“I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit     

Jeanna R. Wieselmann  Emily A. Dare  Elizabeth A. Ring-Whalen  Gillian H. Roehrig 《科学教学研究杂志》2020,57(1):112-144

Gender equity issues remain a challenge in science, technology, engineering, and mathematics (STEM) fields, where women are highly underrepresented. As integrated STEM instruction becomes increasingly popular in elementary and middle school classrooms, it is important to consider whether the small group activities that are commonplace in STEM instruction support the equitable participation of young girls. This study builds on the existing body of literature to better understand how gender is related to student participation in small group STEM activities and whether students participate differently in science and engineering activities. A single embedded case study was used to explore the experiences of four students aged 10–11 years as they participated in small group work within an integrated STEM unit in their fifth-grade classroom. Two girls and two boys worked together throughout the unit to explore science content related to electromagnetism and apply their content knowledge to an engineering design challenge. Video and audio of students' small group interactions were analyzed using an observation protocol to code their participation in each 3-min segment of STEM activity. Student- and case-level analyses were used to identify patterns of interaction based on gender and type of activity (science vs. engineering). Findings suggest that boys and girls participate in small group STEM activities in different ways, adopting distinct roles within their group. In addition, students displayed divergent patterns of interaction in science- and engineering-focused lessons, suggesting that students need additional practice and support in navigating between science and engineering in integrated STEM units.  相似文献   

Globalinks revisited: Cross-cultural conditions affecting HPT     

Clare Elizabeth Carey 《Performance Improvement》1998,37(2):8-13

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Improving performance through personal mastery. A case study with Fairchild semiconductor     

Timothy A. Jacob  Lara H. Nuer  Elizabeth C. Guman 《Performance Improvement》1999,38(5):14-20

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The dance of change: The challenges to sustaining momentum in learning organizations     

Peter Senge  Art Kleiner  Charlotte Roberts  Richard Ross  George Roth  Bryan Smith  Elizabeth C. Guman 《Performance Improvement》1999,38(5):55-58

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The Performance Technologist's Library PIQ's Book Review Column     

Elizabeth Guman  Marcel R. van der Klink  Wim J. Nijhof 《Performance Improvement Quarterly》1996,9(2):90-100

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Autism and intuitive practice as the art of the prevailing middle     

Mike Murphy  Elizabeth J. Done 《Journal of Research in Special Educational Needs》2016,16(4):272-279

Jordan insists that teachers should be free to exercise their professionalism and that respect for difference is integral to that professionalism. For Connor, this implies teachers who can critically consider the discourses available to them as practitioners. The authors draw upon the philosophising of Gilles Deleuze to develop an account of teaching and learning as an autonomous creative process in which teachers contribute to rather than strictly control outcomes. This account of teaching as processual following resonates with Jordan's vision of equity for autistic or neuro‐atypical pupils and compassionate professionalism. It rests less easily with intensive behaviourist‐training programmes and educational cultures premised on the assumption that outcomes can, and should, be pre‐determined and precisely engineered. From a Deleuzian perspective, ethical practice is the interplay of conceptual, perceptual and affective knowledge, and it is suggested that intuitive practice involves a similar interplay along with numerous contextual considerations. A Deleuzian theory of simulation is initially outlined and accords with the emphasis placed by Jordan on reimagining an educational system in which all pupils are valued and supported to develop their varied talents and teachers are free to assess the suitability of particular methods for individual pupils.  相似文献   

ERA Abstracts     

Elizabeth Coates 《International Journal of Early Years Education》2017,25(2):218-220

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Should Community College Students Earn an Associate Degree Before Transferring to a 4-Year Institution?     

Elizabeth M. Kopko  Peter M. Crosta 《Research in higher education》2016,57(2):190-222

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ANALYZING MATH‐TO‐MASTERY THROUGH BRIEF EXPERIMENTAL ANALYSIS     

Gregory E. Everett  Honora S. Swift  Elizabeth L. W. McKenney  Jeremy D. Jewell 《Psychology in the schools》2016,53(9):971-983

The current study evaluated the effectiveness of individualized math‐to‐mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary‐aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific components that led to math skills gains in the most efficient manner possible. BEA results indicated that for two of three participants only a partial MTM intervention was necessary to prompt fluency gains, while the entire intervention was the most effective for the third. During extended analysis all three participants displayed math skills gains above those seen during repeated baseline assessments. Results are discussed in terms of further refining MTM through BEA procedures so as to individually target math skill deficits by considering both intervention effectiveness and efficiency.  相似文献   

Introduction   总被引：1，自引：0，他引：1  

Mary Elizabeth McCormac 《Journal of Career Development》1988,14(3):141-142

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