovations has been the Research, Development and Diffusion (RD&D) model. This empirical-rational strategy involves the initial development of teacher-proof curriculum packages followed by mass dissemination which assumes that teachers\u27 adaptation and translation problems have been largely anticipated and accommodated. The RD&D strategy, however, has recently provoked increasing skepticism because teachers and schools often have failed to adopt new curriculum materials, to implement them in ways envisaged by the developers, or to continue their use for a sustained period. These problems have led to the conclusion that the manner in which an innovation is introduced is as important to its effectiveness as the qualities of the innovation itself

Use Of Student Perceptions In Facilitating Improvement In Classroom Environment

Probably the best known and most widely used technique for studying teaching in order to improve it is classroom interaction analysis (Dunkin & Biddle, 1974; Peterson & Walberg, 1979). The coding ot classroom communication (usually verbal) according to category schemes has been used extensively and successfully in preservice and inservice education as a way of making teachers aware of and subsequently improving their own teaching. Used for this purpose, interaction analysis has provided teachers with a method of obtaining specific feedback on their classroom practice and a firm basis for reflection, discussion, and improvement related to their teaching. As an alternative to interaction analysis, student perceptions of their classroom environment can provide teachers with feedback on their teaching as a basis for guiding improvements in classrooms. Despite the potential usefulness of student perceptions for this purpose, surprisingly little attention has been given to exploring how educators might use feedback based on environment assessments to facilitate nvironmental change. The purpose of this paper is to describe a study in which information about students\u27 classroom environment perceptions were used successfully as a basis for guiding improvements in the environment of a particular classroom. Prior to reporting the study itself, attention in the following sections is focussed briefly on (1) related literature, (2) classroom environment research, and (3) the instrument used in the present work to assess student perceptions of classroom environment (namely, the Individualized Classroom Environment Questionnaire)

Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach

The purpose of our study was to examine the effects of two psychosocial features of the classroom environment (teacher support and personal relevance) on college students’ academic self-efficacy and enjoyment of mathematics lessons. Data collected from 352 mathematics students attending three higher education institutions in the United Arab Emirates were used to validate the questionnaires and to investigate the hypothesized relationships. Structural equation modeling analysis suggests that teacher support and personal relevance are influential predictors of enjoyment of mathematics lessons and academic self-efficacy. L’objectif de cette étude est d’examiner les effets de deux facteurs psychosociaux de la salle de classe (soutien des enseignants et pertinence personnelle) sur l’auto-efficacité académique des étudiants universitaires et du plaisir qu’ils retirent des cours de mathématiques. On a puisé dans des données recueillies chez 352 étudiants en mathématiques de trois institutions d’études supérieures aux Émirats arabes unis pour valider les questionnaires et vérifier les relations postulées. Une analyse de la modélisation par équation structurelle laisse supposer que le soutien des enseignants et la pertinence personnelle ont constitué des facteurs de prévision influents quant au plaisir que retirent les étudiants des cours de mathématiques et à leur auto-efficacité académique

Using teacher action research to promote constructivist learning environments in South Africa

The primary focus was to assist South African teachers to become reflective practitioners in their daily mathematics classroom teaching. The study involved a combination of quantitative and qualitative research methods. Quantitative data were collected using the Constructivist Learning Environment Survey (CLES) to assess learners' perceptions of the emphasis on constructivism in the classroom environment. In the first phase of the study, the CLES was administered to 1 864 learners in 43 classes and analysed to determine whether the CLES is valid and reliable for use in South Africa. As well, descriptive analysis was used to generate graphical profiles of learners' perceptions of the actual and preferred learning environment for each class. During the second 12-week intervention phase, two teachers used the profiles to assist them to develop strategies aimed at improving the constructivist orientation of their classroom learning environments. The teachers implemented strategies and maintained a daily journal as a means of reflecting on their teaching practices. At the end of the 12 weeks, the CLES was re-administered to learners to determine whether their learners' perceptions of the constructivist emphasis in their classroom learning environments had changed. South African Journal of Education Vol.24(4) 2004: 245-25

Ionic liquids for enzymatic sensing

The key challenges currently faced in lab-on-a-chip biochemical sensor developments are device reliability and power consumption. The major issues faced in terms of device reliability are liquid handling over extended periods of time, as the micro-dimensioned fluidic channels are prone to blockage, and unreliable micro pumps/valves. The overall aim of this proposal is to develop a biocompatible molecular sensor that will address these key issues which are holding back biocompatible sensors technologies, and thus to develop an innovative class of sensing technology at the forefront of molecular sensing. [1] Over the past decade conducting polymer electrodes have played an important role in bio-sensing and actuation. [2] Recent developments in the field of organic electronics have made available a variety of devices that bring unique capabilities at the interface with biology. [3,4] One example is organic electrochemical transistors (OECTs) that are being developed for a variety of bio-sensing applications, including the detection of ions, [5] and metabolites, such as glucose [6] and lactate [7]. Room temperature ionic liquids (RTILs) are organic salts, which are liquid at ambient temperature. Their non-volatile character and thermal stability makes them an attractive alternative to conventional organic solvents. [8] To this end, we propose to exploit enzymatic doped ionogels - new materials for inherently biocompatible molecular sensors. These particular sensors are hybrid materials that consist of monomeric components polymerised within biocompatible ionic liquids, thus allowing various platforms for modification. Further investigation shows that these sensing platforms can be incorporated into flexible materials such as carbon cloth and can be utilised for bio-sensing. Furthermore, we envisage that the proposed sensing devices can be incorporated into fabrics for “wearable” health care devices thus providing clear benefits the public health service. Long term ambitions are to build a research career with a focus on academia and industrial research collaborations. The proposed time in DCU would allow myself to demonstrate adaptability and diversity and to highlight the transferable nature of my skills through the publication of peer review articles and the securing of patents. It is hoped that the research and project management experience gained through collaborations and contacts will allow me to further my career through more senior positions and grants. Through current collaborations, engineering and chemistry support from members of the Adaptive Sensor Group has already been secured for the proposed project. Expanding my research profile through further publications and both domestic and international presentations of the research. Existing collaborations held by myself (Doug MacFarlane’s / Ekaterina Izgorodina’s group, Monash University, Gloria Elliott’s group, UNCC, North Carolina and George Malliaras & Róisín Owens at the Ecole Nationale Supérieure des Mines de Saint Etienne) will be of considerable benefit to the project

Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment

The aim of the present study was to test hypotheses of the trans-contextual model. We predicted relations between perceived autonomy support, autonomous motivation toward mathematics learning activities in an educational context, autonomous motivation toward mathematics homework in an out-of-school context, social-cognitive variables and intentions for future engagement in mathematics homework, and mathematics homework outcomes. Secondary school students completed measures of perceived autonomy support from teachers and autonomous motivation for in-class mathematics activities; measures of autonomous motivation, social-cognitive variables, and intentions for out-of-school mathematics homework; and follow-up measures of students' mathematics homework outcomes: self-reported homework engagement and actual homework grades. Perceived autonomy support was related to autonomous motivation toward in-class mathematics activities. There were trans-contextual effects of autonomous motivation across educational and out-of-school contexts, and relations between out-of-school autonomous motivation, intentions, and mathematics homework outcomes. Findings support trans-contextual effects of autonomous motivation toward mathematics activities across educational and out-of-school contexts and homework outcomes