The Effects of Classwide Self-Assessment on Preschool Children's Engagement in Transition, Free Play and Small Group Instruction     

Linda J. Miller  Phillip S. Strain  Kimberly Boyd  Janet Jarzynka  Mary McFetridge 《Early education and development》1993,4(3):162-181

The effectiveness of using a group self-management procedure to increase the on-task behavior of four disruptive preschool boys was studied using a reversal design combined with a multiple baseline across settings design. Measures of child and teacher behavior were obtained through direct observation during free play, transition, and small group instruction activities. The classwide procedure, which included self-assessment by the students, matching the assessments with the teacher, and reinforcement based on a match between teacher and child ratings, was conducted by teachers in two classrooms located at a Head Start center in a large urban area. Results suggest that use of the procedure improved on-task behavior of the target students and decreased off-task and competing behavior. For the teachers, use of a group approach to self-management served the dual purpose of addressing individual student needs while promoting independent and responsible behavior for all members of the class.  相似文献   

The framing of ecopedagogy as/in scapes: Methodology of the issue     

Phillip G. Payne 《The Journal of environmental education》2018,49(2):71-87

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Exercise and Children’s Intelligence, Cognition, and Academic Achievement   总被引：1，自引：0，他引：1  

Phillip D. Tomporowski  Catherine L. Davis  Patricia H. Miller  Jack A. Naglieri 《Educational Psychology Review》2008,20(2):111-131

Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates children’s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions). Exercise may prove to be a simple, yet important, method of enhancing those aspects of children’s mental functioning central to cognitive development.

Phillip D. TomporowskiEmail:

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Postcritical knowledge ecology in the Anthropocene     

Yoshifumi Nakagawa  Phillip G. Payne 《Educational Philosophy and Theory》2019,51(6):559-571

The always vexed relationships between philosophy, theory, methodology, empirical work and their representations and legitimations have been thrown into chaos with the belated acknowledgement of the Anthropocene. Unsurprisingly, traditional Western thought may have been complicit, given its underlying anthropocentric assumptions and humanist commitments in education philosophy, theory and practice. The postcritical knowledge ecology developed here is applied to both a modest and responsible form of methodological inquiry in an ethnographic study of nature experience. Our contextualised experiment adds to the nascent literature of an environmentally oriented education now demanded in the Anthropocene.  相似文献   

The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case Study in Learning About Biodiversity   总被引：1，自引：1，他引：0  

Graham W. Scott  Raymond Goulder  Phillip Wheeler  Lisa J. Scott  Michelle L. Tobin  Sara Marsham 《Journal of Science Education and Technology》2012,21(1):11-21

Fieldwork is assumed by most practitioners to be an important if not essential component of a degree level education in the environmental sciences. However, there is strong evidence that as a result of a wide range of pressures (academic, financial and societal) fieldwork is in decline in the UK and elsewhere. In this paper we discuss the value of fieldwork in a higher education context and present the results of a case study which illustrates its value to student learning and the wider student experience. We used qualitative and quantitative methods to compare the impact of two learning tasks upon the affective and cognitive domains of students. We designed two tasks. One task that included fieldwork, and required students to collect organisms from the field and make labelled drawings of them, and one task that omitted the fieldwork and simply required drawing of specimens that the students had not collected. We evaluated the students’ experience through structured and semi-structured questionnaires and written exercises. Students did not perceive the two tasks as being equivalent to one another. They reported that they enjoy fieldwork and value it (in the contexts of their learning at university, life-long learning, and in relation to their career aspirations) and felt that they learn more effectively in the field. Our students were better able to construct a taxonomic list of organisms that they had collected themselves, better able to recall the structural detail of these organisms and were better able to recall the detail of an ecological sampling methodology that they had personally carried out in the field rather than one that a tutor had described to them in a classroom setting. Our case study supports the growing body of evidence that fieldwork is an important way of enhancing undergraduate learning and highlights some key areas for future research.  相似文献   

Engineering education research in European Journal of Engineering Education and Journal of Engineering Education: citation and reference discipline analysis     

Phillip C. Wankat  Bill Williams  Pedro Neto 《European Journal of Engineering Education》2014,39(1):7-17

The authors, citations and content of European Journal of Engineering Education (EJEE) and Journal of Engineering Education (JEE) in 1973 (JEE, 1975 EJEE), 1983, 1993, 2003, and available 2013 issues were analysed. Both journals transitioned from house organs to become engineering education research (EER) journals, although JEE transitioned first. In this process the number of citations rose, particularly of education and psychology sources; the percentage of research articles increased markedly as did the number of reference disciplines. The number of papers per issue, the number of single author papers, and the citations of science and engineering sources decreased. EJEE has a very broad geographic spread of authors while JEE authors are mainly US based. A ‘silo’ mentality where general engineering education researchers do not communicate with EER researchers in different engineering disciplines is evident. There is some danger that EER may develop into a silo that does not communicate with technically oriented engineering professors.  相似文献   

Exploring the effect of task instructions on topic beliefs and topic belief justifications: A mixed methods study     

Matthew T. McCrudden  Phillip C. Sparks 《Contemporary educational psychology》2014

The purpose of this mixed methods study was to investigate whether task instructions that asked adolescents to evaluate the merit of both sides of a controversial issue would affect their topic beliefs and topic belief justifications after they read belief-consistent and belief-inconsistent information. In the quantitative phase, we conducted an experiment in which high school students (n = 45) were randomly assigned to one of four conditions and received their respective pre-reading task instructions. Quantitative analyses showed that task instructions affected topic beliefs and belief justifications. However, inspection of topic belief scores within each condition indicated that some individuals’ beliefs became weaker, whereas others’ became stronger. In the qualitative phase, we conducted interviews to explain why this occurred. The interview data revealed two distinct reader profiles: belief-reflection and belief-protection. The data sets were complementary: the quantitative data indicated group differences in topic beliefs and belief justifications, and the qualitative data allowed us to explain differences within and across groups.  相似文献   

Is Self‐Esteem a Cause or Consequence of Social Support? A 4‐Year Longitudinal Study     

Sarah L. Marshall  Phillip D. Parker  Joseph Ciarrochi  Patrick C.L. Heaven 《Child development》2014,85(3):1275-1291

Considerable research has been devoted to examining the relations between self‐esteem and social support. However, the exact nature and direction of these relations are not well understood. Measures of self‐esteem, and social support quantity and quality were administered to 961 adolescents across five yearly time points (M_age = 13.41 years). Structural equation modeling (SEM) was utilized to test between a self‐esteem antecedent model (self‐esteem precedes changes in social support), self‐esteem consequence model (social support precedes change in self‐esteem), and a reciprocal influence model. Self‐esteem reliably predicted increasing levels of social support quality and network size across time. In contrast, the consequence model was not supported. The implications of this for helping adolescents to develop higher quality social support structures are discussed.  相似文献   

Ecopedagogy as/in scapes: Theorizing the issue,assemblages, and metamethodology     

Phillip G. Payne 《The Journal of environmental education》2018,49(2):177-188

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Comprehension Training and Reading Performance     

Phillip J. Moore  John R. Kirby 《Literacy》1988,22(2):126-136

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