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Louise Spear‐Swerling Robert J. Sternberg 《Learning disabilities research & practice》2001,16(1):51-57
Although educators may teach well without knowledge of scientific research, students obtain greater benefits from knowledgeable teachers who ensure that scientific research is incorporated into their instruction. In this paper, scientific findings and practical implications are compared and some suggestions to close the gap between science and practice are provided. In this article we examine what science offers general and special educators who teach reading. We review some well‐established scientific findings about reading and their practical implications, not only for children with reading disabilities, but for other children as well. In addition, we consider some broader ways that science may be useful to educators. We conclude with some suggestions for individual teachers interested in becoming more familiar with scientific research on reading. 相似文献
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Robert J. Sternberg 《Educational Psychology Review》2018,30(3):857-884
This article reviews four interrelated approaches to reducing an inequitable gap in cognitive and educational test scores between individuals of a dominant culture and individuals of other cultures or subcultures. These approaches include (a) use of broader measures, (b) performance- and project-based assessments, (c) direct measurement of knowledge and skills relevant to environmental adaptation, and (d) dynamic assessment. It is concluded that when appropriate assessment is done that recognizes students’ diverse cultural and social backgrounds, equity can increase, predictive validity of cognitive and educational tests can increase, and at the same time, racial/ethnic/culture differences can decrease. 相似文献
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Educators know that variables beyond abilities affect students’ performance in school and their interactions with their teachers. Thinking styles are such a variable. Thinking styles are preferred ways of thinking. They are not abilities but rather preferred ways of expressing these abilities. Both students and teachers vary in thinking styles, and in systematic ways. For example, teachers tend to match the stylistic pattern of the school, and students to match the stylistic pattern of their teachers. Teachers tend to overestimate the extent to which their students match their own styles, and also evaluate more favorably students whose styles match their own. Thus, teachers are more likely to identify as “gifted” not only high ability students, but those who match them stylistically.
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Robert J. Sternberg 《Educational Psychology Review》2002,14(4):383-393
This article describes how we can teach students more effectively by teaching for successful intelligence. Teaching for successful intelligence involves instructing and assessing analytically, creatively, and practically, as well as for memory. Such teaching helps students recognize and capitalize on strengths, and at the same time recognize and correct or compensate for weaknesses. The article describes how to teach for successful intelligence and presents empirical evidence that teaching for successful intelligence really works in the classroom in raising student achievement. 相似文献
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OBJECTIVE: To introduce and evaluate a structured interview protocol designed for investigative interviews of youthful alleged perpetrators of child sexual abuse. METHOD: Seventy-two alleged perpetrators ranging from 9 to 14 years of age (M = 12 years) were interviewed by 1 of 13 experienced youth investigators, employed by the Israeli Ministry of Labour and Social Affairs, about incidents that had been reported by alleged victims. All interviews were conducted as part of the investigators' regular work and followed the structured interview guide appended to this article. RESULTS: Interviewers questioned older and younger children similarly, but addressed fewer invitations, directive questions, and option-posing prompts to suspects who denied the allegations than to those who partially or fully admitted them. The total number of details provided by the suspects did not vary depending on their age or whether or not they fully or partially admitted the allegations. In both cases, more information was elicited using invitations rather than suggestive or option-posing prompts. CONCLUSION: Contrary to expectations, suspects who at least partially admitted their involvement provided considerable amounts of information and were very responsive to free recall prompts, although interviewers used more risky (potentially error-inducing) prompts when interviewing suspects rather than alleged victims. 相似文献
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Robert J. Sternberg 《Educational Psychology Review》1996,8(2):175-185
Educational psychology has fallen, but it can get up. It has fallen because of its uncertainty, as a field, as to its own core. I argue that the core of the field ought to be in the multifaceted analysis of the teaching—learning process. A useful construct for analyzing this process is that of expertise—what is it that makes for an expert teacher and an expert learner? Expertise is a prototype, and so in order to understand expertise, we need to understand the prototypes we have formed for expert teachers and students. I discuss the prototype of the expert teacher in terms of knowledge, efficiency, and insight; and the prototype of the expert student in terms of the kinds of abilities that are currently valued in schools and that we might further value. This discussion therefore points out that prototypes are not fixed: We can decide what we value, and thereby, what constitutes expertise in a given domain. 相似文献
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We introduce in this article the construct of theme-park psychology which we define as psychological theory and research drawn only from limited and unrepresentative samples of participants, tasks and situational contexts within the context of worldwide populations. Results obtained from limited populations, tasks, and situational contexts often are inappropriately generalized and then used as a basis for educational policy. In theme-park psychology, easy-to-study populations, tasks, and situational contexts repeatedly may show the same patterns in data, leading to tantalizing generalizations that are nevertheless wrong. We describe studies by ourselves and by others with respect to human intelligence that illustrate our views and that cast doubt on traditional notions. 相似文献
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Robert J. Sternberg 《教育心理学家》2013,48(3-4):201-222
In this article, I discuss the effect technology has had on the development of intelligence testing. I propose three fundamental principles of technology. First: Old technologies do not die; they just fade away. Sometimes they are like age spots, which fade away ever so slowly, if at all. Second: Successful technologies multiply like rabbits. And like rabbits, when they have multiplied extensively, they will start to invade areas where they are unnecessary, and even useless. Third: Successful technologies are originally driven by ideas. Once the technologies succeed, however, they start driving ideas, instead of being driven by them. After discussing these principles, I describe the specifications for the Sternberg Triarchic Abilities Test (STAT), a new test that is theory driven rather than technology driven. 相似文献