The role of online communities of practice in promoting sociotechnical capital among science teachers     

Rita Karam  Susan G. Straus  Albert Byers  Courtney A. Kase  Matthew Cefalu 《Educational technology research and development : ETR & D》2018,66(2):215-245

This study explores the diffusion of Web 2.0 technologies among science educators and the ways that these technologies are used to build teacher professional communities of practice (CoP) in life sciences and physical sciences. We used surveys and web analytics collected over a 21-month period to examine factors that motivate teachers to collaborate in these CoPs and the extent to which collaborative participation contributes to the development of sociotechnical capital and job outcomes, such as instructional practices and self-efficacy for science instruction. Results showed that only the lack of co-located peers at teachers’ schools predicted CoP participation. Participation did not predict job outcomes, but it did predict some aspects of sociotechnical capital, such as a cohesive climate and situated knowledge. In addition, sociotechnical capital was associated with job outcomes, including use of inquiry-based instruction, use of inquiry-based classroom activities and teacher self-efficacy. The lack of effect of most of the antecedent variables in predicting participation and the relatively minor role of participation in contributing to sociotechnical capital and job outcomes may be explained by floor effects on participation due to infrequent and ephemeral engagement of CoP members. Although participation rates were generally low, the positive association of participation with sociotechnical capital as well as generally favorable ratings of sociotechnical constructs suggest that online CoPs may have value for distributed science educators. Future research should address whether persistent participation by individuals is needed to build and sustain sociotechnical capital in online CoPs and to enhance development of participants’ teaching attitudes/practices.  相似文献   

Numbers and Space Intervals in Length Measurements in the Spanish Context: Proposals for the Transition to Measuring with the Ruler     

Ariadna Gómezescobar  Raquel Fernández-Cézar  Silvia Guerrero 《International Journal of Science and Mathematics Education》2018,16(7):1375-1386

The present work shows how 4–6-year-old Spanish children interpret numbers and space intervals in the ruler when measuring length. To determine it, 4 ad hoc rulers are designed and used with a sample of 103 children from two schools of Toledo province (Spain). The sample is characterized respecting conservation and measurement with the standard ruler confirming that these children mostly neither conserve nor use the standard ruler correctly, regardless their time exposure to instruction. With the use of our rulers, we confirm that numbers hinder in measuring length, and discrete units imbedded in the ruler help children to measure correctly. A good scaffold is found to help children conceptualize space intervals as iterating objects consisting on the use of rulers with discrete units on them. Its use is recommended preceding the one of standard rulers.  相似文献   

Different types of compression clothing do not increase sub-maximal and maximal endurance performance in well-trained athletes     

Billy Sperlich  Matthias Haegele  Silvia Achtzehn  John Linville  Hans-Christer Holmberg  Joachim Mester 《Journal of sports sciences》2013,31(6):609-614

Abstract

Three textiles with increasing compressive surface were compared with non-compressive conventional clothing on physiological and perceptual variables during sub-maximal and maximal running. Fifteen well-trained endurance athletes (mean ± s: age 27.1 ± 4.8 years, [Vdot]O_2max 63.7 ± 4.9 ml · min^?1 · kg^?1) performed four sub-maximal (～70%[Vdot]O_2max) and maximal tests with and without different compression stockings, tights, and whole-body compression suits. Arterial lactate concentration, oxygen saturation and partial pressure, pH, oxygen uptake, and ratings of muscle soreness were recorded before, during, and after all tests. In addition, we assessed time to exhaustion. Sub-maximal (P = 0.22) and maximal oxygen uptake (P = 0.26), arterial lactate concentration (P = 0.16; 0.20), pH (P = 0.23; 0.46), oxygen saturation (P = 0.13; 0.26), and oxygen partial pressure (P = 0.09; 0.20) did not differ between the types of clothing (effect sizes = 0.00–0.45). Ratings of perceived exertion (P = 0.10; 0.15), muscle soreness (P = 0.09; 0.10) and time to exhaustion (P = 0.16) were also unaffected by the different clothing (effect sizes = 0.28–0.85). This was the first study to evaluate the effect on endurance performance of different types of compression clothing with increasing amounts of compressive surface. Overall, there were no performance benefits when using the compression garments.  相似文献   

Personal ontologies: Generation of user profiles based on the YAGO ontology     

Silvia Calegari  Gabriella Pasi 《Information processing & management》2013

Personalized search is aimed at tailoring the search outcome to users; to this aim user profiles play an important role: the more faithfully a user profile represents the user interests and preferences, the higher is the probability to improve the search process.  相似文献   

AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students   总被引：3，自引：0，他引：3  

Linda Serra Hagedorn  Winny Chi  Rita M. Cepeda  Melissa McLain 《Research in higher education》2007,48(1):73-91

The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students (TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students have a high representation. The specific interest of this research is the role and effect of the level of representation of Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos, and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship between academic success of Latino community college students and the proportion of Latino students and faculty on campus. The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher academic performance.  相似文献   

The Notion of Scientific Knowledge in Biology     

Silvia Morante  Giancarlo Rossi 《Science & Education》2016,25(1-2):165-197

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Physical discipline and children's adjustment: cultural normativeness as a moderator   总被引：2，自引：0，他引：2  

Lansford JE  Chang L  Dodge KA  Malone PS  Oburu P  Palmérus K  Bacchini D  Pastorelli C  Bombi AS  Zelli A  Tapanya S  Chaudhary N  Deater-Deckard K  Manke B  Quinn N 《Child development》2005,76(6):1234-1246

Interviews were conducted with 336 mother-child dyads (children's ages ranged from 6 to 17 years; mothers' ages ranged from 20 to 59 years) in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical discipline and children's adjustment. Multilevel regression analyses revealed that physical discipline was less strongly associated with adverse child outcomes in conditions of greater perceived normativeness, but physical discipline was also associated with more adverse outcomes regardless of its perceived normativeness. Countries with the lowest use of physical discipline showed the strongest association between mothers' use and children's behavior problems, but in all countries higher use of physical discipline was associated with more aggression and anxiety.  相似文献   

Guest editors’ preface     

Angelo Campodonico  Michel Croce  Maria Silvia Vaccarezza 《Journal of moral education》2019,48(3):275-279

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Centering the Educational and Social Significance of HBCUs: A Focus on the Educational Journeys and Thoughts of African American Scholars     

Silvia Cristina Bettez  Vickie L. Suggs 《The Urban Review》2012,44(3):303-310

In this article we provide a brief history of historically Black colleges and universities (HBCUs) as a part of the sociopolitical context framing this special issue. The aim of this issue is to situate HBCUs as centers of leadership, change, and influence as well as repositories of Black education and the Black American experience through their legacy of intellectual, cultural, and communal engagement. We argue that the lived experiences of HBCU graduates provide a deeper understanding of their positionalities in the landscape of U.S. American higher education outcomes.  相似文献   

The Roots of Stereotype Threat: When Automatic Associations Disrupt Girls' Math Performance     

Silvia Galdi  Mara Cadinu  Carlo Tomasetto 《Child development》2014,85(1):250-263

Although stereotype awareness is a prerequisite for stereotype threat effects (Steele & Aronson, 1995), research showed girls' deficit under stereotype threat before the emergence of math–gender stereotype awareness, and in the absence of stereotype endorsement. In a study including 240 six‐year‐old children, this paradox was addressed by testing whether automatic associations trigger stereotype threat in young girls. Whereas no indicators were found that children endorsed the math–gender stereotype, girls, but not boys, showed automatic associations consistent with the stereotype. Moreover, results showed that girls' automatic associations varied as a function of a manipulation regarding the stereotype content. Importantly, girls' math performance decreased in a stereotype‐consistent, relative to a stereotype‐inconsistent, condition and automatic associations mediated the relation between stereotype threat and performance.  相似文献