國立虎尾科技大學 |

Identifying Needs in the Math Classroom : = Understanding the Effects of Adverse Childhood Events.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Identifying Needs in the Math Classroom :/
其他題名:	Understanding the Effects of Adverse Childhood Events.
作者:	deVries, Kathryn J.
面頁冊數:	1 online resource (115 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: B.
Contained By:	Dissertations Abstracts International83-11B.
標題:	Neurosciences. -
電子資源:	click for full text (PQDT)
ISBN:	9798438746881

Identifying Needs in the Math Classroom : = Understanding the Effects of Adverse Childhood Events.
deVries, Kathryn J.

Identifying Needs in the Math Classroom :Understanding the Effects of Adverse Childhood Events. - 1 online resource (115 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: B.

Thesis (Ph.D.)--Temple University, 2022.

Includes bibliographical references

Two of every three students in the classroom today are affected by at least one adverse childhood experience (ACE; Perfect et al., 2016). Recently, researchers have used a neurodevelopmental approach to try to categorize and describe the connection between the neurological, cognitive, and academic success of children with ACEs and may have discovered a unique connection to math (Blodgett & Lanigan, 2018). The culmination of this research suggests that children who experience ACEs develop a stress physiology (as evidenced by differences in brain volume and cortisol levels) and this affects executive functioning. Because executive functioning, which is undergirded by the structural development of the brain (De Bellis et al., 2016), is related to mathematical academic achievement (Clark et al., 2010), children who have structural differences due to ACEs are hypothesized to have unique challenges in math. This study examined children drawn from an academic (rather than clinical) setting using behavioral measures of executive functioning as well as math grades obtained from their schools. Results suggest that for children drawn from a traditional academic setting, having been exposed to ACEs does not predict significant differences in EF skills or in school performance in math. Though the sample demonstrated a typical prevalence of exposure to ACEs, the maternal education of the children in the sample (a proxy for SES) was distinctly high. The interaction of these two aspects of this sample and their implications for the findings is discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798438746881Subjects--Topical Terms:

593561
Neurosciences.
Subjects--Index Terms:

Adverse childhood experiencesIndex Terms--Genre/Form:

554714
Electronic books.

Identifying Needs in the Math Classroom : = Understanding the Effects of Adverse Childhood Events.
LDR:02915ntm a22003857 4500 001 1144087
005 20240603070923.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798438746881
035 $a (MiAaPQ)AAI29160832
035 $a AAI29160832
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a deVries, Kathryn J. $3 1468998
245 1 0 $a Identifying Needs in the Math Classroom : $b Understanding the Effects of Adverse Childhood Events.
264 0 $c 2022
300 $a 1 online resource (115 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: B.
500 $a Advisor: Booth, Julie L.
502 $a Thesis (Ph.D.)--Temple University, 2022.
504 $a Includes bibliographical references
520 $a Two of every three students in the classroom today are affected by at least one adverse childhood experience (ACE; Perfect et al., 2016). Recently, researchers have used a neurodevelopmental approach to try to categorize and describe the connection between the neurological, cognitive, and academic success of children with ACEs and may have discovered a unique connection to math (Blodgett & Lanigan, 2018). The culmination of this research suggests that children who experience ACEs develop a stress physiology (as evidenced by differences in brain volume and cortisol levels) and this affects executive functioning. Because executive functioning, which is undergirded by the structural development of the brain (De Bellis et al., 2016), is related to mathematical academic achievement (Clark et al., 2010), children who have structural differences due to ACEs are hypothesized to have unique challenges in math. This study examined children drawn from an academic (rather than clinical) setting using behavioral measures of executive functioning as well as math grades obtained from their schools. Results suggest that for children drawn from a traditional academic setting, having been exposed to ACEs does not predict significant differences in EF skills or in school performance in math. Though the sample demonstrated a typical prevalence of exposure to ACEs, the maternal education of the children in the sample (a proxy for SES) was distinctly high. The interaction of these two aspects of this sample and their implications for the findings is discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Neurosciences. $3 593561
650 4 $a Mathematics education. $3 1148686
650 4 $a Educational psychology. $3 555103
653 $a Adverse childhood experiences
653 $a Classroom
653 $a Math
653 $a Neurodevelopment
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0317
690 $a 0280
710 2 $a Temple University. $b Educational Psychology. $3 1182711
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 83-11B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29160832 $z click for full text (PQDT)