“I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit     

Jeanna R. Wieselmann  Emily A. Dare  Elizabeth A. Ring-Whalen  Gillian H. Roehrig 《科学教学研究杂志》2020,57(1):112-144

Gender equity issues remain a challenge in science, technology, engineering, and mathematics (STEM) fields, where women are highly underrepresented. As integrated STEM instruction becomes increasingly popular in elementary and middle school classrooms, it is important to consider whether the small group activities that are commonplace in STEM instruction support the equitable participation of young girls. This study builds on the existing body of literature to better understand how gender is related to student participation in small group STEM activities and whether students participate differently in science and engineering activities. A single embedded case study was used to explore the experiences of four students aged 10–11 years as they participated in small group work within an integrated STEM unit in their fifth-grade classroom. Two girls and two boys worked together throughout the unit to explore science content related to electromagnetism and apply their content knowledge to an engineering design challenge. Video and audio of students' small group interactions were analyzed using an observation protocol to code their participation in each 3-min segment of STEM activity. Student- and case-level analyses were used to identify patterns of interaction based on gender and type of activity (science vs. engineering). Findings suggest that boys and girls participate in small group STEM activities in different ways, adopting distinct roles within their group. In addition, students displayed divergent patterns of interaction in science- and engineering-focused lessons, suggesting that students need additional practice and support in navigating between science and engineering in integrated STEM units.  相似文献   

You Gotta Represent¡ Ethnic Identity Development among Hispanic Adolescents     

Patricia Alvarez McHatton  Elizabeth Shaunessy  Claire Hughes  Alejandro Brice  Mary Ann Ratliff 《Multicultural Perspectives》2013,15(3):12-20

Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, administrators, families, and communities, and how they perceive themselves. A discussion of the core issues that emerged, including students' reawakening to their ethnic identity, differing rationales for using native language, and observed differences in self-perceptions between the gifted and general education bilingual Hispanic students is provided, along with results and implications for future research.  相似文献   

The Symbolic Boundary of Sports: Middle School Athletic Culture and Mexican Immigrant Girls     

Elizabeth Meador 《Multicultural Perspectives》2013,15(2):82-88

In this article the author presents an analysis of the hidden curriculum of school sports in mediating the achievement of Mexican immigrant girls in middle schools in the southwestern United States. Using Bourdieu's theory of taste, the author shows how symbolic boundaries expressed by students and teachers legitimize cultural practices that privilege youth who value sports while marginalizing those who do not.  相似文献   

Mobilities of gaseous ions in CH₃NO₂H₂ and CH₃CNH₂ mixtures     

Elizabeth Ann Higley  Carolyn C. Thorsen 《Journal of The Franklin Institute》1933,215(1):69-80

Extending previous investigations by Loeb of mobilities in gaseous mixtures using his procedure except that the auxiliary field in these measurements was made equal to the advancing field thus giving absolute values of the mobilities, measurements of mobilities were made in mixtures of CH₃NO₂H2 and CH₃CNH₂. The mobilities in H₂ were 7.12 for the positive ions and 10.46 for the negative ions in cm./sec. per volt/cm. Those in CH₃NO₂ were 0.221 cm./sec. per volt/cm. for both ions and in CH₃CN they were 0.234 cm./sec. per volt/cm. for both ions. Both ion mobilities deviated from Blanc's law in CH₃NO₂ indicating the formation of complexes with the CH₃NO₂ ions somewhat greater in size than the normal ions in H₂. The molecules attached to negative ions somewhat less readily than to the positive ions but both final ions were of the same size. In CH₃CN mixtures both positive and negative ions deviated from Blanc's law, the positive ion showing more ready attachment of CH₃CN. The negative ion had consistently a higher mobility than the positive ion, a circumstance indicating a smaller ion and suggesting that the attaching molecule might not be CH₃CN but some impurity. Both ion addition products in CH₃CN are larger than the normal ion in H₂ but smaller than those in CH₃NO₂ as was to be expected.  相似文献   

Biological movement variability during the sprint start: performance enhancement or hindrance?     

Bradshaw EJ  Maulder PS  Keogh JW 《Sports biomechanics / International Society of Biomechanics in Sports》2007,6(3):246-260

In the current study, we quantified biological movement variability on the start and early acceleration phase of sprinting. Ten male athletes aged 17-23 years (100-m personal best: 10.87 +/- 0.36s) performed four 10-m sprints. Two 250-Hz cameras recorded the sagittal plane action to obtain the two-dimensional kinematics of the block start and initial strides from subsequent manually digitized APAS motion analysis. Infra-red timing lights (80Hz) were used to measure the 10-m sprinting times. The coefficient of variation (CV%) calculation was adjusted to separate biological movement variability (BCV%) from estimates of variability induced by technological error (SEM%) for each individual sprinter and measure. Pearson's product-moment correlation and linear regression analysis were used to establish relationships between measures of BCV% and 10-m sprint start performance (best 10-m time) or 10-m sprint start performance consistency (10-m time BCV%) using SPSS version 12.0. Measurement error markedly inflated traditional measures of movement variability (CV%) by up to 72%. Variability in task outcome measures was considerably lower than that observed in joint rotation velocities. Consistent generation of high horizontal velocity out of the blocks led to more stable and faster starting strides.  相似文献   

Visual guidance during competition performance and run-through training in long jumping     

Bradshaw EJ  Aisbett B 《Sports biomechanics / International Society of Biomechanics in Sports》2006,5(1):1-14

To ensure precise foot placement on the take-off board, long jumpers visually regulate their stride pattern during their run-up. A relationship between how much visual guidance they use and the horizontal distance they jump has not, however, been quantified. Run-up precision is often practiced using run-throughs, which exclude the take-off and, therefore, the high physical stress of the complete long jump. The validity with which this common training method simulates the long jump approach remains, however, to be verified. Four state-standard long jumpers and two heptathletes completed two sessions, each comprising six runthroughs and six competition long jumps. A 50 Hz video camera was manually panned from an elevated platform to film each trial, to enable subsequent gait characteristic evaluations. Linear regression analyses identified that a longer visual regulation phase, measured in time, distance or number of strides, was a key predictor of long jump distance. The number of strides that were visually regulated during the long jump approach was, accordingly, positively correlated with long jump distance (r = 0.67, p = 0.001). The amount of visual regulation used during run-throughs was, however, less than half (p = 0.001) of that observed during long jump approaches. Our results should compel long jump coaches to supplement run-through training with additional visual guidance exercises, to encourage their athletes to visually regulate more of their long jump approach.  相似文献   

Mainstreaming: Parental perceptions     

Susan Mlynek  Mary Elizabeth Hannah  Mary Ann Hamlin 《Psychology in the schools》1982,19(3):354-359

Parents of learning disabled, mentally retarded, and emotionally disturbed children were surveyed regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible reasons for this difference are discussed.  相似文献   

Autism and intuitive practice as the art of the prevailing middle     

Mike Murphy  Elizabeth J. Done 《Journal of Research in Special Educational Needs》2016,16(4):272-279

Jordan insists that teachers should be free to exercise their professionalism and that respect for difference is integral to that professionalism. For Connor, this implies teachers who can critically consider the discourses available to them as practitioners. The authors draw upon the philosophising of Gilles Deleuze to develop an account of teaching and learning as an autonomous creative process in which teachers contribute to rather than strictly control outcomes. This account of teaching as processual following resonates with Jordan's vision of equity for autistic or neuro‐atypical pupils and compassionate professionalism. It rests less easily with intensive behaviourist‐training programmes and educational cultures premised on the assumption that outcomes can, and should, be pre‐determined and precisely engineered. From a Deleuzian perspective, ethical practice is the interplay of conceptual, perceptual and affective knowledge, and it is suggested that intuitive practice involves a similar interplay along with numerous contextual considerations. A Deleuzian theory of simulation is initially outlined and accords with the emphasis placed by Jordan on reimagining an educational system in which all pupils are valued and supported to develop their varied talents and teachers are free to assess the suitability of particular methods for individual pupils.  相似文献   

ERA Abstracts     

Elizabeth Coates 《International Journal of Early Years Education》2017,25(2):218-220

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Should Community College Students Earn an Associate Degree Before Transferring to a 4-Year Institution?     

Elizabeth M. Kopko  Peter M. Crosta 《Research in higher education》2016,57(2):190-222

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