Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations

This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.     

Anwendungs- und Transaktionsisolation unter Java

Zusammenfassung  Die Java Platform, Enterprise Edition (Java EE, frühere Bezeichnung: J2EE) wurde entwickelt, um den Einsatz von Java in unternehmenskritischen Transaktionsanwendungen, wie etwa Finanzbuchhaltungs- oder Warenwirtschaftssystemen, zu erm?glichen. Die Programmierung ist jedoch immer noch sehr aufwendig, wenn es darum geht, die Isolation parallel laufender Transaktionen zu gew?hrleisten. Die Einhaltung der Transaktionsisolation ist eine Grundvoraussetzung, um die zugrunde liegenden Daten in einem konsistenten Zustand zu halten. Der vorliegende Beitrag analysiert die existierenden Probleme und gibt einen überblick über die derzeitig verfügbaren oder diskutierten L?sungsans?tze. CR subject classification  A.1 ; D.3.2 ; D.3.4 ; D.4.1     

Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics,classroom factors,and school track

This study examines the determinants of homework motivation and homework effort in six school subjects at three levels: student level, classroom level, and school level. We hypothesized that several factors—including stable personality characteristics such as gender and conscientiousness, students' domain-specific homework motivation, and characteristics of homework assignments—have concomitant effects on student homework effort. The sample consisted of 511 students in Grades 8 and 9. Across all six school subjects, multilevel modelling showed that students' homework motivation and homework effort varied primarily as a function of their shared perceptions of homework quality and control (classroom level) and of their conscientiousness, individual perception of homework quality, and expectancy and value beliefs (student level). Domain-specific patterns were found for student gender in line with gender stereotypes. Cognitive ability, family background, and parental homework help or control were only loosely associated with homework motivation and homework effort.