Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study     

Street  Karin E. S.  Malmberg  Lars-Erik  Stylianides  Gabriel J. 《Educational Studies in Mathematics》2022,111(3):515-541

Educational Studies in Mathematics - Self-efficacy in mathematics is related to engagement, persistence, and academic performance. Prior research focused mostly on examining changes to...  相似文献   

Parental Perspectives on Children’s School Readiness: An Ethnographic Study     

Jose  Kim  Banks  Susan  Hansen  Emily  Jones  Rachael  Zubrick  Stephen R.  Stafford  Joel  Taylor  Catherine L. 《Early Childhood Education Journal》2022,50(1):21-31

Early Childhood Education Journal - School readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school....  相似文献   

The 1912 Olympic Games in Stockholm – The First Meeting of the Highly Trusted Men and What Happened to Them Since     

Jørn Hansen 《国际体育史杂志》2014,31(5):542-556

At the Olympic Games in Stockholm in 1912, Johannes Sigfrid Edström, Avery Brundage, Carl Diem and Karl Ritter von Halt met each other for the first time and started to cooperate afterwards. From the 1930s they all played a very important role in IOC and in the Olympic System (I prefer system instead of movement). The article examines the role of the network in the international discussion about the Olympic Games in Berlin in 1936, the networks perceptions of the Jews and their cooperation with the Nazis, the networks importance for the denazification of Karl Ritter von Halt after the Second World War and the influence in IOC to West Germany and East Germany during the Cold War until the 1972 Olympics when East Germany participated for the first time as a sovereign state and Avery Brundage resigned as president of the IOC.  相似文献   

Effects of the 2003 Quality Reform on Gender Gaps in Student Learning Outcomes in Norwegian Higher Education     

Anne-Catherine Lehre  Arvid Hansen  Knut Petter Lehre  Petter Laake 《Scandinavian Journal of Educational Research》2014,58(3):315-336

In 2003, the Norwegian higher educational system was reformed. The reform, known as the 2003 Quality Reform, introduced changes in the teaching model and student assessment. The authors wished to study how these changes affected male and female students. Therefore, they addressed student learning outcomes, measured through examination results, with respect to gender. Analysis of 5,772,811 examinations from 1990 to 2009 revealed a switch in average performance, from men performing equally well or better than women to women performing better than men. However, greater male than female variability in performance did not change. The effect of gender persisted when controlling for age, subject, home municipality, and type of institution. Overall, women and older students seem to benefit from the changes introduced by the reform more than men and younger students.  相似文献   

Children's Judgments About Prosocial Decisions and Emotions: Gender of the Helper and Recipient Matters     

Drika Weller  Kristin Hansen Lagattuta 《Child development》2014,85(5):2011-2028

Children ages 5–13 years (N = 82) responded to prosocial and prohibitive moral dilemmas featuring characters whose desires conflicted with another person's need for help or ownership rights. The gender of the characters matched for half the trials (in‐group version) and mismatched for the other half (out‐group version). Both boys and girls judged that people would more likely help and not harm the gender in‐group versus out‐group. Only girls exhibited gender bias in emotion attributions, expecting girls to feel happier helping girls and better ignoring the needs of boys. With increasing age, children exhibited greater awareness of the emotional benefits of prosocial sacrifice and made stronger distinctions by need level when evaluating prosocial decisions, obligations, and permissibility.  相似文献   

The reliability of linear position transducer, force plate and combined measurement of explosive power-time variables during a loaded jump squat in elite athletes   总被引：1，自引：0，他引：1  

Hansen KT  Cronin JB  Newton MJ 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(1):46-58

The purpose of this study was to determine the between day reliability of power-time measures calculated with data collected using the linear position transducer or the force plate independently, or a combination of the two technologies. Twenty-five male rugby union players performed three jump squats on two occasions one week apart. Ground reaction forces were measured via a force plate and position data were collected using a linear position transducer. From these data, a number of power-time variables were calculated for each method. The force plate, linear position transducer and a combined method were all found to be a reliable means of measuring peak power (ICC = 0.87-0.95, CV = 3.4%-8.0%). The absolute consistency of power-time measures varied between methods (CV = 8.0%-53.4%). Relative consistency of power-time measures was generally comparable between methods and measures, and for many variables was at an acceptable level (ICC = 0.77-0.94). Although a number of time-dependent power variables can be reliably calculated from data acquired from the three methods investigated, the reliability of a number of these measures is below that which is acceptable for use in research and for practical applications.  相似文献   

Research and Teaching     

H. P. Hansen 《College Teaching》2013,61(1)

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Teacher Perceptions of Intra-Occupational Status Relationships among Elementary,Junior High,and Senior High School Teaching Positions     

Lee H. Hansen  Edgar F. Borgatta  Philip Lambert 《Journal of Experimental Education》2013,81(2):51-56

Correlation matrices having linear dependencies are a common occurrence in educational research. For such matrices there is no unique solution for the multiple regression coefficients; however, there is an infinity of solutions which satisfy the least squares criterion and yield the identical multiple-R and R-square. Traditional strategies for deriving the multiple regression coefficients do not ordinarily function in the presence of linear dependencies. The common practice is to use an iterative technique in which a series of approximations is carried out repeatedly until a solution is achieved. The authors have modified the Gauss-Jordan procedure to function in the presence of linear dependencies. The modified procedure is much simpler than the iterative procedure and has the added advantage of identifying each redundant variable with a zero regression coefficient.  相似文献   

Learning the streets: ‘prostitutes’ in inner-city Copenhagen, 1930s     

Christian Sandbjerg Hansen 《History of education》2013,42(6):806-822

In this paper, police files and court cases from the Copenhagen City Court from the late 1930s are used as a window into the ways in which the living conditions and everyday life on the street unfolded among ‘prostitute’ women in poor inner-city neighbourhoods. Bourdieu’s notion of habitus is employed to analyse the social conditions under which the women became ‘prostitutes’, and the tricks of the trade that it was necessary to learn in order to ‘work the streets’ in poor inner-city neighbourhoods in a transforming Copenhagen in the 1930s.  相似文献   

The impact of three‐dimensional computational modeling on student understanding of astronomical concepts: a quantitative analysis     

John A. Hansen  Michael Barnett  James G. MaKinster  Thomas Keating 《International Journal of Science Education》2013,35(11):1365-1378

The increased availability of computational modeling software has created opportunities for students to engage in scientific inquiry through constructing computer‐based models of scientific phenomena. However, despite the growing trend of integrating technology into science curricula, educators need to understand what aspects of these technologies promote student learning. This study used a multi‐method research approach involving both quantitative (Paper 1) and qualitative data (Paper 2) to examine student conceptual understanding of astronomical phenomena, relative to two different instructional experiences. Specifically, based on students' understandings of both spatial and declarative knowledge, we compared students who had constructed three‐dimensional computational models with students who had experienced traditional lecture‐based instruction. Quantitative analysis of pre‐interview and post‐interview data revealed that construction of three‐dimensional models best facilitated student understandings of spatially related astronomical concepts — whereas traditional instruction techniques best facilitated student understandings of fact‐oriented astronomical knowledge. This paper is the first in a two‐paper set that continues our line of research into whether problem‐based courses such as the Virtual Solar System course can be used as a viable alternative to traditional lecture‐based astronomy courses.  相似文献