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921.
M. Gail Jones Tammy Lee Katherine Chesnutt Sarah Carrier Megan Ennes Emily Cayton 《International Journal of Science Education》2013,35(14):1962-1976
ABSTRACTAlthough there has been some success with programmes that aim to increase STEM involvement by women and underserved minorities, science educators continue to seek ways to promote students’ interest in STEM. This study builds on social cognitive career theory (SCCT) and the theory of enclothed cognition to assess the impact of wearing lab coats on 5th-grade students. Students were assigned to a treatment group (that wore lab coats, n = 106) or a control group (that did not wear lab coats, n = 110) for 10 science classes taught by their classroom science teacher. Students were assessed pre and post to the intervention with a survey designed to measure science interest, recognition from others as a science person, science self-efficacy, and STEM career goals. Results showed students’ interest in science was not significantly changed due to wearing the lab coat, but the lab coats did have significant effects on students’ perceived recognition by others as being a science learner. Furthermore, those treatment students with low self-efficacy (compared to those with high self-efficacy) and those with who did not report having access to a parent with a STEM career had significant increases in perceptions of self-efficacy in science. 相似文献
922.
Maternal psychological distress during pregnancy in relation to child development at age two 总被引:1,自引:0,他引:1
Concern exists that a constellation of negative maternal emotions during pregnancy generates persistent negative consequences for child development. Maternal reports of anxiety, pregnancy-specific and nonspecific stress, and depressive symptoms were collected during mid-pregnancy and at 6 weeks and 24 months after birth in a sample of healthy women with low risk pregnancies. Developmental assessment and cardiac vagal tone monitoring were administered to 94 children at age 2. Higher levels of prenatal anxiety, nonspecific stress, and depressive symptoms were associated with more advanced motor development in children after postnatal control for each psychological measure; anxiety and depression were also significantly and positively associated with mental development. Mild to moderate levels of psychological distress may enhance fetal maturation in healthy populations. 相似文献
923.
This study applied a learningorganisation framework to understand academicdepartments' efforts to improve teachingquality. The theoretical framework wasgenerated from literature on learningorganisations, organisations devoted tocontinuous improvement through continuouslearning. Research questions addressedrelationships among departments' vision,leadership, knowledge management,communication, learning culture, and teachingimprovement. Using survey data collected fromdepartment chairs, this study found a positiveassociation between learning organisationbehaviours and the improvement of teaching. 相似文献
924.
Research in Higher Education - Increasing mature-age access to education and training in a way that is responsive to changing labour market needs is a key policy challenge. In this paper we examine... 相似文献
925.
Sarah Prestridge 《Technology, Pedagogy and Education》2017,26(4):367-381
Teachers’ current uses of technologies still tend to replicate traditional and/ or administrative practices, with research indicating that the pedagogies required for the effective integration of educational technologies are not yet in evidence amongst the majority of teachers. In order to conceptualise what could be considered effective pedagogies for the use of technology, greater understanding of what informs teachers’ particular approaches and how teachers come to change their approaches over time is required. Succinctly, what is needed is a deep understanding of a teacher’s developmental process for their conceptualisation of the relationship between technology and pedagogy. Through an in-depth, two-year case study methodology, three teachers’ journey to use game-based technologies in their classrooms was examined. The results provide valuable insights into the relationship between teachers’ pedagogical beliefs and practices about the use of technologies; trigger points in teachers’ journeys that influence change in their pedagogical orientation for the use of technology; and rich stories of innovation in teaching. This study has implications for teacher professional development and supporting effective technology integration. 相似文献
926.
Marschark M Sarchet T Convertino CM Borgna G Morrison C Remelt S 《Journal of deaf studies and deaf education》2012,17(1):61-74
This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations. 相似文献
927.
Mostafa Yaghoubi Sally D. Lark Wyatt H. Page Philip W. Fink Sarah P. Shultz 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(6):636-648
A rugby scrum’s front row must act uniformly to transfer maximal horizontal force and improve performance. This study investigated the muscle activation patterns of lower extremity muscles in front row forwards during live and machine scrums at professional and amateur levels. Electromyography was collected bilaterally on vastus lateralis, rectus femoris and gastrocnemius muscles of 75 male rugby prop players during live and machine scrums. ANOVAs compared muscle reaction time, rate of change in muscle amplitude and muscle amplitude between groups and conditions. Cross-correlation analysis explored muscle synchronicity. There were significantly greater rates of change in each muscle amplitude in professional players than amateur players. Additionally, there was significantly quicker muscle reaction time in all muscles, and greater amplitude in vastus lateralis and gastrocnemius, during the live scrum vs. machine condition. The professional props produced more synchronised muscle activation than amateur players and all players produced more synchronised muscle activation against the scrum machine vs. live scrummage. The results indicate a higher skill proficiency and muscle synchronicity in professional players. While scrum machine training is ideally suited for functional muscle strengthening during practice, to truly simulate the requirements of the scrum, training should incorporate the live situation as much as possible. 相似文献
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Young adolescents have unique basic and developmental needs. Middle level educators are best able to reach and teach young adolescents when they understand students’ needs and when the school environment, including its organizational structures and teacher practices, are responsive to these needs. Findings from a recently conducted qualitative case study indicate that middle level organizational structures, coupled with active, hands-on teacher practices, helped educators promote an adolescent-centered community where students felt cared for and perceived learning as both fun and educational. We highlight lessons learned from the study, including the importance of being responsive to student needs and promoting an adolescent-centered community. We then suggest ways middle level educators can foster such responsive communities in their own schools through maximizing the use of organizational structures and implementing active, hands-on teacher practices. 相似文献