The Impact of Pre‐school Children's Intelligence and Adjustment on their Parents’ Long‐term Educational Expectations     

Edmund J. S. Sonuga‐Barke  Jim Stevenson  Margaret Thompson  Mike Lamparelli  Mandy Goldfoot 《教育心理学》1995,15(2):141-148

The present study set out to examine the role played by preschool children's intellectual and behavioural characteristics in their parents’ expectations for school performance. Preschool children who were expected by their parents to attend university were compared with those who were expected to leave school at the earliest opportunity. Children whose parents had lower expectations came from lower social classes and tended to be boys. The two groups differed in a number of other ways. The high expectations group tended to be more intelligent and less overactive. When the associations between expectations, sex and SES were controlled for, these differences persisted. The findings show that there is already an association between high educational expectations and educational advantage before children enter school. Educationalists should be cautious when developing policy on the basis of the assumption that the reported association between parental expectations and school achievement reflects the impact of expectations rather than the persistence of early acquired competence.  相似文献   

Assessing Model Similarity in Structural Equation Modeling     

Keke Lai  Samuel B. Green  Roy Levy  Ray E. Reichenberg  Yuning Xu  Marilyn S. Thompson 《Structural equation modeling》2016,23(4):491-506

Two models can be nonequivalent, but fit very similarly across a wide range of data sets. These near-equivalent models, like equivalent models, should be considered rival explanations for results of a study if they represent plausible explanations for the phenomenon of interest. Prior to conducting a study, researchers should evaluate plausible models that are alternatives to those hypothesized to evaluate whether they are near-equivalent or equivalent and, in so doing, address the adequacy of the study’s methodology. To assess the extent to which alternative models for a study are empirically distinguishable, we propose 5 indexes that quantify the degree of similarity in fit between 2 models across a specified universe of data sets. These indexes compare either the maximum likelihood fit function values or the residual covariance matrices of models. Illustrations are provided to support interpretations of these similarity indexes.  相似文献   

Effects of key state policies on private colleges and universities: sustaining private-sector capacity in the face of the higher education access challenge     

Fred Thompson  William Zumeta   《Economics of Education Review》2001,20(6):303

The relationship between key state policy variables — (1) relative (private–public) tuition prices, (2) state student-aid funding, and (3) public institution density — and the competitive position of private colleges and universities is examined. Elite private schools are found to be nearly impervious to state policy. Large and moderately selective private institutions are adversely affected by public institution density and low public prices. Such prices divert students who would otherwise prefer these private institutions to similar public schools. State student aid funding most affects the enrollment market shares of the small, low-selectivity private colleges enrolling the greatest proportions of minority and modest-income students. The findings suggest state policies in this era of strong demand for higher education and constrained public sector capacity should use price signals (student aid and public institution pricing) to encourage students to consider seriously whether private higher education might serve their needs as well as or better than public institutions.  相似文献   

The implications of UPE for teacher education     

A. R. Thompson  J. J. Greenland 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(2):199-213

The huge and sudden increase in the demand for qualified teachers which UPE has occasioned is obliging many countries to develop alternatives to conventional initial training, notably distance programmes and the use of headteachers as trainers of their staff. Universal primary, but not secondary, education also implies changing the content of the training curriculum. All these innovations should not be viewed as threatening constraints but as opportunities for progress towards a policy of lifelong professional development. Features of such a policy would include a review of the respective contributions of initial, induction and inservice training, school-based and school-focussed alternatives to the course, a concern with the cost-effectiveness of different strategies, and the active involvement of teachers in their own training.

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Zusammenfassung In vielen Ländern hat der weltweite Ausbau des Primarschulwesens einen gewaltigen und plötzlichen Anstieg im Bedarf an qualifizierten Lehrkörpern nach sich gezogen. Dadurch wurden viele Länder gleichermaßen gezwungen, Alternativen zur herkömmlichen Anfangsausbildung zu entwickeln, insbesondere Fernunterricht und Einsatz von Schulleitern bei der Ausbildung ihres Lehrpersonals. Der weltweite Ausbau der Primar-, aber nicht Sekundarerziehung impliziert eine inhaltliche Änderung des Ausbildungscurriculums. All diese Innovationen sollten nicht als bedrohliche Zwänge, sondern als richtungsweisende Möglichkeiten für ein Programm lebenslanger, beruflicher Entwicklung angesehen werden. Eine solche Bildungspolitik würde u.a. einen Rückblich auf anfängliche, einführende und weiterführende Formen der Ausbildung einschließen. Sie würde aber auch die auf Schulen basierten und konzentrierten Alternativen zu dem Kursus gewährleisten. Sie sind die Formen, die Kostenwirksamkeit verschiedener Strategien sichern und die Lehrer aktiv an ihrer eigenen Ausbildung beteiligen.

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Résumé La croissance soudaine et intense de la demande d'enseignants qualifiés que l'enseignement primaire universel a provoquée oblige de nombreux pays à recourir à d'autres moyens que la formation initiale conventionelle, notamment à des programmes à distance et à l'emploi des directeurs d'établissement comme formateurs de leur propre personnel enseignant. L'enseignement primaire universel — mais non le secondaire — implique aussi des changements dans le contenu du curriculum de formation. Toutes ces innovations ne devraient pas être regardées comme des contraintes menaçantes mais plutôt comme des occasions de progresser vers une politique de développement professionnel continu. Une telle politique incorporerait les aspects suivants: évaluation des contributions respectives apportées par la formation initiale, la formation à l'entrée en service et celle en cours d'emploi; choix entre le cours traditionnel et celui donné à l'école et centré sur les besoins de l'école; étude du rapport coût-efficacité des différentes stratégies de formation, et participation active des enseignants à leur propre formation.

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Reliability and concurrent validity of a measure of critical thinking skills in biology     

Mary Anne McMurray  Paul Beisenherz  Bruce Thompson 《科学教学研究杂志》1991,28(2):183-191

The present study investigated the utility of 52 items, selected from a readily available item pool developed for instructional purposes, when the items are used to measure critical thinking abilities of biology students. The items yield scores that have reasonable internal consistency reliability. Furthermore, analyses involving ACT, Watson-Glaser Critical Thinking Appraisal, and Group Embedded Figures Test scores also suggest that the critical thinking test items have good concurrent validity. Thus, the measure may be useful in both science instruction and future research regarding critical thinking phenomena.  相似文献   

The design of tasks in support of teachers’ development of coherent mathematical meanings     

Patrick W. Thompson  Marilyn P. Carlson  Jason Silverman 《Journal of Mathematics Teacher Education》2007,10(4-6):415-432

We examine the role of tasks that have the intended effect of teachers re-conceiving the mathematics they teach as comprising a coherent body of meaningful ideas. We ground our discussion in ideas of trigonometry and modular functions and draw from a professional development research project to illustrate our approach. In this project, many teachers experienced dissonance that was rooted in their commitments to their curricular knowledge of trigonometry. Teachers who built new meanings into a coherent whole were those who coordinated them at a micro level. Teachers who saw implications of their own reasoning for student learning were also successful at expressing that reasoning in natural language. We saw a similar pattern in the case of teachers' creation of meanings for action and process conceptions of mod(f(x),g(x)). Teachers who gained insight into implications of their own activities for student learning were the teachers who reasoned at a micro level in regard to the meaning of mod, who coordinated that meaning with a covariational perspective on the behavior of functions, and who expressed that coordination in natural language. We conclude that a primary feature of tasks that promote teachers' construction of coherent mathematical meanings is that they support an overall effort to have teachers engage in the coordination of meanings in the context of explaining significant ideas and relationships.  相似文献   

Doing time in the sociology of education     

Bob Lingard  Greg Thompson 《British Journal of Sociology of Education》2017,38(1):1-12

Abstract

This article is both an editorial introduction for this special issue and a distinctive contribution in its own right. The article seeks to extend a dynamic and multiple conception of time to the sociology of education to think beyond the clock time associated with modernity and industrialisation. This need is illustrated through an account and critique of E.P. Thompson’s canonical account of clock time. The article argues that this construction of clock time implicitly frames most work in the sociology of education. The concept of ‘timespace’ offers a way to go beyond both clock time and the current ‘spatial turn’ in the sociology of education that prioritises space over time. It is shown how computerisation also ushers in a new temporality, which works simultaneously with clock time and perhaps presages the move from a disciplinary to control society. The article accepts that there are multiple and dynamic temporalities and correlatively supports a working together of historical and sociological imaginations towards a sociology of education that acknowledges and works with multiple temporalities, empirically, methodologically, theoretically and in research writing.  相似文献   

Computer use within a play-based early years curriculum     

Justine Howard  Gareth E. Miles  Laura Rees-Davies 《International Journal of Early Years Education》2012,20(2):175-189

Early years curricula promote learning through play and in addition emphasise the development of computer literacy. Previous research, however, has described that teachers feel unprepared to integrate Information and Communication Technology (ICT) and play. Also, whereas research has suggested that effective computer use in the early years is associated with adult direction, further research suggests adult presence can inhibit play and reduce children's engagement. Focusing on 12 settings following the Welsh play-based Foundation Phase, this paper explores teachers' experiences of integrating computer use into classroom practice, children's levels of engagement with computer activities and how playful children perceive computer use to be. Teachers confidently delivered a variety of computing experiences. Children consistently rated these activities as play regardless of adult presence and demonstrated moderate to high levels of engagement. Findings and the features of observed practice are discussed in relation to the teachers' role as a play partner and the successful co-construction of the play-based curriculum.  相似文献   

Math fluency is etiologically distinct from untimed math performance, decoding fluency, and untimed reading performance: evidence from a twin study     

Petrill S  Logan J  Hart S  Vincent P  Thompson L  Kovas Y  Plomin R 《Journal of learning disabilities》2012,45(4):371-381

The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance.  相似文献   

Parent–youth discordance about youth-witnessed violence: Associations with trauma symptoms and service use in an at-risk sample     

Terri Lewis  Richard Thompson  Jonathan B. Kotch  Laura J. Proctor  Alan J. Litrownik  Diana J. English  Desmond K. Runyan  Tisha R.A. Wiley  Howard Dubowitz 《Child abuse & neglect》2012,36(11-12):790-797

ObjectiveStudies have consistently demonstrated a lack of agreement between youth and parent reports regarding youth-witnessed violence. However, little is known about whether disagreement is associated with poorer outcomes and less utilization of mental health services. The purpose of the current study was to examine disagreement among youth and parents about youth witnessed violence, and determine whether concordance predicted trauma symptoms and recognition of need and receipt of counseling services.MethodsConcordance about youth-witnessed violence was examined in 766 dyads from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Youth participants self-reported trauma symptoms, caregivers indicated youth need for and receipt of services. Both youth and parents provided information about youth-witnessed violence exposure in the last year.ResultsResults showed youth and caregivers differed significantly about youth-witnessed violence. Specifically, 42% of youth reported youth-witnessed violence, compared to only 15% of parents. For those parents who reported youth-witnessed violence, only 29% reported an identified need for services and only 17% reported the youth had received any mental health services. Concordance between parent–youth dyads was associated with greater identified need for services but was not associated with the use of counseling services or trauma symptoms.ConclusionsYouth who reported witnessing violence reported more frequent trauma symptoms regardless of concordance. Parents from dyads in which both informants reported youth-witnessed violence were more likely to endorse need for, but not receipt of counseling services. Given this association between youth-witnessed violence and mental health problems, more work is needed to identify barriers to concordance as well as service utilization.  相似文献