Matthew C Graham
Biographic Data
| ID | 218302 |
|---|---|
| NAME | Matthew C Graham |
| GIVEN NAMES | Matthew C |
| FAMILY NAME | Graham |
| SIGNATURE | GRAHAM M C |
| AFFILIATIONS | University of Oregon, Eugene, USA |
| ORCID | 0000-0002-0235-5126 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes
Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students’ respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study examines the influence of students’ belongingness and self-efficacy on their affective and behavioural res…
The dynamic experience of taking an examination
BackgroundThis study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting.AimsThe aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety.SampleThe study comprised 45 undergraduate engineering majors in the United States.Methods…
Mandela’s out so apartheid has finished’
Based on original archival research and oral history interviews, this article examines how the British Anti-Apartheid Movement (AAM) adapted to the evolving circumstances during South Africa’s transition from apartheid to democracy between 1990 and 1994. It argues that the successful framing and impact of the Free Nelson Mandela Campaign (FNMC) of the 1980s, inadvertently created a series of challenges for the AAM in the years after Mandela’s rel…
Education for Whom? The Writing is on the Walls
Debates over curricula can be understood as struggles over the power to define symbolic representations of the world. Although this tension is particularly visible in discourse around textbook adoption, this is not the only site of contestation; other aspects of the classroom environment, such as the posters on the walls, also contain implicit messaging about who belongs in school and who is an outsider. In this study, we examine K-12 classroom p…
Enactments of a Minor Inquiry
In this article, we map conditions and enactments for a new plane of inquiry, what Mazzei named a minor inquiry. Informed by our collective thinking with Deleuze and Guattari's discussion of a minor literature and its attendant characteristics, deterritorialization, political immediacy, and collective assemblage of enunciation, we present the conditions for inquiry on this new plane, provide enactments from our individual projects, and conclude w…
Enactments of a Minor Inquiry
In this article, we map conditions and enactments for a new plane of inquiry, what Mazzei named a minor inquiry. Informed by our collective thinking with Deleuze and Guattari's discussion of a minor literature and its attendant characteristics, deterritorialization, political immediacy, and collective assemblage of enunciation, we present the conditions for inquiry on this new plane, provide enactments from our individual projects, and conclude w…
The dynamic experience of taking an examination
BackgroundThis study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting.AimsThe aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety.SampleThe study comprised 45 undergraduate engineering majors in the United States.Methods…
Mandela’s out so apartheid has finished’
Based on original archival research and oral history interviews, this article examines how the British Anti-Apartheid Movement (AAM) adapted to the evolving circumstances during South Africa’s transition from apartheid to democracy between 1990 and 1994. It argues that the successful framing and impact of the Free Nelson Mandela Campaign (FNMC) of the 1980s, inadvertently created a series of challenges for the AAM in the years after Mandela’s rel…
Education for Whom? The Writing is on the Walls
Debates over curricula can be understood as struggles over the power to define symbolic representations of the world. Although this tension is particularly visible in discourse around textbook adoption, this is not the only site of contestation; other aspects of the classroom environment, such as the posters on the walls, also contain implicit messaging about who belongs in school and who is an outsider. In this study, we examine K-12 classroom p…
Enactments of a Minor Inquiry
In this article, we map conditions and enactments for a new plane of inquiry, what Mazzei named a minor inquiry. Informed by our collective thinking with Deleuze and Guattari's discussion of a minor literature and its attendant characteristics, deterritorialization, political immediacy, and collective assemblage of enunciation, we present the conditions for inquiry on this new plane, provide enactments from our individual projects, and conclude w…
Mandela’s out so apartheid has finished’
Based on original archival research and oral history interviews, this article examines how the British Anti-Apartheid Movement (AAM) adapted to the evolving circumstances during South Africa’s transition from apartheid to democracy between 1990 and 1994. It argues that the successful framing and impact of the Free Nelson Mandela Campaign (FNMC) of the 1980s, inadvertently created a series of challenges for the AAM in the years after Mandela’s rel…
The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes
Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students’ respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study examines the influence of students’ belongingness and self-efficacy on their affective and behavioural res…
The dynamic experience of taking an examination
BackgroundThis study examined the relations between students' expectancies for success and a physiological component of test anxiety, salivary cortisol, during an authentic testing setting.AimsThe aim of the study was to better understand the connection between shifts in students' control appraisals and changes in the physiological component of test anxiety.SampleThe study comprised 45 undergraduate engineering majors in the United States.Methods…
Psychology (3 works) · Sociology (3 works) · Gender Studies (2 works) · History (2 works) · History (2 works) · Law (2 works) · Law (2 works) · Political science (2 works) · Politics (2 works) · Social Psychology (2 works)