Psychosocial Predictors of Taiwanese Secondary Students' Self-Esteem

This study investigated the relationships between psychosocial factors and self-esteem 1,672 Taiwanese senior high school students (779 boys, 893 girls). Students from Kaohsiung City, Taiwan, completed a Chinese version of the Secondary Student Questionnaire (SSQ), which measures self-esteem, depression, anxiety, stereotyped thinking, personality, and satisfaction with nonacademic performance at school. Students were categorized into four groups: (a) high academic achievement/low self-esteem (HALS); (b) high academic achievement/high self-esteem (HAHS); (c) low academic achievement/ low-self esteem (LALS); and (d) low academic achievement/high self-esteem (LAHS). Results showed that two variables, personality/satisfaction and anxiety, were predictive self-esteem for all four groups. Depression was predictive for all groups except low achievement and high self-esteem (LAHS). Research recommendations and educational implications are discussed.Cette étude porte sur les liens entre des facteurs psychosociaux et l'estime de soi de 1 élèves taïwanais du secondaire (779 garçons, 893filles). Des élèves de Kaohsiung City, Taiwan ont complété une version chinoise du Secondary Student Questionnaire (SSQ) mesure l'estime de soi, la dépression, l'anxiété, les attitudes stéréotypées, le caractère et la satisfaction quant à la performance nonacadémique à l'école. Quatre catégories d'élèves ont été créées : (a) performance académique élevée/estime de soi pauvre (HALS) ; (b) performance académique élevée/estime de soi élevée (HAHS); (c) performance académique pauvre/estime de soi pauvre (LALS) ; et performance académique pauvre/estime de soi élevée (LAHS). Les résultats indiquent que deux variables, caractère/satisfaction et anxiété, étaient prédictives de l'estime de soi pour les quatre groupes. La dépression était une variable prédictive chez tous les élèves sauf pour le groupe caractérisé par une performance académique pauvre/estime de soi élevée. Nous discutons de recommandations de recherche et d'implications pédagogiques

Recommendations for Nanomedicine Human Subjects Research Oversight: An Evolutionary Approach for an Emerging Field

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/96363/1/j.1748-720X.2012.00703.x.pd

National Science Foundation Perspectives On The Nature Of Stem Program Evaluation

This chapter presents the historical and present perspectives on STEM educational program evaluation of the National Science Foundation (in particular, the Division of Research, Evaluation, and Communication). © 2006 Wiley Periodicals, Inc

Scope, Sequence & Coordination: 10th Grade Science (Evaluation Report)

Scope, Sequence & Coordination (SS&C) is a national teacher enhancement and curriculum development project committed to developing activities that help students become more scientifically literate as defined by the National Science Education Standards (NRC, 1995). The SS&C project is guided by the following principles: 1) every student should study every science subject every year, 2) science should explicitly take into account students' prior knowledge and experience, 3) students should be provided with a sequence of content from concrete experiences and descriptive expression to abstract symbolism and quantitative expression, 4) concepts, principles, and theories should be revisited at successively higher levels of abstraction, and 5) learning should be coordinated in the four science subjects so as to interrelate basic concepts and principles. SS&C was funded by the National Science Foundation to develop and implement the first year of a four year set of activities and this evaluation was designed to document the effect of the SS&C project in relation to the NRC standards. The purpose of this evaluation was to ascertain the effectiveness of the Scope, Sequence, and Coordination project on tenth grade student achievement of the National Science Education Standards

An Evaluation of Science Education in Minnesota: Grades 7-12

There is a national priority for change in education, and in science education particularly (1). In a review of national data, the National Science Board (2) states that American students perform poorly in comparison with students from other industrialized nations and even with students from some third world countries. The 1986 National Assessment of Educational Progress science assessment (3) provides evidence that student understanding of science concepts is improving from the recent past but still has not compensated for declines in the 1970s. The NAEP science data suggest that a majority of our nation\u27s 17-year-olds are poorly equipped for informed citizenship and productive performance in the workplace, let alone postsecondary studies in science. But what is the status of science education in Minnesota? Data from a survey of principals and science teachers in grades 7-12 conducted in 1989 throughout Minnesota can provide some answers. Two comprehensive questionnaires were designed, one for principals and one for science teachers, using items from previous assessments of science teachers both from within Minnesota ( 4,5) and from national surveys (6,7). This duplication of items allowed for comparisons within Minnesota over time and with science teachers nationally

Transforming the University: Preliminary Recommendations of the Task Force on Collaborative Research

In these two documents (preliminary report and executive summary), the task force makes recommendations in several areas, to further their mission: "To create a plan to identify and promote interdisciplinary, interprofessional, interscholastic, and inter-institutional partnerships/programs/activities, consistent with the University’s goal to become one of the top three public research universities in the world.The University must: • enhance the value of collaborative research and foster a culture in which it can flourish • provide incentives and recognition for collaborative work • develop mechanisms for bringing scholars together to promote the synergy provided by collaborative work • develop, recruit, retain, and provide opportunities for highly talented researchers to lead and administer important collaborative projects • support educational and training opportunities to make collaborative research understood and accessible to all participants • publicize internally and externally the important findings and outcomes of collaborative wor