Background: A sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students' knowledge of science and mathematics requirements for science, technology, engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their preferences for particular career activities, and their likelihood to pursue a STEM career.
To enhance understanding of factors that might improve STEM career participation, we assessed students' self-perceptions of competency and interest in science/math, engagement in STEM activities outside of school, and knowledge of STEM career requirements. We show that the primary positive influencer directing students to a STEM career is high engagement in STEM activities. Our data also indicate that Grade 7 students do not grasp the importance of science/math requirements for future STEM careers. Further research is required to more fully explore the correlations between education and community influencers on the likelihood of choosing a STEM career identified in this study. RÉSUMÉAfin de mieux comprendre les facteurs susceptibles d'influencer l'orientation vers les professions liées aux disciplines STEM, nous avons évalué la perception des étudiants quant à leur niveau de compétence et leur intérêt pour les sciences et les mathématiques, leur participation à des activités de type STEM hors de l'école, et leur connaissance des prérequis menant à des carrières dans les domaines des STEM. Nous montrons que le principal facteur d'influence positive qui dirige les étudiants vers les professions STEM est la participation élevée à des activités STEM. Nos données indiquent également que les élèves de 7ième année ne comprennent pas encore l'importance des prérequis de sciences et de mathématiques pour une future carrière en STEM. Des recherches ultérieures sont nécessaires pour mieux explorer les corréla-tions entre l'enseignement et les influences provenant de la communauté sur la probabilité de s'orienter vers les STEM.
Psychologist, Colchester-East Hants District School BoardThe performance of 100 Canadian children (mean age 6.10 years) on the WPPSI-R was examined. Significant differences between the Canadian sample and the standardization sample occurred onfive subtests. In addition, an exploratoryfactor analysis yieldedfourfactors instead ofthe usual performance and verbalfactors. Results suggested that while confidence could be placed in overall scores obtained for the Verbal, Performance, and Full Scale IQs, interpretation of scores at the subtest level should be cautiously approached.La performance de 100 enfants canadiens (age moyen 6.10 ans) sur le WPPSI-R a et6 examinee. Des difference importantes entre 1'e,chantillon canadien et celui de 1 'echantillon standardise ont ete notees sur cinq categories. En plus, une analyse factorielle a produit quatrefacteurs au lieu desfacteurs habituels de performance et verbale. Ces resultats ont demontre que l'on peut se fier sur 1'ensemble des points obtenus sur les echelles du quotient intellectuel (performance, verbale, et globale). Cependant, l'interpretation des rsultats au niveau de chaque categorie devrait etre abordee prudemment.
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by levels of inattention or hyperactivity and impulsivity that are developmentally inappropriate. ADHD affects approximately 3–12% of children, with more boys being diagnosed than girls. The Diagnostic and Statistical Manual of Mental Disorders classifies ADHD as (1) combined inattention and hyperactivity/impulsivity; (2) predominantly inattention; and (3) predominantly hyperactivity/impulsivity. Conversely, the International Classification of Diseases requires the presence of inattention, hyperactivity, and impulsivity for a diagnosis of hyperkinetic disorder, the European label for ADHD. ADHD is a complex disorder that requires a rigorous diagnostic process that typically begins with a detailed family, developmental, medical, psychiatric, academic, and behavioral history. The next step involves a variety of assessments in areas including but not limited to neurological, intellectual, academic achievement, memory, attention, concentration, executive functioning, response inhibition, and behavior. One of the challenges in diagnosing ADHD is ruling out the nature of any comorbid conditions and ascertaining the primary condition should more than one secondary condition be identified. A variety of treatment and intervention approaches exist for children and youth with ADHD. The most common and most evidence-based approaches include the use of cognitive behavioral interventions, psychostimulant medication, or a combination of the two. In addition, a variety of instructional strategies have been found to be effective, particularly when combined with self-regulatory strategies, executive control, and active learner participation with a teacher or adult mediator. There is continuing debate as to whether learners with ADHD are better served in general classrooms or in more specialized settings. However, the solution is not to use one approach instead of the other. An effective program should meet the needs of learners using the appropriate combination of specialized supports and general classroom practices. Implementing such programs can place a lot of demand on individual teachers. The Universal Design for Learning (UDL) approach is designed to support teachers in responding to diverse learning needs and to focus on the limitations of the classroom environment rather than on the limitations of the learner has been developed and is demonstrating promise. UDL incorporates differentiated instruction to focus on curricular design techniques that emphasize setting motivational factors pertinent to learning, finding alternative and interesting ways to represent the material to be learned, and enabling alternative ways for learners to express their knowledge. Combined with creating safe and supportive classrooms for all learners, UDL affords a more planful approach, so responding to learning differences is not seen as an add-on but as an integral component of the teaching/learning process that combines various tiers of instruction aimed at meeting a wider range of learner strengths and needs.
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