The development of statistical literacy skills in the eighth grade: exploring the TIMSS data to evaluate student achievement and teacher characteristics in the United States

2013 ◽  
Vol 19 (4) ◽  
pp. 323-345 ◽  
Author(s):  
Jamie D. Mills ◽  
Charles E. Holloway
Keyword(s):  
United States ◽  
Student Achievement ◽  
The United States ◽  
Teacher Characteristics ◽  
Literacy Skills ◽  
Eighth Grade ◽  
Statistical Literacy

scholarly journals Correcting misperceptions of exponential coronavirus growth increases support for social distancing

2020 ◽  
Vol 117 (28) ◽  
pp. 16264-16266 ◽  
Author(s):  
Joris Lammers ◽  
Jan Crusius ◽  
Anne Gast
Keyword(s):  
United States ◽  
Exponential Growth ◽  
The United States ◽  
Statistical Literacy ◽  
Social Distancing

The most effective way to stem the spread of a pandemic such as coronavirus disease 2019 (COVID-19) is social distancing, but the introduction of such measures is hampered by the fact that a sizeable part of the population fails to see their need. Three studies conducted during the mass spreading of the virus in the United States toward the end of March 2020 show that this results partially from people’s misperception of the virus’s exponential growth in linear terms and that overcoming this bias increases support for social distancing. Study 1 shows that American participants mistakenly perceive the virus’s exponential growth in linear terms (conservatives more so than liberals). Studies 2 and 3 show that instructing people to avoid the exponential growth bias significantly increases perceptions of the virus’s growth and thereby increases support for social distancing. Together, these results show the importance of statistical literacy to recruit support for fighting pandemics such as the coronavirus.

A Photo-Narrative of the Sociolinguistic and Sociocultural Identities of a Refugee Adolescent

2019 ◽  
pp. 233-250
Author(s):  
Alex P. Davies
Keyword(s):  
United States ◽  
Second Language ◽  
Identity Construction ◽  
Summer School ◽  
First Language ◽  
The United States ◽  
Refugee Camp ◽  
Literacy Skills ◽  
Refugee Status ◽  
School Year

One's linguistic discourse is directly linked to his or her identity construction. The author conducted a qualitative study that investigated the sociolinguistic and sociocultural identities, both current and imagined, of a newly arrived adolescent of refugee status, named Yerodin, through a photo-narrative approach. Yerodin was unique in that he was 11 years old when he arrived to the United States but did not have any prior formalized schooling. Therefore, he was illiterate in both his first language of Swahili and second language of English. This study took place during a summer school program that sought to develop Yerodin and his siblings' literacy skills before the upcoming school year. Findings illustrated Yerodin's current identity as one who appreciated his experiences in the refugee camp prior to resettlement and as an English learner. Furthermore, Yerodin realized that English, his second language, and academics were key to accessing his desired communities of identity, including aspects of American culture and friendships with “American peers.”

Teaching Digital and Media Literacy as Cross-Cultural Communication

2017 ◽  
pp. 240-249
Author(s):  
Mary Catherine Boehmer
Keyword(s):  
United States ◽  
Media Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Backgrounds ◽  
Cross Cultural Communication ◽  
The Social ◽  
Access To Technology

As technology increasingly becomes a part of our day-to-day lives in the United States and throughout the globe, there is a greater push for students to develop the digital and media literacy skills necessary for the twenty-first century. In the United States, students learning these skills often come from a wide range of linguistic and cultural backgrounds. The diversity of the U.S. is one of its greatest strengths, but with this diversity come cultural differences in access to technology and how it is used across different cultural contexts. This chapter analyzes the constructs of digital and media literacy, the ways in which culture can be defined and how that can affect the intersectional identities performed in the social and participatory world of Web 2.0. It also examines access to technology and how technology is used for communication and accessing information in Russia, Germany, and Azerbaijan, and how approaching digital and media literacy through the lens of cross-cultural communication can help teachers to better meet the needs of learners from diverse backgrounds.

scholarly journals Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

2010 ◽  
Vol 71 (3) ◽  
pp. 203-222 ◽  
Author(s):  
Jacqui Weetman DaCosta
Keyword(s):  
Higher Education ◽  
United States ◽  
Information Literacy ◽  
Faculty Perceptions ◽  
The United States ◽  
Literacy Skills ◽  
Skills Gap ◽  
Practical Reality ◽  
Information Literacy Skills ◽  
Information Skills

Surveys of faculty were conducted at two higher education institutions in England and the United States to ascertain their perceptions of information literacy. Faculty were also asked about the extent to which they incorporated information literacy skills into their courses. Similarities were found across the two institutions both in the importance that faculty attached to information skills and what they actually did to incorporate the skills within curricula. The results reflect an information literacy skills gap between what faculty (and librarians) want for their students and the practical reality. Librarians and faculty should work collaboratively together to bridge this gap.

scholarly journals “From School of Crisis to Distinguished”

2020 ◽  
Vol 41 (1) ◽  
pp. 8-19
Author(s):  
Molly Fisher ◽  
Ben Crawford
Keyword(s):  
United States ◽  
Student Achievement ◽  
Elementary School ◽  
Rural Area ◽  
Rural Schools ◽  
The United States ◽  
Rural School ◽  
Hierarchy Of Needs ◽  
Accountability Measures ◽  
Promising Practice

Despite conditions that would work against a small and rural school in an impoverish rural area of the United States, Fairway Elementary School has managed to excel in its accountability measures. Through interviews with faculty, staff, teachers, students, and parents of children at Fairway Elementary School a model was developed through the lens of Maslow’s Hierarchy of Needs. It was found that a new administrator at the school started with the physiological needs of the children and are now working within the esteem stage of Maslow’s Hierarchy. Details from each stage of the hierarchy are provided as a promising practice for other rural schools. Fairway Elementary continues to succeed in their efforts to improve not only student achievement, but the culture of their school within an impoverished community.

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