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Spatial ability and science achievement more closely associated in eighth-graders than in fourth-graders: a large-scale study
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 45 (No. 11) |
| Halaman | : | 873-894 |
| Abstrak | : | An abundance of empirical evidence indicates that spatial ability is significantly correlated with educational performance in science, technology, engineering, and mathematics (STEM) fields. Previous studies have explored the relationship between spatial ability and science achievement in adults. However, the relationship between spatial ability and science achievement in children at different stages of learning remains unclear. This study examined how the relationship between spatial ability and science achievement differed by grade. A total of 29, 524 students, including 17, 378 fourth graders (boys = 9022, girls = 8365, mean age = 9.78) and 12, 137 eighth graders (boys =6294, girls = 5843, mean age =13.73), were selected from the Qingdao Basic Education Quality Assessment database using cluster random sampling. Participants were recruited to complete two basic cognitive processing tasks (three-dimensional mental rotation and nonverbal matrix reasoning), two self-report scales (multiple intelligence and learning persistence), and a curriculum-based science achievement assessment. The study demonstrated that spatial ability and science achievement are closely related in Chinese children. That this relationship was evident in every instance tested shows a certain stability. The relationship was stronger in eighth-grade students than in fourth-grade students, even after controlling for reasoning ability (measured via non-verbal matrix reasoning) and learning persistence. The relationship between spatial ability and science achievement over time depends on how spatial ability is assessed, either through self-reports or cognitive-based tests. This indicates that in children, as they advance in grade and science courses become more difficult, spatial abilities play an increasingly important role in science learning. |
Scaling Up Innovative Technology-Based Mathematics
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-2, April-Juni (No. 2) |
| Halaman | : | 248-286 |
| Abstrak | : | - |
Searching for Signs of Intelligent Life: An Investigation of Young Children Beliefs About Robot Intelligence
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-2, April-Juni (No. 2) |
| Halaman | : | 225-248 |
| Abstrak | : | - |
The Dark Matter of Lab Work: Illuminating the Negotiation of Disciplined Perception in Mechanics
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-2, April-Juni (No. 2) |
| Halaman | : | 180-224 |
| Abstrak | : | - |
From the Court to the Classroom: Opportunities for Engagement Learning, and Identity in Basketball and Classroom Mathematics
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-2, April-Juni (No. 2) |
| Halaman | : | 143-179 |
| Abstrak | : | - |
The securitisation of language borders and the (re)production of inequalities
| Pengarang | : | Khan, Kamran |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1458-1470 |
| Abstrak | : | This article will focus on inequalities for migrants which are (re)produced by the promise of equality through citizenship and settlement test regimes. I theorize the links between language and borders by drawing on scholarship on security before offering an analysis of language border proliferation. Drawing on other studies and my own work, I will also outline various inequalities. First, how language can act as a proxy for the race through testing which is disproportionately more problematic for non-Europeans. Second, how a lack of access to test centers can discriminate in testing that takes place in the country of origin prior to arrival while also reducing access to test centers in the country of arrival once settled. Third, how tests can affect women, particularly mothers who may lack access to language support and may also have care duties. I will also outline the effects of delays and in relation to language borders. In all of the above, citizenship testing is better situated as a form of border making consistent with the increasing securitization of broader society whether through offshore detention, walls, or increased surveillance. |
Critical language testing, multilingualism and social justice
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1445-1457 |
| Abstrak | : | The paper reports on trends in language testing taking place over the years and aim at critical perspectives of testing and promoting inclusion, equity and justice. It begins with critical theories by Messick, Foucault and Bourdieu, leading to critical language testing (CLT) which focused on consequences and uses of tests. Given the power of tests and their detrimental effects questions were raised regarding the impact of language tests on individuals and society. Based on theories of sociolinguistics and applied linguistics it was realized that bi-multilingual students, especially immigrants in the first years of migration and beyond continue to use their first languages as resources for academic functioning, referring to it as their ‘full language repertoire’. These languages are needed especially when processing academic school tests, presented in the new language which students have not yet acquired. The paper reports on studies where immigrant students are tested in multilingual tests and reach significantly high scores compared to those tested only in the new language. In experiments, using a variety of tools, students showed positive attitude to the procedure as they felt recognition and respect. Multilingual tests need to be practiced in schools to avoid language rights violations. Multimodal assessment methods are also proposed as additional ways for expanding the underpinnings of language construct. Lastly, it is recommended that language testing researchers and practitioners conduct research to identify cases of violate language rights and suggest new assessment models to overcome it, leading to increased social justice. |
Guided Participation in Three Youth Activism Organizations: Facilitation, Apprenticeship, and Joint Work
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-1, JANUARY-MARCH (No. 1) |
| Halaman | : | 60-101 |
| Abstrak | : | - |
Jumping through hoops in the Canadian immigration system: a critical view of the immigrant`s journey to citizenship
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 56 (No. 4) |
| Halaman | : | 1430-1444 |
| Abstrak | : | Language assessment for citizenship is a ubiquitous enforced and enacted policy in several developed countries (e.g., Canada, the United States, the United Kingdom, Australia, and the Netherlands, to name a few). In this regard, language testers have expressly argued that this practice enacts injustice for and adds hurdles to marginalized immigrant groups (McNamara & Shohamy, 2009; Shohamy, 2009). Nevertheless, language proficiency tests remain a critical, high-stakes criterion in evaluating immigrants' permanent residence and naturalization applications. To this end, language tests used for immigration and citizenship purposes are often aligned with widely recognized language frameworks such as the Canadian Language Benchmarks (Chen & Flasko, 2020) and the Common European Framework of Reference (Lim, Geranpayeh, Khalifa, & Buckendahl, 2013). In turn, these alignment studies idealize, in subtle ways, new Canadians with language proficiency requirements that would make them worthy of permanent residence or citizenship. Knowledge of society tests plays an essential role in immigrants' journey to citizenship and can also be considered tests of reading proficiency. This study focuses on the enacted Canadian language policy for prospective immigrants and citizens, adopting a corpus-assisted discourse analytic approach (Taylor & Marchi, 2018) to the study guide for the Canadian citizenship test (Discover Canada: The rights and responsibilities of citizenship). A primary focus is examining how official and nonofficial languages are represented within this document. The findings highlight some of the problematic assumptions that underpin the use of monolingual constructs in tests encountered in the journey to permanent residence and Canadian citizenship. |
The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 17-1, JANUARY-MARCH (No. 1) |
| Halaman | : | 102-141 |
| Abstrak | : | - |