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911.
The views presented are the authors’ own, and do not represent the official position of the National Institute of Education. 相似文献
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Christopher Engledowl 《Teaching Statistics》2019,41(2):42-46
Heat maps have become ubiquitous in the media, yet students are rarely exposed to them and their inherent limitations and potential for misleading consumers. This article makes a case for exposing students to them in statistics instruction at the secondary and tertiary level. 相似文献
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In England teachers of secondary school mathematics and science are in short supply and it is important to understand how pre-service teachers develop and maintain networks of support during their training year and the impact these networks can have on their training outcomes. The purpose of this study is to examine how changes to the size and composition of these support networks during the training year are associated with programme outcomes. The paper draws on social network theory to examine the nature of the support networks that develop around each pre-service teacher, and examines how supportive ties were initiated, maintained, and broken over the course of the training year. A survey design was utilised to collect data at four time points across the 2014–2015 academic year from a total cohort of more than 75 pre-service teachers. At all four time points, participants were asked to nominate those peers and others to whom they had turned during the previous month for different aspects of support. Results showed that the size and composition of support networks changed over time with significant differences in the development of the networks between pre-service teachers on school-led and university-led programmes. 相似文献
918.
Christopher R. Gonzales Alexis Merculief Megan M. McClelland Simona Ghetti 《Child development》2022,93(2):524-539
Children's ability to monitor subjective feelings of uncertainty (i.e., engage in uncertainty monitoring) is a central metacognitive skill. In the current study, we examined the development of uncertainty monitoring as well as its relations with vocabulary and executive function development in children (N = 137, 52% female) from predominately White and Latinx/Hispanic backgrounds when they were 4–6 years old and enrolled in a Head Start preschool and kindergarten between 2018 and 2019. We found that children's uncertainty monitoring improved during the kindergarten year. Children's executive function and vocabulary in preschool and vocabulary growth from preschool to kindergarten predicted uncertainty monitoring at the end of kindergarten, which sheds new light on potential mechanisms supporting children's metacognitive development. 相似文献
919.
Deborah Finkel Deborah W. Davis Evan J. Giangrande Sean Womack Eric Turkheimer Christopher Beam 《Child development》2022,93(2):e135-e148
The current analysis investigates genetic and environmental influences on the bidirectional relationships between temperament and general cognitive ability (GCA). Measures of GCA and three temperament factors (persistence, approach, and reactivity) were collected from 486 children ages 4–9 years (80% white, 50% female) from the Louisville Twin Study from 1976 to 1998. The results indicated a bidirectional dynamic model of temperament influencing subsequent GCA and GCA influencing subsequent temperament. The dynamic relationship between temperament and GCA arose primarily from shared genetic variance, particularly in families with higher socioeconomic status, where input from temperament contributed on average 20% to genetic variance in GCA versus 0% in lower SES families. 相似文献
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Wayne Breslyn J. Randy McGinnis R. Christopher McDonald Emily Hestness 《科学教学研究杂志》2016,53(10):1471-1499