When students are grouped into school tracks, this has lasting consequences for their learning and later careers. In Germany to date, some groups of students (boys, ethnic minority students) are underrepresented in the highest track. Stereotypes about these groups exist that entail negative expectations about their suitability for the highest track. Based on the shifting standards model, the present research examines if and how stereotypes influence tracking recommendations. According to this theory, members of negatively stereotyped groups will be judged more leniently or more strictly depending on the framing of the judgment situation (by inducing minimum or confirmatory standards). N = 280 teacher students participated in a vignette study in which they had to choose the amount of positive evidence for suitability they wanted to see before deciding to recommend a fictitious student to the highest track. A 2 (judgment standard: minimum vs. confirmatory) × 2 (target student’s gender: male vs. female) × 2 (target student’s ethnicity: no migration background vs. Turkish migration background) between-subjects design was used. No effects of target gender occurred, but the expected interaction of target’s ethnicity and judgment standard emerged. In the minimum standard condition, less evidence was required for the ethnic minority student to be recommended for the highest track compared to the majority student. In the confirmatory standards condition, however, participants tended to require less evidence for the ethnic majority student. Our experiment underlines the importance of the framing of the recommendation situation, resulting in a more lenient or stricter assessment of negatively stereotyped groups.
This study investigates the impact of evidentiality on source monitoring and the impact of source monitoring on false belief understanding (FBU), while controlling for short-term memory, age, gender, and receptive vocabulary. One hundred (50 girls) monolingual 3- and 4-year-olds from Turkey and the UK participated in the study in 2019. In Turkish, children's use of direct evidentiality predicted their source monitoring skills, which, in turn, predicted their FBU. In English, FBU was not related to source monitoring. Combined results from both languages revealed that Turkish-speaking children had better FBU than English-speaking children, and only for Turkish-speaking children, better source monitoring skills predicted better FBU. This suggests an indirect impact of evidentiality on FBU by means of source monitoring in Turkish. 相似文献
Research in Science Education - Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life... 相似文献
Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area. 相似文献
Mathematics educators have long emphasised the importance of attitudes, beliefs, and feelings towards mathematics, as crucial in motivating (or not) its learning and use, and as influenced in turn by its social images. This paper is about images of mathematics. Our search for advertisements containing such images in UK daily newspapers, during 2006–2008, found that 4.7 % of editions included a “mathematical” advert, compared with 1.7 % in pilot work for 1994–2003. The incidence varied across type of newspaper, being correlated with class and gender profiles of the readership. Three quarters of advertisements were classified as containing only very simple mathematics. ‘Semiotic discursive’ analysis of selected advertisements suggests that they draw on mathematics not to inform, but to connote qualities like precision, certainty, and authority. We discuss the discourse on mathematics in advertising as ‘quasi-pedagogic’ discourse, and argue that its oversimplified forms, being empty of mathematical content, become powerful means for regulating and ‘pedagogising’ today's global consumers. 相似文献
This article concerns a central issue in education as an institutional activity: instructions and their role in guiding student activities and understanding. In the study, we investigate the tensions between specifics and generalities in the joint production of guided action. This issue is explored in the context of handicraft education—or more specifically, a teacher education program in sloyd. Handicraft is particularly interesting when analysing instructions, since the purposes of instructions are often dual: (1) to bring about a broad, instructionally relevant mode of understanding artefacts (including their origin, aesthetics, etc.), and (2) to guide manual action in the production of such artefacts. In the article, a detailed analysis of an instructional sequence, which includes the production of two distinct types of embroideries, is reported. The analysis sheds light on the role of educational examples in sloyd as well as on the related issue concerning the distinctive difference between the activities of listening to instructions as part of a lecture, on the one hand, and, on the other, listening to instructions in order to be able to accomplish a task. 相似文献