Educational Studies最新文献

Studies have sought to understand the underrepresentation of women and racial/ethnic minority groups in STEM, but less attention has been paid to primary school students. Using data from a nationally-representative sample, this study identified factors influencing US third-grade children's self-perceived competencies in math and science, while controlling for their actual abilities. Results indicate that girls had degraded self-perceptions of their math competencies compared to boys, but similar self-rated science competencies. Black students exhibited buoyed self-perceived math competencies, while Hispanic and indigenous students underestimated their science competencies. Students who reported being satisfied with parental attention, friends, and neighborhood had higher self-perceived competencies in both math and science.

ABSTRACT

This multiple case study sought to examine preservice computer science teachers’ beliefs, motivational orientations, and teaching practices, as currently, they remain to be adequately researched. Eight participants were selected via maximum variation sampling for this study of trainee teachers during their first practicums in Turkey. Trainee teachers were observed in the natural setting of a computer science classroom during their teaching try-outs. Interviews were conducted with them on either side of their pre-planned lessons. Results show that teacher efficacy, self-efficacy related to using and integrating technology, and classroom management influenced participants’ teaching practices. Further research is necessary to examine the consistencies and contradictions between preservice CS teachers’ beliefs and practices and how these change during field experience and exemplify good practice for the benefit of CS education.

ABSTRACT

Two scientific and systematic evaluation index systems are constructed for primary education APP and Science, Technology, Engineering, and Mathematics (STEM) courses. These systems are revised and confirmed through two rounds of Delphi method. The Delphi method determines an educational application (APP) evaluation index system containing four first-level indicators and thirty-three second-level indicators and a primary school STEM curriculum evaluation index system containing five first-level indicators and nineteen second-level indicators. Finally, analytic hierarchy process is used to determine the weight of all indicators to rank the weights. In the evaluation index system of educational APP, the weight of teaching design is 0. 2900, ranking the first; the weight of interactive experience is 0.1801, ranking the last. In the STEM curriculum evaluation index system, the weight of innovation practice is 0.3472, which is the maximum; the weight of independent management is 0.0879, which is the minimum. It is of great significance to promote the deepening of primary school STEM curriculum learning evaluation, improve the effectiveness of STEM curriculum teaching, and promote the healthy development of primary school education APP.

In a state ravaged by suicide and a mental health crisis, this study sought to mitigate impacts of adverse childhood experiences (ACEs) and depressive and anxiety symptomology in high school students in a rural Montana community. Through a seven-week, twice weekly intervention of trauma-informed yoga, participants experienced statistically significant reductions in anxiety (GAD-7) and increases in Strengths and Difficulties (SDQ-11) overall scores and some subscales; noteworthy improvements were also present in depressive symptomatology (PHQ-A), salivary cortisol levels, and sleep duration. Importantly, participant qualitative feedback indicated significant benefits in focus, relaxation, and overall well-being. Further research is needed to imply generalizability and should include a larger, more diverse sample as well as utilization of control groups and an examination of academic and behavioral impacts at the school level.

Despite a lack of scientific evidence supporting the use of single-sex education, the number of U.S. public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed U.S. public-school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 from coeducational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did coeducational principals. However, both single-sex and coeducational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another.