Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Entire DC Network
Communication With Families: Understanding The Perspectives Of Early Childhood Teachers, Pearl Avari, Erin Hamel, Rachel E. Schachter, Holly Hatton-Bowers
Communication With Families: Understanding The Perspectives Of Early Childhood Teachers, Pearl Avari, Erin Hamel, Rachel E. Schachter, Holly Hatton-Bowers
Department of Child, Youth, and Family Studies: Faculty Publications
Communication between teachers and families in early childhood is a key aspect of successful teacher-family engagement. The goal of this exploratory study was to investigate how teachers communicated with families in early childhood classrooms and what they communicated about. This study of 31 teachers working with children birth to age five, primarily in the Midwestern U.S. examined how they described communication with families using semi-structured interviews. Findings indicated that teachers used multiple formats to communicate with families about children’s daily routines, developmental progress, and other relevant information. Teachers preferred in-person communication although challenges occurred due to classroom dynamics and the …
The Potential Scientist’S Dilemma: How The Masculine Framing Of Science Shapes Friendships And Science Job Aspirations, G. Robin Gauthier, Patricia Wonch Hill, Julia Mcquillan, Amy N. Spiegel, Judy Diamond
The Potential Scientist’S Dilemma: How The Masculine Framing Of Science Shapes Friendships And Science Job Aspirations, G. Robin Gauthier, Patricia Wonch Hill, Julia Mcquillan, Amy N. Spiegel, Judy Diamond
Department of Sociology: Faculty Publications
In the United States, girls and boys have similar science achievement, yet fewer girls aspire to science careers than boys. This paradox emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. We use complete network data from a single middle school and theories of gender, identity, and social distance to explore how friendship patterns might influence this gender and science paradox. Three patterns highlight the social dimensions of gendered science persistence: (1) boys and girls do not differ in self-perceived science potential and science career aspirations; (2) consistent with gender-based norms, both middle …
Multiple Perspectives On Multimedia In The Large Lecture, Helen A. Moore, Timothy D. Pippert
Multiple Perspectives On Multimedia In The Large Lecture, Helen A. Moore, Timothy D. Pippert
Department of Sociology: Faculty Publications
Students, graduate instructors and the classroom professor responded in journals, on objective tests, in focus groups and on survey questionnaires to the effects of computer media in four large lecture classes. Graduate instructors and students responded in focus groups to multimedia technology with consistent themes, including enhancement of cognitive strategies (note taking and organization of ideas) and motivation. However, students also expressed distancing from the instructor. Student achievement outcomes using pre- and post-test scores showed no differences across two experimental applications of multimedia presentations: static and dynamic. Discussion of findings emphasizes the need to balance considerations of resource scarcity and …