Coping mediates the relationship between emotional intelligence (EI) and academic achievement

Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and problem-focused, emotion-focused, and avoidant coping scales. Collectively, the coping variables significantly mediated the relationship between EI and grade point average (GPA) for Emotion Perception, Emotion Facilitation of Thought and Emotion Management (but not for Emotional Understanding). Problem-focused coping was the only single significant mediator, mediating the relationship between emotion management and GPA (but not other branches and GPA). In Study 2, 293 middle school students completed the Situational Test of Emotion Management for Youths (STEM-Y) and scales measuring the same three coping strategies. In this study, the coping variables again significantly mediated the relationship between emotion management and GPA. Once again, problem-focused coping was a significant mediator. Collectively, these results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping.     

Cognitive predictors of arithmetic,reading, and spelling in Brazilian Portuguese-speaking children

Reading and Writing - We examined the contribution of a major predictor of basic literacy ability—phoneme awareness—to individual differences in two arithmetic computation tasks: a...     

Learning Science in Grades 3–8 Using Probeware and Computers: Findings from the TEEMSS II Project

The Technology Enhanced Elementary and Middle School Science II project (TEEMSS), funded by the National Science Foundation, produced 15 inquiry-based instructional science units for teaching in grades 3–8. Each unit uses computers and probeware to support students’ investigations of real-world phenomena using probes (e.g., for temperature or pressure) or, in one case, virtual environments based on mathematical models. TEEMSS units were used in more than 100 classrooms by over 60 teachers and thousands of students. This paper reports on cases in which groups of teachers taught science topics without TEEMSS materials in school year 2004–2005 and then the same teachers taught those topics using TEEMSS materials in 2005–2006. There are eight TEEMSS units for which such comparison data are available. Students showed significant learning gains for all eight. In four cases (sound and electricity, both for grades 3–4; temperature, grades 5–6; and motion, grades 7–8) there were significant differences in science learning favoring the students who used the TEEMSS materials. The effect sizes are 0.58, 0.94, 1.54, and 0.49, respectively. For the other four units there were no significant differences in science learning between TEEMSS and non-TEEMSS students. We discuss the implications of these results for science education.     

The Motivational Impact of School-Based Performance Awards

This article examines the ways in which school-based performance award (SBPA) programs motivate teachers to modify or improve teaching practice. Qualitative and survey data from SBPA programs in Kentucky, Charlotte-Mecklenburg (North Carolina), Douglas County (Colorado), and Maryland suggest that SBPA programs motivate teachers largely by creating conditions that increase intrinsic rewards and focus teacher efforts, such as opportunities for professional collaboration, feedback on student performance, a clear goal focus, and alignment of organizational resources. Depending on the specific design, SBPA programs can also have negative consequences, such as increased teacher stress.     

Understanding Inquiry Science Teaching in Context: A Case Study of an Elementary Teacher

Journal of Science Teacher Education -     

Assessing psychosocial environment in mental health consultation groups

Those of us who work within the field of education are finding ourselves drawn to and mandated to work in groups, such as student study teams. However, most of the theorizing and research on consultation is focused on individual consultation. Yet it is clear that the more we work in groups the more important it becomes for us to understand the dynamics involved in group consultation. The purpose of this study is to examine some of the relevant dynamics in mental health consultation groups.     

“A living archive of modern protest”: Memory-making in the Women’s March

ABSTRACT

The Women’s March, held on January 21, 2017, the day after Donald Trump’s inauguration as President of the United States, made news across the world as a surprisingly powerful current event that signaled possible political and social futures. Yet this event was also threaded with the past. This essay examines the uses and constructions of memory in the marches and their mediation, drawing on news and social media coverage, on my own on-site experience at the Washington, DC, march, and interdisciplinary scholarship that may provide theoretical context for understanding the event’s nature and lasting importance. It considers the rhetorical and material memory work, on the ground, of both the official ceremonies and the marchers’ more vernacular expressions, as well as the complex interplay of mediation, resulting in definitions of the event as historic in its own right and as a map for the future.