Age Differences in the Dimensions of Perceived Control during Middle Childhood: Implications for Developmental Conceptualizations and Research     

Ellen A. Skinner 《Child development》1990,61(6):1882-1890

2 studies investigated developmental differentiation of children's causal beliefs across middle childhood. Grounded in meta-theories suggesting that development is characterized by progressive differentiation, hypotheses were derived from theory and research on the multiple dimensions of children's perceived control and on developmental changes in children's concepts of causal constructs. Age differences in the organization of children's causal perceptions were explored and replicated ( N 's = 294 and 240, ages 7–12). Analyses of factor structure of children's beliefs about the effectiveness of 5 causes for school success and failure (effort, ability, powerful others, luck, and unknown factors) revealed that beliefs became more differentiated with age. At ages 7–8, 2 dimensions were found, 1 marked by unknown and 1 by the remaining causes. At ages 9–10, 3 factors were present, marked by "internal,""external," and unknown means. By ages 11–12, 4 factors were indicated, marked by effort, ability, "external," and unknown causes. Findings suggested that different theories of perceived control may provide more useful accounts of the dimensions of causal beliefs at different ages. Implications were derived for measurement of perceived control and investigation of developmental change in its effects on children's motivation and behavior.  相似文献   

An investigation of Detect,Practice, and Repair to remedy math‐fact deficits in a group of third‐grade students     

Brian C. Poncy  Christopher H. Skinner  Philip K. Axtell 《Psychology in the schools》2010,47(4):342-353

A multiple‐probe‐across‐problem‐sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication‐fact fluency development in seven third‐grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group‐administered, metronome‐paced assessment used to identify specific facts in need of repair. Next, Cover, Copy, and Compare (CCC) procedures are used to enhance automaticity with those specific facts. Lastly, students complete a 1‐min speed drill and self‐graph their fluency performance. Results showed large level and trend increases in fact fluency after DPR was applied across all three sets of multiplication problems. Discussion focuses on the importance of developing effective and efficient basic‐skill‐remediation procedures and directions for future research. © 2010 Wiley Periodicals, Inc.  相似文献   

Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies     

Danielle N. Pappas  Christopher H. Skinner  Amy L. Skinner 《Psychology in the schools》2010,47(9):887-902

An across‐groups (classrooms), multiple‐baseline design was used to investigate the effects of an interdependent group‐oriented contingency on the Accelerated Reader (AR) performance of fourth‐grade students. A total of 32 students in three classes participated. Before the study began, an independent group‐oriented reward program was being applied (i.e., a student received access to a tangible reward after passing each AR comprehension test). This program was supplemented with an interdependent group‐oriented contingency, and results showed that the number of quizzes passed per week increased immediately after the intervention was applied; however, this increase was not maintained. When students were divided into ability groups based on their average baseline performance, the lowest performing students exhibited a statistically significant increase in quiz performance (i.e., quizzes taken, quizzes passed, and book level), but no significant changes were found in the average and high performing groups. © 2010 Wiley Periodicals, Inc.  相似文献   

The Cultural Roots of Professional Wisdom: Towards a broader view of teacher expertise   总被引：2，自引：0，他引：2  

David  Carr & Don  Skinner 《Educational Philosophy and Theory》2009,41(2):141-154

Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy in medical practice. This paper argues that while recent developments in professional teacher education and training may have moved on from erstwhile instrumentalist and/or applied science (competence and other) perspectives, there may yet be a case for further progress towards a rather more sophisticated philosophical psychology of teacher knowledge and expertise.  相似文献   

An action research study into the role of student negotiation in enhancing perceived student engagement during English speaking classes at university level in Turkey     

Mehmet Sercan Uztosun  Nigel Skinner  Jill Cadorath 《Educational Action Research》2018,26(1):106-126

A major issue in English language teaching in Turkey and other monolingual countries is the teaching of spoken English. This article reports the initial and final stages of an action research study which used student negotiation to enhance student engagement in speaking classes. The research was conducted in the English Language Teaching Department of a university in Turkey and involved the provision of student-negotiated speaking classes for one term during which qualitative and quantitative data collected from students through questionnaires on a weekly basis informed the design of the speaking activities. The results of content analysis and Wilcoxon signed-rank tests showed that student negotiation promoted student engagement through providing speaking classes appropriate to students’ needs and interests, which resulted in more positive perceived speaking ability and greater willingness to communicate. This study demonstrates the significance of student negotiation in speaking classes and has implications for enhancing student engagement in speaking classroom activities.  相似文献   

Inquiry sessions: An assist for teaching science via instructional television in the elementary schools     

Ray Skinner 《科学教学研究杂志》1967,5(4):346-350

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Measuring specific interests in biological,physical and earth sciences in intermediate grade levels     

Ray Skinner  Robert S. Barcikowski 《科学教学研究杂志》1973,10(2):153-158

The Science Activities Checklist which was revised from the Reed activities checklist shows promise of providing science teachers with an instrument to measure interest in biological, earth, and physical science. If teachers are sincere in their efforts to foster interest in their specific science field, this instrument, or the revision the writers are currently committed to, should help them measure behavioral objectives involving science interests.  相似文献   

The effect of intervention strategies on creative thinking skills of pre-service teachers     

Dr Roy Skinner  Dr William Foulds  Ms Judith Cousins 《Research in Science Education》1994,24(1):378-379

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The effects of illustrations on children's comprehension of abstract and concrete passages     

Phillip J. Moore  Michael J. Skinner 《Journal of Research in Reading》1985,8(1):45-56

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Articles published in four school psychology journals from 2000 to 2005: An analysis of experimental/intervention research     

Stacy L. Bliss  Christopher H. Skinner  Briana Hautau  Erin E. Carroll 《Psychology in the schools》2008,45(6):483-498

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