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21.
Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement. Boys were more likely than girls to attribute math successes to high ability and to attribute English failures to low ability. Both genders' ability attributions for math became more negative from eighth to eleventh grades. Grade 8 attributions of math failure to lack of ability were negatively related to Grade 11 math classroom engagement. Results illustrate the gendered nature of motivational beliefs among Black youth. 相似文献
22.
This Burkean analysis of suicide notes argues that suicide is motivated by an innate human desire for “Order.” The notes analyzed in this study were composed by individuals who portrayed their lives as filled with much chaos and pain. In Burke's words, they viewed their lives as highly disordered. Their final communiques indicate that they saw suicide as a way to overcome the tremendous feelings of guilt and/or shame associated with that disorder. In a smaller number of cases, the deceased suggested that suicide allowed them to transcend their painful circumstances, thereby allowing them to avoid the assignment of guilt or shame. As the rhetoric of suicide notes reveals, suicide functions as an agency by which their authors believe a sense of “control” can be reestablished and, ultimately, “Order” restored to their worlds. 相似文献
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Beth Hildebrandt Stacey Knight-Davis Andrew Cougill 《College & Undergraduate Libraries》2019,26(1):52-65
Exhibits in academic libraries are drivers for outreach. Many exhibit programs center on national traveling exhibits often because they are well done and already completed. The only input necessary from a host institution is space and a small amount of time to put up the exhibit. Locally made exhibits create a stronger connection to the community, but they are more expensive in terms of time for research and creating the exhibit, and money for printing. The adage “many hands make light work” accurately describes the local exhibit creation process when multiple groups come together. Partnerships between libraries to share exhibit content broaden the Pool of exhibit possibilities and raise awareness of exhibit programs for all partners. In this case, an exhibit at the University of Illinois at Urbana-Champaign that focused on veterans and their service-related tattoos was picked up and built upon by Eastern Illinois University. This case study covers multiple libraries, both academic and public, sharing an exhibit about veterans and their tattoos, providing outreach opportunities to veteran and service member populations at all participating libraries 相似文献
25.
Sandra Beth Schneider 《Educational Studies A Journal of the American Educational Studies Association》2015,51(4):284-299
This article presents an autoethnographic and theoretical reflection on my justifications for the use of neoliberal deconstruction in the undergraduate social foundations classroom. I engage the reader in a discussion concerning the need to make neoliberal agendas, as they pertain to corporate reform in education, salient to students. Further, I argue that cognitive apprenticeship is necessary to “help students map their own dialectics into thinking about their future practice as educators.” I share the integral elements of the cognitive apprenticeship undertaken in the course: “three prongs of foundational thinking,” four key conceptual frames for neoliberal deconstruction and associated foundational readings, and two representative assignments to illustrate the type of scaffolding offered to help education students move past naïve and complacent interpretations of current corporate reforms. My reflections rely on my teaching experience, in-class observations, assessment of students' work, and overarching themes in how students' have responded to the topic. 相似文献
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Science & Education - This article focuses on uncertainty—ways in which scientists recognize and analyze limits in their studies and conclusions. We distinguish uncertainty from... 相似文献
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Maria E. Hernández Finch Beth Trammell Asia R. Hulse William H. Finch Aimee Wildrick Elizabeth F. Floyd Jenna Pittenger David E. McIntosh 《Psychology in the schools》2023,60(2):282-294
Understanding the relationship between executive functioning and its connection to working memory and adaptive functioning can inform planning and employment efforts. This study explored the relationship between memory and adaptive functioning with a sample of Autistic youths/young adults. Participant mean age was 21.3 (SD = 3.0). Of the 22 participants, 17 were male, and 19 white, non-Hispanic/Latina/o/x. All but one lived with their parent(s). Participants were administered a full battery assessing cognitive ability (WAIS-IV), memory and executive functioning (WMS-IV and DKEFS), autism symptomatology (ADOS-II), and adaptive functioning (SIB-R). A multivariate lasso regression model was used. Memory, especially as measured on the WMS-IV, was found to be significantly related to adaptive functioning and autism symptomatology. There appears to be continuing evidence that memory is highly related to adaptive functioning and autism symptomatology. Interventions involving auditory and immediate memory could be helpful in promoting more mutually effective social interactions necessary for positive employment outcomes. 相似文献
29.
Instructional practices in secondary science: How teachers achieve local and standards-based success
Beth A. Covitt Elizabeth Xeng de los Santos Qinyun Lin Christie Morrison Thomas Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success. 相似文献
30.
The increase in smartphone adoption has been no less than astounding. Unfortunately, the explosive growth has been accompanied by a rash of security problems. A contributing factor to the growing security problem is a lack of education, training, and awareness. In addition, “bring your own device” (BYOD) policies often leave security responsibilities to the competencies of device owners, which compromises security. Today’s students are tomorrow’s employees with responsibilities for protecting their work environment. They need to understand and practice a full-range of mobile security practices so that they can safely access the information assets of their organizations. If students are not engaging in such practices, educational institutions have a responsibility to ensure that students understand how to keep information assets secure. This paper investigates the smartphone security practices of undergraduate college students. Five hundred students in business classes at a regional public university were surveyed to determine their use of recommended smartphone security practices. The study found that many smartphone users did employ some security measures, but a high percentage of them were ignoring potential risks. This suggests a need for increased education, training, and awareness. 相似文献