The Use of the Neale Analysis of Reading Ability with Lower Grade Primary School Children     

R. J. Andrews  J. Elkins 《International Journal of Disability, Development & Education》1971,18(1):3-7

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Progress to conservation: Conflict or correct answer?     

Jan Bijstra  Sandy Jackson  Paul van Geert 《European Journal of Psychology of Education - EJPE》1991,6(3):291-301

One of the fundamental problems in socio-cognitive conflict theory concerns what it is that leads to cognitive growth. Is it conflict per se, i.e. the fact that two contradictory opinions are brought together, or is it the presence of the correct answer which is essential for growth. In this experiment, dyads, functioning on the same cognitive level, were formed and asked to solve a conservation-of-length task. The classification of the children in the pre-test was not done according to Piagetian norms, but according to Flavell’s appearance-reality (AR) model: AR non-conservers (AR-NC), AR intermediates (AR-I) and AR conservers (AR-C). Many children who would have been scored as non-conservers in a standard Piagetian task, showed an underlying conservation competence and were classified as AR-I. The results of the interaction suggest that conflict does not lead to appropriate change in AR-NC dyads or AR-I dyads. Furthermore, the results suggest that the most effective method for AR-I to become conservers, is to make them think about a problem and then, to create consensus by confronting the children with others who have also reached the correct solution.  相似文献   

A happy venture: The contributions of Fred and Eleanor Schonell to special education. Part 1‐‐Fred and Eleanor Schonell's contribution to special education in the United Kingdom: 1929‐1949     

Robert J. Andrews∗ 《International Journal of Disability, Development & Education》1982,29(3):155-190

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Simians in the Shape School: A comparative study of executive attention     

Kristin French  Michael J. Beran  Kimberly Andrews Espy  David A. Washburn 《Learning & behavior》2018,46(3):281-293

Executive functions (EF) have been studied extensively in children and adults. However, EF tasks for young children can be difficult to administer and interpret. Espy (1997, Developmental Neuropsychology, 13, 495–499) designed the Shape School task to measure inhibition and switching in preschool-aged children. Shape School presents cartoon-like characters that children must flexibly name by their color, their shape, or both, depending on cues that indicate the appropriate rule. Shape School has been found to be age sensitive as well as predictive of performance on other EF tasks. We presented a computerized analogue of Shape School to seven rhesus macaques. Monkeys were trained to categorize characters by color or shape, or to inhibit this response, depending on whether the characters had eyes open, eyes closed, or wore hats. Monkeys performed above chance on the inhibition and switching components of the task. Long runs of a single classification rule and long runs of noninhibition trials had no significant impact on performance when the rule changed or inhibition was required. This nonverbal adaptation of Shape School can measure EF in nonhuman animals and could be used in conjunction with other EF tasks to provide a clearer picture of both human and nonhuman executive functions.  相似文献   

Boxing clever: using shoeboxes to support home–school knowledge exchange     

Pamela Greenhough  Mary Scanlan  Anthony Feiler  David Johnson  Wan Ching Yee  Jane Andrews  Alison Price  Maggie Smithson  Martin Hughes 《Literacy》2005,39(2):97-103

A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning.  相似文献   

THE PLACE OF SYSTEMATIC REVIEWS IN EDUCATION RESEARCH     

Richard  Andrews    《British Journal of Educational Studies》2005,53(4):399-416

ABSTRACT:  The use of systematic reviews in educational research is a growing phenomenon in the UK, but is highly controversial. This article argues that such reviews have a useful place in a research cycle that wishes to inform and be informed by practice and policy. It proposes and discusses a model of educational research, showing how reviews relate to small or large-scale primary studies.  相似文献   

Characteristics of respondents who respond differently to positively and negatively worded items on rating scales   总被引：2，自引：1，他引：2  

Gail H. Weems  Anthony J. Onwuegbuzie  James B. Schreiber  Sandy J. Eggers 《Assessment & Evaluation in Higher Education》2003,28(6):587-606

Although evidence prevails that including positively and negatively worded items within the same scale can lead to differential response patterns, little is known about factors that predict how different these responses will be. Thus, three datasets were analysed to investigate the characteristics of respondents whose responses between positively and negatively worded items are most different. The three studies yielded two major findings: (i) responses to the positively worded items yielded statistically significantly higher means than did responses to the negatively worded items, and (ii) several characteristics were identified pertaining to those who tend to have the largest absolute discrepancies in responses between the two sets of items.  相似文献   

Computer‐assisted distance education: off‐line and on‐line American experiences     

James Andrews  John Strain 《Distance Education》1985,6(2):143-157

Computer‐assisted learning is having positive effects in distance education. Increased completion rates and enrolments at the Center for Independent Study, University of Missouri can be attributed to successful implementation of off‐line and on‐line systems. The Missouri system is compared to those in other distance teaching institutions and the strengths and weaknesses of the system are analysed.  相似文献   

Spatial strategies of oriented travel inCallicebus moloch andSaimiri sciureus     

Michael W. Andrews 《Learning & behavior》1988,16(4):429-435

The behavior of 9 titi monkeys (Callicebus moloch) and 12 squirrel monkeys (Saimiri sciureus) was examined with respect to three categorical strategies of spatial orientation: direction, turn, and place strategies. Individual animals were initially trained to travel to a fixed location from a constant release point. Following the initial training, each animal was tested by releasing it a number of times from three other release points and analyzing its travel paths. During testing, most individual subjects tended to be highly consistent in their spatial behavior, typically following travel paths consistent with one of the three spatial strategies. No one spatial strategy, however, characterized the behavior of either species.  相似文献   

Creating cultures of disability to control young people in Australian schools   总被引：1，自引：0，他引：1  

Roger Slee  Sandy Cook 《The Urban Review》1994,26(1):15-23

State and territory education departments across Australia have been attempting to respond to reported increases in the levels of disruption in schools. The problem is considered particularly severe in urban secondary schools. This paper examines the way in which integration or “mainstreaming” policies have been subverted in order to control disruptive young people by labeling them as defective.  相似文献