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

  相似文献   

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   

The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions     

Christina Cipriano  Michael J. Strambler  Lauren H. Naples  Cheyeon Ha  Megan Kirk  Miranda Wood  Kaveri Sehgal  Almut K. Zieher  Abigail Eveleigh  Michael McCarthy  Melissa Funaro  Annett Ponnock  Jason C. Chow  Joseph Durlak 《Child development》2023,94(5):1181-1204

This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.  相似文献   

Training the trainers: teaching clinician educators to provide information literacy skills feedback     

Lauren A Maggio  Keith A Posley 《Journal of the Medical Library Association》2011,99(3):258-261

  相似文献   

‘Just Say No’: public dissent over sexuality education and the Canadian national imaginary     

Lauren Bialystok  Jessica Wright 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):343-357

ABSTRACT

Scholars of sexuality have argued that ‘moral panics’ about sexuality often stand in for broader conflicts over nationality and belonging. Canada has spent decades cultivating a national image founded on multiculturalism and democratic equality. The Ontario sexuality education curriculum introduced in 2015 drew audible condemnation from a variety of groups. Drawing from Critical Discourse Analysis and Critical Race Theory, we argue that the public discourse surrounding these protests exposed the limits of Canadian pluralism, fuelling a meta-debate about the ‘Canadianness’ of recent immigrants and the incompatibility of liberal values with those of non-Westerners, especially Muslims. We explain this in terms of contextual factors such as Ontario’s publicly funded Catholic school system and anti-Muslim xenophobia in the post-9/11 era. Our analysis speaks to the importance of intersectional social justice efforts as part of the movement for comprehensive sex education.  相似文献   

Finding the Best Types of Guidance for Constructing Self-Explanations of Subgoals in Programming     

Lauren E. Margulieux  Richard Catrambone 《学习科学杂志》2019,28(1):108-151

Subgoal learning, a technique used to break down problem solving into manageable pieces, has been used to promote retention and transfer in procedural domains, such as programming. The primary method of learning subgoals has been passive, and passive learning methods are typically less effective than constructive methods. To promote constructive methods of learning subgoals, we prompted learners to self-explain the subgoals of a problem-solving procedure. Self-explanation asks learners to make sense of new information based on prior knowledge and logical reasoning. Novices’ self-explanation is typically more effective when they receive guidance, because it helps them to focus on relevant information. In the present experimental study, the types of guidance that students received while self-explaining determined whether the constructive learning method was more effective than the passive method. Participants assigned to the constructive learning method performed best when they either received hints about the subgoals or received correct explanations as feedback, but not when they received both. These findings suggest that constructive learning of subgoals can further improve the benefits of subgoal learning when students receive only guidance that complements their construction of knowledge. This nuance is important for educators who engage their students in constructive learning and self-explanation.  相似文献   

Stereotype threat and gender differences in chemistry     

Cijy Elizabeth Sunny  Gita Taasoobshirazi  Lauren Clark  Gwen Marchand 《Instructional Science》2017,45(2):157-175

Stereotype threat theory (STT) offers one explanation for achievement differences in math and science for both women and minority students. Specifically, STT posits that the perceived risk of confirming a negative stereotype about an individual’s identity group acts as a psychological burden that negatively impacts performance. This study examined the impact of stereotype threat (ST) on gender differences in chemistry achievement, self-efficacy, and test-anxiety using a four-group, quasi-experimental design. 153 introductory-level college chemistry students were randomly assigned to one of four ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified condition. Results indicated that there were no gender differences by ST condition; however, overall, the men had higher self-efficacy and lower test-anxiety than the women. An analysis of open-ended questions asking students about their intent to major in chemistry, beliefs regarding barriers to their achievement on the chemistry test, and gender differences in opportunities and mental capacity to achieve in chemistry provided insight into the quantitative results. Implications of our findings for future research on ST are discussed.  相似文献   

Pandemic induced remote learning increases need for mobile game-based learning to engage learners     

Eutsler  Lauren 《Educational technology research and development : ETR & D》2021,69(1):185-188

Educational technology research and development - The current global health crisis has reduced our mobility, consequently increasing the need to connect with others digitally. This brief provides a...  相似文献   

Responsive Parenting Buffers the Impact of Maternal PTSD on Young Children     

Carolyn A. Greene  Kimberly J. McCarthy  Ryne Estabrook  Lauren S. Wakschlag  Margaret J. Briggs-Gowan 《Parenting, science and practice》2020,20(2):141-165

SYNOPSIS

Objective. This study investigates maternal responsive parenting behaviors as a theorized buffer to the detrimental impact of maternal PTSD symptoms on young children’s depression and anxiety symptoms, disruptive behavior, and stress-related symptoms. Design. A multi-ethnic sample of 242 trauma-exposed mothers and their preschool-aged children was assessed. Maternal responsive parenting behaviors were observed during standardized parent-child interactions. Maternal and child mental health symptoms were reported by mothers. Results. Maternal PTSD symptoms were associated with their responsive parenting behaviors and predicted children’s mental health symptoms. Responsive parenting was inversely associated with children’s depression and stress-related symptoms. Moderation analyses revealed an interactive effect of maternal symptoms and responsive parenting on preschool children’s disruptive behavior and stress-related symptoms. Conclusions. Responsive parenting behaviors can mitigate the ill effects of maternal PTSD symptoms. Nurturing relationships buffer the impact of maternal PTSD. Helping parents’ to sensitively respond to their young children’s distress can support positive outcomes in children.  相似文献