eric.ed.gov har udgivet: Promoting Alternative Thinking Strategies (PATHS) is a school-based social and emotional learning (SEL) curriculum that aims to help children in primary school manage their behaviour, understand their emotions, and work well with others. PATHS consists of a series of lessons that cover topics such as identifying and labelling feelings, controlling impulses, reducing stress, and understanding other people’s perspectives. It is delivered twice weekly in 30-40 minute lessons by teachers to all children in a given class, typically in the slots allocated for Personal, Social and Health Education. This curriculum is supplemented by activities that support the application of new skills during the school day and activities that are sent home to parents that cover the topics taught in class. In this trial, 45 participating schools from Greater… Continue Reading →
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eric.ed.gov har udgivet: Mathematics has been perceived as a discipline centered on intellectuality. However, recent studies have found interaction between a variety of emotions and the quality of learning. This qualitative study focused on the characteristics of those who are willing to cope with mathematical challenges and on the emotions evoked by these challenges, and sought to evaluate the potential role of positive emotions in this context. The research was conducted among participants in the Israel International Math Competition for Girls (IIMCG). The participants were 12 of the top finalist competitors in the previous competitions. Research instruments included an in-depth interview and a Math Emotions Measuring Instrument (MEMI), measuring the emotions expressed while coping with the mathematical challenges. Major results indicated the intensity of positive emotions. The positivity ratio was… Continue Reading →
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eric.ed.gov har udgivet: In this quantitative correlational research study, the degree to which a school leader’s culture-based communication style could predict student achievement outcomes in the Hawaii State Assessment (HSA) in reading and math in: (a) schools with a Native Hawaiian mission, and (b) schools without a Native Hawaiian mission, were examined. The population of the study was all 284 K-12 Department of Education schools in Hawaii and publicly funded charter schools. Within this selected population of K-12 schools, 20 schools and corresponding school leaders were selected from Hawaiian-missioned schools, and 20 from Western-missioned schools. Findings include that culture-based communication style of leaders only influences learner reading sores, where school leaders who use engagement culture-based communication style score significantly high than those who have leaders who use other communication styles.… Continue Reading →
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eric.ed.gov har udgivet: This paper attends to teacher intellectual risk-taking when attached to expression of positive emotions, in order to explore some of the reasons why teacher risktaking may not appear in mathematics lessons. We know that risk-taking can be beneficial, but research has not really examined what form this might take in a classroom. In recent research, I investigated how positive emotions are discussed and used by experienced mathematics teachers. In particular how to examine the ‘in-the-moment’ emotions of the teacher, and what the modelling of experienced teachers tells us about the role of affect in mathematics teaching. This paper examines some affect episodes for elements of teacher risk-taking. The evidence suggests that teacher risk-taking enables the use of emotions, and vice versa, is integral to ‘good’ teaching, and… Continue Reading →
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eric.ed.gov har udgivet: We explored whether students’ perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students’ perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM). The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at… Continue Reading →
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eric.ed.gov har udgivet: This study investigates how students and researchers shape their knowledge and perception of educational topics. The mindset or forma mentis of 159 Italian high school students and of 59 international researchers in science, technology, engineering and maths (STEM) are reconstructed through forma mentis networks, i.e., cognitive networks of concepts connected by free associations and enriched with sentiment labels. The layout of conceptual associations between positively/negatively/neutrally perceived concepts is informative on how people build their own mental constructs or beliefs about specific topics. Researchers displayed mixed positive/neutral mental representations of “teacher”, “student” and, “scientist”. Students’ conceptual associations of “scientist” were highly positive and largely non-stereotypical, although links about the “mad scientist” stereotype persisted. Students perceived “teacher” as a complex figure, associated with positive aspects like mentoring/knowledge transmission but… Continue Reading →
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eric.ed.gov har udgivet: Sixty-two elementary pre-service teachers enrolled in a mathematics methods course were asked to “draw math” at the beginning and end of the semester. These drawings were used to examine the initial perceptions and how these changed by the end of the semester of methods and field experiences. Findings describe the various drawings and possible meanings behind the drawings. These drawings help explain the vision of mathematics that teacher candidates have before and after exploring teaching methods and implementing these methods with elementary students. This study provides insight into the experiences and images that pre-service teachers associate with both positive and negative emotions towards mathematics. Rich student dialogue about the drawings led to teacher reflection on how their emotions, attitudes, and experiences influence the way they teach mathematics… Continue Reading →
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eric.ed.gov har udgivet: Solving challenging math problems often invites a child to ride an “emotional roller-coaster” and experience a complex mixture of emotions including confusion, frustration, joy, and surprise. Early exposure to this type of “hard fun” may stimulate child’s interest and curiosity of mathematics and nurture life long skills such as resilience and perseverance. However, without optimal support, it may also turn off child prematurely due to unresolved frustration. An ideal teacher is able to pick up child’s subtle emotional signals in real time and respond optimally to offer cognitive and emotional support. In order to design an intelligent tutor specifically designed for this purpose, it is necessary to understand at fine-grained level the child’s emotion experience and its interplay with the inter-personal communication dynamics between child and his/her… Continue Reading →
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eric.ed.gov har udgivet: Pre-university enabling programs provide an important pathway to university for underprepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning experiences and perceptions towards particular subjects. In the current study, students entering an Australian enabling program, ‘OnTrack’, were surveyed on their attitudes, emotions and aspirations towards the study of science and mathematics. Responses were associated with student perceptions of their past science and maths learning experiences. There was incongruity between student expectations of what future study would entail and the realities of their degree choices and career aspirations. This study suggests the need for social and emotional learning and… Continue Reading →
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