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731.
732.
Deborah W. Tegano Melissa M. Groves Carol E. Catron 《Journal of Early Childhood Teacher Education》2013,34(3):291-300
This article examines the concept of an early childhood teacher learning, in stages, a new method for integrating the arts into the early childhood curriculum. An early childhood graduate course, Aesthetics as Learning, is the learning ground. In this course, the graduate students discover the “Adult Within,” the “Child Within,” the “Teacher Within” and the “Artist Within.” The innovative component is the fourth dimension, which is defined as learning to “feel like an Artist Within.” This is accomplished through 1-hour arts experiences in every 3-hour class, where the graduate student experiences the arts followed by discussion and reflection on the readings with a facilitative teacher in a supportive environment. 相似文献
733.
Claudia Peralta Melissa Caspary Diane Boothe 《Cultural Studies of Science Education》2013,8(4):905-918
This study investigates how Latina/Latino youth resist, conform to, and persist in schooling, and explores their preparation for an education in science, technology, engineering and math (STEM) fields. Using Latino Critical Race Theory as a framework, evidence of the “sticky mess” of racial inequalities (Espinoza and Harris in Calif Law Rev 10:499–559, 1997) and the concept of community cultural wealth (Yosso in Race Ethn Educ 8:69–91, 2005) will be used to understand how Latina/o students successfully persist in college. Quantitative and qualitative findings collected at two public universities in 2007–2012 show that Latina/o parents play a significant role in influencing their children’s decision to attend college; family, friend and community support and hard work have also been instrumental in college success. This is evident through parents’ encouragement to persist, expectations to do well and students serving as role models for siblings and peers. As policy makers in the educational arena emphasize STEM fields, there is a significant opportunity for Latino students to make valuable contributions. 相似文献
734.
Michael Reiss Celia Hoyles Tamjid Mujtaba Bijan Riazi-Farzad Melissa Rodd Shirley Simon Fani Stylianidou 《International Journal of Science and Mathematics Education》2011,9(2):273-302
We report on a project currently in progress that aims to identify through research the range of factors (individual, school
and out-of-school, including home) and their interactions that influence post-16 (i.e. post-compulsory) participation in mathematics
and physics in the UK and to assess their relative importance among different student populations. In this project, we are
beginning to elucidate the views of students and examine the sources of these views by exploring the contexts in which both
school and university students experience barriers or opportunities and form their identities with regard to participation
in mathematics and physics. Our focus in this paper is on our methodology, the reasons for it and how and why our approach
to data collection developed during the project. We situate our work within a mixed-methods approach, using multilevel modelling
and discourse analysis to analyse and interpret our findings that derive from our own questionnaires, interviews and ethnography
and from existing large-scale datasets. We argue that greater acknowledgement in the education literatures that investigate
student participation in mathematics and science needs to be made than is usual of the range of factors, including unconscious
forces that may affect participation. 相似文献
735.
736.
Danielle S. Molnar Sabrina Thai Melissa Blackburn Dawn Zinga Gordon L. Flett Paul L. Hewitt 《Child development》2023,94(1):254-271
This prospective longitudinal study evaluated changes in psychological distress among adolescents, pre-pandemic to intra-pandemic, the extent to which within-person and between-person differences in trait multidimensional perfectionism were associated with such changes, and the role of stress in explaining associations between perfectionism and psychological distress. Adolescents (N = 187; 80% female; 78% White, 7% Asian Canadian, 2% Indigenous Peoples in Canada, 2% Black or African Canadian, 2% Latin Canadian, or 9% Other; Mage = 17.96 years) completed online surveys assessing perfectionism (i.e., self-oriented perfectionism and socially prescribed perfectionism), depression, anxiety, and stress pre-pandemic (i.e., March 12, 2020 or earlier) and during Ontario, Canada's first (i.e., March 13, 2020 to July 24, 2020) and second (December 26, 2020 to February 7, 2021) government-mandated lockdowns. Between-person differences and within-person changes in multidimensional trait perfectionism were associated with increases in psychological distress and perceived stress. Perceived stress served as an intermediary pathway linking multidimensional trait perfectionism to psychological distress during the pandemic. 相似文献
737.
The ability to use knowledge to guide the completion of goals is a critical cognitive skill, but 3-year-olds struggle to complete goals that require multiple steps. This study asked whether 3-year-olds could benefit from “plan chunking” to complete multistep goals. Thirty-two U.S. children (range = 35.75–46.59 months; 18 girls; 9 white, 3 mixed race, 20 unknown; tested between July 2020 and April 2021) were asked to complete “treasure maps,” retrieving four colored map pieces by pressing specific buttons on a “rainbow box.” Children completed more of the four-step sequence correctly when the steps were presented in a way that encouraged chunking the steps into pairs. These findings suggest a potential mechanism supporting memory-guided planning abilities in early childhood. 相似文献
738.
Patrick T. Davies Morgan J. Thompson Rochelle F. Hentges Lucia Q. Parry Melissa L. Sturge-Apple 《Child development》2022,93(2):594-611
This study examined interparental conflict as a curvilinear predictor of children's reactivity to interparental conflict and, in turn, their school problems across three annual measurements. Participants included 243 preschool children (Mage = 4.60 years; 56% girls) and their parents from racially (e.g., 48% Black; 16% Latinx) diverse backgrounds. Interparental conflict was a significant quadratic predictor of children's emotional reactivity (β = .23) and behavioral dysregulation (β = .27) to conflict over a 1-year period. The robust association between interparental conflict and behavioral dysregulation weakened at high levels of interparental conflict. In contrast, interparental conflict more strongly predicted children's emotional reactivity as conflict exposure increased. Children's emotional reactivity, in turn, predicted their greater school problems 1 year later (β = .25). 相似文献
739.
Higher Education - Higher education in the United Arab Emirates (UAE) is a relatively modern phenomenon, but it is a sector which has experienced immense growth since the first national university... 相似文献
740.
Melissa Schellekens Joseph Ciarrochi Anthony Dillon Baljinder Sahdra Robert Brockman Janet Mooney Philip Parker 《British Educational Research Journal》2022,48(4):730-750
Internationally, there is a gap in high-school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high-school completion between Australian Indigenous and non-Indigenous rates, and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap is significant, is mostly a function of differences in academic achievement, but varies by socioeconomic status (SES) and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not for Indigenous students. Conversely, rural and poor non-Indigenous students appeared to have dropout rates as large or even larger than similarly poor and rural Indigenous youth. Overall, the results suggest the need for a more nuanced perspective on ‘Indigenous gaps’ in educational attainment. 相似文献