“I think I can,but I'm afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency     

Bobby Hoffman 《Learning and individual differences》2010,20(3):276-283

This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for mathematics, before completing an operation span task to measure working memory capacity, rating self-efficacy for mental multiplication, and then solved computer-based multiplication problems at two complexity levels. A simultaneous regression design was used to assess the unique variance associated with each variable. There were two new findings; the differential role of self-efficacy on response time and efficiency, and the potential compensatory relationship between self-efficacy and mathematics anxiety related to efficiency outcomes. Educational implications and suggestions for future research were proposed.  相似文献   

A training programme on managing science class interactions: Its impact on teachers' practises and on their pupils' achievement     

Ludovic Morge  Marie-Christine Toczek  Nadia Chakroun 《Teaching and Teacher Education》2010

This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction. The population is composed of 10 teachers and 303 pupils, from which the experimental sample was taken (8 teachers and 172 pupils). The qualitative analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number of appropriate arguments, and are more frequently aware of pupils' misconceptions. A quantitative analysis of the achievement of pupils whose teachers followed the complete programme indicates that pupil outcomes improve. The conditions required for this training to be effective are also explored.  相似文献   

Information practices of Canadian Muslims post 9/11     

Nadia Caidi  Susan MacDonald 《Government Information Quarterly》2008

This article explores how the post 9/11 climate has impacted Muslim-Canadians' information practices, including their uses of various information sources, and their attitudes and perceptions regarding their information rights in a post 9/11 world. A survey was conducted in 2004-2005 with 120 participants and supplemented by in-depth interviews. The population consisted of Muslim students enrolled in post-secondary institutions in Toronto, Ontario. The findings highlight Muslims' malaise in a post 9/11 environment; the deep mistrust they hold vis-à-vis the media; the importance they give to media and information literacy skills for all; as well as a call for increased introspection inside the Muslim community(ies). The study contributes to shedding light on a community that has often being talked and written about but not often heard. By soliciting Muslim individuals' perspectives, we enable them to voice their opinions about how the 9/11 events impacted on their lives and how their information practices inform their experiences.  相似文献   

Introduction to the Open File     

Sikorsky  Nadia 《Prospects》2002,32(4)

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The incidence and wage effects of overeducation     

Greg J. Duncan  Saul D. Hoffman 《Economics of Education Review》1981,1(1):75-86

Data gathered from a recent national sample of workers on educational requirements and attainments are used to examine the extent and economic effects of overeducation. Nearly 40 percent of the U.S. work force-and about 50 percent of black males-have more education than their jobs require. But we also find that “surplus” education does have economic value. The individual return to an additional year of surplus education was positive and significant for all major demographic groups. The estimated return is, however, only about half the size of the return to an additional year of required education.  相似文献   

Ethical and religious concepts of the Jewish deaf     

L A Hoffman 《American annals of the deaf》1968,113(4):952-953

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Gastrointestinal distress is common during a 161-km ultramarathon     

Kristin Jean Stuempfle  Martin Dean Hoffman 《Journal of sports sciences》2015,33(17):1814-1821

This study examined the incidence, severity, and timing of gastrointestinal (GI) symptoms in finishers and non-finishers of the 161-km Western States Endurance Run. A total of 272 runners (71.0% of starters) completed a post-race questionnaire that assessed the incidence and severity (none = 0, mild = 1, moderate = 2, severe = 3, very severe = 4) of 12 upper (reflux/heartburn, belching, stomach bloating, stomach cramps/pain, nausea, vomiting) and lower (intestinal cramps/pain, flatulence, side ache/stitch, urge to defecate, loose stool/diarrhoea, intestinal bleeding/bloody faeces) GI symptoms experienced during each of four race segments. GI symptoms were experienced by most runners (96.0%). Flatulence (65.9% frequency, mean value 1.0, s = 0.6 severity), belching (61.3% frequency, mean value 1.0, s = 0.6 severity), and nausea (60.3% frequency, mean value 1.0, s = 0.7 severity) were the most common symptoms. Among race finishers, 43.9% reported that GI symptoms affected their race performance, with nausea being the most common symptom (86.0%). Among race non-finishers, 35.6% reported that GI symptoms were a reason for dropping out of the race, with nausea being the most common symptom (90.5%). For both finishers and non-finishers, nausea was greatest during the most challenging and hottest part of the race. GI symptoms are very common during ultramarathon running, and in particular, nausea is the most common complaint for finishers and non-finishers.  相似文献   

Revisiting “The fertilization fairytale:” an analysis of gendered language used to describe fertilization in science textbooks from middle school to medical school     

Lisa Campo-Engelstein  Nadia L. Johnson 《Cultural Studies of Science Education》2014,9(1):201-220

Emily Martin’s (Signs J Women Cult Soc 16(31):485–501, 1991) article, “The Egg and the Sperm: How Science Has Constructed a Romance Based on Stereotypical Male–Female Roles,” was published in Signs over 20 years ago. In this groundbreaking article, she discusses how gender roles are often projected onto reproductive biology, leading to the portrayal of eggs as passive and sperm as active. We were interested in seeing if many of her findings are still relevant today. We analyzed science textbooks from the middle school to the medical school level to determine if fertilization in human reproduction is described in gender-biased language regarding the sentence structure, amount of information provided for female and male processes/parts, and neutrality in describing female and male processes/parts. Although there has been much improvement, there is still a long way to go. Sexist language in scientific textbooks is troubling because it negatively affects both female and male students and undermines teachers’ ability to teach in an accurate and gender-neutral way.  相似文献   

Miskawayh     

Nadia Gamāl al-Dīn 《Prospects》1994,24(1-2):131-152

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Childhood Ideology in the United States: A Comparative Cultural View     

Diane M. Hoffman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,13(1):191-211

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