Cultural Components of Sex Differences in Color Preference     

Jac T. M. Davis  Ellen Robertson  Sheina Lew-Levy  Karri Neldner  Rohan Kapitany  Mark Nielsen  Melissa Hines 《Child development》2021,92(4):1574-1589

Preferences for pink and blue were tested in children aged 4–11 years in three small-scale societies: Shipibo villages in the Peruvian Amazon, kastom villages in the highlands of Tanna Island, Vanuatu, and BaYaka foragers in the northern Republic of Congo; and compared to children from an Australian global city (total N = 232). No sex differences were found in preference for pink in any of the three societies not influenced by global culture (ds − 0.31–0.23), in contrast to a female preference for pink in the global city (d = 1.24). Results suggest that the pairing of female and pink is a cultural phenomenon and is not driven by an essential preference for pink in girls.  相似文献   

Are we all in this together?: mathematics teachers’ perspectives on equity in remote instruction during pandemic     

Yılmaz  Zuhal  Gülbağcı Dede  Hande  Sears  Ruthmae  Yıldız Nielsen  Selin 《Educational Studies in Mathematics》2021,108(1-2):307-331

Educational Studies in Mathematics - The COVID-19 pandemic is an unprecedented situation that influenced all aspects of society, including education. Millions of students found themselves adjusting...  相似文献   

Teacher and child variables as predictors of academic engagement among low‐income African American children     

Carolyn M. Tucker  Rose A. Zayco  Keith C. Herman  Wendy M. Reinke  Mark Trujillo  Kirsten Carraway  Cory Wallack  Phyllis D. Ivery 《Psychology in the schools》2002,39(4):477-488

A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc.  相似文献   

Exemplarity,expressivity, education     

Carsten Fogh Nielsen 《Journal of moral education》2019,48(3):381-392

ABSTRACT

This article proposes that Catherine Elgin and Nelson Goodman’s work on exemplification is relevant for discussions within moral philosophy and moral education. Generalizing Elgin and Goodman’s account of exemplification to also cover ethics, the article develops a two-factor account of moral exemplarity. According to this account, instantiation and expressivity are individually necessary and jointly sufficient conditions for someone or something to function as a moral exemplar. Applying this two-factor account of exemplarity to discussions within the philosophy of moral education the article then argues that it is the expressive aspect of moral exemplars, which explains and justifies the educational significance of such exemplars. The article concludes by discussing the similarities and differences between the expressivity account and the transparency criterion formulated by Michel Croce and Maria Silvia Vaccarezza in a recent paper.  相似文献   

Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations     

Julian Roelle  Kirsten Berthold 《Instructional Science》2016,44(2):147-176

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When,where, and why we enter: Black women’s curriculum theorising     

Kirsten T. Edwards  Denise Taliaferro Baszile  Nichole A. Guillory 《Gender and education》2016,28(6):707-709

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Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing     

Wilma C. M. Resing  Kirsten W. J. Touw  Jochanan Veerbeek  Julian G. Elliott 《教育心理学》2017,37(2):173-191

This study investigated potential differences in inductive behavioural and verbal strategy-use between children (aged 6–8 years) from indigenous and non-indigenous backgrounds. This was effected by the use of an electronic device that could present a series of tasks, offer scaffolded assistance and record children’s responses. Children from non-indigenous ethnic backgrounds, starting at a lower level, profited as much from dynamic testing as did indigenous children but were unable to progress to the standard of this latter group. Irrespective of ethnic group, dynamic testing resulted in greater accuracy, fewer corrections, and reduced trial-and-error behaviour than repeated practice. Improvements in strategy-use were noted at both the group and individual level. After dynamic training, children from both ethnic groups showed a superior capacity for inductive reasoning although indigenous children subsequently used more inductive strategies. The study revealed individual differences between and within different ethnic groups and variability in the sorts of help required and subsequent strategy progression paths.  相似文献   

Whatever happened to STS? Pre-service physics teachers and the history of quantum mechanics     

Samson Nashon  Wendy Nielsen  Stephen Petrina 《Science & Education》2008,17(4):387-401

If issues in the history and philosophy of science and those related to science, technology and society are generally accepted in policy, how ought these be handled in practice? Mandate in policy does not guarantee implementation in practice. Indeed, HPS and STS have for decades been marginalized in the curriculum. Subject areas designated to teach components of HPS and STS, such as design and technology, social studies and science, seem preoccupied with other aspects of the curriculum and rarely get around to HPS and STS. This study aimed at eliciting pre-service physics teachers’ perspectives on using HPS to address quantum mechanics and scientific literacy. Through questionnaires, observation of and participation in a physics methods class, 16 pre-service teachers were asked to identify topics they considered problematic to teach or learn. They were challenged to identify those topics that could effectively be taught or learned from HPS. The pre-service teachers agreed that HPS and STS were more appealing for teaching some topics, such as quantum mechanics, which is the focus of this article. This intervention in physics teacher education demonstrates the importance of using specific methods in physics instruction to demonstrate the value of HPS in scientific literacy.  相似文献   

混合插值法求解Navier-Stokes方程   总被引：1，自引：0，他引：1  

万水 《东南大学学报》2006,22(1):93-95

利用算子分裂法将粘性不可压流体Navier-Stokes方程表述的物理过程分解为扩散和对流2个过程,建立起它们的有限元方程.采用9节点四边形等参元中的形函数描述单元中流体的速度场,而利用这种单元的4个顶点节点构成的插值函数描述单元中流体的压力场,通过有限元生成系统(FEPG)进行Navier-Stokes方程的单元子程序的生成,得到求解不可压粘性流体Navier-Stokes方程的有限元程序,并用它对粘性不可压流体的挠圆柱流动问题进行了数值模拟,分析结果与试验结果吻合.  相似文献   

Development of Working Memory from Grade 3 to 5: Differences between Children With and Without Mathematical Learning Difficulties     

Julia Klesczewski  Janin Brandenburg  Anne Fischbach  Kirsten Schuchardt  Dietmar Grube  Marcus Hasselhorn 《International Journal of Disability, Development & Education》2018,65(5):509-525

Based on the finding that children with mathematical learning difficulties (MLD) have deficits in working memory (WM), the question arises as to whether these children differ from typical learners only in the level or also in the developmental trajectories of WM functioning. To this end, the WM of 80 children with MLD and 71 typical learners was assessed longitudinally from third to fifth grade. Typical learners outperformed children with MLD in the phonological, visuospatial and central executive WM functioning in third grade. Latent change analyses indicated that both phonological and central executive WM functioning developed in a parallel pattern in children with MLD and in typical learners. In contrast, visuospatial WM functioning revealed a different development in children with and without MLD since the gap between both groups decreased over time. Overall, despite starting at a lower level, the WM functioning in children with MLD did not develop more slowly.  相似文献