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41.
Marina Micari Zachary Van Winkle Pilar Pazos 《International Journal of Science Education》2016,38(12):1904-1922
In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students differently. We use data from 5367 university students nested within 1141 science, engineering, and mathematics learning groups and use a regression analysis to estimate the effect of group diversity, measured in two ways, on course performance. Our results indicate that academic-preparedness diversity is generally associated with positive learning outcomes, that academically less-prepared students derive greater benefit, and that less-prepared students fare best when they are not alone in a group of highly prepared students. Implications for teaching and small-group facilitation are addressed. 相似文献
42.
Danielle Geerling Jonathan Butner Tamra Fraughton Sungchoon Sinclair Joseph Zachary Carol Sansone 《Journal of Experimental Education》2020,88(3):407-430
AbstractTo better understand students’ experiences while learning in an online computer-science course, we adopted a dynamical systems analytic framework in which we tested linked patterns of confusion and interest over time and investigated whether and how those patterns might change as a function of students’ exposure to a utility value (UV) intervention and gender. We assessed interest and confusion via event contingent experience-sampled questionnaires that displayed immediately after students had engaged with key examples or exercises. Results indicated that students’ exposure to a UV intervention and gender affected the levels of confusion that students reported and the associations between interest and confusion levels over time. Implications for educators and researchers are discussed. 相似文献
43.
Using social network data, this study examines which features of social and spatial proximity predict self‐reported, or “real,” and peer‐reported, or “inferred,” relationships among 2,695 pairwise combinations of African American second‐ through fourth‐grade students (aged 7–11). Relationships were more likely to exist, and more likely to be inferred to exist by peers, between pairs of children who were the same sex, sat near one another, shared a positive academic orientation, or shared athletic ability. Sex similarity had a dramatically larger effect on peers' inferences about relationships than on self‐reported real relationships, suggesting that children overestimate the importance of gender in their inferences about relationships. Results were stable across different grade levels in middle childhood and for boys and girls. 相似文献
44.
Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used to help guide the development of an individualized intervention for bully perpetrators, which will be described in this article. Intervening directly with those who bully others helps understand individual variation in bullying, as well as teaches bully perpetrators alternative, prosocial ways of interacting with others. Students who bully others exhibit a complex array of psychological, cognitive, and social characteristics. In this article, we argue that to truly reduce bullying, interventions must address these psychological, cognitive, and social contributing factors. Only when interventions target these constructs will individuals be able to transform their bullying behaviors into prosocial interactions. 相似文献
45.
Students enter college with varying degrees of academic self-efficacy, which influences how they respond to effective teaching behaviors. Teacher confirmation is one behavior that has received increased attention because it is thought to indirectly enhance students’ learning by reducing their receiver apprehension in the classroom. Findings from 208 college students supported the hypothesized indirect effects between teacher confirmation and students’ perceived learning through reduced receiver apprehension, but conditional process analyses revealed these indirect effects were moderated by students’ academic self-efficacy. These findings suggest the effectiveness of teacher confirmation behaviors varies among students, with those who lack academic self-efficacy deriving fewer of the intended educational benefits. 相似文献
46.
Olivia G. Holter Anisa N. Goforth Kristen Pyke Zachary R. Shindorf 《Journal of educational and psychological consultation》2020,30(3):255-284
ABSTRACTNative American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples’ history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second – if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez’s (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum. 相似文献
47.
William R. Veal Zachary Jackson 《International Journal of Science and Mathematics Education》2006,4(2):195-213
The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believe that preservice and inservice teachers should learn in a collaborative and constructivist environment. Multiple dimensions relating to the dynamic processes of learning to teach, a ‘technical factor’ related to the physical and resource constraints that exist within a school, and sociocultural theory were used for the theoretical framework. A survey was given to 97 students who took a course in the classroom, six instructors were given a questionnaire, and three of these instructors were interviewed. These data sources sought to determine the effect of design features on student learning and instructor teaching. The results of the evaluation suggest students who used the classroom found their learning positively affected by the room design and instructors who taught in the classroom benefited by being able to teach in an inquiry and constructivist manner. 相似文献
48.
Most researchers acknowledge that virtually all structural equation models (SEMs) are approximations due to violating distributional assumptions and structural misspecifications. There is a large literature on the unmet distributional assumptions, but much less on structural misspecifications. In this paper, we examine the robustness to structural misspecification of the model implied instrumental variable, two-stage least square (MIIV-2SLS) estimator of SEMs. We introduce two types of robustness: robust-unchanged and robust-consistent. We develop new robustness analytic conditions for MIIV-2SLS and illustrate these with hypothetical models, simulated data, and an empirical example. Our conditions enable a researcher to know whether, for example, a structural misspecification in the latent variable model influences the MIIV-2SLS estimator for measurement model equations and vice versa. Similarly, we establish robustness conditions for correlated errors. The new robustness conditions provide guidance on the types of structural misspecifications that affect parameter estimates and they assist in diagnosing the source of detected problems with MIIVs. 相似文献
49.
Circulation data sets at Columbia University Libraries were organized, analyzed, and visualized by examining types of patrons and their circulation activities. Patrons examined included: Graduate students, Undergraduate students, Officers and Faculty, and Visitors. Circulation activities are defined as: charges, renewals, holds, and recalls. Policy decisions, usage patterns, and learning curves were detected system-wide, and those concerning loan periods and borrowing permissions impacted activity immediately. The data validated common understandings of usage patterns and verified that faculty hold books longest, that overall activity has declined, and that patrons have adapted to online transactions. This article discusses academic years 2003–04 to 2009–10. 相似文献
50.
Mark Fincher Chris Kelly Miranda Harrison Zachary Harrison Danielle Hopson Selah Weems 《Community College Journal of Research & Practice》2013,37(8):531-535
ABSTRACTCommunity colleges produce large numbers of high quality graduates from career and technical programs. These programs are often of high academic rigor and quality. However, most universities view these Applied Associates of Science (AAS) as being terminal associate's degrees that are not appropriate for transfer. Regional accrediting standards are often cited as the reason for this differentiation. The reality is that institutional policies often simply dismiss AAS courses by their prefix to simplify the process. This study and presentation will explore the reality of what is allowed by accrediting bodies in transferring AAS courses and best practices for facilitating the maximum allowable course transfer. 相似文献