Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors     

Jennifer G. Cromley  Tony Perez  Theodore W. Wills  Jacqueline C. Tanaka  Erin McNamara Horvat  Emily Tancredi-Brice Agbenyega 《Contemporary educational psychology》2013

In laboratory studies, induced stereotype threat shows negative effects on academic performance and learning. Is the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses? We gathered data on two new measures we term race and sex stereotype bias, which were administered four times over the course of introductory chemistry and biology courses for STEM majors (N = 1358). Patterns of growth for all stereotype bias measures showed a discontinuous pattern, with increases during each semester (fall and spring) and decreases between semesters. For all stereotype bias measures, sophomores scored significantly higher than freshmen, and juniors scored in between. For the sex stereotype bias measure, females scored significantly higher than males. There were no race or sex differences on slopes of growth; though groups began at different levels, all grew at the same rate. There was little relation between grades and stereotype bias when analyzed by race; Asian students showed the largest number of significant – albeit small – correlations (3) and Black students the fewest (none). Correlations between grades and sex stereotype bias were significant and negative – but small – only for males. Results support a point made by Steele in 1997 but neglected since then; stereotype threat may affect only a small sub-portion within stereotyped groups. We argue that variables other than stereotype threat might be better targets for research attempting to explain gaps in STEM achievement and retention.  相似文献   

Making training more cognitively effective: Making videos interactive     

Tom Cherrett  Gary Wills  Joe Price  Sarah Maynard  Itiel E. Dror 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):1124-1134

The cost of health and safety (H&S) failures to the UK industry is currently estimated at up to £6.5 billion per annum, with the construction sector suffering unacceptably high levels of work-related incidents. Better H&S education across all skill levels in the industry is seen as an integral part of any solution. Traditional lecture-based courses often fail to recreate the dynamic realities of managing H&S on site and therefore do not sufficiently create deeper cognitive learning (which results in remembering and using what was learned). The use of videos is a move forward, but passively observing a video is not cognitively engaging and challenging, and therefore learning is not as effective as it can be. This paper describes the development of an interactive video in which learners take an active role. While observing the video, they are required to engage, participate, respond and be actively involved. The potential for this approach to be used in conjunction with more traditional approaches to H&S was explored using a group of 2nd-year undergraduate civil engineering students. The formative results suggested that the learning experience could be enhanced using interactive videos. Nevertheless, most of the learners believed that a blended approach would be most effective.  相似文献   

Reading and Comprehension: a longitudinal study of ex‐Reading Recovery students     

Maggie Moore  Barrie Wade 《Educational studies》1998,24(2):195-203

The paper reports the results of a longitudinal case study conducted in Australia and New Zealand. The study compares the reading and comprehension age of children in their fifth and sixth years in school. Reading and comprehension ages of 121 children who had Reading Recovery intervention at age 6 were compared with those of a Comparison group of 121 children, drawn from the same classes who, at age 6 years, had been better performers in literacy. Reading and comprehension assessment was conducted with the use of the Neale Analysis of Reading and analysed by means of a t‐test. Results show that the mean reading age of ex‐Reading Recovery children was nearly 12 months superior to that of the Comparison group and that the mean comprehension age was nearly 13 months superior at very highly significant levels. The results strongly suggest that Reading Recovery tuition at age 6 years enabled the 121 ex‐Reading Recovery children to make greater progress in literacy than children in the Comparison group.  相似文献   

The 'Quiet' Child     

Barrie Wade  Maggie Moore 《English in Education》1984,18(3):25-32

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Language and Discourse: the embrace of uncertainty     

Maggie Maclure 《British Journal of Sociology of Education》1994,15(2):283-300

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The Case for a New Kind of LEA Support Team     

Ray Chatwin  Paul McGowan  Maggie Turner  Trisha Wick 《Cambridge Journal of Education》1990,20(2):135-153

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Disability and transition from state education to community life: next steps for parents     

Rod Wills  Lesley Chenoweth  Kathleen Ellem 《International Journal of Inclusive Education》2016,20(5):552-567

In this paper we explore the experiences of mothers of young adults with Down syndrome as their daughters and sons transition from schooling to adult life. These transitions occurred in a society shaped by neo-liberal political reform that commenced in the mid-1980s. The hallmarks of education are now expressed in terms of national achievement standards, aligned with the goals of economic gain, and efficiency in government services. In this climate being called disabled is a bad thing. For the mothers participating in this research, the roles and tasks associated with disability created a map of expectation for themselves and their children. Speaking with authority and reclaiming control so as to undertake their role in the longer term was to be as much a part of the transition from school as were the changes experienced by their daughters and sons. The shortcomings identified through the mothers' narratives signal a need for clarity and cohesion in professional and support processes for their disabled family members. The position is offered that the potential of the secondary school as a place for school-linked service integration and support warrants consideration. Understanding the value and impact of outcomes this model brings for a wide range of vulnerable school leavers would enhance the efforts around individuals such as those whose transition is discussed in this article.  相似文献   

Effects of Response Cost Contingencies on Thumbsucking and Related Behaviours in the Classroom     

John Wills Lloyd  James M. Kauffman  Anne D. Weygant 《教育心理学》1982,2(2):167-173

Thumbsucking and two related behaviours (head rubbing and object mouthing) were observed in two 7‐year‐old girls in classroom settings. Using a mixed multiple baseline across subjects and ABAB design, a response cost procedure was applied by the classroom teachers to the thumbsucking behaviour. The procedure reduced thumbsucking, and as long as it continued to be applied with one of the children her thumbsucking behaviour remained at low levels. Data obtained on the other two behaviours were consistent with but did not provide definitive support for spill‐over effects for head rubbing and behavioural contrast effects for object mouthing. In addition to demonstrating the effects of the treatment procedure, these results emphasise the importance of using multiple measures in applied studies of punishment and self‐stimulatory behaviours.

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Reviews     

Maggie Butcher 《Cambridge Journal of Education》1984,14(3):52-54

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供水减少将会威胁世界和平     

Maggie 《初中生》2001,(3)

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