Is science me? High school students' identities,participation and aspirations in science,engineering, and medicine     

Pamela R. Aschbacher  Erika Li  Ellen J. Roth 《科学教学研究杂志》2010,47(5):564-582

This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities, SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study, abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging; there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non‐science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 564–582, 2010  相似文献   

The Whole World in One Classroom: Teaching Across Traditions in a Cosmopolitan Environment     

Erika Hasebe-Ludt 《Interchange》1999,30(1):39-55

This paper reflects on the implications of exploring the intertextual strands of language and culture at work and play in an urban Canadian elementary school classroom in which the author became a teacher researcher. For close to three years, she documented the processes of writing, of action and reflection as part of a hermeneutical inquiry into the lived curriculum of the students and teachers engaged in working with culturally diverse texts and in becoming actors in the multiple plays of language for the purpose of both local and global communications.  相似文献   

75 e‐learning activities: Making online learning interactive by Ryan Watkins     

Erika R. Gilmore 《Performance Improvement》2006,45(1):49-50

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TEACHER DISTRESS AND THE ROLE OF EXPERIENTIAL AVOIDANCE     

Erika Hinds  Laura Backen Jones  Jeffrey M. Gau  Kathleen K. Forrester  Anthony Biglan 《Psychology in the schools》2015,52(3):284-297

Teachers’ psychological well‐being is important for teachers and students, but teaching is highly stressful, particularly in special education. We examined the role of experiential avoidance (EA) in the well‐being of 529 middle and elementary school teachers. EA involves the tendency to avoid thoughts, feelings, and other internal experiences, even when doing so causes long‐range consequences. Using a teacher‐specific measure, we investigated EA's relationship to stress associated with student misbehavior and limited social support. We also assessed EA's relationship to burnout and depression, finding EA significantly and moderately correlated with depression and all scales of Maslach's Burnout Inventory. Mediation analyses showed EA mediated the relationship between stress associated with student behavior and measures of well‐being. We found 26.8% of teachers to be mildly, 8.9% moderately, and 2.8% moderately severely or severely depressed. This evidence concurs with studies showing the value of mindfulness‐based interventions and points to the utility of implementing interventions aimed at decreasing EA in teachers.  相似文献   

Sex and sensibility: The role of social selection     

Erika L. Milam  Roberta L. Millstein  Angela Potochnik  Joan E. Roughgarden 《Metascience》2011,20(2):253-277

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Zur sportlichen Sozialisation von Schülern in der Familie     

Manfred Messing  Dieter Voigt 《Sportwissenschaft》1979,9(4):396-415

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Language Use Contributes to Expressive Language Growth: Evidence From Bilingual Children          下载免费PDF全文

Krystal M. Ribot  Erika Hoff  Andrea Burridge 《Child development》2018,89(3):929-940

The unique relation of language use (i.e., output) to language growth was investigated for forty‐seven 30‐month‐old Spanish–English bilingual children (27 girls, 20 boys) whose choices of which language to speak resulted in their levels of English output differing from their levels of English input. English expressive vocabularies and receptive language skills were assessed at 30, 36, and 42 months. Longitudinal multilevel modeling indicated an effect of output on expressive vocabulary growth only. The finding that output specifically benefits the development of expressive language skill has implications for understanding effects of language use on language skill in monolingual and bilingual development, and potentially, for understanding consequences of cultural differences in how much children are expected to talk in conversation with adults.  相似文献   

ADVANCES IN THE ASSESSMENT OF YOUNG BILINGUALS: COMMENTS ON FLOCCIA ET AL     

Erika Hoff  Cynthia Core 《Monographs of the Society for Research in Child Development》2018,83(1):109-123

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Relations among school connectedness,hope, life satisfaction,and bully victimization     

Sukkyung You  Michael J. Furlong  Erika Felix  Jill D. Sharkey  Diane Tanigawa  Jennifer Greif Green 《Psychology in the schools》2008,45(5):446-460

This study investigates the role of school connectedness in mediating the relation between students' sense of hope and life satisfaction for three groups: Bullied Victims, Peer Victims, and Nonvictims. Students in grades 5 to 12 (N = 866) completed the California Bully/Victim Scale, School Connectedness Scale, Children's Hope Scale, and Students' Life Satisfaction Scale. Multigroup latent mean analysis revealed significant group mean differences in hope, school connectedness, and life satisfaction, supporting our bullying classification. Multigroup structural model analysis showed differential patterns between hope, school connectedness, and life satisfaction. Specifically, school connectedness partially mediated the relation between hope and life satisfaction for the Nonvictims only. The effect of hope on school connectedness was stronger for the Bullied Victims than the Nonvictims, and the effect of hope on life satisfaction was stronger for the Peer Victims and Bullied Victims than the Nonvictims group. Implications for research and practice are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students' science identities     

Shannon Gilmartin  Nida Denson  Erika Li  Alyssa Bryant  Pamela Aschbacher 《科学教学研究杂志》2007,44(7):980-1009

To examine how school characteristics are tied to science and engineering views and aspirations of students who are underrepresented in science and engineering fields, this mixed‐methods study explores relationships between aspects of students' science identities, and the representation of women among high school science teachers. Quantitative analyses tested the hypothesis that percent female faculty would have a positive effect on girls' science interests, and perceptions in particular, given the potentially greater availability of women role models. Findings indicate that percent female science faculty does not have an effect on a range of science measures for both male and female students, including the ways in which they understand scientific practice, their science self‐concept, and their interest in science‐related college majors. As qualitative data demonstrate, this could reflect practical constraints at schools where female faculty are concentrated and narrow perceptions of science teachers and “real” science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 980–1009, 2007  相似文献