WorldCat Identities

Gambro, John S.

Overview
Works: 5 works in 5 publications in 1 language and 10 library holdings
Roles: Author
Publication Timeline
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Most widely held works by John S Gambro
A National Survey of Environmental Knowledge in High School Students Levels of Knowledge and Related Variables by John S Gambro( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

The objectives of this study are to assess the current environmental knowledge base in a national probability sample of American high school students, and examine the distribution of environmental knowledge across several variables which have been found to be related to environmental knowledge in previous research (e.g. education and gender). Tenth-grade and 12th-grade environmental knowledge was operationally defined as a student's score on a subscale of seven survey items. The analysis revealed low levels of environmental knowledge. A majority of students were able to recognize basic facts concerning environmental problems; however, most students could not apply their knowledge in order to comprehend the consequences or potential solutions related to the problems. Students also demonstrated extremely little growth in environmental knowledge from 10th-grade to 12th-grade. Parental level of education, quantity of high school science courses, and gender (in favor of males) all were found to be significantly related to the students' levels of environmental knowledge. Educational implications and recommendations are discussed in terms of the results of the study. Includes the survey questionnaire. (Author/LZ)
The Environmental Worldview of Preservice Teachers. Draft by John S Gambro( Book )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

The primary objective of this study was to examine the environmental worldview of preservice teaches at a midwestern liberal arts college. As an indicator of environmental worldview, the New Environmental Paradigm (nep) scale was used. Three research questions were examined: (1) What is the environmental worldview of preservice teachers?; (2) Are the worldviews consistent across all three dimensions of the scale?; And (3) Do education majors have different environmental worldviews as compared to other college students? Subjects were 147 undergraduate students. Data were collected from students at all levels of education. Sixty-four percent were enrolled in the teacher education program. The results indicated that a clear majority of preservice teachers held an environmentally friendly worldview. Some variations did appear when considering the preservice teachers' worldviews across all three dimensions of the scale. The strongest areas of agreement with the nep were in the "Balance of Nature." Similar agreement was found on the "Man over Nature" dimension. The weakest area of agreement with the nep was the "Limits to Growth" dimension with only 68 percent agreement across that dimension's four statements. Preservice teachers generally had a similar environmental worldview when compared with other college students. (Contains 10 references.) (Author/JB)
Alternative Assessment in Educational Psychology A Case Analysis. Draft by John S Gambro( Book )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

This study describes an innovative alternative assessment program used in an undergraduate educational psychology course. Subjects were 60 undergraduate students enrolled in a teacher preparation program at a midwestern liberal arts college. Each student was required to demonstrate mastery of course objectives through a course portfolio. The study also investigated the program's effectiveness in terms of students' attitudes and beliefs using both quantitative and qualitative data. The results indicated that many of the outcomes sought by educational psychology teachers (e.g., higher-order thinking, more quality time spent on assignments, and intrinsic motivation) were achieved with the use of alternative forms of assessment. Ancillary benefits in terms of perceived writing and technological skills were identified as well. Positive and negative dimensions of the program were examined. Appendixes present a modified course syllabus and contain the assessment program questionnaire frequencies. (Contains 6 references.) (SLD)
Locus of Control as a Motivational Determinant of Environmental Knowledge in High School by John S Gambro( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

The purpose of this study is to examine multiple influences on twelfth-grade environmental knowledge for a national probability sample of high school students. A longitudinal model was developed and tested incorporating background factors (socioeconomic status and gender) and intervening variables (internal locus of control, level of science class, and informal science education). The variables were placed in the model such that the developmental process of environmental knowledge from tenth-grade to twelfth-grade could be examined. Results revealed that environmental knowledge is the complex result of several diverse variables working collectively. All of the variables in the model made significant contributions (in terms of direct and indirect effects) to environmental knowledge. Of particular interest was the influence of internal locus of control on twelfth-grade environmental knowledge. Aside from the baseline measure, tenth-grade knowledge, internal locus of control had the strongest direct influence on twelfth-grade environmental knowledge. This finding suggests that individuals with an internal locus of control seem to be motivated to obtain more environmental knowledge than those students with an external locus of control. (Author/LZ)
A Model of Twelfth-Grade Environmental Knowledge by John S Gambro( Book )

1 edition published in 1991 in English and held by 2 WorldCat member libraries worldwide

The paper presents a model comprised of variables which are hypothesized to contribute to environmental knowledge in high school students. The model assumes that environmental knowledge in high school is a function of background factors (socioeconomic status and gender) which are in place before high school and intervening factors which mediate the effects of these background factors (locus of control, highest level of science class taken, and informal science activities). The sample consists of a national probability sample made up of approximately 2,900 high school students who are participating in the Longitudinal Study of American Youth. Bivariate analysis was used to examine the relationships between environmental knowledge and independent variables. Multiple regression procedures were used to analyze direct and indirect relationships among independent and dependent variables. Socioeconomic status, being male, and internal locus of control were all positively related to environmental knowledge. As expected, the level of science and amount of informal science exposure were also positively related to environmental knowledge. Implications for environmental education and recommendations for future models and research in this area are given. (Lz)
 
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