Mathematical Modeling in the Elementary Grades: Developing and Testing an Assessment     

Turner  Erin E.  Roth McDuffie  Amy  Bennett  Amy Been  Aguirre  Julia  Chen  Mei-Kuang  Foote  Mary Q.  Smith  James E. 《International Journal of Science and Mathematics Education》2022,20(7):1387-1409

Mathematical modeling is a high-leverage topic, critical for college and career readiness, participation in STEM education, and civic engagement. Mathematical modeling involves connecting real-world situations, phenomenon, and/or data with mathematical models, and in this way applies across various STEM disciplines, including mathematics, engineering, and science. Although research has begun to explore mathematical modeling instruction in the elementary grades, questions remain about how to assess student learning at the elementary level. We addressed this need by designing an assessment of mathematical modeling competencies for students in grades 3 through 5. Informed by international research, our assessment includes a hybrid structure to assess mathematical modeling competencies holistically (as students engage in the complete modeling process) and atomistically (as students engage in different components of the modeling process, including making sense of phenomena and real-world situations, setting up and operating on mathematical models, and interpreting results in relation to the real-world context). We conducted student interviews, followed by two rounds of pilot testing to inform item development and ensure acceptable psychometric properties. The final assessment included 13 items (9 multiple choice, 3 open-response, and 1 complete modeling task). We describe our assessment development process, and provide sample assessment items and detailed coding rubrics. We summarize quantitative analyses which established high reliability and low standard error for our assessment, supporting its use for grades 3 to 5. Implications of our framework and assessment for mathematical modeling instruction and future research on STEM learning are discussed.

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Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game     

Lee  Ji-Eun  Chan  Jenny Yun-Chen  Botelho  Anthony  Ottmar  Erin 《Educational technology research and development : ETR & D》2022,70(5):1575-1599

Educational technology research and development - Online educational games have been widely used to support students’ mathematics learning. However, their effects largely depend on...  相似文献   

From Flavr Savr Tomatoes to Stem Cell Therapy: Young People’s Understandings of Gene Technology, 15 Years on     

Jenny Lewis 《Science & Education》2014,23(2):361-379

This paper explores knowledge and understanding of basic genetics and gene technologies in school students who have been taught to a ‘science for all’ National Curriculum and compares 482 students in 1995 (gene technology was a new and rapidly developing area of science with potential to impact on everyday life; the first cohort of students had been taught to the National Curriculum for Science) with 154 students in 2011 (genomics had replaced gene technology as a rapidly developing area of science with potential to impact on everyday life; science as a core subject within the National Curriculum was well established). These studies used the same questions, with the same age group (14–16) across the same (full) ability range; in addition the 2011 sample were asked about stem cells, stem cell technology and epigenetics. Students in 2011 showed: better knowledge of basic genetics but continuing difficulty in developing coherent explanatory frameworks; a good understanding of the nature of stem cells but no understanding of the process by which such cells become specialised; better understanding of different genetic technologies but also a wider range of misunderstandings and confusions (both between different genetic technologies and with other biological processes); continuing difficulty in evaluating potential veracity of short ‘news’ items but greater awareness of ethical issues and the range of factors (including knowledge of genetics) which could be drawn on when justifying a view or coming to a decision. Implications for a ‘science for all’ curriculum are considered.  相似文献   

Accelerating the College and Career Readiness of Diverse K–5 Literacy Learners     

Jennifer D. Turner  Jocelyn C. Danridge 《理论付诸实践》2014,53(3):212-219

Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the workplace. In this article, we discuss how college and career readiness standards have transformed expectations for literacy instruction in K–5 classrooms, especially for students from diverse cultural and linguistic backgrounds. Given that students of color have been historically underserved in schools, we contend that these children need more equitable and enriched opportunities to learn academic literacies, content knowledge, and communication skills to achieve their future college aspirations and career goals. To that end, we offer key principles (i.e., community-oriented classrooms, close reading of complex texts, content-rich inquiry, and cultural connectedness) that elementary educators can use to design engaging learning environments and robust literacy lessons that advance the college and career readiness of all students.  相似文献   

Identity‐trajectory: Reframing early career academic experience          下载免费PDF全文

Lynn McAlpine  Cheryl Amundsen  Gill Turner 《British Educational Research Journal》2014,40(6):952-969

Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena; and encompassing transitions across roles. This paper demonstrates how the construct of ‘identity‐trajectory' which links a narrative approach with identity construction contributes to understanding how early career academics learn through experience and navigate their journeys.  相似文献   

Youth exposure to violence prevention programs in a national sample     

David Finkelhor  Jennifer Vanderminden  Heather Turner  Anne Shattuck  Sherry Hamby 《Child abuse & neglect》2014

This paper assesses how many children and youth have had exposure to programs aimed at preventing various kinds of violence perpetration and victimization. Based on a national sample of children 5–17, 65% had ever been exposed to a violence prevention program, 55% in the past year. Most respondents (71%) rated the programs as very or somewhat helpful. Younger children (5–9) who had been exposed to higher quality prevention programs had lower levels of peer victimization and perpetration. But the association did not apply to older youth or youth exposed to lower quality programs. Disclosure to authorities was also more common for children with higher quality program exposure who had experienced peer victimizations or conventional crime victimizations. The findings are consistent with possible benefits from violence prevention education programs. However, they also suggest that too few programs currently include efficacious components.  相似文献   

Upset among youth in response to questions about exposure to violence,sexual assault and family maltreatment     

David Finkelhor  Jennifer Vanderminden  Heather Turner  Sherry Hamby  Anne Shattuck 《Child abuse & neglect》2014

To assess whether youth are upset by being asked questions about sensitive kinds of abuse, victimization, family maltreatment, and sexual victimization in the course of standard epidemiological surveys. A national sample of youth aged 10–17 were interviewed on the telephone by experienced interviewers as part of the National Survey of Children Exposed to Violence. At the end they were asked whether answering questions had upset them. Of the youth interviewed, 4.5% reported being at all upset and 0.8% reported being pretty or a lot upset. However, only a minority of those upset, .3% of the total sample, said they would not participate again had they known about the content. But even in this group, the regret about participation was mostly due to the length of the survey, not the types of questions being asked. Thus, asking about exposure to abuse and sensitive kinds of victimization in standard interview surveys is associated with low levels of respondent upset due to the nature of the questions.  相似文献   

The problem with women? Challenges posed by gender for career guidance practice     

Jenny Bimrose  Mark Watson  Mary McMahon  Simone Haasler  Massimo Tomassini  Pamela A. Suzanne 《International Journal for Educational and Vocational Guidance》2014,14(1):77-88

Institutionalised discrimination continues to perpetuate deep rooted social divisions, with gender inequality persisting as a pervasive feature of labour markets across the world. Despite the depth and breadth of gender inequality, there is limited acknowledgement in career theory that the career support needs of women are distinctive. A qualitative international comparative study into the career trajectories of older women (aged 45–65) has been conducted across six countries (Australia, Argentina, Germany, Italy, England and South Africa). The results provide an international understanding of women’s careers and offer insight into career theory and practice for women that are culturally relevant.  相似文献   

Universities,dependency and the market: innovative lessons from Kenya     

Ane Turner Johnson  Joan B. Hirt 《Compare》2014,44(2):230-251

Higher education in developing nations is typically viewed from a dependency perspective – institutions are seen as merely recipients of Western knowledge, aid and reform efforts. Nevertheless, universities in both the centre and the periphery are dealing with tensions between protecting the public good and embracing neoliberal values based on a market approach to higher education. In the USA and Europe these competing interests are typically cast as mutually exclusive. Our study on the market approach to higher education in Kenya, however, suggests that public and private interests can be complementary, contributing to a re-envisioning of the traditional mission of higher education. This article seeks to examine more fully the nature of reform efforts at two universities in Kenya, to elucidate lessons for universities undergoing market-oriented reform in the West and to suggest a reciprocal relationship between institutions in Africa and Europe, upending the centre-periphery paradigm.  相似文献   

Learning essential terms and concepts in Statistics and Accounting     

Pam Peters  Adam Smith  Jenny Middledorp  Anne Karpin  Samantha Sin  Alan Kilgore 《高等教育研究与发展》2014,33(4):742-756

This paper describes a terminological approach to the teaching and learning of fundamental concepts in foundation tertiary units in Statistics and Accounting, using an online dictionary-style resource (TermFinder) with customised termbanks for each discipline. Designed for independent learning, the termbanks support inquiring students from non-English-speaking backgrounds – including international students – in their understanding of the key concepts of their discipline. Two quasi-experimental studies of the use of these termbanks are reported here, showing the difference that they made in the performances of first-year students studying Statistics and Accounting, when compared with those from the previous year before the termbanks were available. In both units, the exam results for the experimental cohorts were significantly better than those of the cohorts in the preceding year. Higher success rates and raised levels of engagement with terminological questions were registered for all students, Australian domestic and international. Individual study patterns emerged in the trial of the accounting termbank, with international students making early use of the termbank with its translation equivalents in Mandarin Chinese, and Australian students more inclined to use it close to the final exam. The testing of the customised termbanks, developed collaboratively by lexicographers and academic staff, vindicates their use in large, diverse classes and their value to students as resources for independent learning. That apart, the research affirms the value of focusing on terminology and the nexus with disciplinary concepts in introductory courses.  相似文献