Gwen C. Marchand

Stereotype Threat and Women's Performance in Physics

Stereotype threat (ST), which involves confirming a negative stereotype about ones group, is a factor thought to contribute to the gender gap in science achievement and participation. This study involved a quasi-experiment in which 312 US high school physics students were randomly assigned, via their classroom cluster, to one of three ST conditions. The conditions included an explicit ST condition, an implicit ST condition, and a nullified condition. Results indicated that males in all three conditions performed similarly on a set of physics problems. Females in the nullified condition outperformed females in the explicit ST condition and females in the implicit and explicit conditions performed similarly. Males performed better than females in the implicit and explicit ST conditions, but male and female performance on the physics problems was not significantly different in the nullified condition. The implications of these findings for physics instruction and future research on gender differences in physics and ST in science are discussed.

The Aftermath of Welfare Reform: Health, Health Insurance, and Access to Care Among Families Leaving TANF in Oregon

This research reports the initial findings of a statewide study that looks at health, insurance, and access to health care among families leaving Temporary Assistance to Needy Families (TANF) for work. Most national and state-level evaluation projects focus primarily on the employment characteristics of TANF leavers and pay little or no attention to health and access to health care. The quantitative data are from a sample of 637 adults in Oregon leaving TANF for work, and they are personalized by qualitative data from a subsample of 90 respondents. Our findings reveal significant barriers to accessing the health care system, even at a time when Medicaid enrollment is considered automatic, in a state with a relatively generous expanded Medicaid program.

Preservice Teachers and Self-Assessing Digital Competence

This study compares matched surveys of subjective self-assessment and objective assessment on seven domains of digital competence for preservice teachers at a large Southwest public university. The results, consistent with earlier studies, confirm that the participating preservice teachers inaccurately self-assessed their digital competence. The study concluded that subjective self-assessment lacks appropriate validity and is not an accurate stand-alone predictor of digital competence among preservice teachers. However, if considered in conjunction with other means, self-assessment may prove to be useful for preservice teachers to aid in their reflection of their competence, skills, and knowledge and to aid them in adjusting their perceptions and attitudes regarding technology throughout their professional practice. In addition, self-assessment in conjunction with other means may assist teacher educators in providing opportunities to improve the competence in teacher training programs.

Being the New Kid: Implications of Within-Year Academic Transitions for Motivational Development in School

Few studies in K-12 education have investigated the impact of changing schools during the academic year, or within-year transitions, on student motivation and achievement. Yet, many students face this type of transition, including children from low-income families living in urban areas, students from migrant worker and military families, and students with chronic behavioral problems. The evidence that does exist suggests that when students move between schools during the academic year, they may struggle with academic learning, behavior in school, and social interactions. This chapter approaches within-year academic transitions as a developmental context for student motivation. Drawing upon general systems theories and a specific theory of motivational development, the within-year transition is presented as an environmental demand that may lead to changes in student motivation and shifts in classroom actions, such as engagement. Continuity of subject learning and the formation of relationships are discussed as two challenges to student adjustment over the transition period. Student social and personal resources during the transition period are important factors in determining how a student adapts to a new school in the face of these challenges. Several methodological hurdles and possible approaches to conducting research in this area are discussed, as well as topics in need of additional research in this empirically overlooked area. The chapter concludes with suggestions drawn from the research literature as to how districts, schools, and classroom teachers can help support students transitioning between schools within the academic year.

Complex Systems Research in Educational Psychology: Aligning Theory and Method

The purpose of this work is to provide an overview of complex systems research for educational psychologists. We outline a philosophically and theoretically sourced definition of complex systems research organized around complex, dynamic, and emergent ontological characteristics that is useful and appropriate for educational psychology. A complex systems approach is positioned as a means to align underexplored elements of existing theory with appropriate interaction dominant theoretical models, research methods, and equation-based analytic techniques. We conclude with a brief discussion of several foundational topics for complex systems research in educational psychology.

Network-based assessment of collaborative research in neuroscience

The purpose of this study was to describe collaborative research in neuroscience within the context of the Center for Neurodegeneration and Translational Neuroscience (CNTN), a Center of Biomedical Research Excellence supported by the National Institute of General Medical Science. Drawing upon research on the science of team science, this study investigated the way that interactions around research emerged over the course of establishing a new research center. The objectives were to document changes in research activity and describe how human research support infrastructure functioned to support the production of science.

Complex Dynamic Systems Approaches to Educational Research

THIS SPECIAL ISSUE seeks to engender new understanding of educational phenomena by bringing together empirical examples of research grounded conceptually, methodologically, and analytically in Comp...