Effects of Autonomy-Supportive Teaching on Student Learning and Motivation     

Erin Marie Furtak  Mareike Kunter 《Journal of Experimental Education》2013,81(3):284-316

Although autonomy-supportive teaching has been linked with increased student performance, this contention has not yet been explored in an experimental study. This article presents a small, pre/post control group experimental study evaluating the effect of procedural and cognitive autonomy-supportive teaching on student learning and motivation during a 7th-grade reform-based science lesson on motion. In a 2 × 2 factorial design, the 4 treatment conditions featured high and low levels of procedural and cognitive autonomy support. As hypothesized, there was no effect of procedural autonomy support. However, to the authors’ surprise—and in contrast with their hypotheses—students in the low cognitive autonomy-supportive conditions learned significantly more, perceived significantly more choice, and rated instruction as more positive than did students in the high cognitive autonomy-supportive conditions. Results are framed in the context of achieving reform in science teaching.  相似文献   

Latino/a bilinguals and their teachers developing a shared communicative space     

Erin Elizabeth Turner  Higinio Dominguez  Susan Empson  Luz Angelica Maldonado 《Educational Studies in Mathematics》2013,84(3):349-370

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Gender-segregated schooling and gender stereotyping     

Richard A. Fabes  Erin Pahlke  Carol Lynn Martin  Laura D. Hanish 《Educational studies》2013,39(3):315-319

Concern has been raised that segregation of girls and boys into separate classes leads to increased gender stereotyping. We tested this in a sample of 365 seventh-grade students attending a junior high school that offers both gender-segregated (GS) and co-educational classes. It was found that for both boys and girls, the more GS classes they took in the fall, the more gender stereotyped they were in their responding in the spring (controlling for initial levels of gender stereotyping). We concluded that GS likely heightens the salience of gender in the classroom thereby reinforcing and increasing gender stereotypes. As such, we argue that GS is a misguided approach to addressing any educational difficulties girls and boys might be having.  相似文献   

PUSH(ing) Limits: Using Fiction in the Classroom for Human Behavior and the Social Environment     

Natasha S. Mendoza  Kimberly Bonta  Philip Horn  Erin Moore  Allison Gibson  David Simmons 《Journal of Teaching in Social Work》2013,33(4):376-391

The use of fiction and autobiography in social science course work has been shown to enhance students' learning experience. Using the novel PUSH, by Sapphire, we designed a curriculum supplement for the social work course, human behavior and the social environment (HBSE) that encourages students to integrate course content in an innovative way and enables them to apply the material to life-like situations. The HBSE supplement allows students to explore poignant and problematic issues that push them past intrapersonal and interpersonal limits. Classes are infused with energy and the critical consciousness of the students. Final projects are a systematic case study of a chosen character (or characters) in the book and are a testament to student critical thinking and creativity. Methods, assignments, and student experiences in an introductory BSW course are described.  相似文献   

Striving for equity: An update from the Journal of the Medical Library Association     

Katherine G. Akers  Ellen M. Aaronson  Kathleen Amos  Kelsa Bartley  Alexander J. Carroll  Thane Chambers  John W. Cyrus  Erin R. B. Eldermire  Brenda Linares  Beverly Murphy  Melanie J. Norton  JJ Pionke  Amy Reyes 《Journal of the Medical Library Association》2021,109(3):359

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Deviant Peer Factors During Early Adolescence: Cause or Consequence of Physical Aggression?     

Erin L. Thompson  Krista R. Mehari  Albert D. Farrell 《Child development》2020,91(2):e415-e431

This study investigated reciprocal relations between adolescents' physical aggression and their perceptions of peers' deviant behaviors and attitudes. Analyses were conducted on four waves of data from 2,290 adolescents (ages 10–16) from three urban middle schools. Autoregression models revealed reciprocal relations between peer factors (i.e., friends' problem behavior, peer pressure for fighting, friends' support for fighting) and adolescents' reporting of their aggressive behavior. Bidirectional relations were also found between peer pressure for fighting and adolescents' frequency of physical aggression based on teacher ratings. Findings were consistent across sex, grade, and time. Findings suggest that multiple dimensions of peers' behaviors uniquely play a role in the development of adolescents' aggression and have important implications for interventions to reduce problem behaviors.  相似文献   

Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students     

Bhaskar Upadhyay  Erin Atwood  Baliram Tharu 《科学教学研究杂志》2020,57(7):1119-1147

This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students’ SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning.  相似文献   

Parental assessment of peer play: Development and validation of the parent version of the Penn Interactive Peer Play Scale     

John Fantuzzo  Julia Mendez  Erin Tighe 《Early childhood research quarterly》1998,13(4):659-676

The purpose of this investigation was to evaluate the construct validity of the parent version of the Penn Interactive Peer Play Scale (PIPPS) and to compare it with the teacher version. PIPPS were collected on 297 urban Head Start children. The Parent PIPPS replicated the three-factor solution found with the teacher version, supporting the following constructs of peer play: Play Interaction, Play Disruption, and Play Disconnection. Factor matching and canonical correlational analyses examining the relationship between the parent and teacher versions of the PIPPS revealed significant one-to-one matches between hypothesized like factors. Additionally, analyses of overlapping variance between versions indicated a significant degree of overlap. Implications of the findings for involvement of parents in the assessment process and research on the continuity and discontinuity between home and school environments for low-income, urban children were discussed.  相似文献   

The United States of the United Races: A Utopian History of Racial Mixing Greg Carter. New York: New York University Press, 2013.     

Erin Bell 《Journal of American culture (Malden, Mass. : 2003)》2014,37(3):381-382

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Argumentation Surrounding Argument-Based Validation: A Systematic Review of Validation Methodology in Peer-Reviewed Articles     

Matthew Ryan Lavery  Jonathan D. Bostic  Lance Kruse  Erin E. Krupa  Michele B. Carney 《Educational Measurement》2020,39(4):116-130

Since it was formalized by Kane, the argument-based approach to validation has been promoted as the preferred method for validating interpretations and uses of test scores. Because validation is discussed in terms of arguments, and arguments are both interactive and social, the present review systematically examines the scholarly arguments which appear in 83 papers on argument-based validation methods published in peer-reviewed journals. Findings suggest that scholars generally agree on the nature and importance of argument-based validation but disagree on whether validation should be structured or unstructured, formal or informal. Implications are discussed, including promotion of the Standards for Educational and Psychological Testing (AERA, APA, and NCME) as a foundation for consensus in the field.  相似文献