Book reviews     

Joel H. Wiener  Pamela K. Gilbert  J. James Mancuso  Gustavo Verdesio  J. Kendrick Noble  David A. Kronick  Thomas L. Boon  John Tebbel  Sally P. Bennett  J. James Mancuso  Gretchen V. Douglas  Richard W. Clement  Nat Bodian 《Publishing Research Quarterly》1996,12(2):64-86

  相似文献   

Parental perceptions of adverse educational outcomes among children diagnosed and treated for ADHD: A call for improved school/provider collaboration     

Gretchen B. LeFever  Margaret S. Villers  Ardythe L. Morrow  E. Sidney Vaughn   《Psychology in the schools》2002,39(1):63-71

An Erratum has been published for this article in Psychology in the Schools 42(2) 2005, 227 [ ]. This research utilized parent report to examine the prevalence of attention deficit hyperactivity disorder (ADHD), related treatment, and associated educational outcomes among elementary school children in southeastern Virginia. In a representative sample of elementary school children, 17% had been diagnosed with ADHD. The majority of diagnosed children had been medicated for ADHD (84%). More than one third of students taking medication had received no other interventions for ADHD. Over half of the diagnosed students received behavioral therapy and almost half received a combination of medical and behavioral interventions. Children diagnosed with ADHD were 3 to 7 times ( p values < 0.001) more likely than other children to receive special education, be expelled or suspended, and repeat a grade. Based on parental opinion, children diagnosed with ADHD are at high risk for school failure. Results are discussed in terms of distinctions between clinical efficacy/effectiveness and schoolwide and public health interventions implemented in the study region. © 2002 John Wiley & Sons, Inc.  相似文献   

Resource interdependence,student interactions and performance in cooperative learning     

Céline Buchs  Fabrizio Butera  Gabriel Mugny 《教育心理学》2004,24(3):291-314

Two studies were carried out during university workshops, and analyzed the effects of resource interdependence on student‐student interactions, and the impact of these interactions on performance. Students worked cooperatively, either on complementary information (positive resource interdependence) or on identical information (resource independence). In Study 1, analysis of videotaped interactions revealed that working on complementary information produced more positive interactions; however this was not sufficient to prevent students who had no direct access to the information from being disadvantaged, because of informational dependence. In Study 2, with simpler texts allowing better information transmission, performance was favored when students worked on complementary information. Moreover, working on identical information not only enhanced confrontations of point of views, it also elicited competence threat. Further analysis revealed that competence threat mediated resource interdependence effect on performance. Discussion provides insights into the conditions in which different cooperative methods can benefit learning.  相似文献   

Dealing with a disagreeing partner: Relational and epistemic conflict elaboration     

Céline Darnon  Sébastien Doll  Fabrizio Butera 《European Journal of Psychology of Education - EJPE》2007,22(3):227-242

This experiment examined the effects of epistemic vs. relational conflicts on the relationship with a partner. Students participated to a fictitious computer-mediated interaction about a text with a bogus partner who introduced either an epistemic conflict (a conflict that referred to the content of the text), or a relational conflict (a conflict that questioned participants’ competence). Results indicated that compared to the epistemic conflict, the relational conflict enhanced threat and reduced the perceived contribution of the partner. Moreover, after a relational conflict, participants were more assertive in their answers, justified them to a lower extent, and expressed less doubt than after an epistemic conflict. Results also indicated that the intensity of disagreement predicted different modes of regulation depending on the conflict type. Finally, epistemic conflict elicited better learning than relational conflict.  相似文献   

Coloring Feelings: Concept Books Making and Remaking Racialized Color Meanings     

Papazian  Gretchen 《Children‘s Literature in Education》2021,52(3):357-377

  相似文献   

Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate     

Soncini  Annalisa  Matteucci  Maria Cristina  Butera  Fabrizio 《European Journal of Psychology of Education - EJPE》2021,36(3):719-738

European Journal of Psychology of Education - The present research investigated the possibility to foster positive classroom climate, achievement emotions, and adaptive beliefs about errors by...  相似文献   

An observational study of social exclusion under varied conditions: gender and developmental differences     

Underwood MK  Scott BL  Galperin MB  Bjornstad GJ  Sexton AM 《Child development》2004,75(5):1538-1555

To investigate social exclusion, 146 dyads of close friends (N = 292, ages 10, 12, and 14) were observed as they played a board game with a same-gender confederate actor, trained to be a difficult play partner. Verbalizations and gestures were coded for verbal and nonverbal social exclusion, verbal aggression, and verbal assertion. The results indicated few developmental differences. For verbal responses in the presence of the actor, boys were more socially exclusive and verbally aggressive than were girls. Girls engaged in more nonverbal social exclusion in the presence of the actor than did boys. Girls' socially exclusive behaviors were unrelated to other negative behaviors and more strongly related between friends in the actor's absence.  相似文献   

Why students need to be prepared to cooperate: a cooperative nudge in statistics learning at university     

Céline Buchs  Ingrid Gilles  Jean-Philippe Antonietti  Fabrizio Butera 《教育心理学》2016,36(5):956-974

Despite the potential benefits of cooperative learning at university, its implementation is challenging. Here, we propose a theory-based 90-min intervention with 185 first-year psychology students in the challenging domain of statistics, consisting of an exercise phase and an individual learning post-test. We compared three conditions that manipulated the exercise phase: individual work, cooperative dyadic instructions (structuring three basic components of cooperative learning: positive goal interdependence, individual responsibility and promotive interactions) and cooperative dyadic interactions (the three basic components with an additional cooperative nudge, namely explaining why and how to cooperate in this task) in order to test whether a progressive increase in benefits occurs as the cooperative structure is reinforced. Results indicated a linear trend in individual post-test learning and competence perception, from individual work to cooperative instructions to cooperative interactions. Competence perception mediated the effect of experimental conditions on learning. The results highlight the benefits of the cooperative nudge.  相似文献   

Resources     

Gretchen H. Neill 《TechTrends》2003,47(5):50-50

  相似文献   

Assessing,Analyzing, and Adapting: Improving a Graduate Student Instruction Program Through Needs Assessment     

Beth Roszkowski  Gretchen Reynolds 《Behavioral & Social Sciences Librarian》2013,32(4):224-239

This article highlights an assessment of library instruction needs among graduate students in the social sciences. The article addresses the development and implementation of the assessment and the application of assessment results to an established set of library instruction workshops. The article provides a detailed summary of assessment findings and a discussion of how the findings were successfully used to create a user-centered instruction program. The findings were used to make significant changes in workshop content, as well as refinements in the overall number and format of workshops offered, schedule of workshops, and marketing of the instruction program.  相似文献