47 research outputs found
Parental cultural models and resources for understanding mathematical achievement in culturally diverse school settings
This paper proposes that the theoretical concept of cultural models can offer useful insights into parental involvement in their child’s mathematical achievement and the resources they use to go about gaining information in culturally diverse learning settings. This examination takes place within a cultural-developmental framework and draws on the notion of cultural models to explicate parental understandings of their child’s mathematics achievement and what resources are used to make sense of this. Three parental resources are scrutinized: (a) the teacher, (b) examination test results, and (c) constructions of child development. The interviews with 22 parents revealed some ambiguity around the interpretation of these resources by the parent, which was often the result of incongruent cultural models held between the home and the school. The resources mentioned are often perceived as being unambiguous but show themselves instead to be highly interpretive because of the diversity of cultural models in existence in culturally diverse settings. Parents who are in minority or marginalized positions tend to have difficulties in interpreting cultural models held by school, thereby disempowering them to be parentally involved in the way the school would like
Goal Commitment And Competition As Drivers For Group Productivity In Business Process Modeling
Many studies have looked at the factors that control the productivity of collaborative work. We claim that goal commitment and competition have a strong impact on group productivity in collaborative modelling. To substantiate this claim we first take a look at existing factor models to identify the factors that potentially mediate the effect on group productivity. We then investigate the relation between the factors with the help of controlled field experiments in five different organisations. We confirm the theoretical results with the help of structured equation modelling
A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial
The Effects of Learning Logs on English Language Learners’ Test Scores, Motivation, and a Teacher’s Lesson Planning
Personality Consistency in Dogs: A Meta-Analysis
Jamie L. Fratkin is with UT Austin; David L. Sinn is with UT Austin and University of Tasmania; Samuel D. Gosling is with UT Austin; Erika A. Patall is with UT Austin.Personality, or consistent individual differences in behavior, is well established in studies of dogs. Such consistency implies predictability of behavior, but some recent research suggests that predictability cannot be assumed. In addition, anecdotally, many dog experts believe that ‘puppy tests’ measuring behavior during the first year of a dog's life are not accurate indicators of subsequent adult behavior. Personality consistency in dogs is an important aspect of human-dog relationships (e.g., when selecting dogs suitable for substance-detection work or placement in a family). Here we perform the first comprehensive meta-analysis of studies reporting estimates of temporal consistency of dog personality. A thorough literature search identified 31 studies suitable for inclusion in our meta-analysis. Overall, we found evidence to suggest substantial consistency (r = 0.43). Furthermore, personality consistency was higher in older dogs, when behavioral assessment intervals were shorter, and when the measurement tool was exactly the same in both assessments. In puppies, aggression and submissiveness were the most consistent dimensions, while responsiveness to training, fearfulness, and sociability were the least consistent dimensions. In adult dogs, there were no dimension-based differences in consistency. There was no difference in personality consistency in dogs tested first as puppies and later as adults (e.g., ‘puppy tests’) versus dogs tested first as puppies and later again as puppies. Finally, there were no differences in consistency between working versus non-working dogs, between behavioral codings versus behavioral ratings, and between aggregate versus single measures. Implications for theory, practice, and future research are discussed.Funding provided by the US Department of Homeland Security, Contract HSHQDC-10-C-00085. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Psycholog
Interactive Personalised STEM Virtual Lab Based on Self-Directed Learning and Self-Efficacy
Virtual labs enable inquiry-based learning where students can implement their own experiments using virtual objects and apparatus. Although the benefits of adaptive and personalised learning are well recognised, these were not thoroughly investigated in virtual labs. This paper presents the architecture of an interactive science virtual lab that personalises the learning journey based on the student's self-directed learning (SDL) and self-efficacy (SE) levels. The results of a pilot in two secondary schools showed that both students with low and high SDL and SE level improved their knowledge, but students with low SDL and SE had a higher number of incorrect attempts before completing the experiment