Zobrazeno 1 - 10
of 19
pro vyhledávání: '"R. G. Hacker"'
Autor:
M. J. Rowe, R. G. Hacker
Publikováno v:
The Curriculum Journal. 9:95-103
The National Curriculum in the UK is the archetype of centre‐periphery curriculum reform. This article examines whether it has succeeded with particular reference to science. It concludes that changes in classroom behaviours are the opposite of tho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3a04f58600b3f21f8cbb2bac44aad979
https://doi.org/10.1080/0958517970080108
https://doi.org/10.1080/0958517970080108
Autor:
M. J. Rowe, R. G. Hacker
Publikováno v:
International Journal of Science Education. 19:997-1004
A study of science classroom behaviours reported by Eggleston et al. (1976) was replicated in 60 secondary school classrooms where the National Curriculum was being followed. Key teacher and pupil characteristics were matched across the two samples,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::04dbe644bf744edec01b712000a3d564
https://doi.org/10.1080/0950069970190901
https://doi.org/10.1080/0950069970190901
Autor:
M. J. Rowe, R. G. Hacker
Publikováno v:
Journal of Research in Science Teaching. 30:223-231
The aim of this study was to quantify possible changes in the classroom learning experiences of high- and low-ability pupils, which might accompany an organizational change from streamed to mixed-ability classes for learning science in secondary scho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::98646d051d0d9e042cd22387931fc402
https://doi.org/10.1002/tea.3660300302
https://doi.org/10.1002/tea.3660300302
Autor:
R. G. Hacker
Publikováno v:
International Journal of Science Education. 14:527-539
In the first part of this paper, studies are reviewed which suggest that gender differences in science achievement can be explained entirely in terms of social factors, and which also suggest that these differences could be eliminated, or even revers
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ad2bedb20043fcf217b352ea00caab8e
https://doi.org/10.1080/0950069920140505
https://doi.org/10.1080/0950069920140505
Autor:
M. Harris, R. G. Hacker
Publikováno v:
Studies in the Education of Adults. 24:217-224
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::00d98e91c303ddd2f9f52852d2ab4709
https://doi.org/10.1080/02660830.1992.11730574
https://doi.org/10.1080/02660830.1992.11730574
Autor:
R. G. Hacker
Publikováno v:
International Journal of Science Education. 13:439-445
A study of the interactions of girls and boys in co‐educational, secondary‐school science lessons is described. One hundred and forty four lessons taught by 12 teachers were recorded and analysed. A few differences in frequencies of behaviours in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::131e3acb1fcb662083b111e2037356a3
https://doi.org/10.1080/0950069910130407
https://doi.org/10.1080/0950069910130407
Publikováno v:
British Journal of Educational Psychology. 49:51-59
Summary. A British observational study of science classroom interactions was replicated in Atlantic Canada with 33 teacher-class units. Observational data from the Canadian classrooms were cluster-analysed and two preferred teaching styles emerged fr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2a67eefad1992ab27bed77a09fb350e3
https://doi.org/10.1111/j.2044-8279.1979.tb02396.x
https://doi.org/10.1111/j.2044-8279.1979.tb02396.x
Autor:
R. G. Hacker, D. S. G. Carter
Publikováno v:
British Educational Research Journal. 13:261-269
An exploratory study of teaching styles in 40 social studies classrooms was described. Observational data were cluster‐analysed and three teaching styles were described. It was found that inexperienced teachers favoured an informational teaching st
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::280ec92820a893e34947916c4f600602
https://doi.org/10.1080/0141192870130304
https://doi.org/10.1080/0141192870130304
Autor:
R. G. Hacker, J. N. Miles
Publikováno v:
Research in Science Education. 10:119-127
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b09a12e53990b94910e4ac32d4bd4ba7
https://doi.org/10.1007/bf02356316
https://doi.org/10.1007/bf02356316
Autor:
R. G. Hacker
Publikováno v:
Educational and Psychological Measurement. 49:269-275
Four Piagetian group tests called the Science Reasoning Tasks (SRT) were administered to 201 subjects. For each test, a unidimensional latent trait analysis confirmed a single factor hypothesis. Comparison with a similar analysis of Lawson's Classroo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::349f88d1664ac93b9daa38222cc2e475
https://doi.org/10.1177/0013164489491030
https://doi.org/10.1177/0013164489491030