Editorial note     

Jan Germen Janmaat  Tristan McCowan  Sheila Trahar 《Compare》2018,48(6)

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Editorial note     

Sheila Trahar  Jan German Janmaat  Tristan McCowan 《Compare》2018,48(2):169-170

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Buffering against performance classroom goal structures: The importance of autonomy support and classroom community     

Keith D. Ciani  Michael J. Middleton  Jessica J. Summers  Kennon M. Sheldon 《Contemporary educational psychology》2010

The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical frameworks of motivation to highlight student perceptions of contextual variables that may mitigate or “buffer” the negative relationship between a perceived performance-oriented classroom goal structure and mastery goals. Survey data were collected from 178 high school students in 15 mathematics classes. Multilevel modeling was used to test student perceptions of three contextual buffers: classroom community, teacher’s autonomy support, and a mastery classroom goal structure. Two significant interactions revealed that classroom community and autonomy support erased the negative effect of a perceived performance classroom goal structure. Results provide practitioners with tools for counteracting potential negative implications of emphasizing performance in the classroom.  相似文献   

Different stakeholders in education     

Germ Janmaat  Tristan McCowan  Nitya Rao 《Compare》2016,46(2):169-171

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Community,curriculum and learning     

Tristan McCowan  Germ Janmaat  Nitya Rao 《Compare》2016,46(3):341-343

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Using behaviour contracts to decrease antisocial behaviour in four boys with an autistic spectrum disorder at home and at school     

Emma Hawkins  Sheri Kingsdorf  Jackie Charnock  Mariann Szabo  Edi Middleton  Jo Phillips  Grant Gautreaux 《British Journal of Special Education》2011,38(4):201-208

This article describes how a behaviour contract has been implemented to achieve positive and enduring results for four boys with a diagnosis of an autistic spectrum disorder (ASD). Four case studies are described which address reductions in behaviours such as assaultive and destructive behaviour, out‐of‐seat behaviour, inappropriate contact with others and loud vocalisations, while also increasing the following of directions in the classroom and at playtimes. The common thread across all of the case studies is the use of the behaviour contract and the link that is built between home and school. The authors suggest that it is this contingent link that is the basis for the success in each of these studies. Based on their research, they believe that the behaviour contract can be considered an important and useful tool in helping address challenging behaviours in children with an ASD. Emma Hawkins is the Director of Education at The Jigsaw CABAS® School and oversees the implementation of strategies at the school to improve the behaviour of the pupils. Grant Gautreaux, from Nicholls State University in Louisiana, consults at The Jigsaw CABAS® School and is a member of the CABAS® Board. All of the remaining authors work at The Jigsaw CABAS® School and have successfully implemented the behaviour contract in their classrooms.  相似文献   

Foreword to chapters 1–3     

Victor Middleton 《Cultural Trends》1998,8(32):1-4

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The Doctoral Portfolio: Centerpiece of a Comprehensive System of Evaluation     

Debra C. Cobia  Jamie S. Carney  Joseph A. Buckhalt  Rene A. Middleton  David M. Shannon  Robyn Trippany  Elizabeth Kunkel 《Counselor Education & Supervision》2005,44(4):242-254

The authors describe the process used to revise a traditional doctoral student evaluation system from one that consisted of written comprehensive and final oral examinations to one that features portfolio development. Student competence, expected student outcomes in each competency area, procedures for portfolio development, and documents and procedures for faculty review of the portfolios are described. Recommendations for implementing such a system and implications for counselor education programs are discussed.  相似文献   

Markets,Ideologies and Primary Initial Teacher Education     

Sheila Miles  Chris Middleton 《International Studies in Sociology of Education》2013,23(1):109-127

ABSTRACT

The British government's proposals for the reform of primary initial teacher education (ITE), including the transfer of major responsibility to schools, are examined in the context of their plans for more centralised control over the curriculum and the imposition of traditional methods of teaching. A model of appropriate objectives for school‐based primary ITE is outlined and an alternative concept of partnership based on co‐operation between higher education institutions and schools put forward. Implications of the reforms for primary schools are considered. In an attempt to make sense of the government's proposals, the apparent contradiction between its commitment to an educational market and the actual concentration of power in its own hands is explored. The reforms are shown to be part of a sustained attack on education professionals, and to illustrate how market relations may be used to promote the dominance of the central state by fragmenting opposition.  相似文献   

The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical,Methodological, and Instructional Implications     

Lisa Linnenbrink-Garcia  Michael J. Middleton  Keith D. Ciani  Matthew A. Easter  Paul A. O'Keefe  Akane Zusho 《教育心理学家》2013,48(4):281-301

In current research on achievement goal theory, most researchers differentiate between performance-approach and performance-avoidance goal orientations. Evidence from prior research and from several previously published data sets is used to highlight that the correlation is often rather large, with a number of studies reporting correlations above .50. The large magnitude of this correlation raises questions and warrants further investigation. The size of the correlation also varies substantially across studies; thus, several potential moderators were considered. Minimal evidence for moderation was found, with little variability in relations as a function of fear of failure, culture, and specificity of the goal assessment. There was some evidence of variability in the correlation based on age, perceived competence, and assessment instrument. The article concludes by highlighting theoretical, methodological, and instructional questions that arise as a result of the large correlation and making recommendations and guidance for research, instructional practice, and theory advancement.  相似文献