A Matter of Time: Emotional Responses to Timed Mathematics Tests

This study examines the emotional responses of three individuals to timed mathematics tests. We examine the emotional responses of two adult women who look back to timed skills-tests in elementary school and the emotional response of a grade-three girl currently taking timed skills-tests. To interpret the individual reactions, we use a non-Newtonian view of time and draw on Mandler's insights into the nature of emotional responses. We examine the implications of these emotional responses for equitable assessment practices.This revised version was published online in September 2005 with corrections to the Cover Date.     

Self-reports of forgetting and remembering childhood sexual abuse in a nationally representative sample of US women

OBJECTIVE: The purpose of this article is to describe patterns of forgetting and remembering childhood sexual abuse (CSA) in a nationally representative sample of US adult women. METHOD: The respondents were a national probability sample of 711 women, aged 26 years to 54 years, residing in noninstitutional settings in the contiguous 48 states. In a 1996 face-to-face interview survey, trained female interviewers asked each respondent whether she had experienced any sexual coercion by family members or nonfamily members while growing up; whether she believed that she had been sexually abused (by family members or others); and whether she had ever forgotten the CSA experiences and, if so, how she had subsequently remembered them. RESULTS: Twenty-one and six-tenths percent of respondents reported having sexually coercive experiences while growing up; of these, 69.0% indicated that they felt they had been sexually abused. More than one-fourth of respondents who felt sexually abused reported that they had forgotten the abuse for some period of time but later remembered it on their own. Only 1.8% of women self-described as sexually abused reported remembering the abuse with the help of a therapist or other professional person. CONCLUSIONS: The findings indicate that, among women who report CSA, forgetting and subsequently remembering abuse experiences is not uncommon. According to the women surveyed, however, very few (1.8%) of those who felt abused recovered memories of CSA with help from therapists or other professionals. As one of the few studies of CSA memories in a nationally representative sample, this study suggests that therapist-assisted recall is not a major source of CSA memories among women in the US general population.     

论远程教学设计的基本问题

本文以系统论观点,详尽阐述了远程教学设计中应当考虑的诸如系统设计原则、学习者和学习内容分析、教学策略和媒体选择、效果评价以及学习环境中的信息传输等几个基本问题。这些远程教学设计的基本原则对于远程教学工作者开发成功的远程教学具有积极的理论指导意义。     

Gender,prior knowledge,interest, and experience in electricity and conceptual change text manipulations in learning about direct current

The present study investigated relationships between gender, interest and experience in electricity, and conceptual change text manipulations on learning fundamental direct current concepts. Conceptual change text has been shown to lead to better conceptual understanding of electrical concepts than traditional didactic text, but previous research suggested that the effect interacted with the gender of the participants. We hypothesized that interest moderated this interaction. In this study, men and women who had higher or lower interest in electricity and greater or lessor experience with electricity read conceptual change or traditional text. When interest level, experience, and prior knowledge were not included in the analysis, both gender and text type produced significant main effects. When interest level, experience, and prior knowledge were included in the analysis, conceptual change text led to better understanding of electricity concepts than did the traditional text, and the effect of gender was eliminated. This finding supports the hypothesis that prior interest level, experience, and knowledge mediate apparent gender differences in learning about electricity. It suggests that conceptual change text manipulations are likely to be effective for both men and women. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 107–123, 1997.     

Development and preliminary validation of the moral authorship questionnaire

Learning Environments Research - Background When novice teachers start working in a school, it is vital that they are aware of the moral aspects of the work environment and can use their moral...     

Innovation and firm value: An investigation of the changing role of patents, 1985–2007

This paper examines how the relationship between firm value and patent-based indicators of inventive activity has changed over time. We use data from more than 33,000 mergers and acquisitions deals between 1985 and 2007, and distinguish between American (USPTO) and European (EPO) patents. Our results indicate that over time EPO patents have become the dominant indicator of innovative activity, while USPTO patents have no effect on firm value near the end of the sample period. The results are robust to controlling for citations and are especially strong for small firms, for firms operating in the drug and chemical industries, and when target and acquiring firms operate in different industries or countries.     

Learning to observe: using video to improve preservice mathematics teachers’ ability to notice

Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’ ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication during a lesson.

Early Malnutrition and Child Neurobehavioral Development: Insights from the Study of Children of Diabetic Mothers

In this study we sought to discern whether disturbances in mothers' metabolism during pregnancy may exert long-range effects on the neurobehavioral development of the progeny. Participants were 139 Women with diabetes in pregnancy and their singleton offspring. Serial estimates of circulating maternal fuels were obtained for each pregnancy, along with detailed records of perinatal course and outcome. Offspring were administered the Wechsler Intelligence Scale for children—Revised (WISC-R) full-scale IQ scores below 70 in our cohort did not differ significantly from national estimates. Nonetheless, after statistically controlling for other influences, WISC-R verbal, performance, and full-scale IQ scores, and Bannatyne's indices of Verbal Conceptualization Ability, Acquired Knowledge, Spatial Ability, and Sequencing Ability were inversely correlated with measures, of maternal lipid and glucose metabolism in the second and third trimesters. KTEA Arithmetic scores were similarly correlated with measures of maternal lipids in the third trimester. All correlations indicate that poorer metabolic regulation was attended by poorer child performance. The effects of maternal metabolism on fetal brain and neurobehavioral development are discussed as potential intermediary factors.     

A “Toolkit” for developing critically reflective science teachers

The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary teacher preparation.     

The “Four Commonplaces of Teaching”: Prospective Teachers' Beliefs About Teaching in Urban Schools

The Urban Review - Preservice students in teacher education programs in both rural and urban teacher preparation institutions described their beliefs and knowledge about the teachers, students,...