Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

Cronbach’s alpha is a statistic commonly quoted by authors to demonstrate that tests and scales that have been constructed or adopted for research projects are fit for purpose. Cronbach’s alpha is regularly adopted in studies in science education: it was referred to in 69 different papers published in 4 leading science education journals in a single year (2015)—usually as a measure of reliability. This article explores how this statistic is used in reporting science education research and what it represents. Authors often cite alpha values with little commentary to explain why they feel this statistic is relevant and seldom interpret the result for readers beyond citing an arbitrary threshold for an acceptable value. Those authors who do offer readers qualitative descriptors interpreting alpha values adopt a diverse and seemingly arbitrary terminology. More seriously, illustrative examples from the science education literature demonstrate that alpha may be acceptable even when there are recognised problems with the scales concerned. Alpha is also sometimes inappropriately used to claim an instrument is unidimensional. It is argued that a high value of alpha offers limited evidence of the reliability of a research instrument, and that indeed a very high value may actually be undesirable when developing a test of scientific knowledge or understanding. Guidance is offered to authors reporting, and readers evaluating, studies that present Cronbach’s alpha statistic as evidence of instrument quality.

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The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education

The culture of education

The End of History and the Last Man

International studies have shown that interest in science and technology among primary and secondary school students in Western European countries is low and seems to be decreasing. In many countries outside Europe, and especially in developing countries, interest in science and technology remains strong. As part of the large-scale European Union funded ‘Science Education for Diversity’ project, a questionnaire probing potential reasons for this difference was completed by students in the UK, Netherlands, Turkey, Lebanon, India and Malaysia. This questionnaire sought information about favourite courses, extracurricular activities and views on the nature of science. Over 9,000 students aged mainly between 10 and 14 years completed the questionnaire. Results revealed that students in countries outside Western Europe showed a greater interest in school science, in careers related to science and in extracurricular activities related to science than did Western European students. Non-European students were also more likely to hold an empiricist view of the nature of science and to believe that science can solve many problems faced by the world. Multilevel analysis revealed a strong correlation between interest in science and having such a view of the Nature of Science.

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Global Patterns in Students’ Views of Science and Interest in Science

Discussions of citizenship and citizenship education have been conducted largely within the worldview of stable, Western societies and have been based on psychological models that emphasize individual cognition. The concepts of citizenship that evolved in this context have become taken for granted. But during the past decade, different concepts of citizenship have arisen from emergent democracies, from societies in transition, from the dissolution of the left-right spectrum in Western society, and from a changing perspective in psychological theory that attends to language and to social and cultural context. These developments have implications for defining the goals of citizenship education and for formulating educational programs, particularly in relation to identity, positioning, narratives, and efficacy.

Constructing the citizen

Constructing the Citizen

In Western thought, the relationship between the moral and political domains has been dominated by a version of political philosophy which, based on the distinction between ‘public’ and ‘private’, argues that the moral is different from the political. In parallel, and related to this, has been a delineation of the ‘political’ as concerned with structural aspects of representative democracy, privileging electoral behaviour in particular. We challenge this distinction on the basis that it is not useful for addressing the motivational dimensions of political behaviour, which are crucial for crafting citizenship education. We explore the ways in which the concept of citizenship has become contested in the realities of the range of contemporary political engagement, and how current debates, for example that between liberals and communitarians, expose the underlying moral perspectives behind their theory and their prescriptions. Emerging from this we present an argument for three different modes of civic engage...

Beyond conventional civic participation, beyond the moral‐political divide: young people and contemporary debates about citizenship

While American educators fret about the mediocre educational performance of American students in international contests (e.g. the Program for International Student Assessment) and wonder why the Chinese education system produces such high-achieving students, educators, journalists, and public officials in China want to know what causes and how to prevent the high levels of academic stress that Chinese students, their families, and their school systems experience. So far, much of the blame for these toxic levels of stress has been directed to the Gaokao, the Chinese national college entrance exam that takes place in June each year. But to date, top-down Chinese educational reforms have been ineffective in reducing the problem. In this article, we build a case for strengthening bottom-up efforts at the school level in China and propose an evidence-based approach for addressing the challenge of academic stress experienced by Chinese students.

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2014.1000477

Helen Haste

Papers

Global Patterns in Students’ Views of Science and Interest in Science

Constructing the citizen

Constructing the Citizen

Beyond conventional civic participation, beyond the moral‐political divide: young people and contemporary debates about citizenship

Academic stress in Chinese schools and a proposed preventive intervention program