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Motivation and Emotion in Second Language Learning: Predictors of Objective Language Performance and Sustained Learning in Undergraduate Foreign Language Students
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In: Senior Projects Spring 2020 (2020)
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| 62 |
Rezistance: Diné Grassroots Organization and Modes of Activism
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In: Senior Projects Spring 2020 (2020)
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| 63 |
Academic advising first-generation college students ; Academic advising FGCS
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| 64 |
Understanding Teacher Experience with Instructional Coaching to Inform Program Improvement Reflecting the Principles of Adult Learning Theory: A Mixed Method Case Study
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In: Graduate Theses & Dissertations (2020)
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| 65 |
Don't Stay in Your Lane: Meeting the Needs of Multilingual Learners Requires Collaboration.
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In: Galileo-W Conference (2020)
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| 66 |
Hopes and Struggles: Cross-generational Metamorphosis of Educational Beliefs and Practices between Two-Generations of Korean-American Parents
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In: Graduate Theses & Dissertations (2020)
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| 67 |
Enhancing Classroom Instruction with Online News
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In: Computer Science Faculty Publications and Presentations (2020)
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| 68 |
Professional Noticing on a Statistical Task
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In: Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2020)
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| 69 |
A Credited Support Course: Corequisite Writing Course at Boise State University
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In: English Faculty Publications and Presentations (2020)
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| 70 |
Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital
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In: Boise State University Theses and Dissertations (2020)
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Abstract:
Ethnic minority students and low-income students are grossly underrepresented in demonstrating interest and aspirations in science, evidence of science participation, and subsequent capital. Members of these populations do not often embrace a STEM identity or recognize that science, technology, engineering, and math are for them. While schools struggle to innovate in terms of how best to engage and increase aspirations and opportunities in STEM for these underrepresented populations, the family continues to be the most ignored contributor to a student’s STEM identity. Families play an important role in influencing their students’ attitudes, interests, aspirations, and achievements in STEM. While research exists that points to a family’s capital and dispositions towards science - known as habitus - to influence their children’s STEM identity, there is no research that examines deliberately-designed STEM experiences for the family, as a direct intervention meant to enhance a students’ science identity. Given that identity development is a lengthy process, this study attended to the hypothesized precursors: STEM capital and STEM family habitus. Specifically, this study sought to answer in what ways designed STEM experiences were meaningful for families in the development of STEM capital and the support of STEM habitus. Drawing on parent and student surveys after the family STEM events, observations, and interviews, the findings demonstrate that the designed STEM experiences were significant in building capital through meaningful conversations and connections. The family’s burgeoning STEM habitus was also made visible through developing interests, both by parents and students. The designed STEM experiences were instrumental in connecting families to STEM investigations, developing a community of learners, and providing access to STEM participation they might not have had on their own. Implications of these findings for education stakeholders include deliberate design methods to maximize family engagement and interest, as well as ways to develop a STEM community of practice within underrepresented populations.
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Keyword:
Accessibility; designed STEM experiences; Elementary Education; Louis Archer; Science and Mathematics Education; STEM and families; STEM capital; STEM habitus; STEM identity
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URL: https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2817&context=td
https://scholarworks.boisestate.edu/td/1686
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| 71 |
Teachers' Interventions to In-Person Bullying and Cyberbullying Situations
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In: Boise State University Theses and Dissertations (2020)
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| 72 |
Teachers’ End-User Attitudes Toward the Implementation of School-Based Social Networking Sites in K-8 Schools: An Extension of the Technology Acceptance Model
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In: Boise State University Theses and Dissertations (2020)
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| 73 |
Le cahier des clauses techniques particulières (CCTP) : spécificités d'un écrit professionnel
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In: ISSN: 0458-7251 ; Le Langage et l'Homme ; https://hal.archives-ouvertes.fr/hal-02549062 ; Le Langage et l'Homme, EME éditions / L'Harmattan, 2020, La terminologie et l'enseignement du français de spécialité, du français langue professionnelle ou sur objectifs spécifiques (n° 542), pp.ISBN : 978-2-8066-3702-4 ; https://www.editions-harmattan.fr/index.asp?navig=catalogue&obj=livre&no=65040 (2020)
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| 74 |
Un système de diagnostique linguistique chez les apprenants d'anglais pour favoriser l'engagement et l'égalité des chances des étudiants dans le supérieur ?
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In: Colloque International : Egalité des chances ou égalité des réussites dans l'enseignement supérieur ? ; https://hal.archives-ouvertes.fr/hal-02496629 ; Colloque International : Egalité des chances ou égalité des réussites dans l'enseignement supérieur ?, Université Paul Valéry Montpellier 3, Mar 2020, Montpellier, France ; https://egalisup.sciencesconf.org/data/Livret_V4_1mars2020.pdf (2020)
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| 75 |
Biliteracy development in Mexican primary education: analysing written expression in P’urhepecha and Spanish
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In: ISSN: 0957-1736 ; EISSN: 1753-2167 ; The Language Learning Journal ; https://hal.archives-ouvertes.fr/hal-02560287 ; The Language Learning Journal, Taylor & Francis, 2020, Endangered and minority language pedagogy, 48 (3), pp.285-299. ⟨10.1080/09571736.2020.1719432⟩ (2020)
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| 76 |
Alector: A Parallel Corpus of Simplified French Texts with Alignments of Misreadings by Poor and Dyslexic Readers
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In: Language Resources and Evaluation for Language Technologies (LREC) ; https://hal.archives-ouvertes.fr/hal-02503986 ; Language Resources and Evaluation for Language Technologies (LREC), May 2020, Marseille, France (2020)
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| 77 |
La boîte noire de la recherche collaborative : de la négociation à la production des savoirs ?
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In: 88ème Congrès de l'ACFAS ; https://hal.archives-ouvertes.fr/hal-02496657 ; 88ème Congrès de l'ACFAS, Université de Sherbrooke; Université Bishop's, May 2020, Sherbrooke, Canada ; https://colloque2020.crifpe.ca/fr/? (2020)
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| 78 |
Distance auctoriale dans la rédaction des étudiants en L1 et L2.
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In: AFLA - Traiter, explorer et analyser les corpus : quels apports pour la société ? ; https://halshs.archives-ouvertes.fr/halshs-03100470 ; AFLA - Traiter, explorer et analyser les corpus : quels apports pour la société ?, Julien Longhi; Grégory Miras, Feb 2020, Cergy, France ; http://www.afla-asso.org/afla2020/ (2020)
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| 79 |
The Status of Mother Tongues and Language Policy in Morocco
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In: The International Journal of Applied Language Studies and Culture ; https://halshs.archives-ouvertes.fr/halshs-01623045 ; The International Journal of Applied Language Studies and Culture, 2020 (2020)
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| 80 |
Images and Social Representations of Students’ Identity and University Experience
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In: ISSN: 1021-5573 ; Papers on Social Representations ; https://hal.univ-angers.fr/hal-02998520 ; Papers on Social Representations, London School of Economics and Political Science, 2020 (2020)
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