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1.
Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified. 相似文献
2.
Since Grossman’s seminal paper in 1972, there have been a number of studies concerning the effect of education on health and health care demand. Though several studies have distinguished between preventive and curative care, no study has investigated the effects of general education on the utilization of unnecessary emergency department use. We test whether general education reduces “potentially unnecessary” emergency department utilization and provide a measure of the resulting private benefits associated with increased education. Our results partially confirm our hypothesis regarding “potentially unnecessary” emergency department use. We find that moving from a high school to greater than high school education appears to reduce “potentially unnecessary” emergency department use, with the impact being greater among the insured. However, though reducing the education level from high school to less than high school increases “potentially unnecessary” emergency department use among the insured as predicted, it has the opposite impact on the uninsured. 相似文献
3.
The paper describes and analyzes the interactions between university tutors, cooperating teachers, and the student teachers in guided practice situations. The main aim of the study was to gain insights into the mode of interaction and the nature of massages transmitted in a variety of settings of practice teaching. The study reveals the dominance of evaluative comments made by cooperating teachers and their focus on issues of content. Alternative approaches and teaching modes were mentioned only rarely, cooperating teachers seem to rely mostly on their own wisdom of practice and tend to transmit traditions of “succesful” teaching modes. Student teachers were mostly passive and the mode of interaction authoritative. The paper suggests a distinction between an “incremental” versus a “comprehensive” practicum. It is suggested to focus on issue-specific post-lesson conferences which are planned jointly by student teachers, cooperating teachers, and university tutors. 相似文献
4.
Socializing the knowledge transfer problem 总被引：1，自引：0，他引：1
A central issue in acquiring knowledge is its appropriate transfer beyond the contexts and contents of first acquisition. In contrast to dominant “common elements” transfer theory, an interpretive perspective is developed, according to which “appropriate transfer” is a concept socioculturally rather than objectively defined. “Elements” perceived by the thinker as common between the current and a prior situation are not given in the nature of things but “read” in terms of the thinker's culturally-influenced categorization system, of problem types. A synthesis of cognitive research findings identifies specific features of thinking-skills instruction effective for promoting transfer. These include learning about and practicing knowledge application in multiple contexts of use, constructively participating in bridging instruction across school and nonschool problem situations, thinking and self-management skills taught within domains, and synergistic integration of the learning of different subjects. Recommendations are made for developing new learning technologies that build upon these conditions for enhancing knowledge transfer. 相似文献
5.
In the United States, research on child abuse and neglect is frequently criticized for being poorly performed and largely irrelevant to the important policy questions facing the field. Many of the problems plaguing research on child abuse and neglect are endemic to social science research generally, and this paper does not trod over such issues, which are well known and well described elsewhere. Instead, this paper describes how the inadequacy of definitions of “child abuse” and “child neglect” used by research studies places an additional—and largely unnoticed—burden on research, which aggravates the impact of these more general problems. Existing definitions of “child abuse” and “child neglect” fail to meet research needs because they lack: (1) comparability, (2) reliability, and (3) taxonomic delineation. As a result, they compromise the findings of incidence studies, sequelae studies, etiological studies, and program effectiveness studies. Therefore, if real progress is to be made in understanding child abuse and neglect, definitional issues must become an explicit methodological concern. Specifically, future research should include: (I) a careful determination of definitional needs, (2) the development of operational definitions to meet those needs, and (3) the circumspect statement of findings based on the limitations imposed by such definitions. 相似文献
6.
C. Russell Hill 《Economics of Education Review》1981,1(4):403-420
An optimistic review of the relation between education and earnings is provided, even after nonschooling influences (family background and environmental and personal characteristics) are considered. The article reviews issues such as the distinction between quality and quantity of education, the effect of “ability” on the education-earnings relationship, and the “screening” hypothesis. 相似文献
7.
Eva L. Baker 《Studies in Educational Evaluation》1977,3(3):169-178
This paper will consider ways to study educational reform efforts in order to allow policy-making to be developed on a relatively sound basis. At present, educational policy-making often derives from a pastiche of available anecdotes, research-based “good” ideas, and previous administrative guidelines. Educational evaluation efforts should not be used merely to identify and label programs as either “successes” or “failures” at a global level, but rather to permit the analyses of elements or components of programs which seem to be making positive contributions to a common sense perception of program success. A comprehensive, developmental sequence for such evaluation will be described. 相似文献
8.
Education students often complain about the style of learning practiced at universities. In addition to theoretical knowledge, they want to gain more experience with “real” students. We are investigating new ways of combining theoretical learning and practical teaching by using digital communication techniques. We design courses for the study of German in primary and secondary schools, where our students cooperate with high school students via E-mail, messageboard, and chat. We aim to interest future teachers of German language and literature in media literacy and to prepare them for their future tasks in German classrooms against the background of the new information society. We developed the coursework over the last 5 years in the light of the experience we have gained, research performed, and the changes in hardware and software. Our program can also be transferred to other fields of teacher education. 相似文献
9.
It has been argued that deep processing of semantic information helps students to learn faster and perform better on classroom tests. Using paired associates tasks, it has been found that high arousal subjects make more errors when the response terms are phonetically similar. Subjects low on arousal make more errors when response words are semantically similar. If the encodings of semantic features are assumed to be “deeper” and more durable than the encodings of “shallow,” phonetic features, then studies have suggested that anxious students process shallowly and are thus at a disadvantage when learning information. The present study treats deep processing as a learning style and used the Synthesis—Analysis scale of the Inventory of Learning Processes to assess it. It is hypothesized that arousal would be negatively related to the learning style of deep processing. It is also hypothesized that the interaction obtained in earlier studies, i.e., greater susceptibility to semantic interference with low arousal and phonetic interference with high arousal, would occur only when Synthesis—Analysis scores are low. It is assumed that the habitual use of a deep processing strategy by students high on Synthesis—Analysis could counteract the limiting effect of arousal on cue utilization. The study provides support for both hypotheses. 相似文献
10.
Linda Hargreaves Maurice Galton Anthony Pell 《International Journal of Educational Research》1998,29(8):779-795
This chapter examines the changes in teacher–pupil interaction which occurred when teachers from the state maintained sector, with classes containing around thirty children, were provided with the opportunity to teach classes of approximately half that size. This was achieved either by “buddying” each of these teachers with a partner from a private school or by employing an extra teacher to take half of the large class. The results of the observation of these lessons showed increases in the types of interaction which previous research has shown to be positively correlated with increased pupil achievement. These increases, however, were not statistically significant. The chapter, therefore, concludes that before future experimental studies are carried out, there is a need for training designed to maximize the use of these key teacher–pupil interactions in small class settings. 相似文献
11.
Che Kan Leong 《Contemporary educational psychology》1984,9(4):369-383
The role of cognitive processing and language awareness in relation to reading is discussed. The framework for cognitive processing was Luria's (1966a, Higher cortical functions in man, New York: Basic Books; 1966b, Human brain and psychological processes, New York: Harper & Row) simultaneous and successive syntheses. Language awareness involved understanding of phonological representation, ambiguities, and incongruities. The sample of 56 Grade 2 and 64 Grade 4 children was administered a battery of seven “simultaneous-successive” tasks. Principal component and promax oblique factor analyses and factor scores were used to classify the children as low-low, low-high, high-low, and high-high simultaneous-successive “processors.” A series of ANOVAs showed significant differences by grade and level of cognitive processing for the three language awareness tasks and for reading. These tasks and factor scores derived from the simultaneous and successive components of the within correlation matrix for the total sample of 120 children after removing covariance associated with the two grades were subjected to stepwise multiple regression analyses and a path analysis to tease out the contribution of these components to reading. Results showed a much greater direct effect from language awareness on reading than simultaneous and successive syntheses. Ability to reflect on language and to use language as “disembedded modes of thinking” are seen as central to reading acquisition and development. 相似文献
12.
The legal and administrative systems for handling child abuse cases in England and The Netherlands are briefly described and it is argued that the two systems illustrate respectively the “legal” and “medical” models. The implications for this in practice are contrasted. In England the stress is on careful adherence to criteria for abuse, on procedures for placing children's names on child abuse registers, and removing them if they are no longer at risk, while in The Netherlands the stress is on family need with the abusive incident being regarded as no more than a signal that help is needed. This allows a much wider definition of abuse. In England sexual and emotional abuse are still relatively rarely used as grounds for intervention whereas in the Netherlands concepts such as “cognitive abuse” and “sexual neglect” are gaining currency. Other implications of the models such as differences in attitudes to confidentiality and public attitudes to authority and to seeking help are considered, as are the consequences for incidence figures. The handling of two cases with very similar circumstances are compared. Finally, it is argued that while each system might present the other with new ideas, the systems have to be seen in the social context of the two countries and neither system is likely to appear superior to professionals in the other country. 相似文献
13.
The paper presents a case study of a secondary school in Israel and its efforts at attending to students’ needs without resorting to tracking and ability grouping. It explores an organisational process the school has established, called “Opening triads”, which involves periodical regrouping of three classrooms of students of the same age and same subject matter into three new groups. The findings suggest that ability grouping is difficult to eliminate, but there are alternatives that may reduce its social and emotional harmful effect. Ability grouping can be avoided altogether through other, more equalitarian forms of regrouping students. 相似文献
14.
15.
S. Richardson 《Assessing Writing》2000,7(2)
Portfolio advocates argue that teacher commentary becomes more meaningful for students with the use of portfolio assessment, particularly because the commentary is unaccompanied by a grade. However, my own study of portfolio classrooms suggests that students continue to regard teacher responses as directives that leave them few options in terms of revisions. My study involved six writing classrooms from the middle school to the university level and included classroom observations, interviews of students and teachers, and examination of student writing and teacher response. The students generally looked to their teachers to show them the “correct” way to write and resisted the notion of making independent judgments about their writing and the necessary revisions, primarily because they could not ignore the ultimate reality of the grade. Yet the teachers generally avoided being directive in their responses. In one instance, the teacher's best efforts to adopt a more open style of response backfired when a sensitive student read the commentary as demeaning. I argue, therefore, that even though portfolios represent a more enlightened approach to assessment, students have difficulty escaping their conditioned obeisance to teacher authority. While this finding should not be read as a condemnation of portfolio assessment, it does indicate that teachers need to be aware of how students read their responses. Otherwise, portfolios alone may not substantially alter the teacher–student dynamics. 相似文献
16.
This paper highlights how a developing country like the Philippines incarnates a learner-centered approach in its overall education framework. Specifically, key policies and strategies relative to curriculum development, pedagogical issues, educational innovation and evaluation, professional development of teachers and school-community dynamics are discussed on the basis of the platform of hermeneutics of retrieval, the hermeneutics of the actual and the hermeneutics of the potential.
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17.
Following is a project sketch of a day program for adjudicated, abusive* and high risk families with babies 8–18 months of age.In order to broaden understanding and treatment of the battered child, four major agencies coordinated efforts to design a network of services under one administration, titled the Parental Stress Center, which houses a residential treatment center for babies 0–12 months. The FACT program is a very recent addition to the Parental Stress Center. This day program may be a transitional placement for families leaving the residential program but in need of continued support and further training, or an initial placement by court mandate.The goals of the program are to insure growth and development of the child and the parent; to assist in establishing more scientific and legally acceptable criteria for court determination and disposition, and to research the effectiveness of the program plan.The FACT program is both diagnostic and therapeutic in nature. The modality simulates a home environment — living, dining, play, nursery, kitchen and bathroom — with an interdisciplinary approach to parent and child, alleviating frustration and stress. By use of materials and affective behavior, a creative learning environment is established. In the church converted apartment parents and children experience a “typical” day's routine alongside teachers who are surrogate, model mothers. Each set of parents are given one day off per week. This “normalizing” factor aids the family in developing a routine which can easily be transferred to their own homes and lives. Simultaneously judicious use of social services helps remove environmental frustrations. In addition case conferences allow other ancillary services to assist in evaluation, diagnosis, prognosis and implementation. Joint conclusions are submitted to the courts quarterly or biannually for further jurisdiction. Although the program is relatively new, emotional and behavioral changes are quite evident in the initial program participants.Pre-service and in-service staff training, based on the program plan and program evaluation, are an integral part of the program.Areas are being explored for further in-depth study. “Effective ways to care for and educate stressful toddlers” or “Methods of transferring modes of parenting from institution to the home” could be areas proposed to the Parental Research team for exploration. 相似文献
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19.
The benefits of classroom computers and associated technologies seem to be an accepted truism with those who question the benefits often dismissed as intractable Luddites. Educational technology has become big business both commercially and academically for today’s increasingly high-tech classrooms. Clearly, computers mark changes—permanent changes—in the way everyone lives, learns, works, and interacts globally. Ellul, Norman, and Postman, among others, have focused on the application of a technology and not on the “box” itself. All three have warned that although educators’ focus should be on the application, it is the characteristic of technology itself that shapes the future. History is replete with lessons and voices that support these warnings and provide a foundation for reasoned discussions of any technology’s Faustian bargains and its often unanticipated uses and consequences. The topic and open debate could not be more crucial or timeless, for how young minds, mental habits, and values are shaped in classrooms around the world affects everyone. 相似文献
20.
Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics. 相似文献