Opinion Versus Knowledge: The Influence of Testimony Format on Children’s Judgments in Morally Relevant Contexts     

Jee Young Noh  Laura Marie Elenbaas  Kyung Ja Park  Young Sun Chung  Melanie Killen 《Early education and development》2017,28(2):240-254

Research Findings: To test children’s use of testimony of others, 3 – 9 years (N = 227) made judgments about a potential peer transgression in which the intentions of the protagonist were ambiguous, after hearing two different forms of testimony. The 2 forms of testimony were (a) opposing opinion-based testimony from an adult authority versus a peer consensus group and (b) knowledge-based testimony (eyewitness testimony) that was counter to the participants’ initial judgments. Findings revealed that when testimony was presented in an opinion-based format, children were likely to side with the opinion that reflected their own interpretation of the peer encounter, regardless of whether the opinion came from a peer consensus or an adult authority. However, when knowledge-based testimony was introduced in support of the opposite of children’s initial interpretation of the ambiguous peer encounter, children most often changed their initial judgment to align with the new testimony. That is, children used knowledge-based testimony but not opinion-based testimony to evaluate a potential transgression. Practice or Policy: These findings demonstrate that the way in which testimony is delivered to children has a direct influence on their decision making about peer interactions and has relevance for teacher–student discourse in the classroom.  相似文献   

Assessment of Community Engagement: Moving Beyond Student Learning and Success          下载免费PDF全文

Kristin Norris  H. Anne Weiss 《Assessment Update》2017,29(2):11-13

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Assessing the Sensitivity of Weighted Least Squares Model Fit Indexes to Local Dependence in Item Response Theory Models     

Anne Corinne Huggins-Manley  HyunSuk Han 《Structural equation modeling》2017,24(3):331-340

Given the relationships of item response theory (IRT) models to confirmatory factor analysis (CFA) models, IRT model misspecifications might be detectable through model fit indexes commonly used in categorical CFA. The purpose of this study is to investigate the sensitivity of weighted least squares with adjusted means and variance (WLSMV)-based root mean square error of approximation, comparative fit index, and Tucker–Lewis Index model fit indexes to IRT models that are misspecified due to local dependence (LD). It was found that WLSMV-based fit indexes have some functional relationships to parameter estimate bias in 2-parameter logistic models caused by violations of LD. Continued exploration into these functional relationships and development of LD-detection methods based on such relationships could hold much promise for providing IRT practitioners with global information on violations of local independence.  相似文献   

Coping strategies for adaptation to new teacher appointments: Intervention for retention     

Elaine Sharplin  Marnie O’Neill Anne Chapman 《Teaching and Teacher Education》2011,27(1):136-146

Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty.  相似文献   

Gender attitudes in school have changed mainly in peer relational factors over a period of 35 years     

Mary‐Anne Holfve‐Sabel 《Gender and education》2011,23(1):73-86

The aim of the study is to compare gender patterns of student attitudes toward school, teachers and peers in grade 6 over time. In 1967–68 and in 2003, 1500 pupils responded to the same 40‐item questionnaire. A confirmatory factor analysis was applied. In the gender comparison the within‐class level was used. The more traditional school factors, Interest in School, View of Teacher, and Work Atmosphere, showed no differences between the two time periods. The factor Interest in School showed that girls were more positive than boys. In contrast to this, changes with more positive attitudes had occurred especially in boys’ peer relational factors. In Relations with Classmates and in View of Fuss, the scores were now equal between the two genders, but in View of Peers, and Lack of Anxiety the boys’ attitudinal scores were significantly higher than those of the girls.  相似文献   

Immigrant girls as caregivers to younger siblings: a transnational feminist analysis     

Jo‐Anne Lee 《Gender and education》2011,23(2):105-119

This article employs a transnational feminist lens to examine the experiences of racialised immigrant girls who provide care for their younger siblings. The article draws on findings from a participatory action research study in Victoria, British Columbia, Canada to examine the role that immigrant girls’ caregiving practices play in transnational families’ social, economic, and cultural survival. It argues that greater attention should be given to the diverse and complex contexts, consequences, costs, and contributions of immigrant girls’ caregiving labour.  相似文献   

Instructional design of a distance education cultural awareness course to enhance currency and authenticity     

Susan L. O'Rourke  Marie Martin 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):875-882

This paper describes the development of a virtual learning environment using a blend of collaborative technologies and human resources to provide US preservice teachers with an authentic experience of another culture. A core design component is the use of ‘embedded instructors’ who are natives of and living in the target country (N. Ireland) while delivering the course in the USA. The wider issue of the potential depersonalisation of online learning is also addressed, and effective strategies for promoting the human dimension and sustaining learner engagement are described. In the context of globalisation, as well as of the constantly increasing provision of online courses, the course model could be of interest to both the academic and the corporate world.  相似文献   

Reinventing schools,reforming teaching – By John Bangs et al     

Marie Martin 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):E79-E79

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Telecollaboration 2.0 – Edited by Sarah Guth & Francesca Helm     

Marie Martin EdD 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):E112-E113

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Web 2.0‐based e‐learning – Edited by Mark J W Lee & Catherine McLoughlin     

Marie Martin EdD 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):E172-E173

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