Intelligence testing: the legitimation of a meritocratic educational science     

Theresa Richardson  Erwin V. Johanningmeier 《International Journal of Educational Research》1998,27(8):293

This chapter addresses the origin, legacy, and persistence of intelligence testing in the United States as a process whereby education was colonized by the field of psychology. The convergence of events which fostered the development of intelligence tests and which maintain them in high standing link the history of schooling to the larger field of social change and reinforce the idea that schools are inseparable from the social climate of which they are a product. Intelligent tests were created as, and are, efficient sorting mechanisms in schools that reflect dominant values and contribute to social stability by justifying unequal educational outcomes as a natural and objective process. In spite of their seemingly meritocratic potential, intelligence tests are a primary mechanism for the reproductive role of schooling in society as reinforcing class, race, and ethnic biases.  相似文献   

March     

Dorothy Lee Richardson 《The Educational forum》2013,77(3)

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“Of one blood … all nations”     

Dorothy Lee Richardson 《The Educational forum》2013,77(2)

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November     

Dorothy Lee Richardson 《The Educational forum》2013,77(1)

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Two reports of democratic practices in secondary schools     

Jesse M. Richardson 《Peabody Journal of Education》2013,88(1):423-425

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The influence of achievement goals and social goals on help-seeking from peers in an academic context     

Peggy Roussel  Andrew J. Elliot 《Learning and Instruction》2011,21(3):394-402

The influence of achievement goals and social goals on help-seeking from peers in an academic context was examined in two studies. A total of 551 high school students participated in the two studies. The results across the studies demonstrated strong convergence, revealing that mastery-approach, mastery-avoidance, and friendship-approach goals were positive predictors of instrumental help-seeking, whereas performance-avoidance and friendship-avoidance goals were negative predictors. Study 2 additionally demonstrated that attitudes toward help-seeking mediate the influence of achievement and social goals on instrumental help-seeking. These results add to the body of work investigating achievement and social motivation together to more fully understand motivational influences on academic outcomes.  相似文献   

Location, location, location: development of spatiotemporal sequence learning in infancy     

Kirkham NZ  Slemmer JA  Richardson DC  Johnson SP 《Child development》2007,78(5):1559-1571

We investigated infants' sensitivity to spatiotemporal structure. In Experiment 1, circles appeared in a statistically defined spatial pattern. At test 11-month-olds, but not 8-month-olds, looked longer at a novel spatial sequence. Experiment 2 presented different color/shape stimuli, but only the location sequence was violated during test; 8-month-olds preferred the novel spatial structure, but 5-month-olds did not. In Experiment 3, the locations but not color/shape pairings were constant at test; 5-month-olds showed a novelty preference. Experiment 4 examined "online learning": We recorded eye movements of 8-month-olds watching a spatiotemporal sequence. Saccade latencies to predictable locations decreased. We argue that temporal order statistics involving informative spatial relations become available to infants during the first year after birth, assisted by multiple cues.  相似文献   

The influence of hydration on anaerobic performance: a review     

Kraft JA  Green JM  Bishop PA  Richardson MT  Neggers YH  Leeper JD 《Research quarterly for exercise and sport》2012,83(2):282-292

This review examines the influence of dehydration on muscular strength and endurance and on single and repeated anaerobic sprint bouts. Describing hydration effects on anaerobic performance is difficult because various exercise modes are dominated by anaerobic energy pathways, but still contain inherent physiological differences. The critical level of water deficit (approximately 3-4%; mode dependent) affecting anaerobic performance is larger than the deficit (approximately 2%) impairing endurance performance. A critical performance-duration component (> 30 s) may also exist. Moderate dehydration (approximately 3% body weight; precise threshold depends on work/recovery ratio) impairs repeated anaerobic bouts, which place an increased demand on aerobic metabolism. Interactions between dehydration level, dehydration mode, testing mode, performance duration, and work/recovery ratio during repeated bouts make the dehydration threshold influencing anaerobic performance mode dependent.  相似文献   

Vocational education in Scotland part-time and full-time     

John F. Richardson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(1):91-98

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Investigation of the angle-block of Howe's Truss     

J.M. Richardson 《Journal of The Franklin Institute》1855,59(5):306-309

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