Teachers' views of writing and their pupils' performance     

C. T. Patrick Diamond 《English in Education》1983,17(2):41-44

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Effects of learner characteristics on pupil performance in a computer-assisted instruction (CAI) biology program     

Stephen H. Davidoff  James J. Diamond  Roger J. Fishman 《科学教学研究杂志》1971,8(4):379-384

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Understanding others Kellyian theory, methodology and application     

C. T. Patrick Diamond   《Int J Intercult Relat》1982,6(4)

This article discusses Kelly's theory of personal constructs and its Repertory grid technique as means of revealing the nature of cultural differences and similarities. It shows how Kelly's theory relates to cognitive theory, implicit personality theory and subjective culture theory. According to Kelly, people and groups are best understood in terms of the ways they anticipate events. People are all psychologists since they employ constructs. These bases of discrimination are bipolar in nature and open to revision. A group's culture is summarized by its members' shared superordinate constructs. Kelly's Commonality Corollary explains that members of a group are similar because they use the same constructs to order events. Kelly's Sociality Corollary states that, in order to enter into a relationship with others, people need first to subsume the others' personal constructs. His custom-built Repertory grid elicits constructs by having a person decide how in a matrix other people, for example, are similar and different. In the rated grid form, each person or element is rated from most to least on the positive pole of each construct. Either principal components or cluster analysis or multidimensional scaling can reveal the interviewed person's superordinate dimensions of appraisal. As an emic technique, the grid is contrasted with the semantic differential and other fixed-format tests. A review of the personal construct literature shows that many individuals and cultural groups have been explained in their own terms. In this research, difference is construed as interesting and others are understood by construing their construction processes as a first step towards approval.  相似文献   

Who has a Problem,the Student or the Teacher? Differences in Teachers' Beliefs About Their Work with At‐risk and Integrated Exceptional Students     

Anne Jordan  Gonul Kircaali‐Iftar  C.T. Patrick Diamond 《International Journal of Disability, Development & Education》1993,40(1):45-62

In this study, teachers' assumptions and beliefs are explored about the needs of at‐risk and exceptional students, and about their roles and responsibilities in meeting such needs. Teachers appear to hold consistent and coherent belief systems which differ along an ordinal scale. At one end, ‘restorative’ beliefs assume that problems reside largely within the pupil, and therefore the teacher's duty is to refer the pupil for confirmatory assessment as soon as possible. At the other ‘preventive’ end, teachers assume that the environment, including instruction, plays a part in a student's problems. The teacher therefore attempts prereferral interventions, and requests assessment to identify instructional alternatives. This study provides evidence for the validity of the restorative‐preventive construct, reporting the results of both quantitative and qualitative analyses of interviews with 27 regular class elementary teachers. Teachers' ratings on the construct correlated significantly with their self‐ratings of teaching efficacy (Gibson & Dembo, 1984). Teachers with preventive beliefs had higher self‐efficacy scores than those with a restorative profile. Further, teachers with restorative beliefs rated the withdrawal of problem pupils from the classroom as a more desirable resource service than preventive teachers, who preferred in‐class consultative support.  相似文献   

Development of the ability to use recall to guide action, as indicated by infants' performance on AB   总被引：2，自引：0，他引：2  

A Diamond 《Child development》1985,56(4):868-883

25 infants were tested every 2 weeks on the AB Object Permanence Task devised by Piaget, from the age when they first reached for a hidden object until they were 12 months. The delay between hiding and retrieval necessary to produce the AB error increased continuously throughout this period at an average rate of 2 sec/month, from under 2 sec at 7 1/2 months to over 10 sec by 12 months. All children displayed the AB error repeatedly over the months of testing. Large between-children differences in delay needed for the AB error were found at each age. Girls tolerated longer delays than boys. The characteristic pattern to the AB error did not vary over age or sex. Range of delay producing the AB error in any child was small. Errors disappeared when delays were reduced by 2-3 sec, and reaching became random or severely perseverative when delays were increased 2-3 sec above the level producing AB error. AB provides an index of the ability to carry out an intention based on stored information despite a conflicting habitual tendency.  相似文献   

The effect of labeling on perceptions of the quality of AM and FM signals     

Arlen E. Diamond  James E. Sneegas 《Journal of Applied Communication Research》2013,41(4):290-299

The extent to which a barrier against AM radio listening has resulted from imagined versus real differences between AM and FM signal quality was addressed by examining the effects of AM and FM labels versus actual AM and FM signal quality differences. A total of 605 college undergraduates in four separate groups rated a recording of an AM broadcast, an FM broadcast, or a recording of a compact disc identified as either an AM or FM broadcast on semantic differential scales for fidelity, technical sound, hiss/noise/distortion, and overall quality. For all four scales, signals identified as FM (simulated and actual) were rated significantly more favorably than signals identified as AM. The results suggest that attitudinal barriers to the acceptance of AM radio depress evaluations of AM radio signals when compared to FM radio signals of the same quality.  相似文献   

Engaging Teenagers with Science Through Comics     

Amy N. Spiegel  Julia McQuillan  Peter Halpin  Camillia Matuk  Judy Diamond 《Research in Science Education》2013,43(6):2309-2326

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A Quantitative Study of Head Start Children’s Strengths,Families’ Perspectives,and Teachers’ Ratings in the Transition to Kindergarten     

Chanele D. Robinson  Karen E. Diamond 《Early Childhood Education Journal》2014,42(2):77-84

This study examined the association between preschool children’s social-interpersonal skills and their transition to school in the beginning months of kindergarten. One hundred and thirty-three preschool children participated in this study. During the spring of the pre-kindergarten year, children’s social-interpersonal skills were assessed as well as rated by teachers. In the follow-up year, parents/guardians and teachers reported on children’s adjustment to kindergarten. The results of this study found no association between parents’/guardians’ and teachers’ reports of children’s adjustment and readiness in kindergarten. Children’s social-interpersonal skills were negatively associated with teachers’ reports of children’s kindergarten readiness difficulties. The findings of this study indicate that children’s early social skills, developed prior to entering kindergarten, are important for children’s readiness for school.  相似文献   

The Uses of Curriculum Integration in Language Arts Instruction : a Study of Six Classrooms     

William H. Schmidt  Laura Roehler  Jacqueline L. Caul  Margret Buchman  Barbara Diamond  David Solomon 《课程研究杂志》2013,45(3):305-320

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Introduction to the symposium issue     

Patricia Diamond Fletcher   《Government Information Quarterly》2001,18(4):265

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