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Spatial configuration of hundreds charts influences children's knowledge of base‐ten concepts 数百张图表的空间配置影响儿童对基本概念的了解
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-21 DOI: 10.1111/ssm.12593
H. Osana, Vera H. Wagner, Jairo A. Navarrete‐Ulloa
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引用次数: 0
Exploring the pedagogical practices of seasoned elementary mathematics teachers and connections with their content knowledge and beliefs 探索经验丰富的小学数学教师的教学实践及其与内容、知识和信念的联系
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-12 DOI: 10.1111/ssm.12591
S. S. Auslander, Kayla D. Myers, Gary E. Bingham, Carla L. Tanguay
This inquiry examined the pedagogical practices in mathematics of elementary teachers (N = 27) who had been identified as experienced and successful and were working in an urban school district with underserved student populations. Also investigated were relationships between their instructional practices and other elements of proficient teaching of mathematics, including specialized content knowledge and beliefs. Quantitative and qualitative data were collected via a knowledge assessment, belief surveys, classroom observations, and individual interviews. The findings related to learner‐centered, equitable mathematics instruction reveal a mixed picture of understanding and enactment by the participants, illuminating variability and complexity, especially within the context of a standardized model for instructional delivery. Participants expressed constraints in implementing learner‐centered, equitable mathematics instruction, particularly: prescribed, scripted lesson plans;teaching roles that involved instruction of many students thus contributing to lack of familiarity;and a mix of learners who were in‐class and remote due to the COVID‐19 pandemic. The results also demonstrate that pedagogical practices were shaped by participants' specialized content knowledge and to a more limited extent their beliefs. These data further reveal mixed endorsements of the different belief constructs. Considerations for teacher development are discussed. [ FROM AUTHOR] Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
本研究调查了小学教师的数学教学实践(N = 27),他们被认为是有经验和成功的,并且在学生群体服务不足的城市学区工作。还调查了他们的教学实践与精通数学教学的其他要素之间的关系,包括专业内容知识和信念。通过知识评估、信念调查、课堂观察和个人访谈收集了定量和定性数据。与以学习者为中心、公平的数学教学相关的研究结果揭示了参与者的理解和实施的混合图景,揭示了可变性和复杂性,尤其是在标准化教学模式的背景下。参与者表示,在实施以学习者为中心的公平数学教学方面存在限制,特别是:规定的、照本宣科的课程计划;涉及许多学生指导的教学角色,从而导致缺乏熟悉感;以及由于2019冠状病毒病疫情而在课堂上和远程学习的学生。研究结果还表明,教学实践是由参与者的专业内容知识和他们的信仰所决定的。这些数据进一步揭示了不同信仰结构的混合认可。讨论了教师发展的考虑因素。[发件人]学校科学与数学的版权归Wiley Blackwell所有,未经版权持有人明确书面许可,不得将其内容复制或通过电子邮件发送到多个网站或发布到listserv。但是,用户可以打印、下载或通过电子邮件发送文章供个人使用。这可能会被删节。对复印件的准确性不作任何保证。用户应参考材料的原始发布版本以获取完整信息。(版权适用于所有人。)
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引用次数: 0
Opportunities to improve student mathematics achievement and outcomes: Building student–teacher relationships and the integration of inclusive and equity‐minded teaching practices 提高学生数学成绩和成果的机会:建立师生关系,整合包容和公平的教学实践
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-12 DOI: 10.1111/ssm.12589
A. Olsen, Candace Joswick
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引用次数: 0
An examination of the human presence in precalculus textbooks: What are we communicating to students about who uses mathematics and how? 对微积分前教科书中人类存在的考察:关于谁使用数学以及如何使用数学,我们在向学生传达什么?
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-11 DOI: 10.1111/ssm.12592
Alison S. Marzocchi, Priscilla M. Martínez, Anthony P. Truong
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引用次数: 0
Motivation and achievement in undergraduate STEM calculus: Applying self‐determination theory to examine the differential impact of learning environments across demographic groups 本科STEM微积分的动机和成就:应用自我决定理论来检验不同人口群体学习环境的差异影响
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-08 DOI: 10.1111/ssm.12590
Ben Wiles, C. Levesque-Bristol
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引用次数: 0
Extending the understanding of the impact of conscientiousness on individual soccer performance: examining the mediating role of mental toughness. 进一步了解自觉性对个人足球成绩的影响:研究心理韧性的中介作用。
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-01 eCollection Date: 2024-01-01 DOI: 10.5114/cipp/163181
David Rodrigues, Nuno Rodrigues, Teresa Rebelo

Background: Drawing upon Motowidlo et al.'s theory of individual differences in individual performance, the current study aims to contribute to a better understanding of the relationship between conscientiousness and individual soccer performance, by examining whether mental toughness, posited as a characteristic adaptation, acts as a psychological mechanism underlying this link.

Participants and procedure: Relying upon a concurrent validity design, 130 soccer players completed a survey including the measures of conscientiousness and mental toughness. Participants were also instructed to provide a subjective assessment of their individual soccer performance, by self-rating their physical, technical and tactical performance levels. Their objective performance was also measured as the total amount of minutes each player participated in official games, during the first half-season.

Results: The findings showed that conscientiousness and mental toughness represent significant and meaningful predictors of both individual soccer performance measures gathered, i.e. individual soccer subjective and objective performance. As expected, further mediation analyses showed that the influence of conscientiousness on subjective performance is totally indirect, via mental toughness. Still, for the objective performance criterion, only the direct effect of conscientiousness was supported.

Conclusions: These findings support the merits of conscientiousness as a valid predictor of human performance across achievement contexts, namely in sports settings and specifically in the domain of soccer. They also suggest that while this personality factor exerts a direct impact on individual soccer objective performance, it seems to play a more distal influence on subjective performance, by enacting individual mental toughness resources. Major theoretical and applied research implications are discussed.

研究背景本研究借鉴了莫托维德洛等人关于个人表现中个体差异的理论,旨在通过考察作为一种适应特征的心理韧性是否是这种联系的心理机制,帮助更好地理解自觉性与个人足球表现之间的关系:根据并发有效性设计,130 名足球运动员完成了一项调查,其中包括对自觉性和心理韧性的测量。调查还要求参与者对其个人足球表现进行主观评估,对其身体、技术和战术表现水平进行自我评分。他们的客观表现也是根据每个球员在前半个赛季参加正式比赛的总时间来衡量的:结果:研究结果表明,自觉性和心理韧性对所收集的个人足球表现指标(即个人足球主观表现和客观表现)都有显著而有意义的预测作用。正如预期的那样,进一步的中介分析表明,自觉性对主观表现的影响完全是通过心理韧性间接产生的。但在客观表现标准方面,只有自觉性的直接影响得到了支持:这些研究结果证明了自觉性的优点,它可以有效预测人在各种成就背景下的表现,即在体育环境中,特别是在足球领域。这些研究结果还表明,虽然这一人格因素对个人的足球客观表现有直接影响,但它似乎对个人的主观表现有更远的影响,因为它可以形成个人的心理韧性资源。本文讨论了主要的理论和应用研究意义。
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引用次数: 0
Broadening the role of science, technology, engineering, and mathematics (STEM) educators: Developing a more equitable STEM workforce for the future 扩大科学、技术、工程和数学(STEM)教育工作者的作用:为未来培养更公平的STEM劳动力
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-02 DOI: 10.1111/ssm.12580
Kristin K. Frady, Amanda D. Rumsey, Michelle Cook
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引用次数: 0
Resiliency through partnerships: Prioritizing STEM workforce pathways amid macro challenges 通过伙伴关系实现弹性:在宏观挑战中优先考虑STEM劳动力途径
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-24 DOI: 10.1111/ssm.12575
Danny Mathieson, Catherine Cotrupi, Malle R. Schilling, Jake Grohs
Multi-institutional educational partnerships are a promising approach to developing the skilled technical workforce. Inexorably, the ability to maintain such partnership networks that support skilled technical workforce education was disrupted by COVID-19. The purpose of this study is to explore Southwest Virginia's science, technology, engineering, and mathematics (STEM)-focused multi-institutional partnership networks, to inventory the disruptive impacts of COVID-19, and to identify how partnership stakeholders navigated these challenges to prepare students for the skilled technical workforce. This work presents a single-case study design, highlighting the evolving landscape of STEM workforce education partnership networks in Southwest Virginia throughout the pandemic. The team conducted interviews with 19 regional stakeholders focused on the participants' role throughout the pandemic, barriers to STEM workforce education presented by public health and economic factors, and innovative strategies to sustain and expand partnership networks through COVID-19. Two key themes emerged from this study: successful partners maintained network connections through adaptive interactions and actors within the network served as brokers to leverage their connections and expand partnerships in the face of adversity. By taking a contextual view of the role of partnership networks in creating equitable STEM workforce pathways during COVID-19, we develop rich insights into partnership formation, collaboration, resource allocation, and programming amidst challenges to their success. © 2023 The Authors. School Science and Mathematics published by Wiley Periodicals LLC on behalf of School Science and Mathematics Association.
多机构教育伙伴关系是发展熟练技术劳动力的一种很有前途的方法。不可避免的是,COVID-19破坏了维持这种支持熟练技术劳动力教育的伙伴关系网络的能力。本研究的目的是探索西南弗吉尼亚州以科学、技术、工程和数学(STEM)为重点的多机构伙伴关系网络,盘点COVID-19的破坏性影响,并确定伙伴关系利益相关者如何应对这些挑战,使学生为熟练的技术劳动力做好准备。这项工作提出了一个单案例研究设计,突出了在大流行期间弗吉尼亚州西南部STEM劳动力教育伙伴关系网络的发展情况。该团队对19个区域利益攸关方进行了采访,重点关注参与者在大流行期间的作用、公共卫生和经济因素对STEM劳动力教育造成的障碍,以及在2019冠状病毒病期间维持和扩大伙伴关系网络的创新战略。从这项研究中得出了两个关键主题:成功的合作伙伴通过适应性互动维持网络联系,网络中的行为者在面对逆境时发挥中介作用,利用他们的联系扩大伙伴关系。通过对伙伴关系网络在2019冠状病毒病期间创造公平的STEM劳动力路径方面的作用进行背景分析,我们对伙伴关系的形成、协作、资源分配和规划在其成功面临的挑战中产生了丰富的见解。©2023作者。由Wiley期刊有限责任公司代表学校科学与数学协会出版的《学校科学与数学》。
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引用次数: 0
Expanding access to STEM pathways: Professional learning for high school counselors 扩大STEM途径:高中辅导员的专业学习
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-19 DOI: 10.1111/ssm.12576
L. Ross, Medha Dalal, Adam R. Carberry
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引用次数: 0
How do you know if this is for you? Exploration and awareness of technical STEM careers 你怎么知道这是否适合你?对技术STEM职业的探索和认识
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-17 DOI: 10.1111/ssm.12577
S. Ferguson, Kara P. Ieva, Christopher J. Winkler, Kimelle Ash, Theresa Cann
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引用次数: 0
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