Development of Math Attitudes and Math Self-Concepts: Gender Differences,Implicit–Explicit Dissociations,and Relations to Math Achievement     

Dario Cvencek  Ružica Brečić  Dora Gaćeša  Andrew N. Meltzoff 《Child development》2021,92(5):e940-e956

Three hundred and ninety-one children (195 girls; M_age = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.  相似文献   

The viralization of online education: Learning beyond the time of the coronavirus     

Rossini  Tatiana Stofella Sodré  do Amaral  Miriam Maia  Santos  Edméa 《Prospects》2021,51(1-3):285-297

PROSPECTS - In response to the global crisis resulted from the spread of the coronavirus in Brazil, many schools and universities suspended face-to-face classes and began to offer remote classes...  相似文献   

Mandatory voice: Implementation of a district‐led student‐voice program in urban high schools     

Regina J. Giraldo‐García  Adam Voight  Meagan O'Malley 《Psychology in the schools》2021,58(1):51-68

This qualitative case study explores how urban high schools implement a district‐initiated student‐voice program, referred to as Student Advisory Committees, intended to improve school climate. The study uses an implementation science framework to analyze interview data from principals and advisors in 22 urban high schools. An iterative, top–down thematic analytic procedure was used for analysis and interpretation of the data. The results suggest wide variation in how the program was implemented in terms of fidelity, dosage, quality, program reach, and adaptation, with contextual school factors—namely, principal and school characteristics—that help to explain this variation. In addition, the findings indicate that these contextual factors had a significant influence on how the school district implemented the student advisory committees. The authors discuss the implications for program implementation in the context of urban school districts and for school psychologists.  相似文献   

Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year,Low-Income Students     

Perez  Rosemary J.  Acuña  Arely  Reason  Robert D. 《Innovative Higher Education》2021,46(6):623-641

Innovative Higher Education - This embedded case study leveraged Rendón’s (1994) validation theory as well as theories connecting self-reflection and transformative learning (e.g.,...  相似文献   

Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables     

Högemann  Julia  Cunha  Jennifer  Núñez  José Carlos  Vallejo  Guillermo  Rodríguez  Celestino  Rosário  Pedro 《Reading and writing》2021,34(7):1681-1710

Reading and Writing - Many young students experience difficulties mastering writing, and are designated as students struggling with writing. Teacher feedback on writing is an educational tool...  相似文献   

Images of Science Linked to Labwork: A Survey of Secondary School and University Students     

Séré  Marie-Geneviève  Fernandez-Gonzalez  Manuel  Gallegos  Jose A.  Gonzalez-Garcia  Francisco  De Manuel  Esteban  Perales  F. Javier  Leach  John 《Research in Science Education》2001,31(4):499-523

This paper presents findings about the images of science drawn upon in laboratory work, by upper secondary and university students, in academic streams with a science focus. Data were collected through four written questions, administered to a total of 368 students. The questions all required students to comment on laboratory investigations carried out by research scientists or by science students. We show that students' reasoning has an epistemological and an ontological dimension, and that it often differs significantly from accepted perspectives on the nature of science. The issue for teaching appears to be showing students what counts (and what does not count) as appropriate reasoning in actual situations. In other words, explicit teaching about the various relationships that can exist between theory and data would transform labwork towards a more critical process that involves making and justifying decisions.  相似文献   

Challenges in identifying target skills for math disability screening and intervention   总被引：1，自引：0，他引：1  

Mazzocco MM 《Journal of learning disabilities》2005,38(4):318-323

Gersten, Jordan, and Flojo (in this series) review their research on math difficulties, with an emphasis on applying current knowledge to inform practices of early identification and intervention. On a practical level, educators are in dire need of empirically based screening and intervention tools. From a scientific perspective, it is important to recognize the need to clearly define what we seek to identify and remediate, and to acknowledge that we are currently far from achieving this goal despite recent advances in the field. Among the studies reviewed by Gersten et al., as well as other studies by several other researchers, there is much variability in how mathematics difficulties are defined and measured, and even in the terms used to refer to them. I address the degree of consensus and controversy currently characterizing the state of math learning disabilities research, with an emphasis on the usefulness of a developmental perspective in appraising this young field.  相似文献   

Outreach initiatives operated by universities for increasing interest in science and technology     

Lena Gumaelius  Monica Almqvist  Anna Árnadóttir  Anders Axelsson  J. Alberto Conejero  José P. García-Sabater 《European Journal of Engineering Education》2016,41(6):589-622

ABSTRACT

Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university's normal activities, and one where outreach activities are designed specifically for the visiting students.  相似文献   

Financing constraints and corporate investment:an empirical analysis of china’s manufacturing firms     

孔煜 《重庆大学学报(英文版)》2005,(3)

1 Introduction 1 As the manifestation of corporate investment decision, corporate investment behavior has been the focus of scholars and practitioners’ discussion. At present, empirical studies about corporate investment mainly focus on two broad issues. One of the two issues is the relationship between financing constraints and investment-cash flow sensitivity in incomplete market. For example, Fazzari, Hubbard and Petersen [1] found that there is significantly positive relationship betwee…  相似文献   

Hanging tough: post-PhD researchers dealing with career uncertainty     

Isabelle Skakni  María del Carmen Calatrava Moreno  Mariona Corcelles Seuba  Lynn McAlpine 《高等教育研究与发展》2019,38(7):1489-1503

ABSTRACT

This study examines the impact of career uncertainty on post-PhD researchers’ experiences. Drawing on an identity-trajectory approach and a qualitative design, we analysed experiences of post-PhDs from the UK and Switzerland. Our findings show that in the course of their work experiences, career uncertainty takes two different forms: intellectual uncertainty and occupational uncertainty. On a daily basis, both forms strongly impact the participants’ work and personal lives and can limit their ability to plan for the future, restrict their developing research expertise and networks and induce tension in trying to reconcile work and personal lives. While often struggling with a blurred institutional status, participants ‘hang tough’ despite their uncertain situation, notably by clinging to the academic researcher identity. Contributing to the previous work on the increasing casualisation of post-PhD positions and the resulting challenges, our study offers new insights into how different aspects of career uncertainty influence post-PhDs’ work and identity.  相似文献