Exploring Developmental Appropriateness of Multitouch Tables in Prekindergarten: A Video Analysis     

Jennifer Ward  Stephanie Branson  Megan D. Cross  Ilene R. Berson 《Journal of Research on Technology in Education》2016,48(3):227-238

This study explored how developmentally appropriate practices influenced the affordances of a multitouch surface in an early childhood classroom. Children, ages 4 to 5 years old, were videotaped while engaged in a storymaking application on a multitouch table. As a result of the study, we found that some challenges with the functionality undermined children's autonomous control. The researchers observed numerous instances of issues with control of the medium, including height of the table, sensitivity to multiple types of touch, and limited instructions and prompts. Implications for future research and practice are discussed.  相似文献   

The Pedagogy of the Marginalized: Understanding How Historically Disadvantaged Students Negotiate Their Epistemic Access in a Diverse University Environment     

Michael Cross  Vivian Atinde 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):308-325

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The public understanding of science: implications for education     

Roger T. Cross 《International Journal of Science Education》2013,35(7):699-702

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Perfectionism in Gifted High-School Students: Responses to Academic Challenge     

Kristie L. Speirs Neumeister  Kristen K. Williams  Tracy L. Cross 《Roeper Review》2013,35(5):11-18

Through a qualitative interview design, this study investigated how participation in a rigorous academic environment may influence gifted students who demonstrate high levels of perfectionism. The study also examined how their responses to a rigorous academic and residential environment may differ according to the type of perfectionism. Findings indicated that some socially prescribed perfectionists reported an increase in perfectionism, whereas some self-oriented perfectionists reported an increase followed by a decrease in their perfectionism. Overall, the majority of the participants, regardless of their type of perfectionism, indicated a decrease in their perfectionism as a result of their new academic environment. Reactions to experiencing imperfections ranged from calm to guilt or even anger, depending on the type of perfectionism. Implications for working with gifted students who show high levels of perfectionism are discussed.  相似文献   

An homage to Ruthan Brodsky     

Tracy L. Cross 《Roeper Review》2013,35(4):148-150

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Academic socialization,parental educational expectations,and academic self‐efficacy among Latino adolescents     

Fernanda L. Cross  Aixa D. Marchand  Michael Medina  Andrea Villafuerte  Deborah Rivas‐Drake 《Psychology in the schools》2019,56(4):483-496

This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.  相似文献   

Making sense of learner and learning Big Data: reviewing five years of Data Wrangling at the Open University UK     

Bart Rienties  Simon Cross  Vicky Marsh  Thomas Ullmann 《Open Learning》2017,32(3):279-293

Most distance learning institutions collect vast amounts of learning data. Making sense of this ‘Big Data’ can be a challenge, in particular when data are stored at different data warehouses and require advanced statistical skills to interpret complex patterns of data. As a leading institute on learning analytics, the Open University UK instigated in 2012 a Data Wrangling initiative. This provided every Faculty with a dedicated academic with expertise data analysis and whose task is to provide strategic, pedagogical and sense-making advice to staff and senior management. Given substantial changes within the OU (e.g. new Faculty structure, real-time dashboards, two large-scale adoptions of predictive analytics approaches, increased reliance on analytics), this embedded case study provides an in-depth review of lessons learned of five years of data wrangling. We will elaborate on the design of the new structure, its strengths and potential weaknesses, and affordances to be adopted by other institutions.  相似文献   

FIRST YEAR IMPLEMENTATION OF A PROJECT-BASED LEARNING APPROACH: THE NEED FOR ADDRESSING TEACHERS�� ORIENTATIONS IN THE ERA OF REFORM     

Meredith A. Park Rogers  Dionne I. Cross  Melissa Sommerfeld Gresalfi  Amy E. Trauth-Nare  Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917

The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire. Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because of existing orientations the teachers held for teaching their discipline. Implications for professional development taking into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges to using PBL.  相似文献   

Infant search and object permanence: a meta-analysis of the A-not-B error     

H M Wellman  D Cross  K Bartsch 《Monographs of the Society for Research in Child Development》1987,51(3):1-67

Research on Piaget's stage 4 object concept has failed to reveal a clear or consistent pattern of results. Piaget found that 8-12-month-old infants would make perserverative errors; his explanation for this phenomenon was that the infant's concept of the object was contextually dependent on his or her actions. Some studies designed to test Piaget's explanation have replicated Piaget's basic finding, yet many have found no preference for the A location or the B location or an actual preference for the B location. More recently, researchers have attempted to uncover the causes for these results concerning the A-not-B error. Again, however, different studies have yielded different results, and qualitative reviews have failed to yield a consistent explanation for the results of the individual studies. This state of affairs suggests that the phenomenon may simply be too complex to be captured by individual studies varying 1 factor at a time and by reviews based on similar qualitative considerations. Therefore, the current investigation undertook a meta-analysis, a synthesis capturing the quantitative information across the now sizable number of studies. We entered several important factors into the meta-analysis, including the effects of age, the number of A trials, the length of delay between hiding and search, the number of locations, the distances between locations, and the distinctive visual properties of the hiding arrays. Of these, the analysis consistently indicated that age, delay, and number of hiding locations strongly influence infants' search. The pattern of specific findings also yielded new information about infant search. A general characterization of the results is that, at every age, both above-chance and below-chance performance was observed. That is, at each age at least 1 combination of delay and number of locations yielded above-chance A-not-B errors or significant perseverative search. At the same time, at each age at least 1 alternative combination of delay and number of locations yielded below-chance errors and significant above-chance correct performance, that is, significantly accurate search. These 2 findings, appropriately elaborated, allow us to evaluate all extant theories of stage 4 infant search. When this is done, all these extant accounts prove to be incorrect. That is, they are incommensurate with one aspect or another of the pooled findings in the meta-analysis. Therefore, we end by proposing a new account that is consistent with the entire data set.  相似文献   

The Changing Role of Higher Education in the United States     

K. Patricia Cross 《高等教育研究与发展》1987,6(2):99-108

The role of higher education has changed in the United States. It has become a learning society where egalitarian pressures for equal opportunities led to the expansion of educational services to broader and more representative segments of society. Five propositions illustrate the current pressures for change. (1) Institutions of higher education no longer enjoy a monopoly on the provision of educational services. The learning society has given higher education new competition for the growing adult market. (2) The roles of education providers are increasingly blurred. (3) Higher education no longer has the full‐time commitment of students or of faculty. (4) Lifelong learning has become a lifelong necessity for almost everyone, which demands flexibility and responsiveness to change on the part of higher education. (5) A change is needed in the methods of teaching and learning to accommodate adult learners and to provide for the long‐ range needs of the learning society.  相似文献