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Hanuscin Deborah Donovan Deborah Acevedo-Guti&#;rrez Alejandro Borda Emily DeBari Susan Melton Josie Le Thanh Morrison Whitney Ronca Roxane 《International Journal of Science and Mathematics Education》2021,19(1):145-165
Despite calls for more attention to the preparation of those who prepare teachers, there have been few examples of institutionally sanctioned and structured learning opportunities created to equip faculty with the knowledge and skills necessary to become effective teacher educators. In this paper, we describe a cross-disciplinary and collaborative initiative that involves shadowing of colleagues as a means of supporting the professional learning of science teacher educators. We illustrate the unique affordance of this model and highlight our professional learning across multiple dimensions: cognitive, practical, relational, and emotional. We illustrate how shadowing can support the learning of faculty at different career stages and from different disciplinary backgrounds and entry points to teacher education through a series of vignettes of shadowing in a variety of course contexts. Finally, we offer considerations for the transferability of our model to other institutions and contexts, and how further research conducted in the context of shadowing could help deepen our understanding of the knowledge base of science teacher educators and how this knowledge is developed.
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Roxane de la Sablonnire Donald M. Taylor Nazgul Sadykova 《International Journal of Educational Development》2009,29(6):628-634
The challenge of maximizing student learning has been paramount in many societies. This issue has become especially salient in the context of drastic social and political changes that have taken place in countries such as Kyrgyzstan. Since the collapse of the Soviet Union, teachers and students are confronted with new ways of thinking, which are challenging their understanding of how to promote efficient learning. In this paper, the challenges of applying and developing a new approach to learning, the student-centered approach, will be discussed within the framework of a Normative Theory of Social Change. 相似文献
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Isabelle Plante Roxane de la Sablonnière Joshua M. Aronson Manon Théorêt 《Contemporary educational psychology》2013
In most Western societies, males are stereotyped as having stronger mathematical abilities than females whereas females are stereotyped as having stronger verbal abilities than males. Exposure to negative ability stereotypes reliably undermines performance in laboratory experiments, yet the mechanisms by which such stereotypes may influence boys’ and girls’ achievement outcomes in the more naturalistic setting of primary and secondary school remain unclear. The current study evaluated a hypothesis suggested by expectancy-value theories (e.g., Eccles & Wigfield, 2002): the relationship between stereotypes and achievement outcomes is importantly mediated by a student’s perceived competence and his or her valuation of the domain in question. We tested the hypothesis by examining the career intentions and grades of 762 sixth and eighth graders. As expected, even after controlling for prior achievement, stereotype endorsement primarily predicted grades and career intentions indirectly, through students’ competence beliefs and task values. These results suggest that stereotypes predict achievement-related outcomes most clearly when students internalize them. 相似文献
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Roxane Coche 《Soccer & Society》2016,17(1):90-108
This study examines the coverage given to the US women’s national soccer team by its governing body, the US Soccer Federation (USSF), immediately before, during and immediately after the 2011 World Cup. Content analysis of two of the USSF’s Twitter accounts showed that although the differences in both quantity and quality of coverage between men’s and women’s soccer are not as great as those detected in traditional media between men’s and women’s athletics, a gender gap remains. Similar to traditional media, the USSF framed the women’s team as less important than the men’s, even though this study was purposefully conducted at a time when female soccer was supposed to be prominent because of the international schedule. 相似文献
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Roxane S. Hoyer Hesham Elshafei Julie Hemmerlin Romain Bouet Aurélie Bidet-Caulet 《Child development》2021,92(4):e716-e737
Distractibility is the propensity to behaviorally react to irrelevant information. Although children are more distractible the younger they are, the precise contribution of attentional and motor components to distractibility and their developmental trajectories have not been characterized yet. We used a new behavioral paradigm to identify the developmental dynamics of components contributing to distractibility in a large cohort of French participants balanced, between age groups, in gender and socioeconomic status (N = 352; age: 6–25). Results reveal that each measure of these components, namely voluntary attention, distraction, impulsivity, and motor control, present a distinct maturational timeline. In young children, increased distractibility is mostly the result of reduced sustained attention capacities and enhanced distraction, whereas in teenagers, it is the result of decreased motor control and increased impulsivity. 相似文献
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Senlin Chen Gregory J. Welk Roxane R. Joens-Matre 《Measurement in physical education and exercise science》2014,18(4):227-241
As the prevalence of childhood obesity increases, it is important to examine possible differences in psychosocial correlates of physical activity between normal weight and overweight children. The study examined fatness (weight status) and (aerobic) fitness as Enabling factors related to youth physical activity within the Youth Physical Activity Promotion Model (YPAP). Youth ages 9–11 years (N = 1,103) completed the Children’s Physical Activity Correlates survey and the Children’s Physical Activity Questionnaire. Structural equation modeling was used to analyze the relationships among variables. Overweight children reported lower scores on global self-esteem, perceived competence, attraction to physical activity, and parental influence (Cohen’s d ranging from .23 to .45 for girls; Cohen’s d ranging from .31 to .43 for boys). Weight status showed a small positive direct effect on physical activity (standardized path coefficient = .11), but did not show effects on psychosocial correlates (p > .05). Furthermore, aerobic fitness proved to be a stronger Enabling factor (standardized path coefficient = .26) than weight status within the YPAP model. Future research using the YPAP model may extend its utility as an evaluation framework for youth physical activity intervention studies. 相似文献
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