Child level correlates of teacher–student relationships: An examination of demographic characteristics,academic orientations,and behavioral orientations     

Christopher Murray  Kelly M. Murray 《Psychology in the schools》2004,41(7):751-762

The purpose of this investigation was to examine associations between different child characteristics and conflict, closeness, and dependency within teacher–student relationships. The participants were primarily students of color from lower socioeconomic status backgrounds in a large urban school district. The strength of associations between student demographic variables, academic orientations, behavioral orientations, and aspects of teacher–student relationships was examined. Findings indicated that these variables accounted for a significant amount of variance in teacher ratings of conflict and dependency in teacher–student relationships. Externalizing and internalizing symptomology demonstrated the strongest associations with the conflict and dependency relationship constructs. Preliminary implications of these findings for teachers and school psychologists are explored. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 751–762, 2004.  相似文献   

Writing by academics: a transactional and systems approach to academic writing behaviours     

Larissa Elisabeth Kempenaar  Rowena Murray 《高等教育研究与发展》2016,35(5):940-950

The literature on academic writing in higher education contains a wealth of research and theory on students’ writing, but much less on academics’ writing. In performative higher education cultures, discussions of academics’ writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains under-theorized, and the exact nature of the challenge of academic writing is understated at best and misunderstood at worst. This paper offers a new approach to academic writing, based on a transactional and a systems model, which aims to understand academic writing practices. This paper offers a new explanation of the challenge of academic writing, defining factors that enable and inhibit academics’ writing.  相似文献   

Teaching and Learning with iPads, Ready or Not?   总被引：1，自引：1，他引：0  

Orrin T. Murray  Nicole R. Olcese 《TechTrends》2011,55(6):42-48

Within weeks of becoming available, the iPad reportedly sold over 3 million units, a brisker pace than other tablets in the personal computer realm. Much of the early success might be attributed to the almost 250,000 applications that could run on the device and a similar interface to the popular iPod Touch and iPhone. This article considers whether the sales spark that has ignited a hardware revolution (numerous device manufacturers have launched–e.g., HP, RIM, Samsung, Motorola, and HTC–or have plans to launch tablet devices over the next year) is being matched on the software front, with a particular focus on K-12 teaching and learning. Authors consider the potential affect both the iPad and its applications might have on teaching and learning in K-12 settings and whether these technologies allow educators and students to accomplish what they otherwise could not, from a teaching and learning perspective.  相似文献   

HONG KONG GRADE 6 STUDENTS’ PERFORMANCE AND MATHEMATICAL REASONING IN DECIMALS TASKS: PROCEDURALLY BASED OR CONCEPTUALLY BASED?     

Mun Yee Lai  Sara Murray 《International Journal of Science and Mathematics Education》2015,13(1):123-149

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Psychological evaluation of specific learning disorders     

Michael E. Murray Ph.D. 《Annals of dyslexia》1978,28(1):142-159

Conclusion The diagnosis of specific learning disorders is a complex undertaking that requires the examination of a number of psychological dimensions. The “learning disabilities” label has often been abused and is frequently used to explain a wide range of school and behavior problems with little understanding of the criteria necessary for differential diagnosis. A complete evaluation for learning disabilities must assess cultural, structural, and emotional variables as well as intellectual functioning and academic achievement. Examination of the functional integrity of the various perceptual processes, including visual, auditory and kinesthetic modalities, is necessary, The clinician must establish that a delay in achievement does actually exist and that poor school performance is not a result of poor motivation or an unwillingness to demonstrate acquired skills. If a significant delay is found in the acquisition of secondary language symbol skills, then the examiner is pressed to determine which specific psychological, perceptual-associational, memory, or motor deficits are responsible for the learning disorder. This paper was presented at the 28th Annual Conference of The Orton Society in Dallas, Texas, November 1977.  相似文献   

Assessing the meaning of moral     

R. Murray Thomas  Claudine Clermont  Irene Maimbolwa-Sinyangwe 《Studies in Educational Evaluation》1984,10(2):167-177

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First-Grade Spelling Scores Within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study     

Kristen A. Munger  Maria S. Murray 《Educational Assessment》2017,22(2):124-137

The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized procedure and an alternative invented spelling procedure. Correlations were examined among spelling and diagnostic word reading and decoding scores, along with scores from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Spelling scores were significantly correlated with word reading and decoding scores, as well as DIBELS scores, except Phoneme Segmentation Fluency. Hierarchical multiple regression analyses revealed that spelling scores reliably accounted for significant variance in decoding but not word reading scores, beyond DIBELS scores. Implications are discussed related to the potential value of including early spelling scores within universal literacy screening.  相似文献   

Aging,personality, and teaching effectiveness in academic psychologists   总被引：1，自引：0，他引：1  

Robert D. Renaud  Harry G. Murray 《Research in higher education》1996,37(3):223-240

Previous research suggests that university teaching effectiveness varies with the age and personality traits of the instructor. The present study examined the extent to which personality traits associated with teaching effectiveness change concomitantly with age, and thus mediate the relationship between age and teaching. Using a cross-sectional design, peer ratings of 29 personality traits and archival student evaluations of teaching were obtained for 33 full-time psychology professors varying in age from 33 to 64. Teaching effectiveness was found to be inversely related to age and to correlate significantly with several personality traits. Consistent with the mediation hypothesis, personality traits were identified that correlated positively with teaching and declined significantly with age (e.g., approval-seeking); or correlated negatively with teaching and increased with age (e.g., independent).This paper is based on a senior honors thesis completed by the first author and supervised by the second author in the Department of Psychology, University of Western Ontario.  相似文献   

Automatic target tracking on multi-resolution terrain   总被引：1，自引：0，他引：1  

WAN Ming ZHANG Wei MURRAY Marie O. KAUFMAN Ariet 《浙江大学学报(A卷英文版)》2006,7(7):1275-1281

INTRODUCTION In this paper, we propose an automatic target tracking method in our real-time simulation and animation system of large-scale terrain field. Our system supplies autonomous guidance, navigation and control of moving objects, in order to efficiently perform related challenging missions in manufacture, entertainment, and other real-world applications. Our goal is to deploy a large number of moving vehicles upon a large-scale virtual terrain (essentially a 2D curved terrain surfa…  相似文献   

Education law as a mirror of maturity —The Indonesian case     

R. Murray Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(1):7-19

The position argued in this paper is that a nation's fundamental education laws can serve as evidence of the level of maturity of the government's conception of education. For the Republic of Indonesia, the argument is illustrated by a comparison of the 1950 and 1989 versions of the country's basic education act. The analysis of the Indonesian case is organized around six dimensions of educational maturity that are labeledcomprehensiveness, equity, clarity, relevant differentiation, balance of control, andflexibility.

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Zusammenfassung Die Position, die in diesem Aritkel erörtert wird, besteht darin, daß die fundamentalen Bildungsgesetze einer Nation als Beweis für den Reifegrad der Regierungsauffassung des Erziehungswesens dienen können. Für die Republik Indonesien wird die Argumentation anhand eines Vergleichs der Ausführungen des Landesgrundbildungsaktes von 1950 und 1989 aufgezeigt. Die Auswertung des indonesischen Beispiels wird um sechs Dimensionen des Reifegrades im Erziehungswesen herum gestaltet, die folgendermaßen etikettiert werden:Gesamtheit, Billigkeit, Klarheit, relevante Differenzierung, Kontrollgleichgewicht undFlexibilität.

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Résumé Le point de vue qui est mis en avant dans cet article est que la loi sur l'enseignement fondamental d'une nation peut être un indice du niveau de maturité de la conception de l'éducation d'un gouvernement. Pour la République indonésienne, cet argument est illustré par une comparaison entre les versions de 1950 et de 1989 de la loi nationale sur l'éducation de base. L'analyse du cas de l'Indonésie s'articule autour de six dimensions de maturité qui sont:la faculté de compréhension, l'équité, la clareté, la différenciation pertinente, l'équilibre de la supervision etla flexibilité.

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