This exploratory case study reports findings on 20 middle-level science and mathematics teachers’ perceptions of the effectiveness of a one-year project in which teachers engaged in using robotics and engineering design inquiries in their classrooms. Principled by Bandura’s Social Learning Theory (SLT) and using mixed methods approaches, the study measured teachers' efficacy through the Mathematics Teaching Efficacy Belief Instrument (MTEBI) and observation logs before and after the program. The results of this study showed statistically significant differences between PRE MTEBI and POST MTEBI scores. Furthermore, five themes emerged that illuminated potential affordances and constraints that teachers perceive as opportunities and barriers to employing robotics and design thinking in the mathematics/science classrooms. The reported themes are creating collaborative spaces underpinned by design thinking affords transformative learning; problem-solving through shared inquiry elevates confidence; building connections between mathematical concepts and real-life phenomenon supports a willingness to learn new ideas; system support, resources, and funding are prerequisites to engage in modeling design; and designated curriculum restrains teachers from engaging in extra activities that focus on design thinking.
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The rise of Chinese youth gangs in urban centers in North America is a social phenomenon that has gained prominence in the past decade and a half. This study examines the characteristics and processes of four gangs operating in the Chinatown of Vancouver, Canada, over a three‐year period (1975‐1978). The gangs were composed entirely of teenaged immigrants recently arrived from Hong Kong who were engaged in a wide variety of antisocial and criminal behaviors. Three sociocultural antecendents are identified as important in the development of Chinese youth gangs: (1) the weakening among many Hong Kong immigrants of the traditional Chinese pattern of close parental guidance and supervision; (2) the resultant emergence of youth peer‐groups who challenge parental authority and Chinese values; (3) the strong attraction of North American success symbols for gang members, and their perceived inability to achieve success through legitimate means because of difficulties in learning English.
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