Novel approaches to models     

Adam Toon 《Metascience》2010,19(2):285-288

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Pre-Modern Grist     

Adam Lucas 《Metascience》2005,14(3):447-451

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Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes          下载免费PDF全文

Luke McGuire  Adam Rutland  Drew Nesdale 《Child development》2015,86(4):1290-1297

The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5–11 years, in a between‐subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were accountable to either their peer group, teachers, or nobody. Findings indicated, irrespective of age, that an inclusive school norm was less effective when the peer group had an exclusive norm and children were held accountable to their peers or teachers. These findings support social identity development theory (D. Nesdale, 2004, 2007), which expects both the in‐group peer and school norm to influence children's intergroup attitudes.  相似文献   

An exploration of instructors' and students' perspectives on remote delivery of courses during the COVID-19 pandemic     

Victoria Chen  Adam Sandford  Matthew LaGrone  Kayla Charbonneau  Jessica Kong  Shenoa Ragavaloo 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):512-533

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Forwarding a ‘science-ethics nexus’ to critique and reorient science education pedagogy toward greater social and ecological justice     

Devitt  Adam 《Cultural Studies of Science Education》2022,17(4):1039-1046

In this paper, I engage with arguments put forth by Blue Mahy in his article “A speculative-posthumanist examination of the ‘science-ethics nexus’ in Australian secondary schools.” Mahy argues that by using relational posthumanist concepts as a diffractive lens, his critiques of Australian school science standards find the underlying hegemonies of masculine, Euro-Western ideologies that infuse the stance on ethics in science education. He uses a ‘plug in process’ of posthumanist concepts to generate a ‘speculative fiction’. This is a method used to reclaim ethics and science by creating narratives produced by the diffracted projections of posthumanist concepts. In my own research on science teacher education, I explore Mahy's use of diffraction for both critiquing science curriculum and providing projections for future ethical commitments in school science education. I utilize data from my science methods course which is situated in Central California’s agricultural region at a largely Hispanic-Serving Institution.

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Why this app: Can a video-based intervention help parents identify quality educational apps?     

Heather Ann Pearson  Armaghan Montazami  Adam Kenneth Dubé 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(3):712-733

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Demythologizing or Dehumanizing? A Response to Settlage and the Ideals of Open Inquiry     

Adam Johnston 《Journal of Science Teacher Education》2008,19(1):11-13

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Preschool writing and premathematics predict Grade 3 achievement for low-income,ethnically diverse children     

Louis Manfra  Christina Squires  Laura H. B. Dinehart  Charles Bleiker  Suzanne C. Hartman  Adam Winsler 《The Journal of educational research》2017,110(5):528-537

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.  相似文献   

Examining Teachers’ Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study     

Elisa S. Shernoff  Adam J. Lekwa  Linda A. Reddy  Candace Coccaro 《Journal of educational and psychological consultation》2017,27(4):459-485

The purpose of this qualitative study was to examine teachers’ attitudes and experiences with coaching. This study was conducted in advance of a planned randomized controlled trial of a coaching intervention to better align the model with teachers’ needs and goals. Thirty-four K–5 general (n = 26), special education (n = 6), and educational support staff (n = 2) working in two high-poverty schools participated in focus groups. Interrater reliability between independent coders was high (К = 0.92; range: 0.76–1.0). Thematic analyses identified facilitators and barriers to teacher participation in the planned intervention and were used to improve upon the existing coaching model. Themes focused on advantages and disadvantages to coaching and characteristics of effective coaches and coaching models. Implications of findings for research and practice are discussed.  相似文献   

“Seeing Their Eyes in the Rearview Mirror”: Identifying and Responding to Students' Challenging Experiences   总被引：1，自引：1，他引：0  

Adam Alvarez 《Equity & Excellence in Education》2017,50(1):53-67

There is a noticeable gap in the educational research literature specifically focused on trauma and documenting effective educator practices. This case study captures the voice and perspectives of Mr. Sellers, an effective Black, male educator who, through making sense of the impact of his students' ecological realities, provides insight about trauma, traumatic experiences, and the ways in which he supports them. I conceptualize and name the experiences of these students as traumatic because this is the language that Mr. Sellers himself used to make sense of his students' situations. It is important to note that I focus on these occurrences not to highlight the negatives or deficits of this community; my point in naming these ecological situations is to point out how structural challenges can influence communities and, ultimately, the people (including students) in those contexts. Despite what established literature suggests about the unpreparedness of educators to respond to student trauma, this study documents effective practices of a successful educator in an urban school setting. In particular, the findings in this study offer three takeaways for educators to more adequately identify and respond to students grappling with trauma: (1) context-specific recognition, (2) trauma-conscious approaches, and (3) holistic responsiveness. The findings of this study also suggest that there is a need for broadening educators' capacity, adequately preparing them, and shifting the ways in which schools and policies understand an educator's role.  相似文献