Doing a science project: Gender differences during childhood     

Lauren B. Adamson  Martha A. Foster  Martha L. Roark  Donna B. Reed 《科学教学研究杂志》1998,35(8):845-857

By adolescence, men's participation and achievement in science exceeds women's. This article reports a case study that examined the beginnings of this gender differentiation during a naturally occurring academic activity that was designed to support and guide young children's interest in doing science. Data were collected during 2 successive years of a science fair for children in Grades 1–6 of a progressive private school. A total of 268 projects were characterized in terms of achievement and area of science. Parents provided information about the way children selected and created projects. In both years and in all grade levels, boys tended to choose to work in the physical sciences, and girls in the biological and social sciences. Peer collaborations were exclusively same sex. Achievement and parental involvement were not gender related. Factors are discussed that might lead to an early divergence of boys' and girls' interests in science within a context that promotes its exploration. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 845–857, 1998.  相似文献   

Software for calculating blood lactate endurance markers   总被引：2，自引：2，他引：0  

Newell J  Higgins D  Madden N  Cruickshank J  Einbeck J  McMillan K  McDonald R 《Journal of sports sciences》2007,25(12):1403-1409

Blood lactate markers are used as summary measures of the underlying model of an athlete's blood lactate response to increasing work rate. Exercise physiologists use these endurance markers, typically corresponding to a work rate in the region of high curvature in the lactate curve, to predict and compare endurance ability. A short theoretical background of the commonly used markers is given and algorithms provided for their calculation. To date, no free software exists that allows the sports scientist to calculate these markers. In this paper, software is introduced for precisely this purpose that will calculate a variety of lactate markers for an individual athlete, an athlete at different instants (e.g. across a season), and simultaneously for a squad.  相似文献   

The pragmatics of payment: adventures in first-person economy with Bill Maurer     

Lauren Tooker  Bill Maurer 《Journal of Cultural Economy》2016,9(3):337-345

Bill Maurer, Dean of the School of Social Sciences, Professor of Anthropology and Law, and Director of the Institute for Money, Technology and Financial Inclusion, all at the University of California, Irvine, has recently joined the Journal of Cultural Economy editorial team. Here, we reproduce an interview with him by Lauren Tooker from September 2014.  相似文献   

Uncovering the images and meanings of international organizations (IOs) in higher education research     

Riyad A. Shahjahan  Meggan Madden 《Higher Education》2015,69(5):705-717

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Effects of degree of segmentation and learner disposition on multimedia learning          下载免费PDF全文

Peter E. Doolittle  Lauren H. Bryant  Jessica R. Chittum 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1333-1343

The construction of asynchronous learning environments often involves the creation of self‐paced multimedia instructional episodes that provide the learner with control over the pacing of instruction (segmentation); however, does the amount of segmentation impact learning? This study explored the effects of the degree of segmentation on recall and application of new knowledge and the nature of learner dispositions toward segmentation. Undergraduate students (n = 212) were randomly assigned to engage in a 9‐minute multimedia tutorial (ie, instructionally designed video‐based presentation) addressing historical inquiry that was divided into 1, 7, 14 or 28 segments (degree of segmentation) where students had control over when each segment began via a “Continue” button. Students' dispositions toward the segmentation—helped learning, made learning easier, made learning confusing, was annoying or seemed appropriate—were also measured. Results indicated that increased segmentation facilitated recall and application; however, learners perceived a high degree of segmentation (28 segments) more negatively. Overall, these results indicate that increased segmentation within a multimedia instructional environment has a positive influence on recall and application, regardless of the learner's disposition toward the segmentation.  相似文献   

Preparing Doctoral-Level Consultants for Systems Change: Implementing and Supervising Multitiered Practices in Early Childhood Education     

Lauren Donovan  Dacia McCoy  Hilary Denune  David W. Barnett  Janet L. Graden  Victoria Carr 《Journal of educational and psychological consultation》2015,25(2-3):252-275

Implementing changes that support a preventative approach in early childhood education (ECE) requires the collaboration of skilled professionals. The present case study describes a change effort to implement multitiered systems of support (MTSS) in early childhood settings that included collaboration of agency personnel, school psychology program faculty and trainees, and ECE faculty. It describes a competency-based training initiative that provides applied experiences in consultation, supervision, and change facilitation for systems change efforts. The implementation of a systems-level approach for promoting positive behavior at three ECE agencies is described, with resulting teacher and child outcomes. Implications for future consultation research, training, and practice are discussed in relation to a consultation training model that provides competency-based field experiences to support change in ECE.  相似文献   

Lessons Learned While Completing a Needs Assessment of ITSS,Inc. Career Development Opportunities: A Case Study     

Janice Aull  Jeff Bartley  Colleen Olson  Lauren Weisberg  Donald Winiecki 《Performance Improvement Quarterly》2016,28(4):7-26

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Prospective Elementary Teachers’ Analysis of Children’s Science Talk in an Undergraduate Physics Course     

Danielle B. Harlow  Lauren H. Swanson  Valerie K. Otero 《Journal of Science Teacher Education》2014,25(1):97-117

We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students’ science ideas and restate these ideas in scientific terms. Based on this research, we inferred that analyzing children’s ideas through videos provides a meaningful context for applying conceptual physics knowledge in physics courses. Activities that are embedded within a disciplinary curriculum, such as those studied here, may help prospective teachers learn to use disciplinary knowledge in exactly the type of activity in which their content knowledge will be most useful: listening to and interpreting children’s science ideas.  相似文献   

Providing an information prescription in veterinary medical clinics: a pilot study     

Lori R. Kogan  Regina Schoenfeld-Tacher  Lauren Gould  Ann R. Viera  Peter W. Hellyer 《Journal of the Medical Library Association》2014,102(1):41-46

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Adolescents’ developing awareness of inequality: Racial and ethnic differences in trajectories     

Laura Wray-Lake  Lauren Alvis  Jason A. Plummer  Jennifer Shubert  Amy K. Syvertsen 《Child development》2023,94(2):439-457

To advance knowledge of critical consciousness development, this study examined age-related change in awareness of inequality by race and ethnicity, gender, parent education, generation status, and their interactions. With longitudinal data (2013–2017) from 5019 adolescents in grades 6–12 (55.0% female) from California, Minnesota, and West Virginia, multigroup second-order latent growth curves were estimated for Black (13.7%), Latinx (37.0%), Asian (8.1%), and white (41.3%) youth. Black, Latinx, and Asian adolescents increased awareness of inequality longitudinally; white youth showed no change. Multiracial youth accelerated awareness of inequality in mid-adolescence; changes in race and ethnicity predicted decline, followed by increases. Girls with more educated, immigrant-origin parents started out more aware of inequality. Results signal the need for race-specific and intersectional approaches to studying critical consciousness development.  相似文献