Putting Mutual Exclusivity in Context: Speaker Race Influences Monolingual and Bilingual Infants’ Word-Learning Assumptions     

Drew Weatherhead  Padmapriya Kandhadai  D. Geoffrey Hall  Janet F. Werker 《Child development》2021,92(5):1735-1751

Previous work indicates mutual exclusivity in word learning in monolingual, but not bilingual toddlers. We asked whether this difference indicates distinct conceptual biases, or instead reflects best-guess heuristic use in the absence of context. We altered word-learning contexts by manipulating whether a familiar- or unfamiliar-race speaker introduced a novel word for an object with a known category label painted in a new color. Both monolingual and bilingual infants showed mutual exclusivity for a familiar-race speaker, and relaxed mutual exclusivity and treated the novel word as a category label for an unfamiliar-race speaker. Thus, monolingual and bilingual infants have access to similar word-learning heuristics, and both use nonlinguistic social context to guide their use of the most appropriate heuristic.  相似文献   

The Development and Validation of a Measure of Science Capital,Habitus, and Future Science Interests     

Jones  M. Gail  Ennes  Megan  Weedfall  Drew  Chesnutt  Katherine  Cayton  Emily 《Research in Science Education》2021,51(6):1549-1565

Research in Science Education - There is growing evidence that science capital (science-related forms of social and cultural capital) and family habitus (dispositions for science) influence STEM...  相似文献   

Learning analytics: challenges and limitations     

Anna Wilson  Cate Watson  Terrie Lynn Thompson  Valerie Drew  Sarah Doyle 《Teaching in Higher Education》2017,22(8):991-1007

Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics – both data and algorithms – are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about learning and learners – and indeed the tendency not to theorize learning explicitly – that underpin such implementations. Finally, we describe an attempt to devise our own analytics, grounded in a sociomaterial conception of learning. We use the data obtained to suggest that the relationships between learning and the digital traces left by participants in online learning are far from trivial, and that any analytics that relies on these as proxies for learning tends towards a behaviorist evaluation of learning processes.  相似文献   

Examining Elementary Education Teacher Candidates’ Experiences Completing edTPA     

Drew Polly  S. Michael Putman 《The Teacher Educator》2020,55(4):392-410

Abstract

This study examined 388 elementary education teacher candidates (n?=?388) across four semesters in one educator preparation program about their experiences completing the performance-based assessment edTPA. Candidates were in one of three programs at a large, public research university in the Southeast region of the United States. These programs included: a general undergraduate elementary education program, an undergraduate elementary/special education dual licensure program, and a post baccalaureate graduate certificate in elementary school teaching program. Findings indicate that candidates across all three programs reached consensus on the five biggest challenges of edTPA. The challenges included: (1) deeper thinking for students; (2) identifying the language function of the lesson sequence; (3) including discourse in the lesson plans; (4) including the syntax supports in their lesson plans; and (5) making connections to research and theory. While all three groups of candidates identified these five challenges, the order and the extent to which they were a challenge varied by group. Further, candidates expressed disproportionate periods of time dedicated to edTPA during student teaching. Candidates in the graduate certificate in teaching program reported that they felt less prepared than undergraduate students in the other programs. Implications include examining how to best support candidates in all three programs to increase their likelihood of success on edTPA.  相似文献