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351.
ABSTRACT

This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of activities and representations in these classes, and how highlighting this common thread influences student participation and learning. The authors conducted multimodal discourse analyses of teacher–student interactions during multiday observations in 3 urban high school STEM classes. The focal lessons were in electrical engineering and mechanical engineering (within Project Lead the Way), and precollege geometry. Across 3 cases, teachers and students actively built and maintained cohesion of invariant mathematical relations across activities and representations. Pre- and postlesson interviews revealed that teachers intentionally managed cohesion to provide the continuity across the curricular activities that teachers believed would promote student understanding. The findings contribute to ways of fostering STEM integration and ways of grounding abstractions to promote meaning making and transfer.  相似文献   
352.
ABSTRACT

Students must be taught to understand the ethical issues associated with engineering and technology, which includes microethics and macroethics. This research examined the influence of cultural environment by comparing ethics-related education outcomes between educators in (1) the United States, (2) non-US Anglo, and (3) Western European countries who teach engineering students. In an increasingly globalised world where companies and projects draw from talent across countries, it is important to understand how different cultures educate future engineers about their ethical responsibilities. Survey results revealed that a majority of educators in all three groups viewed undergraduate and postgraduate education on ethics as insufficient. A higher percentage of non-US Anglo and Western European educators taught sustainability and environmental issues in their courses compared to US respondents. US educators taught codes of ethics, ethics in design, and safety more than those in Western Europe. Open-ended responses illuminated challenges and opportunities to improve ethics education.  相似文献   
353.
Decades of student persistence and retention literature has brought to light factors of social, academic, and religious fit that influence a student's decision to remain at or depart from an institution. At Christian institutions, increasing student pluralism raises the likelihood that students will not fit religiously. This qualitative study of 21 first-time, full-time students contributes to the existing literature by exploring how students who already feel they do not fit for religious reasons work at constructing a sense of fit at a Christian research university. Many participants coped with religious discontinuity by redefining specifically Christian practices and teachings in terms that were personally palatable: as either general moral lessons that would help them to be a better person or as cultural insights that would benefit them social and professionally in the future. In many cases, university staff were instrumental. Finally, participants worked to construct an acceptable level of fit, or fit threshold, through various combinations of social fit, academic fit, and religious fit, often compensating for one with others. As Christian institutions increasingly invite students from diverse religious backgrounds into their campus community, understanding ways that these students attempt to adapt to religious incongruence will be paramount.  相似文献   
354.
This study examined relations between behavioral inhibition (BI) assessed in toddlerhood (n = 268) and attention biases (AB) to threat and positive faces and maternal‐reported anxiety assessed when children were 5‐ and 7‐year‐old. Results revealed that BI predicted anxiety at age 7 in children with AB toward threat, away from positive, or with no bias, at age 7; BI did not predict anxiety for children displaying AB away from threat or toward positive. Five‐year AB did not moderate the link between BI and 7‐year anxiety. No direct association between AB and BI or anxiety was detected; moreover, children did not show stable AB across development. These findings extend our understanding of the developmental links among BI, AB, and anxiety.  相似文献   
355.
356.
Coping with boredom in school: An experience sampling perspective   总被引:1,自引:0,他引:1  
The present study explored students’ use of boredom-related coping strategies at trait and state levels. Two trait-based dimensions of coping relevant to boredom were considered, namely approach - versus avoidance-oriented and cognitively - versus behaviorally-oriented coping strategies. The two dimensions were assessed in a self-report questionnaire administered to 537 grade 11 students (55.3% female, Mage = 17.15 years). Additionally, 79 of these participants completed state-based boredom-related coping measures over a 2-week period using an experience sampling method. Analyses of the trait measures suggested that two contrasting, broad approaches characterized participants’ strategies for coping with boredom, namely a cognitive-approach orientation and a behavioral-avoidance orientation. In both the trait- and state-based analyses, the cognitive-approach orientation was associated with lower levels of boredom. Implications for interventions promoting the use of cognitive-approach strategies for dealing with boredom in the classroom are discussed.  相似文献   
357.
This study examined emotion regulation (ER) as a mediator in the relation between early behavioral inhibition (BI) and later social competence (= 257), and whether this mediation varied depending on BI levels. Maternal report and observational measures were used to assess BI (ages 2 and 3). Children's ER strategies (age 5) and social competence with an unfamiliar peer (age 7) were measured using observational measures. Results showed that BI predicted less engaged ER strategies during a disappointment task, and engaged ER predicted higher social competence. Engaged ER mediated the effect of BI on social competence, but only for highly inhibited children. Findings elucidate developmental trajectories of risk and resilience, and suggest targeting regulatory strategies in early prevention efforts with highly inhibited children.  相似文献   
358.
This presentation summarized the results from primary research conducted by Profera and Jefferson that aimed to understand what libraries are doing to reach library end users. The authors aimed to explore the relationship between the physical and virtual library space and if this has an impact on student and faculty use of library resources. The study also sought to understand the extent to which libraries are already conducting marketing efforts, the success they have had in doing so, and how publishers can help to enhance the library/end user experience.  相似文献   
359.
Academics working in cultural studies argue that disciplinary boundaries inhibit knowledge production and argue that sports historians should bring the concepts of other disciplines to historical storytelling. They also emphasize the plurality of cultural meaning attached to sport and insist that politics and power relations suffuse everything.  相似文献   
360.
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