I, along with Dr. Vincent of WSU, researched the stereotype threats pre-service math teachers encountered throughout their education. Through qualitative research we analyzed the testimonials of the students and identified factors that contributed to their attitudes toward mathematics.
The document discusses strategies for overcoming math anxiety and promoting understanding of mathematical concepts. It recommends teaching for understanding rather than rote memorization. Some key strategies include using hands-on activities, relating concepts to real-world examples, addressing common misconceptions, and emphasizing that mistakes are part of the learning process.
This document summarizes research on mathematics anxiety. It discusses what mathematics anxiety is, why it occurs, who experiences it, when it occurs, who or what creates it, how to reduce it, and how to eliminate it. Specifically, it defines mathematics anxiety as a situation where students have difficulty improving in mathematics due to irrational fears. It identifies several key factors that can cause mathematics anxiety, such as teacher personality, testing pressures, and perceived relevance of mathematics. Relaxation techniques and addressing different learning styles are proposed as ways to reduce mathematics anxiety, while eliminating it requires a long-term approach like changing perceptions of mathematics.
What I learned from 20 years of Student JournalsCarmel Schettino
This is a revised presentation of the one given at NCTM 2018 in Washington DC. For documents that add to the presentation go to my website carmelschettino.org
1. The document discusses research on student learning characteristics and how they relate to choices students make in blended learning environments that combine online and face-to-face learning.
2. Data from over 800 students in business and economics programs is analyzed to identify clusters of students based on their use of online tutorials and participation in problem-based learning discussions.
3. Clusters are compared in terms of learning profiles and motivations, finding that students' digital learning behaviors do not always match the "ideal" for problem-based education and that different types of scaffolding may be needed.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
The document outlines guiding principles for grading in a physics class:
1. A student's grade should be based solely on their understanding of physics concepts, not other factors.
2. Homework is for practice and should not affect grades.
3. Students can learn concepts at any time as long as they eventually learn them.
4. Assessments should provide guidance on how to improve understanding and incentive to do the necessary work to improve.
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
The document discusses strategies for overcoming math anxiety and promoting understanding of mathematical concepts. It recommends teaching for understanding rather than rote memorization. Some key strategies include using hands-on activities, relating concepts to real-world examples, addressing common misconceptions, and emphasizing that mistakes are part of the learning process.
This document summarizes research on mathematics anxiety. It discusses what mathematics anxiety is, why it occurs, who experiences it, when it occurs, who or what creates it, how to reduce it, and how to eliminate it. Specifically, it defines mathematics anxiety as a situation where students have difficulty improving in mathematics due to irrational fears. It identifies several key factors that can cause mathematics anxiety, such as teacher personality, testing pressures, and perceived relevance of mathematics. Relaxation techniques and addressing different learning styles are proposed as ways to reduce mathematics anxiety, while eliminating it requires a long-term approach like changing perceptions of mathematics.
What I learned from 20 years of Student JournalsCarmel Schettino
This is a revised presentation of the one given at NCTM 2018 in Washington DC. For documents that add to the presentation go to my website carmelschettino.org
1. The document discusses research on student learning characteristics and how they relate to choices students make in blended learning environments that combine online and face-to-face learning.
2. Data from over 800 students in business and economics programs is analyzed to identify clusters of students based on their use of online tutorials and participation in problem-based learning discussions.
3. Clusters are compared in terms of learning profiles and motivations, finding that students' digital learning behaviors do not always match the "ideal" for problem-based education and that different types of scaffolding may be needed.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
The document outlines guiding principles for grading in a physics class:
1. A student's grade should be based solely on their understanding of physics concepts, not other factors.
2. Homework is for practice and should not affect grades.
3. Students can learn concepts at any time as long as they eventually learn them.
4. Assessments should provide guidance on how to improve understanding and incentive to do the necessary work to improve.
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
This document discusses assessments for problem-based learning (PBL) math classrooms. It outlines the learning goals of PBL as mastering content, improving problem-solving and communication skills, and developing perseverance and collaboration. A variety of assessments are presented that measure these goals, including class contributions, quizzes, problem sets, journals, and homework. Rubrics are used to provide ongoing feedback aligned with PBL values of deemphasizing answers and emphasizing the problem-solving process. Self-assessment and reflection on learning and errors are also incorporated into the assessment framework.
This document discusses an event aimed at helping professionals support math-phobic students. It includes a presentation, group discussion, and viewing of a video about a student's experience with math anxiety. The student discusses overcoming anxiety through coping strategies like deep breathing and building on past successes. Common sources of math anxiety are discussed, like teachers passing on negative attitudes or failing to accommodate different learning styles. Society and employers can also contribute to math anxiety by their views of mathematics. The conclusion is that math tutors need both empathy and to help students see math as a creative subject.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
This document discusses mathematics anxiety, including its definition, causes, and effects. It defines mathematics anxiety as feelings of tension, apprehension, or dread that interfere with solving math problems. Some key causes identified include negative experiences with teachers, public examination pressure, parental expectations, peer influences, and a perceived lack of relevance of math. The document also describes the "math anxiety process," where negative experiences lead to expectations of failure and avoidance of math. Overall, the document analyzes factors that can contribute to the development of mathematics anxiety in students.
The document discusses assessment for learning (AFL) strategies presented by Faye Brownlie to educators in Vancouver School District. It provides learning intentions for attendees, which include being able to name and describe the 6 AFL strategies and understand how to embed them seamlessly into teaching. Descriptions and examples are given of various AFL strategies like learning intentions, success criteria, self-assessment, and providing descriptive feedback. The presentation aims to help teachers improve student learning through more effective use of assessment practices.
This is a talk I gave last week in Toronto that was geared towards discussing PBL Math with parents and answering some of their questions about the pedagogy.
SOLO Taxonomy to enhance students' questioning and thinkingJohn Yeo
- The document discusses the SOLO taxonomy, which describes 5 levels of increasing complexity in students' understanding - pre-structural, uni-structural, multi-structural, relational, and extended abstract.
- Lower levels involve basic recall of facts, while higher levels encourage thinking beyond isolated facts and seeing relationships between ideas.
- Teachers can use the taxonomy to assess students' thinking and encourage higher-order questioning that pushes understanding to more complex levels.
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
This document provides 25 examples of techniques for obtaining whole class feedback, beginning with a brief introduction on the rationale and benefits of whole class feedback. The techniques include using post-it notes, mini whiteboards, exit passes, true/false cards, and other methods involving hands, colors, or physical positioning to indicate student understanding of a lesson's content and objectives. The goal is to efficiently and formatively assess all students' comprehension in a class.
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
This document discusses strategies for supporting student diversity and improving instruction. It summarizes research showing that the highest performing school systems focus on improving teacher quality through coaching, professional collaboration, and learning communities. Examples are provided of collaborative practices like information circles that allow teachers to share expertise and develop targeted instructional plans to meet student needs. Evidence suggests that giving students choice in how they demonstrate understanding increases engagement, effort and learning.
This document provides guidance and strategies for developing higher-level questioning practices to challenge gifted and highly able students. It discusses effective questioning techniques, Bloom's Taxonomy of higher-order thinking skills (analysis, synthesis, evaluation), and models for problem-solving and inquiry-based learning, including prompting questions aligned with each stage. Sample questioning activities and games are proposed to engage students in questioning and develop their critical thinking abilities.
The document provides an overview of a workshop on differentiating instruction in mathematics classrooms, outlining learning goals and strategies for engaging different types of learners, including mastery, understanding, self-expressive, and interpersonal learners. The workshop covers assessing learning styles, using various teaching tools and activities, and designing thoughtful lessons to meet student needs.
Peer instruction questions to support expert-like thinkingPeter Newbury
The document discusses the use of peer instruction techniques in teaching. It describes how peer instruction can help students develop expert-like thinking by posing questions for students to discuss in small groups during class. This allows students to learn from each other while still holding initial novice conceptions. The document provides guidance on creating effective peer instruction questions and facilitating classroom discussions to resolve student misconceptions and assess learning.
Best practices for running peer instructionPeter Newbury
Peer instruction is a student-centered teaching method that uses clickers to engage students in answering conceptual questions. The document outlines the choreography for effectively implementing peer instruction, including having students first answer questions individually, then discuss in small groups before voting again. It emphasizes giving students sufficient thinking and discussion time. Peer instruction works best in a flipped classroom where students learn basic content at home so class time can be spent on challenging concepts with immediate feedback.
Providing warmth and structure are important for learning. Warmth creates a safe environment where students feel respected and cared for, reducing stress and anxiety. Structure provides clear expectations and explanations that help students understand lessons, feel motivated, and develop self-regulation. Both warmth and structure work together to support learning and development. Teachers should treat students with empathy, set fair rules consistently, and address challenges with patience and respect.
Lesson planning is discussed, including its value and process. Madelyn Hunter's 8-step method is covered, with steps including preparing the learner, instruction, checking for understanding, and independent practice. Interactive learning is emphasized as being important for retention. Various interactive learning techniques are described, such as three-step interviews, roundtables, and structured problem solving. The document provides examples of applying these techniques in the classroom.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
The document discusses common gender stereotypes portrayed in various media such as Disney movies, commercials, and television shows. Women are often depicted as overly skinny and beautiful with an unrealistic body image, while men are usually shown as strong, powerful, and having perfect bodies. These stereotypes do not accurately reflect the diversity of body types that exist for both women and men.
Representation of gender and stereotypesLiz Davies
This document discusses representation of gender and stereotypes. It begins with an activity asking students to discuss their ideal man or woman, and what values this suggests. It then defines sex and gender, and discusses how gender is a social construct involving roles and behaviors considered appropriate for men and women. The document examines how magazines portray ideals of masculinity and femininity, focusing on traits like strength and independence for men, and beauty, relationships and emotions for women. It also discusses stereotypes, their changing nature, and how society treats those who don't conform to norms. Students are asked to consider how media representations reinforce or challenge stereotypes.
This document discusses assessments for problem-based learning (PBL) math classrooms. It outlines the learning goals of PBL as mastering content, improving problem-solving and communication skills, and developing perseverance and collaboration. A variety of assessments are presented that measure these goals, including class contributions, quizzes, problem sets, journals, and homework. Rubrics are used to provide ongoing feedback aligned with PBL values of deemphasizing answers and emphasizing the problem-solving process. Self-assessment and reflection on learning and errors are also incorporated into the assessment framework.
This document discusses an event aimed at helping professionals support math-phobic students. It includes a presentation, group discussion, and viewing of a video about a student's experience with math anxiety. The student discusses overcoming anxiety through coping strategies like deep breathing and building on past successes. Common sources of math anxiety are discussed, like teachers passing on negative attitudes or failing to accommodate different learning styles. Society and employers can also contribute to math anxiety by their views of mathematics. The conclusion is that math tutors need both empathy and to help students see math as a creative subject.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
This document discusses mathematics anxiety, including its definition, causes, and effects. It defines mathematics anxiety as feelings of tension, apprehension, or dread that interfere with solving math problems. Some key causes identified include negative experiences with teachers, public examination pressure, parental expectations, peer influences, and a perceived lack of relevance of math. The document also describes the "math anxiety process," where negative experiences lead to expectations of failure and avoidance of math. Overall, the document analyzes factors that can contribute to the development of mathematics anxiety in students.
The document discusses assessment for learning (AFL) strategies presented by Faye Brownlie to educators in Vancouver School District. It provides learning intentions for attendees, which include being able to name and describe the 6 AFL strategies and understand how to embed them seamlessly into teaching. Descriptions and examples are given of various AFL strategies like learning intentions, success criteria, self-assessment, and providing descriptive feedback. The presentation aims to help teachers improve student learning through more effective use of assessment practices.
This is a talk I gave last week in Toronto that was geared towards discussing PBL Math with parents and answering some of their questions about the pedagogy.
SOLO Taxonomy to enhance students' questioning and thinkingJohn Yeo
- The document discusses the SOLO taxonomy, which describes 5 levels of increasing complexity in students' understanding - pre-structural, uni-structural, multi-structural, relational, and extended abstract.
- Lower levels involve basic recall of facts, while higher levels encourage thinking beyond isolated facts and seeing relationships between ideas.
- Teachers can use the taxonomy to assess students' thinking and encourage higher-order questioning that pushes understanding to more complex levels.
Teaching (and Learning) with Peer InstructionPeter Newbury
A presentation I gave at California State University, Los Angeles on February 25, 2013 about using peer instruction with clickers to create interactive, student-centered instruction.
This document provides 25 examples of techniques for obtaining whole class feedback, beginning with a brief introduction on the rationale and benefits of whole class feedback. The techniques include using post-it notes, mini whiteboards, exit passes, true/false cards, and other methods involving hands, colors, or physical positioning to indicate student understanding of a lesson's content and objectives. The goal is to efficiently and formatively assess all students' comprehension in a class.
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
This document discusses strategies for supporting student diversity and improving instruction. It summarizes research showing that the highest performing school systems focus on improving teacher quality through coaching, professional collaboration, and learning communities. Examples are provided of collaborative practices like information circles that allow teachers to share expertise and develop targeted instructional plans to meet student needs. Evidence suggests that giving students choice in how they demonstrate understanding increases engagement, effort and learning.
This document provides guidance and strategies for developing higher-level questioning practices to challenge gifted and highly able students. It discusses effective questioning techniques, Bloom's Taxonomy of higher-order thinking skills (analysis, synthesis, evaluation), and models for problem-solving and inquiry-based learning, including prompting questions aligned with each stage. Sample questioning activities and games are proposed to engage students in questioning and develop their critical thinking abilities.
The document provides an overview of a workshop on differentiating instruction in mathematics classrooms, outlining learning goals and strategies for engaging different types of learners, including mastery, understanding, self-expressive, and interpersonal learners. The workshop covers assessing learning styles, using various teaching tools and activities, and designing thoughtful lessons to meet student needs.
Peer instruction questions to support expert-like thinkingPeter Newbury
The document discusses the use of peer instruction techniques in teaching. It describes how peer instruction can help students develop expert-like thinking by posing questions for students to discuss in small groups during class. This allows students to learn from each other while still holding initial novice conceptions. The document provides guidance on creating effective peer instruction questions and facilitating classroom discussions to resolve student misconceptions and assess learning.
Best practices for running peer instructionPeter Newbury
Peer instruction is a student-centered teaching method that uses clickers to engage students in answering conceptual questions. The document outlines the choreography for effectively implementing peer instruction, including having students first answer questions individually, then discuss in small groups before voting again. It emphasizes giving students sufficient thinking and discussion time. Peer instruction works best in a flipped classroom where students learn basic content at home so class time can be spent on challenging concepts with immediate feedback.
Providing warmth and structure are important for learning. Warmth creates a safe environment where students feel respected and cared for, reducing stress and anxiety. Structure provides clear expectations and explanations that help students understand lessons, feel motivated, and develop self-regulation. Both warmth and structure work together to support learning and development. Teachers should treat students with empathy, set fair rules consistently, and address challenges with patience and respect.
Lesson planning is discussed, including its value and process. Madelyn Hunter's 8-step method is covered, with steps including preparing the learner, instruction, checking for understanding, and independent practice. Interactive learning is emphasized as being important for retention. Various interactive learning techniques are described, such as three-step interviews, roundtables, and structured problem solving. The document provides examples of applying these techniques in the classroom.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
The document discusses common gender stereotypes portrayed in various media such as Disney movies, commercials, and television shows. Women are often depicted as overly skinny and beautiful with an unrealistic body image, while men are usually shown as strong, powerful, and having perfect bodies. These stereotypes do not accurately reflect the diversity of body types that exist for both women and men.
Representation of gender and stereotypesLiz Davies
This document discusses representation of gender and stereotypes. It begins with an activity asking students to discuss their ideal man or woman, and what values this suggests. It then defines sex and gender, and discusses how gender is a social construct involving roles and behaviors considered appropriate for men and women. The document examines how magazines portray ideals of masculinity and femininity, focusing on traits like strength and independence for men, and beauty, relationships and emotions for women. It also discusses stereotypes, their changing nature, and how society treats those who don't conform to norms. Students are asked to consider how media representations reinforce or challenge stereotypes.
The document discusses stereotypes related to different sexualities portrayed in media. It provides examples of common stereotypes applied to homosexuals, bisexuals, and heterosexuals. These include portrayals of all homosexual men as feminine or different, the idea that homosexuals cannot marry or have children, and that bisexuality is not real or people are just confused. The document also analyzes a still shot from a TV show to identify multiple stereotypes of homosexuality represented, such as feminine clothing, makeup, bright colors, and being in a setting like a gay bar.
This document provides an overview of Realistic Mathematics Education (RME), including its key characteristics and principles for designing lessons based on this approach. RME stresses starting with real-world contexts that are meaningful to students, and having students explore problems and develop mathematical concepts through guided reinvention that incorporates both horizontal and vertical mathematization. Lessons based on RME should include contextual problems for student exploration, opportunities for students to develop and use their own models and strategies, and an interactive teaching process that weaves together different mathematical strands.
K2 is a synthetic cannabinoid that is often sprayed on herbs and smoked, producing effects similar to marijuana. It originated from research done by a chemist but has become an unregulated substance that is very dangerous due to unknown toxic contaminants. While currently legal in most states, K2 has been linked to severe health issues like seizures, coma, and death. Several states and the DEA have moved to ban its chemicals and the substance is under review to be added to the controlled substances list.
The following resources come from the 2009/10 BSc in Games & Graphics Hardware Technology (course number 2ELE0074) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The project will involve developing a simple game concept to demonstrate the portability of the XNA® framework. Students will be required to develop contents for an existing prototype game, with the intention of extending the functionality to provide interaction with objects within the game, using the mouse and keyboard on the PC as well as XBOX 360 game controllers connected to the PC. The game will be further deployed to work on a dedicated gaming machine, the XBOX 360.
Gender stereotyping re engineering gendersharon coen
This document discusses stereotypes, their roots, and their consequences. It defines stereotypes as widely shared generalizations about social groups. It examines implicit association tests that show deep-rooted unconscious gender stereotypes associate men with careers and women with family. The document outlines how stereotypes can lead to prejudice, discrimination, and stereotype threat, where people fear confirming a negative stereotype about their social group. It proposes strategies like reframing tasks and emphasizing diverse role models to reduce stereotype threat in high-stakes situations like job interviews.
K2 is a synthetic marijuana that causes dangerous health effects like seizures, elevated blood pressure, paranoia, and psychotic behavior when smoked. Reports of K2 overdoses in teens have increased dramatically from 119 calls to poison control in 2009 to over 2,200 calls in 2012. The inventor of K2 warns that using the drug is like "Russian roulette" because very little is known about its effects. The document concludes that K2 is a risky drug and teens should avoid it to prevent potential health problems.
K2, also known as synthetic cannabis, is a dangerous drug that mimics the effects of THC. It is made from man-made chemicals sprayed onto plant material. While it is marketed as a safe alternative to cannabis, K2 can cause unpredictable and severe side effects like hallucinations, anxiety, seizures, and even death. Usage of K2 has risen in recent years among young people due to its cheap price and inability to be detected in drug tests. However, health experts warn that K2 is not safe and can lead to serious short- and long-term health problems.
This document discusses emerging trend drugs according to reports from 2015. It notes that the National Institute on Drug Abuse and Community Epidemiology Work Group monitor drug trends across cities. Their 2015 report found that the most popular drugs included fentanyl, heroin, synthetic marijuana ("Spice" and "K2"), suboxone, and bath salts. Each drug is described, including its intended medical use versus popular street use. A quote from a police sergeant questions why new pain medications are developed when existing drugs are already overprescribed and fueling addiction.
Jay Lance Kovar, MD discusses new synthetic substances like "bath salts" and synthetic marijuana (K2/Spice) that are being abused. These products contain chemicals that mimic drugs like cocaine, ecstasy, and marijuana but their effects are unpredictable and sometimes dangerous, causing issues like psychosis, elevated heart rate and blood pressure, seizures and suicidal behavior. While some states and the DEA have taken steps to ban specific chemicals and products, new versions continue to be produced making them challenging to regulate. Emergency treatment focuses on supportive care for agitation and psychosis until the effects subside.
K2 or Spice is a mixture of herbs and spices sprayed with synthetic compounds similar to THC, the active ingredient in marijuana. It is commonly sold in stores and online as incense or "fake weed" and can be smoked to produce effects similar to marijuana like increased heart rate and feelings of paranoia or giddiness. While no overdoses have been reported, the long-term health effects are unknown. Several synthetic cannabinoids found in K2 were placed in Schedule I of the Controlled Substances Act in 2011, banning their manufacture and sale in the United States. K2 products often originate from China and are sold via websites, with little regulation of ingredients or dosage.
NMS Labs offers drug testing and analysis services relevant to DRE investigations of synthetic cannabinoids like K2 and Salvia divinorum. Their tests can identify compounds in K2 blends like JWH-018 and metabolites in biological samples. A Missouri study found K2 impaired subjects similarly to cannabis. A Pennsylvania case identified JWH-018 in a driver's blood after smoking "Space". NMS Labs provides sensitive and specific analysis of salvinorin A and B to support DRE examinations involving Salvia.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.
The following resources come from the 2009/10 BSc in Games and Graphics Hardware Technology (course number 2ELE0074) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this module are to demonstrate, using the PlayStation® 2 SDK:
• Knowledge of PS2 registers, graphics, sound, IO architecture, EE, GS and VU’s
• Graphics programming.
This project will investigate the PlayStation® 2 through use of the Linux SDK. The project will involve the completion of a 2D game to explore the architecture of the PS2.
Synthetic marijuana, also known as K2 or Spice, is created by spraying synthetic cannabinoids onto legal herbs and sold to mimic the effects of marijuana. The document discusses the chemicals involved like JWH-018, how they were created by researchers to study cannabinoid receptors, unintended consequences of their recreational use, associated health risks, and debates around regulation.
K2, also known as "spice", is a mixture of herbs sprayed with synthetic cannabinoids that is smoked to produce psychoactive effects similar to marijuana. It is often contaminated with toxic and unknown substances which have led to numerous adverse health effects such as seizures, elevated blood pressure, and addiction. While currently legal in most states, there is a push to ban K2 and its chemicals due to growing evidence of its dangers and rising emergency room admissions. The DEA has temporarily scheduled five chemicals found in K2 to curb its use and study whether permanent controls are needed.
Lesson 3 gender stereotypes and the mediaElle Sullivan
This document discusses how gender stereotypes are portrayed in media through patriarchal ideals. It explains that traditionally, patriarchal societies viewed male attributes as superior and reflected this in media by portraying men as more powerful than women. Women were often shown in roles that suited patriarchal ideas, such as the happy housewife or sex object. Starting in the 1960s, feminism challenged these stereotypes by seeking greater equality and opportunities for women.
This document discusses a project about understanding teenagers and the major issues they face. It begins by providing definitions of teenagers and adolescence. It then describes 10 common social groups teenagers belong to, including jocks, geeks, skaters, outsiders, hipsters, scenesters, preps, nerds, mean girls, and emo kids. The major issues facing teenagers are discussed, such as internet/gaming addiction, violence in media, cyberbullying, violence in video games, and violence at home. Parents are provided advice on how to address these issues and help their teenagers.
Connect with Maths: Advocating for the mathematically highly capableRenee Hoareau
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
This document discusses developing a growth mindset for mathematics. It aims to promote grit, resilience and character within math lessons. It explores fixed versus growth mindsets and how beliefs about math ability being fixed can negatively impact performance. Number talks are presented as an activity to develop flexible thinking and promote the view that mistakes are opportunities to learn. Resources for developing a growth mindset, including useful websites, are provided.
Moving Beyond 'Painting by Numbers': Promoting 'Real' Learning for a Complex ...Bill Moore
This document summarizes challenges in promoting real learning for a complex world and strategies to address these challenges based on William Perry's scheme of intellectual and ethical development. It outlines how current educational practices and students' conceptions of knowledge can limit real learning. Perry's scheme describes qualitative shifts in how students make meaning and interprets subject matter. The scheme provides a framework for instructional approaches that balance challenge and support to help students progress in their thinking. Real learning requires moving beyond memorization to changing understanding, but this transition involves both intellectual growth and loss of simpler perspectives.
The document discusses mathematics anxiety, including its symptoms, causes, and implications. It provides definitions of mathematics anxiety, quotes from anxious students, and discusses common myths and misconceptions. The document also examines the anxiety process, outlines implications for students and teachers, and suggests ways to assess and address anxiety through changes in teaching approaches.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
The document discusses the importance of developing mathematical resilience in students. Mathematical resilience refers to a student's ability to adapt and persist when facing new or difficult mathematical concepts. The key aspects of mathematical resilience include students taking responsibility for their own learning, having confidence to try new strategies, and viewing challenges as opportunities to grow. Successful students demonstrate resilience through a growth mindset, self-reflection, adapting their approaches, collaborating with peers, and finding purpose and meaning in their learning. The classroom aims to cultivate resilience by emphasizing open-ended problem solving, strategy use, process over answers, and celebrating student discoveries and achievements.
1. The document provides strategies for supporting striving secondary readers through a literacy leadership network called R.E.SC.U.E., which stands for Relate, Expect, Scaffold, Uplift, and Engage.
2. It describes ways to build community and relationships with students, maintain high expectations, scaffold reading assignments, boost students' confidence, and actively engage students with choice, collaboration, and digital tools.
3. Educators are encouraged to implement these strategies to help striving readers feel more included and empowered in their learning.
1. The document provides strategies for supporting striving secondary readers through a literacy leadership network called R.E.SC.U.E., which stands for Relate, Expect, Scaffold, Uplift, and Engage.
2. It describes ways to build relationships with students, maintain high expectations, scaffold reading assignments, boost students' confidence, and engage students through choice, collaboration, and digital tools.
3. Educators are encouraged to implement these strategies to help striving readers feel more included and empowered in the classroom.
This document discusses four teaching approaches: direct instruction, homework, questioning, and group discussion. It provides details on how each approach should be used, including guidelines and examples. Direct instruction is best for teaching basic skills step-by-step. Homework can benefit students if not overused but also takes away personal time. Effective questioning involves both closed and open-ended questions, and waiting time improves student responses. Group discussions allow students to participate directly but must be facilitated to avoid off-topic conversations.
This document discusses the importance of teaching problem solving in mathematics classrooms. It argues that most problems posed in classrooms are actually exercises, where students practice specific algorithms, rather than true problems that require strategy and creative thinking. The document advocates for teaching problem solving using heuristics like understanding the problem, devising a plan, carrying out the plan, and looking back. It also discusses problem solving strategies and the role of the teacher in facilitating problem solving lessons.
This document summarizes observations of two 8th grade social studies teachers, Ms. Davis and Ms. Webster, who co-taught a lesson. It includes artifacts and pictures from the classroom showing study materials used. It also transcribes interviews with one of the teachers about challenges in middle school teaching, classroom management strategies, communicating with parents, effective teaching strategies, and ways to motivate students.
The document discusses ways to reduce math anxiety. It states that math anxiety is feelings of tension and anxiety that interfere with manipulating numbers and solving math problems. It is caused by factors like timed tests, public embarrassment, imposed authority, and lack of consideration for different learning styles in traditional classrooms. The document provides several suggestions to reduce math anxiety, including overcoming negative self-talk, practicing math daily, getting help immediately if something is not understood, and ensuring lessons are presented in multiple ways to accommodate different learning styles.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
This document discusses the importance of developing thinking skills in students. It suggests that when students are actively engaged in their learning through developing a sense of direction and inquiry, they learn faster, take in more information, gain a deeper understanding, and recall more. It also emphasizes giving students a feeling of security, challenge, opportunity to wonder, and self-confidence in lessons. Finally, it provides examples of skills-focused activities teachers can use to develop thinking skills like questioning, research, reflection, and discussion in students.
'Creating a Framework of Fun and Learning: Using Balloons to Build Consensus', paper presented by Rebecca Ferguson of the Rumpus Research Group at the European Conference on Games-Based Learning held virtually at the University of Brighton, UK, on 25 September 2020. With thanks to the Playful Learning Conference 2019 for their fabulous photographs.
The document describes the Zankov education system and its principles for elementary school education. The goals of the system are the general development of each child's psyche, mind, will, and emotions. Key principles include teaching at an optimal level of difficulty, emphasizing theoretical knowledge, proceeding at a rapid pace, developing student awareness of the learning process, and purposefully and systematically developing each student. Examples are provided of math tasks from first to fourth grade that follow these principles. Conditions for effective learning and development include creating a trusting atmosphere where students feel comfortable and supported.
The document discusses approaches to humanizing mathematical education by focusing on children's innate mathematical abilities and powers of abstraction. It advocates designing pupil-centered activities that occupy students and allow the teacher to withdraw as an authority. Examples of such activities include open-ended investigations that students explore independently and "Do, Talk and Record" activities where students collaborate, explain their work, and record their findings. The goal is to shift emphasis from the teacher and external criteria to students' internal mathematization processes.
An effective mathematics teacher [1] creates a supportive environment that encourages creative thinking and learning from mistakes, [2] uses activities, models and discussion to help students develop mathematical understanding, and [3] challenges students at an appropriate level while supporting their learning.
An effective mathematics teacher [1] creates a supportive environment that encourages mathematical thinking and discussion, [2] poses meaningful mathematical tasks that require justification and problem solving, and [3] values creative thinking and learning from mistakes.
Similar to Stereotype Threats’ Influence on Elementary Pre-service Teachers\' Attitude Toward Mathematics (20)
Stereotype Threats’ Influence on Elementary Pre-service Teachers\' Attitude Toward Mathematics
1. http://blurredstripes.wordpress.com/
+ Stereotype
Threats‘ Influence
on Elementary
Pre-service
Teachers' Attitude
Toward
Mathematics
Kat Valenzuela
Kimberley Vincent
Washington State University
2. +
Questions?
Describe something very specific you like about mathematics.
Describe something very specific you dislike about
mathematics.
Describe an experience that has a major influence on how you
approach mathematics (and describe the approach) and your
attitude toward mathematics (and describe the attitude).
Share anything you would like me to know about you.
3. +
Stereotype
According to Reducing Stereotype Threat:
Def:
Being at risk of confirming, as self-characteristic, a negative
stereotype about one's group (Steele & Aronson, 1995).
Source: http://www.reducingstereotypethreat.org/definition.html
4. +
Elementary Stereotype
Source of trouble: Math
Elementary level:
―I was a good student, but less good in math‖
Secondary/College level
Inadequate
Impatient
Sarcastic teachers
Low grades: ―The only D of my life‖
Parents impatience for lack of success
Source: Chavez, Annette, and Connie Widmer. 1982
5. +
In-Service Teachers Report
Encountered as Pre-service Teachers
Gender
―Math is for boys‖
Negative Experiences
Teaching goals
Confident with the math they will teach but do not want to know more
math
Expect girls to do as well as boys
Break the cycle
―math is interesting and fun‖
Have they broken the cycle??
Source: Chavez, Annette, and Connie Widmer. 1982
7. +
Participants
Who the participants are?
101 → Math for Elementary Teachers Part I students (20 men and
81 women)
57 → Math for Elementary Teachers Part II students
Age: 18-22
Predominately white middle class
Years:
Fall 2009, 2005
Spring 2004, 2000, 2003
No individual trajectories
8. +
Research Methodology
Autobiographies were collected
Categorized and color-coded the data
Looked for patterns
Compared and contrasted the categories
Developed emergent theories
9. +
Self-Reporting/Case Study: Valid?
Objective: understanding the ―dynamics present‖
Provide descriptions (Kidder, 1982), test theory (Pinfield, 1986; Anderson, 1983), &
generate theory (Gersick, 1988; Harris & Sutton 1986)
Analyzing:
Volume of data
―Simple pure descriptions‖ (Gersick, 1988; Pettigrew, 1988)
Central to generate insight
Familiar with each case
Unique patterns emerge from each case
Testimonials account for students experiences, beliefs, and
attitudes toward math
―Equate Identities with stories about persons‖ (Sfard&Prusak, 2005)
Source: Eisenhardt, Kathleen M. "Building Theories from Case Study Research."
10. +
Self-Reporting/Case Study: Analysis
Together ―within-case‖ and ―cross-case‖ analysis
Look at data in divergent ways:
Categories:
Similarities and differences within-group
Select pairs
Similarities in different pairs
Subtle similarities and differences
Lead to unanticipated categories
Look beyond initial impression to get an accurate theory
Source: Eisenhardt, Kathleen M. "Building Theories from Case Study Research."
11. +
Question?
What‘s your initial impression of
students who don‘t turn in homework
or come to class?
12. +
Categories
Satisfaction Sequential
Understanding Challenging
Objective/One answer
Visual Learner
Universal
Good At It
Memorization
Specific Topic
Change in Self-
Esteem/Confidence Building Blocks
Time Consuming Teachers
Global Motivation
13. +
Satisfaction
The student states having a feeling of accomplishment when
completing or understanding a concept or problems.
Feeling of getting the right answer:
Key phrases: Rewarding, sense of achievement, getting the right
answer, feeling of accepting a challenge, feeling secure in an
insecure world
―I like mathematics especially when I can solve the problems and
find out the right answers.‖ (50)
―Makes me feel good when I get a problem right‖ (63)
14. +
Satisfaction
The student states having a feeling of accomplishment when
completing or understanding a concept or problems.
Process of Solving:
Key phrases: Solving equations or problems, solve
―I like the feeling of being done with a problem and knowing how
to figure it out‖ (80)
―..it [math] is so challenging for me that it makes it more exciting
when I understand a problem or concept.‖ (61)
―I like to figure out and solve things‖ (121)
15. +
Understand
The student stated, or inferred a deeper understanding of the
math material or concepts
Key phrases: understand, figure out, get it, ‗clicked‘, grasp
―...once you understand the process for solving a problem, you can
solve many similar ones as well‖ (57)
―..when I finally figure out how to do a problem and fully understand
it….‖ (215)
―…like when math problems are easy and explained well so I get it..‖
(225)
16. +
Objective/One answer
Answers are not open to interpretation. Right or wrong
answer:
―You can figure out whether you are right or wrong..‖ (85)
One answer:
―..the kind of problems that have one definite answer.‖ (213)
―..answers are always cut and dry.‖ (96)
Factual not subjective like an English paper:
―…it is concrete and not subjective to another‘s opinion‖ (84)
17. +
Universal
Student states, connects or demonstrates a connection of math
concepts to everyday use or having practical uses.
Key phrases: used in everyday life, practical, real life situations
―..[math] is basically used in everyday life. Many things can
practically be turned into a math problem.‖ (141)
―You can‘t do anything without math‖
18. +
Universal
―The pivotal experience in mathematics in my life would have to be
while working as a carpenter. It seems funny that I learned more
when not in school, but I do know that hands-on experience with
math really helped me. For example, squaring walls, concrete
foundations, establishing roof pitches, building rake walls, figuring
out compound level angles, and viewing blueprints. Experiences
such as that changed my whole approach to mathematics in
general. I am excited to learn how to teach mathematics to
children.‖ (113)
19. +
Memorization
Student states that they had to memorize formulas,
theorems.
―I really don't like the formulas that we are forced to memorize.‖
(53)
―I dislike mathematics due to all the rules you have to
remember.‖ (sic) (53)
20. +
Teacher
Statements or references to a teacher
―I've never had a teacher in math that seemed to care at all so it
always seemed to leave me with a careless attitude as well.‖ (55)
―My high school calculus teacher completely changed the way I saw
mathematics. He did dances to help remember definitions, and
made up rhymes. Because of him, I've learned to enjoy myself a
little more.‖ (57)
21. +
Challenging
Encountering a difficulty that in turn stimulates them.
Key phrases: Challenged, stuck, no idea what to do, don‘t know
what‘s being asked, frustrating
―In math, I feel challenged the most when I don't succeed the first
time.‖ (60)
―The one thing I like most about math is the problem solving. The
reason is it challenges me and makes me think outside the box‖ (74)
―The part I dislike about math is when I cannot find out the answer. It
really bothers me when I get stuck on a question and just cannot
figure it out‖ (116)
22. +
Good At It
Relying on students claiming they were ‗good at it‘, a
perception they have of themselves.
Key phrases: Good at it, doing well
Natural/Comes easy:
―I like math for the simple reason that I have always been good at
it.‖ (53)
Teacher Showed Them:
―Mr. John Doe made me realize that even though I dislike math, I
am good at it. It is because of his support and insistence that I
remain in math, receiving excellent grades, realizing I can do the
problems‖ (74)
23. +
Not Good At It
Relying on students claiming they were ‗not good at it‘, a
perception they have of themselves.
Key phrases: Not good at it, doing badly
Teacher/scarring experience:
―One experience that I had in Community College was not a good one. I took
Mathematical concepts from a man teacher and he didn't teach me anything. He
would stand in front of class and make absurd jokes all period instead of teaching
us the criteria. This annoyed and upset me because I didn't learn the material and
it was up to me to teach it to myself. Plus his test were extra hard, which didn't
help. That was really the only experience that sticks out in my mind. I have always
liked math, but been not so good at it. I want to succeed in it, but it is a very
difficult challenge for me. The one bad math teacher that I had did not make math
challenging, it already was.‖ (78)
24. +
Not Good At It
Lack of Understanding:
―Through out high-school my math instructors did not 'teach'
math, they simply stated what the book contained. A result of
this was a mass of confusion over flowing and the knowledge
that I'd never be good at math. Those experiences definitely
lead me to the disinterest in math because I could never 'fully'
understand the subject‖ (65)
25. +
Motivation
The reason to act or behave in a particular way or a desire or
willingness of someone to do something.
Internal– You want to do it
―I feel challenged the most when I don‘t succeed the first time‖ (60)
―I struggle with certain aspects such as complex story problems, but
I work very hard to understand them and try not to get frustrated.‖
(76)
26. +
Motivation
External – Someone wants you to do it or there is a reward based
system
―The math class that I took in Community College, I would call math
for everyday living. The thing that I liked about the class, was that it
was easier to understand because it worked with everyday things.
Also, it was the professor's last quarter before he retired, and he
said that he would love to see his last class all get A's, so we all
seemed to work harder.‖ (96)
27. +
Motivational Impact on Self-
Esteem/Confidence
The student reports a change in their self-esteem or level of
confidence.
Key phrases: feeling good, show them they can do math,
confidence, self-esteem, attitude, grades, ability
External: When grades or something external affect a student‘s
level of confidence or self-esteem
―Unfortunately second semester I got one of my two high school C's
and that made me not like math much.‖ (63)
28. +
Motivational Impact on Self-
Esteem/Confidence
The student reports on their self-esteem or confidence.
Internal: A self discovery that they can succeed and/or do it.
―My attitude towards math in the past hasn‘t been the best,
because I hate when I can‘t understand certain problems, but now
I have realized that I might not be the best at math, but I can do
it..‖ (216)
―.. in Geometry class, I found solution to a proof in 3-steps that
was supposed to take 7-steps. This made me more eager to
continue in mathematics because I was good at it.‖ (86)
30. +
251 – Men - 20
Universal Application → 7
Satisfaction → 8
Feeling of finding an answer → 1
Process of solving a problem → 7
One Answer/Objective → 4
31. +
251 – Women - 81
Understanding → 35
Liked because they understand → 12
Dislike for lack of understanding → 16
Good teacher → 11
Bad teacher → 10
Satisfaction → 13
Feeling of right answer → 12
Process of solving a problem → 1
Dislike memorization → 11
32. +
251 - Comparison: Understanding
Bad Teachers
W:6
M:2
W:2 W:1
W:1
Like (UD) W:10 Dislike (lack of UD)
W:4 M:2 M:2
W:1
W:3
W:4
W:3
M:4
UD-understand
W:# represents the number of women
M:# represents the number of men
Good Teachers
33. +
251 – Comparison:
Good at It/Not Good at It?
Good at It:
W: 10
M:2
Natural/Comes Easy:
W: 4
M: 2
Teacher Showed Them
W: 4
M: 0
34. +
251 – Comparison
Good at It/Not Good at It?
Not Good at It:
W:13
M: 2
Bad Teacher/Scarring Experience
W: 6
M:0
Lack of UD “…the repetitiveness of identifying narratives
W: 4 one tells and hears about herself make them
so familiar and self-evident to her that she
M:0 eventually becomes able to endorse or reject
Stated new statements about her in a direct,
W:1 nonreflective way.” – Sfard & Prusak, 2005
M:1
36. +
Emergent Theory
Iterative process
Compare emergent theme with data
Constantly compare theory & data
Sharpen hypothesis
Refining definition of theory
Find evidence that contributes to the theory in each case.
Verify the emerging relationships between the theory and each
case
Constant comparison will converge to a well-defined theory
Source: Eisenhardt, Kathleen M.((1989) "Building Theories from Case Study Research."
37. +
251 - Theory
Women's stereotype threats in 1982 are still prevalent in
today‘s pre-service teacher
M: Men‘s success in math has been stereotypically confirmed
by their success in
38. +
Consequences of Stereotype
Threats
Reach beyond academics: Distancing the self from the
sports, work, health care Stereotyped Group
Decreased Performance Disengagement and
disidentificaiton
Internal Attributions for Failure
Altered Professional identities
Reactance
and aspirations
Few women rose to the
challenge Not being ‗math teachers‘
Being a primary teacher
Self-handicapping strategies
Task Discounting
Not valuing math
39. +
251 - Teaching
Teach for understanding
Small group
Hands-on
Inquiry
Discourse
High cognitive demand
Small group
Two hour blocks
40. +
251 - Teaching
Focus on explanation
Why?
How?
What does it mean?
Multiple ways to do a problem
41. +
252 – Total 57
Satisfaction
Feeling of getting the right answer → 2
Process of solving problem → 13
Understanding
Dislike for lack of understanding → 16
Like for understanding → 11
Answer → 8
Universal → 8
42. +
252 – Total 57
Teachers
Good → 14
251 Teacher → 4
Liked constructivist approach
Group work
Bad → 12
251 Teacher →1
High School → 11
43. +
252 – Total 57
Too much to Remember → 9
Theorems and proofs
Vocabulary
Likes
Shapes → 12
Dislike
Proofs → 8
44. +
252 - Theory
The change in the structure of teaching 251 shifted students
focus from the feeling they get to the valuing the process of
solving problems
Their comments about good teachers focused on the pedagogy
rather on superficial attributes
―fun‖ or ―helped me understand‖.
No mention of ‗fun teachers‘
Being a ―fun‖ teacher does not change the stereotypes—the fun
aunt analogy
45. +
Recommendations for Future
Research
How do we remove negative stereotypes in the classroom?
Implementation of pedagogy in all levels of math
Impact on students‘ learning
Interview students at the end of semester
Perpetuating Attitude
47. +
Math and Science Majors
Emerging Themes:
Universal
Like solving the puzzle
Discussed influential people
Always been good at it
48. +
Long-Term Effects of Stereotype
Threats
Can lead to self-handicapping strategies, (Stone, 2002)
Reduce the degree individuals value their domain
(Aronson, et al. 2002; Osborne, 1995; Steele, 1997)
Educational and social inequality
(Good et al., 2008a; Schmader, Johns, & Barquissau, 2004)
Impact performance in domains beyond academics
―On their way into identities, tales of one‘s repeated success
are likely to reincarnate into stories of special "aptitude,‖ gift,‖ or
"talent,‖ whereas those of repeated failure evolve into motifs of
"slowness,‖ ―incapacity,‖ or even "permanent disability.‖‖ (Sfard &
Prusak 2005)
Source: http://www.reducingstereotypethreat.org/definition.html
49. +
Sources
Anderson, P. (1983) Decision making by objection and the Cuban missile crisis.
Administrative Sciences Quarterly, 28, 201-222
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the Effects of Stereotype Threat on
African American College Students by Shaping Theories of Intelligence. Journal of
Experimental Social Psychology, 38, 113-125.
Chavez, Annette, and Connie Widmer. "Math Anxiety: Elementary Teachers Speak for
Themselves." Educational Leadership 2.February (1982): 387-388. Print.
Eisenhardt, Kathleen M. "Building Theories from Case Study Research." The Academy of
Management Review 14.4 (1989): 532-50. Print.
Gersick, C. (1988) Time and transition in work teams: Toward a new model of group
development. Academy of Management Journal, 31, 9-41
Good, C., Dweck, C. S., & Rattan, A. (2008a). The effects of perceiving fixed-ability
environments and stereotyping on women‘s sense of belonging to math. Unpublished
paper. Barnard College, Columbia University.
Harris, S., & Sutton, R. (1986) Functions of parting ceremonies in dying organizations.
Academy of Management Journal, 29, 5-30
50. +
Sources
Keller, J. (2002). Blatant stereotype threat and women‘s math performance: Self-
handicapping as a strategic means to cope with obtrusive negative performance
expectations. Sex Roles, 47, 193–198.
Kidder, T. (1982) Soul of a new machine. New York: Avon.
Osborne, J. W. (1995). Academics, self-esteem, and race: A look at the assumptions
underlying the Disindentification hypothesis. Personality and Social Psychology Bulletin,
21, 449-455.
Pettigrew, A. (1988) Longitudinal field research on change: Theory and practice. Paper
presented at the National Science Foundation Conference on Longitudinal Research
Methods in Organizations, Austin.
Pinfield, L. (1986) A field evaluations of perspectives on organizational decision-making.
Administrative Science Quarterly, 31, 365-388
ReducingStereotypeThreat.org. Web. 25 Apr. 2011.
<http://www.reducingstereotypethreat.org/definition.html>.
Schmader, T., Johns, M., &Barquissau, M. (2004). The costs of accepting gender
differences: The role of stereotype endorsement in women's experience in the math
domain. Sex Roles, 50, 835-850.
51. +
Sources
Sfard, Anna, & Prusak, Anna (2005). Telling Identities: In Search of
an Analytic Tool for Investigating Learning as a Culturally Shaped
Activity. Educational Researcher, Vol. 34, No. 4, May 2005, pp. 14-
22.
Steele, C. M. (1997). A threat in the air: How stereotypes shape
intellectual identity and performance. American Psychologist, 52,
613-629.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the
intellectual test performance of African-Americans. Journal of
Personality and Social Psychology, 69, 797-811.
Stone, J. (2002). Battling doubt by avoiding practice: The Effect of
stereotype threat on self-handicapping in white
athletes. Personality and Social Psychology Bulletin, 28, 1667-
1678.
Editor's Notes
TASK! Initial impression of students who don’t turn in HW or coming to class