Feminist pedagogy: looking back to move forward (A feminist formations reader), edited by Robbin D. Crabtree,David Alan Sapp and Adela C. Licona     

Claudia Gillberg 《Gender and education》2010,22(3):348-349

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Romancing Nancy: Feminist Interrogations of Successive Versions of Nancy Drew     

Jacqueline Reid‐Walsh  Claudia Mitchell 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):443-456

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An investigation of the relationship between cognitive complexity and listener‐adapted communication     

Claudia L. Hale 《Communication Studies》2013,64(1):339-344

This study investigated the hypothesis that dyads composed of two cognitively complex individuals would be more successful at a communication task than would dyads composed of two individuals who are both noncomplex. Another hypothesis was that mixed dyads (one person complex, one noncomplex) would be more effective than noncomplex dyads but not as effective as complex dyads. The data supported the hypotheses. When both members of a dyad were complex or when the complex member of a mixed dyad was the person giving directions, the directions were more effective than when both members are noncomplex or when the noncomplex member of a mixed dyad was giving directions.  相似文献   

The uses of affect in education: Chilean government policies     

Claudia Matus 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):235-248

This article draws attention to the uses of affect to produce specific subjectivities and moralities in educational policies. It highlights the connections between specific ideas of the educated subject, the family role presented in governmental educational policies in Chile, and the ways these ideas are linked to the subjectivities and communities which the market requires to function. My argument is that with different intensities, affect regulation has become a strategic component of a government that articulates the relation between ‘right ways to behave at home’ and ‘school success’. As a result, affect makes conservative cultural dispositions look natural. I use discourse analysis to show how these policies use affect to control and monitor behaviors and personal relations, as well circulating cultural logics and ideological structures. I analyze one particular document to show how affect does not work through meanings per se; rather, it circulates productive ideas of families, students' behaviors, and social and cultural frames to organize a ‘good life’.  相似文献   

The Educational and Behavioral Impacts of the Ewing Marion Kauffman Charter School     

Matthew T. Johnson  Cleo Jacobs Johnson  Scott B. Richman  Alicia Demers  Claudia Gentile  Eric Lundquist 《Journal of School Choice》2017,11(3):399-425

The Kauffman School is a public charter school serving students from low-income neighborhoods in Kansas City, Missouri. This paper used a matched comparison group design to estimate the impacts of the Kauffman School on student achievement, attendance, and suspensions. We found that the Kauffman School had large positive impacts on student achievement in mathematics, reading, and science. This paper also used qualitative data to explore possible mechanisms for the school's effects. We found evidence that the Kauffman School's hallmarks are being implemented faithfully, and that stakeholders believe the school's methods are having a positive influence on students' attitudes and performance  相似文献   

Undoing diversity: knowledge and neoliberal discourses in colleges of education     

Claudia Matus  Marta Infante 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):293-307

In this article we analyze discourses of ‘diversity’ in colleges of education in Chile. We contend that the use of discourses of diversity, as reproducing the separation between mainstream subjectivities and those uncontained by the category of normal, is one of the ways universities align themselves with the rules of a democratic society, based on ideas of multicultural understandings and tolerant communities proliferated by inter-governmental institutions such as the Organization for Economic Cooperation and Development (OECD) and others. Our interest is to question the marginalization of cultural politics through the intensification of these discourses. At the same time, we explore the relations between the advancement of neutral discourses of difference and the value-free practices expressed in neoliberal educational agendas. We use discourse analysis to read interviews with future teachers. We understand students’ narratives as perpetuating normative ways of thinking and legitimating those knowledges promoted by institutional curricula.  相似文献   

Factors predicting recall of mathematics terms by deaf students: implications for teaching     

Lang H  Pagliaro C 《Journal of deaf studies and deaf education》2007,12(4):449-460

In this study of deaf high school students, imagery and familiarity were found to be the best predictors of geometry word recall, whereas neither concreteness nor signability of the terms was a significant predictor variable. Recall of high imagery terms was significantly better than for low imagery terms, and the same result was found for high- over low-familiarity and signability. Concrete terms were recalled significantly better than abstract terms. Geometry terms that could be represented with single signs were recalled significantly better than those that are usually fingerspelled or those represented by compound signs. Teachers with degrees and/or certification in mathematics had significantly higher self-ratings for the strongest predictor variables, imagery (visualization), and familiarity, as compared with those without such formal training. Based on these findings, implications for mathematics instruction, teacher education, and research are provided.  相似文献   

Learning from text: knowing the test format enhanced metacognitive monitoring     

Stephan Dutke  Jonathan Barenberg  Claudia Leopold 《Metacognition and Learning》2010,5(2):195-206

In an experiment with 56 young adults, the hypothesis was tested that information about the format of an anticipated test improves metacognitive monitoring. Half of the participants were informed about the format of the test before they started studying a text about human genetics. The other half of the sample received the same information after studying the text. All participants then answered 15 true-false inference items about the contents of the text and judged their confidence in the correctness of each answer. Whereas experimental and control group did not differ in the number of correct answers, the confidence judgments in the experimental group were more accurate and discriminated better between correct and incorrect answers than the control participants’ judgments. Furthermore, the informed participants’ discrimination performance correlated positively with their domain-related prior knowledge. The results extend earlier findings concerning the role of the test format for monitoring processes.  相似文献   

Explicit and implicit confidence judgments and developmental differences in metamemory: an eye-tracking approach     

Thomas Roderer  Claudia M. Roebers 《Metacognition and Learning》2010,5(3):229-250

In the present study, primary school children’s ability to give accurate confidence judgments (CJ) was addressed, with a special focus on uncertainty monitoring. In order to investigate the effects of memory retrieval processes on monitoring judgments, item difficulty in a vocabulary learning task (Japanese symbols) was manipulated. Moreover, as a first exploratory step to uncover fast and retrieval bound (implicit) monitoring processes that take place before explicit CJ are openly reported, fixation time allocation during recognition and monitoring was recorded with an eye-tracking device. Results revealed developmental progression in uncertainty (but not in certainty) monitoring between the age of 7 and 9 years. Differences in CJ across levels of item difficulty point to a substantial impact of retrieval processes on 9-yr-olds’ but not on 7-yr-olds’ monitoring. Eye-tracking data revealed an overall bias towards medium and high CJ, and confirmed evidence on developmental progression in monitoring skills.  相似文献   

Effort on homework in grades 5-9: development, motivational antecedents, and the association with effort on classwork     

Trautwein U  Lüdtke O  Kastens C  Köller O 《Child development》2006,77(4):1094-1111

In 2 studies, an expectancy-value framework was applied to investigate effort expended on mathematics homework. In Study 1 (2,712 students in grades 5, 7, and 9; mean age=13.37 years), lower homework effort was found in higher grades. The effects of intrinsic value on homework effort were higher in the older cohorts, whereas the effects of the expectancy component were lower. In Study 2 (571 students in grades 8 and 9; mean age=14.72), an expanded expectancy-value framework was found to explain both homework and classwork variables. The means for effort and value were lower for homework than for classwork; these differences were partly moderated by students' conscientiousness. The implications of homework behavior and motivation for developmental research are highlighted.  相似文献