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141.
Fernanda L. Cross Aixa D. Marchand Michael Medina Andrea Villafuerte Deborah Rivas‐Drake 《Psychology in the schools》2019,56(4):483-496
This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families. 相似文献
142.
Lyn D. English 《Educational Studies in Mathematics》2006,63(3):303-323
This paper examines 6th grade children's local conceptual development and mathematization processes as they worked a comprehensive
mathematical modeling problem (creating a consumer guide for deciding the best snack chip) over several class periods. The
children and their teachers were participating in a 3-year longitudinal teaching experiment in which sequences of mathematical
modeling problems were implemented from the 5th grade (10 years of age) though to the 7th grade. In contrast to traditional
problem solving, mathematical modeling requires children to generate and develop their own mathematical ideas and processes,
and to form systems of relationships that are generalizable and reusable. Reported here is a detailed analysis of the iterative
cycles of development of one group of children as they worked the problem, followed by a summary of the mathematization processes
displayed by all groups. Children's critical reflections on their models are also reported. The results show how children
can independently develop constructs and processes through meaningful problem solving. Children's development included creating
systems for operationally defining constructs; selecting, categorizing, and ranking factors; quantifying quantitative and
qualitative data; and transforming quantities. 相似文献
143.
Can research on science learning and instruction inform standards for science education? 总被引:1,自引:0,他引:1
Linn Marcia C. diSessa Andy Pea Roy D. Songer Nancy B. 《Journal of Science Education and Technology》1994,3(1):7-15
We contrast the current science education reform effort with the reforms of the 1960s and suggest how the current effort could be enhanced. We identify insights from recent research that we believe can inform the reform process, in particular, to reach all science students and also impart a cohesive view of science. We propose an alternative models view of scientific explanation and show how this view would contribute to reforms of (1) course goals, (2) social aspects of science learning, (3) instructional practices, and (4) roles for technology.This paper summarizes discussions and debates that the authors have had over the last few years. The dialogue stems, in part, from our joint participation in the American Educational Research Association Special Interest Group on Education in Science and Technology (AERA SIG:EST) leadership. This paper communicates the spirit of our thinking and does not necessarily reflect the view of SIG:EST, or any other organization.We gratefully acknowledge the support of National Science Foundation Grant MDR-9253462 in work related to this paper. We appreciate helpful comments from Eileen Lewis and the Computer as Learning Partner group.This material is based upon research supported by the National Science Foundation under grant RED-9155744. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the authors and not necessarily reflect the views of the National Science Foundation. 相似文献
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146.
Liu Shuangshuang Bell Courtney A. Jones Nathan D. McCaffrey Daniel F. 《Educational Assessment, Evaluation and Accountability》2019,31(1):61-95
Educational Assessment, Evaluation and Accountability - Researchers and practitioners sometimes presume that using a previously “validated” instrument will produce “valid”... 相似文献
147.
Tolar TD Lederberg AR Gokhale S Tomasello M 《Journal of deaf studies and deaf education》2008,13(2):225-240
Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-six 2.5- to 5-year-olds who had no previous exposure to signs were required to match iconic signs to pictures of referents. Whereas few of the 2.5-year-olds recognized the meaning of the iconic signs consistently, more than half of the 3.0-year-olds and most of 3.5-year-olds performed above chance. Thus, the ability to recognize the meaning of iconic signs gradually develops during the preschool years. Implications of these findings for sign language development, receptive signed vocabulary tests, and the development of the ability to interpret iconic symbols are discussed. 相似文献
148.
Early Childhood Education Journal - My first graders arrive with their parents for conference time. Conferencing involves a three-way triad—student, parent, teacher. The lines of... 相似文献
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