Zobrazeno 1 - 10
of 103
pro vyhledávání: '"Elizabeth Votruba-Drzal"'
Autor:
Shirley Duong, Leanne E. Elliott, Olivia Sidoti, Heather J. Bachman, Melissa E. Libertus, Elizabeth Votruba-Drzal
Publikováno v:
Journal of Numerical Cognition, Vol 10 (2024)
Children’s participation in cultural, everyday practices and social interactions involving math and money can contribute to the development of their knowledge and skills in these domains. Further work is needed to uncover what features of these act
Externí odkaz:
https://doaj.org/article/d164380a015c4c528270e8592c92a841
Autor:
Portia Miller, Leanne E. Elliott, Tamara Podvysotska, Chelsea Ptak, Shirley Duong, Danielle Fox, Linsah Coulanges, Melissa Libertus, Heather J. Bachman, Elizabeth Votruba-Drzal
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
IntroductionCurrent research has documented the home math environment (HME) of preschoolers and kindergarteners. Very few studies, however, have explored the number and spatial activities in which parents engage with children during their toddler yea
Externí odkaz:
https://doaj.org/article/4b046e1564b0437d8a93ad6e8b08e1b2
Publikováno v:
RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol 7, Iss 3, Pp 152-174 (2021)
Wealth inequality is at a historic high in the United States. Yet little is known about the implications of wealth on children’s development because research has focused mainly on the role of wealth in shaping outcomes in adulthood. Using data from
Externí odkaz:
https://doaj.org/article/1763100de5424bc8acb62d3dbd31cbbd
Publikováno v:
International Journal of STEM Education, Vol 7, Iss 1, Pp 1-25 (2020)
Abstract Background Differences in post-secondary academic outcomes along dimensions of gender, race/ethnicity, and socioeconomic status are a major concern. Few studies have considered differences in patterns of academic outcomes and underlying mech
Externí odkaz:
https://doaj.org/article/d0668ffd638a42dcbc158a709c31ed7a
Publikováno v:
AERA Open, Vol 7 (2021)
The social experience of transitioning to a 4-year university varies widely among students. Some attend with few or no prior contacts or acquaintances from their hometown; others attend with a large network of high school alumni. Using a sample (N =
Externí odkaz:
https://doaj.org/article/d8b7ad61c401457787d47d309bf87713
Autor:
Alex M. Silver, Leanne Elliott, Emily J. Braham, Heather J. Bachman, Elizabeth Votruba-Drzal, Catherine S. Tamis-LeMonda, Natasha Cabrera, Melissa E. Libertus
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Recent evidence suggests that infants and toddlers may recognize counting as numerically relevant long before they are able to count or understand the cardinal meaning of number words. The Give-N task, which asks children to produce sets of objects i
Externí odkaz:
https://doaj.org/article/d32bd68e412c4e54b6926424d868b3bc
Publikováno v:
RSF: The Russell Sage Foundation Journal of the Social Sciences, Vol 5, Iss 2, Pp 106-122 (2019)
Poor children begin school with fewer academic skills than their nonpoor peers, and these disparities translate into lower achievement, educational attainment, and economic stability in adulthood. Child poverty research traditionally focuses on urban
Externí odkaz:
https://doaj.org/article/ea72310065854da29745555aac9e2b87
Autor:
Heather J. Bachman, Leanne Elliott, Shirley Duong, Laura Betancur, Monica G. Navarro, Elizabeth Votruba-Drzal, Melissa Libertus
Publikováno v:
Frontiers in Education, Vol 5 (2020)
Past research has examined parental support for math during early childhood using parent-report surveys and observational measures of math talk. However, since most studies only present findings from one of these methods, the construct (parental supp
Externí odkaz:
https://doaj.org/article/dd14de056bdc4a54b3480b15970e7f19
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-25 (2018)
Abstract Background In contrast to the extensive research on socioeconomic gaps in reading and math achievement, little attention has been given to socioeconomic disparities in science skills, particularly during the early years of schooling. This em
Externí odkaz:
https://doaj.org/article/0e57f30b723242a1919e5b3b51897125
Autor:
Matthew A. Cannady, Debra Moore, Elizabeth Votruba-Drzal, Eric Greenwald, Regie Stites, Christian D. Schunn
Publikováno v:
International Journal of STEM Education, Vol 4, Iss 1, Pp 1-16 (2017)
Abstract Background Much of science, technology, engineering, mathematics, and medical (STEMM) education policy and research centers around developing the upper levels of the STEMM workforce sector. However, there are many positions in this workforce
Externí odkaz:
https://doaj.org/article/a28cd5f7ebff498481bfc53347f50e63