Difference between pages "Davis, Beyer, Forbes, & Stevens (2011)" and "Ramirez, Gunderson, Levine, & Beilock (2012)"

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{{Title|Understanding Pedagogical Design Capacity Through Teachers' Narratives}}
{{Title|Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children}}
__NOTOC__
__NOTOC__
The article ''Understanding Pedagogical Design Capacity Through Teachers' Narratives'' was written by [[Elizabeth Davis]], [[Carrie Beyer]], [[Cory Forbes]], and [[Shawn Stevens]] and published in ''[[Teaching and Teacher Education]]'' in 2011. The article is available from ScienceDirect at [http://www.sciencedirect.com/science/article/pii/S0742051X11000060 http://www.sciencedirect.com/science/article/pii/S0742051X11000060].
* Authors: [[Gerardo Ramirez]], [[Elizabeth Gunderson]], [[Susan Levine]], and [[Sian Beilock]]
* Journal: [[The Quarterly Journal of Experimental Psychology]]
* Year: 2012
* Source: http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214


== Abstract ==
==Abstract==
 
Spatial ability is a strong predictor of students' pursuit of higher education in science and mathematics. However, very little is known about the affective factors that influence individual differences in spatial ability, particularly at a young age. We examine the role of spatial anxiety in young children's performance on a mental rotation task. We show that even at a young age, children report experiencing feelings of nervousness at the prospect of engaging in spatial activities. Moreover, we show that these feelings are associated with reduced mental rotation ability among students with high but not low working memory (WM). Interestingly, this WM × spatial anxiety interaction was only found among girls. We discuss these patterns of results in terms of the problem-solving strategies that boys versus girls use in solving mental rotation problems.
Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers, Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her knowledge of and experiences with students, as well as other knowledge, experiences, and resources, to make productive changes to account for her students' prior knowledge and abilities. Catie based her curricular adaptations on her learning goals—but these were not aligned with the learning goals of the curriculum materials. The paper discusses implications for teacher education, professional development, and educative curriculum materials.
 
== Outline of Headings ==
 
* Introduction
* Methods
** Participants
** CASES educative curriculum materials
** Engaging teachers in writing narrative images of inquiry
** Data sources and analysis
* Results
** Maggie's pedagogical design capacity; attending to students at every turn
*** Maggie's curricular adaptations
*** The basis for Maggie's curricular adaptations
** Catie's pedagogical design capacity: Meeting (different) learning goals
*** Catie's curricular adaptations
*** The basis for Catie's curricular adaptations
** Summary of results
* Discussion, implications, and conclusions
 
== Summary ==
 
=== Background ===
 
* Curriculum plays a central role in teachers' practice ({{Cite|Remillard|2005}}), especially for newer teachers ({{Cite|Grossman & Thompson|2004}})
* Teachers' beliefs about and use of curriculum vary ({{Cite|Harrison|2001}}; {{Cite|Li, Capraro, & Capraro|2009}}; {{Cite|Lloyd|1999}}; {{Cite|Shkedi|1998}}; {{Cite|Wang|2004}})
* Teachers need to adapt even high-quality materials ({{Cite|Barab & Luehmann|2003}}; {{Cite|Baumgartner|2004}}; {{Cite|Davis|2006}})
* Teacher adaptations driven by teachers' contexts, student needs, learning goals, etc. ({{Cite|Drake & Sherin|2006}}; [[Forbes & Davis (2010) JRST|Forbes & Davis (2010c)]]; {{Cite|Lewis & Tsuchida|1998}}; {{Cite|Nicol & Crespo|2006}}; {{Cite|Pintó|2005}}; {{Cite|Remillard & Bryans|2004}}; {{Cite|Valencia, Place, Martin, & Grossman|2006}})
* Davis et al describe (p. 797) ''[[pedagogical design capacity]]'' as a "teacher's ability to employ personal resources as well as resources embedded in the materials themselves to make productive changes to curriculum materials" ({{Cite|Brown|2009}})
* Some teachers make unproductive changes to curriculum or fail to make needed changes ({{Cite|Collopy|2003}}; {{Cite|Pintó|2005}}; {{Cite|Remillard|2005}}; {{Cite|Schneider & Krajcik|2002}}; {{Cite|Schwarz et al.|2008}})
* Teaching elementary science is challenging due to
** Teachers' limited subject matter knowledge ({{Cite|Abell|2007}}; {{Cite|Anderson & Mitchener|1994}}; {{Cite|Davis, Petish, & Smithey|2006}}) and scientific inquiry (e.g., {{Cite|Bryan|2003}})
** A lack of confidence teaching science ({{Cite|Cochran & Jones|1998}})
** Limited access to resources (e.g., {{Cite|Peers, Diezmann, & Watters|2003}})
** Limited time for teaching science in U.S. schools ({{Cite|Marx & Harris|2006}}; {{Cite|Morton & Dalton|2007}}) and in other countries (e.g., {{Cite|Appleton|2007}}; {{Cite|Fensham|2008}}; {{Cite|Gustafson, Guilbert, & MacDonald|2002}})
* ''[[educative curriculum materials|Educative curriculum materials]]'' are designed to promote both teacher and student learning ({{Cite|Ball & Cohen|1996}}; [[Beyer & Davis (2009) JLS|Beyer & Davis, 2009a]]; {{Cite|Brown|2009}}; {{Cite|Davis & Krajcik|2005}}; {{Cite|Forbes & Davis|2008}}; {{Cite|Schneider & Krajcik|2002}})
* ''Narratives'' are short accounts of a lesson
** Can incorporate suggestions for making lessons student-directed ({{Cite|Davis, Smithey, & Petish|2004}})
** Situating supports in teachers' accounts of the lesson may be useful ({{Cite|Putnam & Borko|2000}})
** Can help teachers attend to student thinking ({{Cite|Dietz & Davis|2009}}) and adopt instructional strategies ([[Beyer & Davis (2009) CI|Beyer & Davis, 2009b]])
 
=== Research Questions and Methods ===
 
=== Results and Discussion ===
 
== Also ==
 
=== APA ===
 
Davis, E. A., Beyer, C., Forbes, C. T., & Stevens, S. (2011). Understanding pedagogical design capacity through teachers' narratives. ''Teaching and Teacher Education'', 27(4), 797–810. doi:10.1016/j.tate.2011.01.005
 
=== BibTeX ===


==Corrolary==
;APA
: Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. ''The Quarterly Journal of Experimental Psychology'', 65(3), 474–487. http://doi.org/10.1080/17470218.2011.616214
;BibTeX
<pre>
<pre>
@article{Davis2011,
@article{Ramirez2012,
author = {Davis, Elizabeth A. and Beyer, Carrie and Forbes, Cory T. and Stevens, Shawn},
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
doi = {10.1016/j.tate.2011.01.005},
doi = {10.1080/17470218.2011.616214},
journal = {Teaching and Teacher Education},
journal = {The Quarterly Journal of Experimental Psychology},
keywords = {Curriculum materials,Educative curriculum materials,Elementary school teachers,Elementary science},
number = {3},
number = {4},
pages = {474--487},
pages = {797--810},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
title = {{Understanding pedagogical design capacity through teachers' narratives}},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
url = {http://www.sciencedirect.com/science/article/pii/S0742051X11000060},
volume = {65},
volume = {27},
year = {2012}
year = {2011}
}
}
</pre>
</pre>


[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:Teaching and Teacher Education (journal)]]
[[Category:The Quarterly Journal of Experimental Psychology]]
[[Category:2011]]
[[Category:2012]]
[[Category:Curriculum Use]]
[[Category:Elementary Mathematics]]
[[Category:Math Anxiety]]
[[Category:Spatial Visualization]]

Latest revision as of 04:25, 3 December 2015

Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children

Abstract

Spatial ability is a strong predictor of students' pursuit of higher education in science and mathematics. However, very little is known about the affective factors that influence individual differences in spatial ability, particularly at a young age. We examine the role of spatial anxiety in young children's performance on a mental rotation task. We show that even at a young age, children report experiencing feelings of nervousness at the prospect of engaging in spatial activities. Moreover, we show that these feelings are associated with reduced mental rotation ability among students with high but not low working memory (WM). Interestingly, this WM × spatial anxiety interaction was only found among girls. We discuss these patterns of results in terms of the problem-solving strategies that boys versus girls use in solving mental rotation problems.

Corrolary

APA
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. The Quarterly Journal of Experimental Psychology, 65(3), 474–487. http://doi.org/10.1080/17470218.2011.616214
BibTeX
@article{Ramirez2012,
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
doi = {10.1080/17470218.2011.616214},
journal = {The Quarterly Journal of Experimental Psychology},
number = {3},
pages = {474--487},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
volume = {65},
year = {2012}
}
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