Gender differences in national assessment of educational progress science items: What does “i don't know” really mean?     

Marcia C. Linn  Tina De Benedictis  Kevin Delucchi  Abigail Harris  Elizabeth Stage 《科学教学研究杂志》1987,24(3):267-278

The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.  相似文献   

On the Goals of Epistemic Education: Promoting Apt Epistemic Performance     

Sarit Barzilai  Clark A. Chinn 《学习科学杂志》2018,27(3):353-389

Recent years have seen a surge in educational efforts to foster the development of learners’ epistemologies. Our 1^st aim is to problematize some current assumptions about the goals of epistemic education and to argue that existing models of lay or expert epistemologies cannot directly translate into educational goals. Our 2^nd aim is to present a fresh integrative analysis of the goals of epistemic education based on both philosophical arguments and empirical research. Synthesizing these sources, we propose that the overarching purpose of epistemic education is to promote learners’ apt epistemic performance, defined as performance that achieves valuable epistemic aims through competence. We identify 5 key aspects of epistemic performance that are important to achieving this goal: engaging in reliable cognitive processes that lead to the achievement of epistemic aims, adapting epistemic performance to diverse situations, metacognitively regulating and understanding epistemic performance, caring about and enjoying epistemic performance, and participating in epistemic performance together with others. Each of these aspects involves competent engagement with epistemic aims and value, epistemic ideals, and reliable epistemic processes. Our analysis can help educators plan and evaluate epistemic education and suggests ways in which current curricula might be better designed to promote epistemic growth.  相似文献   

The learning and study strategies of college students with ADHD     

Abigail Reaser  Frances Prevatt  Yaacov Petscher  Briley Proctor 《Psychology in the schools》2007,44(6):627-638

This study compared learning and study strategies of students with attention‐deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement for college students with ADHD compared to other students. Results indicate that several important differences may exist in the learning and study strategies of students with ADHD versus students with LD and students without disabilities. However, the LASSI may not be a useful tool for predicting academic achievement for college students with ADHD. Interventions for working with students with ADHD are given. © 2007 Wiley Periodicals, Inc.  相似文献   

Changing classrooms bring new questions: environmental influences,self-efficacy,and academic achievement     

Mantooth  Renae  Usher  Ellen L.  Love  Abigail M. A. 《Learning Environments Research》2021,24(3):519-535

Learning Environments Research - In recent years, considerable attention has been given to how the physical structure of active learning classrooms affects academic performance, but little is known...  相似文献   

Is information acquisition still important in the information age?     

Sarit Barzilai  Anat Zohar 《Education and Information Technologies》2008,13(1):35-53

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‘Partnership’ in Action: Contagious Abortion and the Governance of Livestock Disease in Britain, 1885–1921     

Abigail Woods 《Minerva》2009,47(2):195-216

Most histories of livestock disease in Britain treat the development of control policy as a government responsibility, to which farmers made little constructive contribution. Similarly, farmers rarely appear in accounts of disease research. This paper uses the example of contagious abortion (brucellosis) at the turn of the twentieth century to reveal that state-farming collaboration in research and policy did in fact occur, and that it operated in various ways, with often unexpected outcomes. The collaborative approach to contagious abortion is partly attributed to its clinical and epidemiological features, which made it an unsuitable candidate for the existing, state-led policy of stamping out disease. It is claimed that such collaboration has been overlooked by historians on account of their focus upon diseases that were amenable to stamping out. This focus needs to change if history is to inform present-day disease governance in Britain, which is founded on the concept of ‘partnership’ between farmers and the state.

Abigail WoodsEmail:

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The effects of impact and non-impact exercise on circulating markers of collagen remodelling in humans     

Mackey AL  Donnelly AE  Swanton A  Murray F  Turpeenniemi-Hujanen T 《Journal of sports sciences》2006,24(8):843-848

Exercise has been shown to influence collagen synthesis and degradation. The aim of this study was to determine whether the stimulus for these changes is metabolic or mechanical. Eight healthy adults aged 22 +/- 4 years (mean +/- s) completed two exercise bouts-a 10 km road run and a deep water running session. Blood samples were collected before exercise and on days 1, 2, 3, 6 and 10 after exercise for measurement of creatine kinase activity, type IV collagen antigenicity, and concentrations of matrix metalloproteinase (MMP)- 9, tissue inhibitors of metalloproteinase (TIMP)- 1 and -2, and the MMP-2/TIMP-2 complex. Serum creatine kinase was elevated 24 h after the road run, but unchanged after the deep water running session. Serum collagen IV antigenicity decreased after both the road run and the deep water running session, suggesting suppressed type IV collagen synthesis in response to exercise, although serum MMPs and TIMPs remained unchanged after exercise. These results suggest that collagen IV synthesis is temporarily suppressed after exercise, irrespective of exercise type.  相似文献   

Examining the Effects of Jyoti Meditation on Stress and the Moderating Role of Emotional Intelligence          下载免费PDF全文

Daniel Gutierrez  Abigail H. Conley  Mark Young 《Counselor Education & Supervision》2016,55(2):109-122

The authors examined whether Jyoti meditation (JM), a spiritually based meditation (Singh, 2012 ), influenced student counselors' (N = 60) level of stress and emotional intelligence (EI). Results from a randomized controlled trial and growth curve analysis provided a multilevel model in which JM reduced stress and EI moderated the effect.  相似文献   

Breast or Bottle? Contemporary Controversies in Infant-Feeding Policy and Practice     

Abigail Bakke 《Technical Communication Quarterly》2014,23(4):341-343

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Sexual Harassment in the News: The United States and France     

Abigail C. Saguy 《The Communication Review》2013,16(2):109-141

This article documents and accounts for important differences in press coverage of sexual harassment in the United States and France. Compared to French press coverage, American reporting on sexual harassment has been much more extensive and more likely to focus on domestic sexual harassment scandals involving political individuals or institutions. This is attributed largely to the American press greater reliance on business, greater journalistic freedom, stronger traditions of investigative journalism, as well as more inclusive legal definitions of sexual harassment. While silent on French scandals, due to global political realities, the French press has reported extensively on American sexual harassment scandals and has been more dismissive of the problems of sexual harassment and (American) feminist activists when reporting on the United States. This article further analyzes how each press has framed the problem of sexual harassment and how such framing varies by story and over time.  相似文献