Benefits of One-to-one Laptop Programs on Academic Achievement

This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 in order to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.

Zheng, Binbin & Warschauer, Mark & Lin, Chin-Hsi & Chang, Chi. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4). http://dx.doi.org/10.3102/0034654316628645

Gendered perceptions about math performance

Teachers' perceptions about boys' and girls' math skills may affect girls' confidence in math, according to a study. Researchers found that teachers as early as kindergarten perceive boys as having higher math abilities than girls.
Cimpian, J. et al. (2016). Have gender gaps in math closed? AERA Open, 2(4).  
http://journals.sagepub.com/doi/abs/10.1177/2332858416673617#abstract-1

Perceptions of libraries

OCLC's newest membership report, a sequel to the 2005 Perceptions of Libraries and Information Resources, is now available. The new report provides updated information and new insights into information consumers and their online habits, preferences, and perceptions. Particular attention was paid to how the current economic downturn has affected the information-seeking behaviors and how those changes are reflected in the use and perception of libraries.
OCLC. (2011). Perceptions of Libraries. http://www.oclc.org/reports/2010perceptions.htm

Gender and math/science study

Self-confidence feeds girls' interest in math, sciences
Girls who show little initial interest in science may still excel if their parents and teachers help them build confidence in the subjects, according to a new study. "The relationship between confidence and interest is close," says researcher Nadya Fouad. "If they feel they can do it, it feeds their interest." parent support and expectations emerged as the top support in both subjects and genders for middle- and high-school students. Also powerful for younger girls were engaging teachers and positive experiences with them. Both boys and girls perceived that teachers thought boys were stronger at math and science. For boys this represented a support, while for girls it acted as a barrier. Top barriers for all age groups and disciplines were test anxiety and subject difficulty, but these differed between boys and girls. In addition, the genders formed their perceptions of math or science based on the barriers and supports, but they often arrived at different views.
Ultimately, it's perception, more than reality, that affects the person's academic and career choices, says Fouad.

University of Wisconsin - Milwaukee (2008, September 8). Tracking The Reasons Many Girls Avoid Science And Math. ScienceDaily. Retrieved September 18, 2008, from http://www.sciencedaily.com­ /releases/2008/09/080905153807.htm