Teachers’ Attitudes Toward Teaching Integrated STEM: the Impact of Personal Background Characteristics and School Context

This analysis draws on binational data from an ethnosurvey conducted in Guatemala and in the United States in Providence, Rhode Island, to develop a refinement of the weighting scheme that the Mexican Migration Project (MMP) uses. The alternative weighting procedure distinguishes between temporary and settled migrants by using a question on household location in the Guatemala questionnaire that is not used in the MMP. Demographic characteristics and integration experiences of the most recent U.S. trip are used to assess the composition and representativeness of the U.S. sample. Using a composite index of migrant integration to compare the impact of alternative U.S. sample weights on point estimates, I find that although the U.S. sample is broadly representative across a range of background characteristics, the MMP sample weighting procedure biases estimates of migrant integration downward.

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Predictors of Teachers’ Attitudes Toward Teaching Students With Attention-Deficit/Hyperactivity Disorder in General Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0203 ◽

2021 ◽

pp. 1-7

Author(s):

Chunxiao Li ◽

Justin A. Haegele ◽

Ho Lun Au ◽

Kevin Wai Keung Kam

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Physical Education ◽

Attention Deficit ◽

Self Esteem ◽

Hyperactivity Disorder ◽

Interpersonal Mindfulness ◽

Attitudes Toward Teaching ◽

Teachers Attitudes ◽

General Physical ◽

General Physical Education

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers’ attitudes.

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EXAMINING HOW POSITIVE AND NEGATIVE EMOTIONS INFLUENCE COGNITIVE PERFORMANCE IN SECONDARY SCHOOLS

10.36315/2021pad23 ◽

2020 ◽

pp. 255-267

Author(s):

Sonya Yakimova ◽

◽

Célia Maintenant ◽

Anne Taillandier-Schmitt ◽

◽

...

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Secondary Schools ◽

Cognitive Performance ◽

Positive Emotions ◽

Negative Emotions ◽

School Context ◽

Dropping Out ◽

French Version ◽

The Impact

Few studies have examined the impact of emotions on cognitive (not only academic) performance among adolescents and this is the objective of our research. After ethic committee agreement andparents’ authorization, we asked 158 adolescents in secondary schools to respond to the French version of Differential Emotion Scale adapted for school context and to nineteensyllogisms which evaluated cognitive nonacademic performances. As results, we expected that negative emotions related to academic achievement would reduce performance in reasoning and positive emotions would improve it. Our hypotheses were partially validated. The impacts of the results as well as perspectives of future researches in relation with self-esteem, psychological disengagement, dropping out of school were discussed.

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Estimating the Impact of Growth Mindset on High School Mathematics Performance and Course-Taking

10.31219/osf.io/cqjw6 ◽

2020 ◽

Author(s):

Soobin Kim ◽

Barbara Schneider ◽

John Yun

Keyword(s):

Controlled Trial ◽

School Context ◽

Growth Mindset ◽

National Study ◽

Control Activity ◽

9Th Grade ◽

Nationally Representative ◽

The Impact ◽

Growth Mindset Intervention ◽

Mindset Intervention

Using a randomized controlled trial in a nationally representative sample of 65 public high schools (N = 13,660), we tested the effects of a growth mindset intervention on math course- taking patterns and student achievement and explored whether school context was related to the success of the intervention. Students were randomly assigned to complete either the growth mindset intervention or a control activity during two 25-minute sessions. After participating in the growth mindset program used in the National Study of Learning Mindsets, students’ 9th- grade mathematics GPA increased by an average of 0.05 grade points on a 4.3-point scale. We found distinct patterns of treatment effects that depend on level of math preparation, course intensity, school context, and changes in students’ mindset.

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Estimation of Fertility due to Contraception in Nepal

Journal of Business and Social Sciences Research ◽

10.3126/jbssr.v3i2.28130 ◽

2018 ◽

Vol 3 (2) ◽

pp. 137-150

Author(s):

Bijaya Mani Devkota

Keyword(s):

Total Fertility Rate ◽

Contraceptive Use ◽

Population Policy ◽

Unmet Need ◽

Fertility Rate ◽

Regression Equations ◽

Background Characteristics ◽

Unintended Pregnancies ◽

The Impact ◽

The Relationship

Fertility has an important role for demographic transition and total fertility rate (TFR) which is one component measurements of fertility. Absences of complete and reliable data, a large number of indirect techniques have been developed to estimate demographic parameters. Some of these techniques are based on stable population theory and others are regression equations between the dependent variables, the TFR and the independent variables, the socio economic as well as demographic variables. The unwanted or unintended pregnancies can be avoided through the use of contraceptives; it becomes very important to estimate the births averted or pregnancies stopped by use of contraception. Though there is increase in the use of contraception, still many couples do not use contraception in spite of the fact that they require to use contraception. To satisfy this unmet need of contraception is one of the policy targets of national population policy for population stabilization. In this study, 12862 married females between 15-49 years of age, whose marital duration is more than 5 years, have been taken to study the distribution on different background characteristics and their behavior. Firstly, a regression study was done to know the impact on contraceptive use and further multivariate study has been carried out to know the effect of background characteristics and behavior on absence of birth five years jointly at different sub division. This method is based on the relationship between the Total fertility rate (TFR) and contraceptive prevalence rate (CPR).By using this modified estimate of TFR, birth averted for different area. The variables are CPR that about 71.4 percent variation in TFR can be explained by the first regression approach. The second is based on the relationship between total fertility rate (TFR) and Additive combination of CPR and proportion of currently married females having open birth interval (NPV) explained about 82percent of the variation in TFR. The findings revealed that the TFR calculated by the present method are quite close to the observed values of the TFR. Estimates of births averted and the percent change in births in the absence of contraception, based on the two methods are fairly consistent.

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Teaching sustainability-oriented capabilities using active learning approach

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-07-2020-0263 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Priscila Borin Claro ◽

Nathalia Ramajo Esteves

Keyword(s):

Active Learning ◽

Business School ◽

Business Schools ◽

School Context ◽

Real Life ◽

Learning Approach ◽

Case Study Methodology ◽

Content Type ◽

Positive Effects ◽

The Impact

Purpose This paper aims to discuss how educators can teach sustainability-oriented capabilities (SOCs) using an active learning approach. Design/methodology/approach Using a case study methodology centered on a Brazilian business school, this research combines qualitative analysis of content, such as teacher notes and student work, with quantitative analysis of student grades. The authors used variance analysis and Bonferroni tests to establish whether the means of three test groups were significantly different. The authors also tested for normality, using the Skewness Kurtosis test, and for homoscedasticity, using Levene. Findings The authors’ findings suggest that the active learning (AL) method may be useful in developing SOCs related to the capabilities of “to know,” “to do,” “to interact” and “to be” because it improved student engagement in the program. In addition, this improved engagement was shown to have a positive influence on grades. Research limitations/implications Using convenience sampling, the authors studied a limited number of the mandatory management courses offered by Insper. There is a need to check for nonlinear positive effects over a more extended period of time and considering more courses. Practical implications This paper offers a practical and replicable technique for teaching SOCs in a business school context using AL. Originality/value The existing literature on education and sustainability discusses the role of business schools in the development of SOCs, especially with respect to curricular changes that integrate content and frameworks related to the conceptualization of sustainable development for business (Cebrián and Junyent, 2015; Cortese, 2003; Fairfield, 2018; Aleixo et al., 2020; Leal Filho, 2020; Arruda Filho et al., 2019). However, some studies suggest that the learning process at many business schools fails to explore the complexity of real life by not using a teaching approach that favors the development of SOCs (Leal Filho et al., 2015). Thus, prior studies have pointed to the need for further research on the impact of the active learning approach in teaching about sustainability (Leal Filho et al., 2015; Fisher and Bonn, 2011; Hesselbarth and Schaltegger, 2014). The aim of this research is to contribute to this discussion.

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