Alex Rosenberg and Robert Arp: <Emphasis Type="Italic">Philosophy of Biology: an Anthology</Emphasis>     

Chris Jenson 《Science & Education》2011,20(2):197-200

  相似文献   

The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years          下载免费PDF全文

K. Lee Raby  Glenn I. Roisman  R. Chris Fraley  Jeffry A. Simpson 《Child development》2015,86(3):695-708

This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes.  相似文献   

Engagement Beyond Interruption: A Performative Perspective on Listening and Ethics     

Chris McRae  Keith Nainby 《Educational Studies A Journal of the American Educational Studies Association》2015,51(2):168-184

This article presents an understanding of listening as a performative and pedagogical act. Moving beyond existing theories of listening in communication and education studies that frame listening as a selective and incremental act, this article considers listening in terms of a performance studies and critical education studies perspective. An argument for listening as an embodied act is developed through the consideration of 3 classroom interactions and the critical reading of existing education and communication studies literature on listening. Six implications of the respecification of listening as a mode of embodiment are offered for critical education studies.  相似文献   

COMPARING METHODS OF IDENTIFYING REINFORCING STIMULI IN SCHOOL CONSULTATION     

Sharon Damon  T. Chris Riley-Tillman  Catherine Fiorello 《Journal of educational and psychological consultation》2013,23(1):31-53

Reinforcement-based interventions, the most frequently used treatments for school-age children, rely on accurately identifying stimuli that will serve to reinforce appropriate classroom behavior. Research has consistently demonstrated that the results from a forced-choice pairing procedure are the best predictors of reinforcing stimuli. Interestingly, systematic evaluation of potential reinforcers is rarely implemented in the school consultation setting. Considering the importance of the reinforcer on reinforcement-based interventions, and the literature focusing on the significance of the selection procedure on accurately identifying a reinforcer, this is concerning. The purpose of these two studies was to examine the effectiveness of identifying reinforcing stimuli for students in the consultation setting using two different methods: stimulus forced-choice and asking the teacher to identify potential reinforcers. The effectiveness of the selected stimuli as reinforcers was studied on two student outcomes: academic production and on-task behavior. The results of the two studies suggested that the reinforcers selected using a forced-choice procedure were more effective than the reinforcers selected from a teacher-identification procedure. Further, results indicated that although stimuli derived from both reinforcer assessment methods were useful at increasing rates of desired behavior, stimuli derived from the forced-choice reinforcer assessment were more consistently effective.  相似文献   

An Initial Comparison Of Collaborative And Expert-Driven Consultation On Treatment Integrity     

Constance Kelleher  T. Chris Riley-Tillman  Thomas J. Power 《Journal of educational and psychological consultation》2013,23(4):294-324

Although over 15 years have passed since Witt (1990) Witt, J. C. 1990. Collaboration in school based consultation: Myth in need of data. Journal of Educational and Psychological Consultation, 1(3): 367–370. [Taylor & Francis Online] , [Google Scholar] noted that no empirical evidence exists to support the contention that a collaborative approach to consultation leads to more positive outcomes than a hierarchical or expert driven approach, this issue generally remains unaddressed (Schulte & Osborne, 2003 Schulte, A. S. and Osborne, S. S. 2003. When assumptive worlds collide: A review of definitions of collaboration in consultation. Journal of Educational and Psychological Consultation, 14(2): 109–138. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). While the literature documenting the benefits of consultation has continued to grow, a true head-to-head comparison has not been conducted. The purpose of the present study was to directly address Witt's call by empirically examining the impact of two consultation styles on a critical variable, practitioner treatment integrity. It was hypothesized that the involvement of practitioners in all aspects of intervention design would increase their level of treatment integrity. Two single-subject experiments using multiple baseline across subjects designs were used to examine the difference in level of treatment integrity for an imported, expert-driven intervention and a partnership-designed intervention. The first experiment was divided into three phases: (a) Phase I, Expert-driven Model; (b) Phase II, Treatment Integrity Intervention; and (c) Phase III, Partnership Model. The second experiment presented the three phases in reverse order to address the possibility of presentation effects: (a) Phase I, Partnership Model; (b) Phase II, Expert-driven Model; and (c) Phase III, Treatment Integrity Intervention. In general, the five participants who completed the three phases of the experiments demonstrated higher levels of treatment integrity during the partnership phase. Overall, the results suggest that engaging with consultees in a collaborative approach may increase the level of integrity with which the intervention is applied.  相似文献   

ESCOT: Coordinating the Influence of R&D and Classroom Practice to Produce Educational Software From Reusable Components     

Jeremy Roschelle  Chris DiGiano 《Interactive Learning Environments》2013,21(1-2):73-107

In a 3-year project, a consortium of university, nonprofit and commercial educational software developers formed a testbed for the rapid assembly of educational software from reusable component tools. This testbed incorporated interactive learning tools from a variety of university, nonprofit, and commercial developers, and hosted decentralized authoring teams consisting of teachers, developers and educational technologists. Within its testbed, the Educational Software Components of Tomorrow (ESCOT) project achieved notable success in (a) producing a large collection of technology-rich learning activities with reuse rates estimated at 90% and (b) scaffolding authoring teams in successful and rewarding collaborative development experiences. Fortunately, since ESCOT was funded as a National Science Foundation research project, we have had time to reflect on the conditions that led to our achievements. In this article, we reflect on the three activities of the project that we believe were most responsible for its success: (1) the selection of a unit of software production (2) the development of a strategy to allow reuse of interoperable software components and (3) the structuring of a distributed, team-based authoring process. We observe that a common characteristic across these activities was reciprocal influence from both the fields of research-based software development and teaching practice.  相似文献   

Control as Care: How Teachers in “No Excuses” Charter Schools Position Their Students and Themselves     

Julianna Lopez Kershen  Jennie Miles Weiner  Chris Torres 《Equity & Excellence in Education》2013,46(3-4):265-283

Abstract

This qualitative study focuses on how early career charter school teachers (n?=?20) in schools utilizing a “no excuses” discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of “what is best for them” and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers’ understandings of care for their students as well as how teacher-student relationships develop.  相似文献   

OF MAPS AND GUIDES     

Chris Argyris 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):49-52

  相似文献   

The impact of educational development workshops on teachers’ practice     

Chris Rust 《International Journal for Academic Development》2013,18(1):72-80

Abstract

Workshops are common practice as a staff and educational development tool in higher education around the world, yet while it is common to seek participants’ immediate reactions there been little attempt made to measure their impact. This paper reviews the available literature on the effectiveness of workshops and reports the findings of a study in to the effectiveness of 33 workshops delivered by the Oxford Centre for Staff and Learning Development over a four month period. The study used questionnaires at the end of the workshops and four months later, and these were followed up by telephone interviews with a sample of participants. The study demonstrates that workshops can lead to changes in practice, and that these changes are themselves deemed to be successful by those involved. In addition, where at the end of a workshop participants report that they are likely to make changes this can be used as a reasonably accurate predictor of subsequent change. The features of workshops identified in end‐of‐workshop questionnaires which are linked with likelihood of subsequent change are also reported.  相似文献   

Social pedagogy in schools: student teacher attitudes in England and Norway     

Chris Kyriacou  Elias Avramidis  Paul Stephens  Tobias Werler 《International Journal of Inclusive Education》2013,17(2):192-204

This study explored the views of student teachers in England and Norway regarding the extent to which they felt the school should take the lead role (in comparison to the roles played by parents and other professional agencies) in addressing the needs of pupils identified by the school as experiencing a problem. A questionnaire comprising 30 problem areas was developed and distributed to student teachers at two universities in England and at two universities in Norway. A total of 542 student teachers participated in the study. The findings indicated that the ratings by student teachers in both countries of these problem areas fell broadly into four main groupings (in terms of the strength of feeling that the school should take the lead role): these concerned poor basic core attainment, disaffection, anti-social behaviour, and unhealthy lifestyles, respectively, except for one very important caveat: concerns regarding bullying received a high rating and were located in the first grouping. These findings are interpreted in the context of whether schools might be ready to adopt a social pedagogical approach to offering targeted support to pupils experiencing such problems and the implications this may have for inclusive education and initial teacher education.  相似文献