San Francisco State University

About: San Francisco State University is a education organization based out in San Francisco, California, United States. It is known for research contribution in the topics: Population & Planet. The organization has 5669 authors who have published 11433 publications receiving 408075 citations. The organization is also known as: San Francisco State & San Francisco State Normal School.

Four New Exoplanets and Hints of Additional Substellar Companions to Exoplanet Host Stars

Abstract: We present four new exoplanets: HIP 14810b and HIP 14810c, HD 154345b, and HD 187123c. The two planets orbiting HIP 14810, from the N2K project, have masses of 3.9 and 0.76 M_J. We have searched the radial velocity time series of 90 known exoplanet systems and found new residual trends due to additional, long period companions. Two stars known to host one exoplanet have sufficient curvature in the residuals to a one planet fit to constrain the minimum mass of the outer companion to be substellar: HD 68988c with 8 M_J 8 yr. We have also searched the velocity residuals of known exoplanet systems for prospective low-amplitude exoplanets and present some candidates. We discuss techniques for constraining the mass and period of exoplanets in such cases, and for quantifying the significance of weak RV signals. We also present two substellar companions with incomplete orbits and periods longer than 8 yr: HD 24040b and HD 154345b with m sin i < 20 M_J and m sin i < 10 M_J, respectively.

To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning?

Abstract: This study examines concurrent teacher–student interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–student interaction quality relates to engagement differently for boys and girls Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students’ engagement, and students completed questionnaires Engagement data were conducted 3 times per year concurrent with measures of teacher–student interaction quality Results showed small but statistically significant associations among the 3 methods Results of multilevel models showed only 1 significant finding linking quality of teacher–student interactions to observed or teacher-reported behavioral engagement; higher classroom organization related to higher levels of observed behavioral engagement However, the multilevel models produced a rich set of findings for student-reported engagement Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement Students in classrooms higher in classroom organization reported more cognitive, emotional, and social engagement Interaction effects (Gender × Teacher–student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement The discussion explores implications of varied approaches to measuring engagement, interprets teacher–student interaction quality and gender findings, and considers the usefulness of student report in understanding students’ math experiences

"What if students revolt?"—Considering Student Resistance: Origins, Options, and Opportunities for Investigation

Abstract: Instructors attempting new teaching methods may have concerns that students will resist nontraditional teaching methods. The authors provide an overview of research characterizing the nature of student resistance and exploring its origins. Additionally, they provide potential strategies for avoiding or addressing resistance and pose questions about resistance that may be ripe for research study.

Changing Patterns of Individualism and Collectivism in the United States and Japan

Abstract: We argue that culture is not a rigid or static entity. Instead, it is dynamic, in constant flux across individuals within cultures, and across time. In this article, we use the dimension of individ...