Journal of Advanced Academics最新文献_第8页

The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts 数学、英语和俄语自我概念的内外参考框架

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Journal of Advanced Academics Pub Date : 2020-06-22 DOI: 10.1177/1932202X20929703

K. Karimova, B. Csapó

{"title":"The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts","authors":"K. Karimova, B. Csapó","doi":"10.1177/1932202X20929703","DOIUrl":"https://doi.org/10.1177/1932202X20929703","url":null,"abstract":"The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners’ academic self-concept and achievement.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"506 - 529"},"PeriodicalIF":1.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20929703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45479055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Concept Maps as Assessments of Expertise: Understanding of the Complexity and Interrelationships of Concepts in Science 概念图作为专业知识的评估：理解科学中概念的复杂性和相互关系

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Journal of Advanced Academics Pub Date : 2020-06-17 DOI: 10.1177/1932202X20921770

C. Maker, R. Zimmerman

{"title":"Concept Maps as Assessments of Expertise: Understanding of the Complexity and Interrelationships of Concepts in Science","authors":"C. Maker, R. Zimmerman","doi":"10.1177/1932202X20921770","DOIUrl":"https://doi.org/10.1177/1932202X20921770","url":null,"abstract":"Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists. In this article, we describe development, field testing, and implementation of the concept map assessments in life and physical science. Assessments were field tested in partner schools with high percentages of American Indian (97% to 100%) and Hispanic (83%) low-income students. Students were selected by considering their performance on all six assessments and were placed in internships along with students selected using conventional methods. Concept maps were successful: (a) students from partner schools demonstrated high levels of domain-relevant skills; (b) scores approximated a normal distribution; (c) scores of students from culturally diverse, low-income groups were very similar to the scores of students selected using conventional methods even though many of conventionally identified students had high grade point averages and came from schools in high-income areas with many educational opportunities. Students completed original research and presented posters to the university community and their local communities. Concept maps can be used alone or in combination with other assessments; their use needs to be studied with larger groups of students and in other contexts.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"254 - 297"},"PeriodicalIF":1.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20921770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46241863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities 考察学生和教师对差异化实践、学生参与和教师素质的看法

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Journal of Advanced Academics Pub Date : 2020-06-13 DOI: 10.1177/1932202x20931457

Manoj Chandra Handa

引用次数: 1

Assessing and Developing Diverse STEM Talent: Introduction to the Special Issue 评估和培养多样化的STEM人才:特刊简介

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Journal of Advanced Academics Pub Date : 2020-06-09 DOI: 10.1177/1932202x20928747

Anne N. Rinn, Todd Kettler

引用次数: 1

Identifying Exceptional Talent in Science, Technology, Engineering, and Mathematics: Increasing Diversity and Assessing Creative Problem-Solving 识别科学、技术、工程和数学领域的杰出人才：增加多样性和评估创造性问题解决能力

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Journal of Advanced Academics Pub Date : 2020-06-04 DOI: 10.1177/1932202X20918203

C. Maker

{"title":"Identifying Exceptional Talent in Science, Technology, Engineering, and Mathematics: Increasing Diversity and Assessing Creative Problem-Solving","authors":"C. Maker","doi":"10.1177/1932202X20918203","DOIUrl":"https://doi.org/10.1177/1932202X20918203","url":null,"abstract":"In the Cultivating Diverse Talent in STEM project, funded by the National Science Foundation in the United States, new assessments were developed, field tested, used to identify students with exceptional talent in science, technology, engineering, and mathematics (STEM), and compared with existing methods (grade point average [GPA], letters of recommendation, self-statements). Students identified by both methods participated in an internship program in laboratories of scientists on the campus of an R1 university in the Southwest. Existing methods limited the diversity of students identified. Significant differences were found between students identified by the new methods (M2) and existing methods (M1) in GPA, ethnicity, and parent level of education. Ethnicity differences may be due to the ethnic makeup of the partner schools, but differences in GPA and parent level of education cannot be attributed to the location of schools. Although GPAs of M1 students were significantly higher (3.71) than those of M2 students (3.07) and M1 students came from higher income groups and schools in higher income areas, the M2 students scored higher on all the performance assessments of creative problem-solving and at similar levels on concept maps and mathematical problem-solving. Studies of the usefulness and psychometric properties of the new assessments are needed with different groups and in different contexts.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"161 - 210"},"PeriodicalIF":1.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20918203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results 物理科学技能和能力的文化反应性评估:发展、实地测试、实施和结果

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Journal of Advanced Academics Pub Date : 2020-06-02 DOI: 10.1177/1932202X20920572

Fahad S. Alfaiz, R. Pease, C. Maker

{"title":"Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results","authors":"Fahad S. Alfaiz, R. Pease, C. Maker","doi":"10.1177/1932202X20920572","DOIUrl":"https://doi.org/10.1177/1932202X20920572","url":null,"abstract":"During the Cultivating Diverse Talent in STEM (CDTIS) Project, a team of scientists, teachers, and a researcher developed a performance-based assessment of high school students’ creative problem-solving skills and ability to apply physical science principles in practical ways. It was one of six measures to identify exceptionally talented students. Students identified using conventional methods (M1), with an average grade point average (GPA) of 3.93, had an average rating of 2.95 on a 5-point scale on the mechanical–technical assessment. The M2 students, who were from schools with high percentages of Hispanic, American Indian, and low socioeconomic status (SES) students, had an average GPA of 3.07 and an average rating of 3.27, demonstrating that this assessment can be an important way to change the cultural and economic balance of students identified as exceptionally talented in Science, Technology, Engineering, and Mathematics (STEM). Other researchers are encouraged to examine the validity of the mechanical–technical assessment to identify exceptionally talented students in different groups.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"298 - 328"},"PeriodicalIF":1.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20920572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46263569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Flipping a Classroom for Academically Talented Students 为有学术天赋的学生翻转课堂

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Journal of Advanced Academics Pub Date : 2020-05-26 DOI: 10.1177/1932202X20919357

Erin S. Gelgoot, Paul F. Bulakowski, F. Worrell

引用次数: 1

Educator Perceptions of English Language Learners 教育者对英语学习者的认知

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Journal of Advanced Academics Pub Date : 2020-05-13 DOI: 10.1177/1932202X20917141

A. Szymanski, M. Lynch

引用次数: 4

College Bound: Advice for Academically Talented Students From Recent Graduates 大学之路:应届毕业生给有学术天赋的学生的建议

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Journal of Advanced Academics Pub Date : 2020-05-01 DOI: 10.1177/1932202x19890613

M. S. Meyer, Jeff Cranmore

引用次数: 2

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving 在课堂上实施STEM评估结果的实用指南:使用基于强度的报告和积极解决问题的真正参与

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Journal of Advanced Academics Pub Date : 2020-03-20 DOI: 10.1177/1932202X20911643

R. Pease, Mary Vuke, C. Maker, O. Muammar, Abdulrahman bin Faisal

{"title":"A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving","authors":"R. Pease, Mary Vuke, C. Maker, O. Muammar, Abdulrahman bin Faisal","doi":"10.1177/1932202X20911643","DOIUrl":"https://doi.org/10.1177/1932202X20911643","url":null,"abstract":"Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"367 - 406"},"PeriodicalIF":1.0,"publicationDate":"2020-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20911643","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41648238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11