The ethics of randomized controlled trials in social settings: can social trials be scientifically promising and must there be equipoise?     

Allyn Fives  Daniel W. Russell  John Canavan  Rena Lyons  Patricia Eaton  Carmel Devaney 《International Journal of Research & Method in Education》2015,38(1):56-71

In a randomized controlled trial (RCT), treatments are assigned randomly and treatments are withheld from participants. Is it ethically permissible to conduct an RCT in a social setting? This paper addresses two conditions for justifying RCTs: that there should be a state of equipoise and that the trial should be scientifically promising. Illustrated with a discussion of the RCT evaluation of the Wizards of Words reading programme, this paper argues that, first, the two conditions can give rise to genuine moral conflicts, and second, efforts can be made to ensure RCTs in social settings are scientifically promising. The argument of this paper therefore is a departure from the current debate on RCTs, where it is assumed these two justifying conditions should not come into conflict, either because research ethics is derived from the professional's duty of care, or because there is a strong distinction between the ethics of research and the duty of care. This paper also addresses critics who argue that in social settings RCTs cannot be scientifically promising and for that reason they are ethically impermissible.  相似文献   

Exploring the implications of putting the expert performance framework into practice     

Rena F. Subotnik  Linda Jarvin  Kristin Rayhack 《High Ability Studies》2007,18(1):85-87

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An Exploration of Children's Experiences of Art in the Classroom     

Jenny Louise Hallam  Des Hewitt  Sarah Buxton 《The International Journal of Art & Design Education》2014,33(2):195-207

Despite the numerous benefits art has for children, research suggests that there is a lull in the development of expression in children's drawings during the primary school years and that many children give up on art between the ages of 10 and 12. Research investigating this phenomenon has taken an educational focus and aimed to identify potential shortcomings in the primary education system which could impact negatively on children's artistic development and interest in art. This article builds on previous educational research by exploring children's perceptions of the art education they receive. In this small exploratory study semi‐structured interviews were conducted with six children in each of the Key Stages of English compulsory education: Key Stage 1 (5–6 year olds); Key Stage 2 (7–8 year olds); Key Stage 3 (11–12 year olds) and Key Stage 4 (14–15 year olds). A qualitative thematic analysis is used to explore children's experiences of art in the classroom, the kinds of support they receive in art lessons and how art lessons can be improved. It is hoped that the exploration of children's experiences of art in the classroom will enable movement towards an engaging and relevant approach to art education.  相似文献   

Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School   总被引：22，自引：0，他引：22  

Jacquelynne Eccles  Allan Wigfield  Rena D. Harold  Phyllis Blumenfeld 《Child development》1993,64(3):830-847

We examined the development of children's self- and task perceptions during the elementary school years. 865 first-, second-, and fourth-grade children (ages 7–10) completed questionnaires assessing their perceptions of competence in, and valuing of, activities in several activity domains (math, reading, sports, and instrumental music). Factor analyses showed that even the first graders had differentiated self-beliefs for the various activities. These analyses also indicated that children's competence beliefs and subjective task values formed distinct factors. Analyses assessing age and gender differences in children's beliefs showed that for all the activities except sports, younger children's (particularly the first graders) perceptions of competence and subjective task values were more positive than the beliefs of the older children. Boys had more positive competence beliefs and values than did girls for sport activities, and more positive competence beliefs for mathematics. Girls had more positive competence beliefs and values than did boys for reading and music activities.  相似文献   

The Effects of Background Music on Primary School Pupils' Task Performance     

Susan Hallam  John Price  Georgia Katsarou 《Educational studies》2002,28(2):111-122

Research on the effects of background music has a long history. Early work was not embedded within a theoretical framework, was often poorly conceptualised and produced equivocal findings. This paper reports two studies exploring the effects of music, perceived to be calming and relaxing, on performance in arithmetic and on a memory task in children aged 10-12. The calming music led to better performance on both tasks when compared with a no-music condition. Music perceived as arousing, aggressive and unpleasant disrupted performance on the memory task and led to a lower level of reported altruistic behaviour by the children. This suggests that the effects of music on task performance are mediated by arousal and mood rather than affecting cognition directly. The findings are discussed in relation to possible practical applications in the primary school and the home.  相似文献   

Evaluating programs     

Rena Shimoni  Denise MacLean  Cathy MacWilliam 《Early Childhood Education Journal》1990,17(3):42-46

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Is there a role for educational psychologists in facilitating managed moves?     

Christopher Bagley  Susan Hallam 《Educational Psychology in Practice》2017,33(3):323-333

The current research aimed to explore the extent to which school professionals and local authority staff perceived that there was a role for educational psychologists in the processes involved in implementing, monitoring and offering support to young people for whom a managed move was being arranged. The study was conducted in one English local authority where 11 school staff and five local authority staff were interviewed using a thematic analysis methodology. The emerging themes were: lack of role clarity; variability between schools; reactiveness in relation to crisis; capacity; and possibilities for further involvement including transition, preventative work and accurate assessment of needs.  相似文献   

Motor vehicle crash brain injury in infants and toddlers: a suitable model for inflicted head injury?     

Shah M  Vavilala MS  Feldman KW  Hallam DK 《Child abuse & neglect》2005,29(9):953-967

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Supporting university content specialists in providing effective professional development: the educative role of evaluation     

Fran Arbaugh  Rose Marra  John K. Lannin  Ya-Wen Cheng  Dominike Merle-Johnson  Rena′ Smith 《Teacher Development》2016,20(4):538-556

Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – as educative opportunities for professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’s Improving Teacher Quality Grant PD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts.  相似文献   

A Multi-Instrument Examination of Preschool Classroom Quality and the Relationship Between Program,Classroom, and Teacher Characteristics     

Joanna Hope Denny  Rena Hallam  Karen Homer 《Early education and development》2013,24(5):678-696

Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching “good” quality on the Early Childhood Environment Rating Scale–Revised (ECERS-R) and provided a mid-to-high emotional and engaging climate as indicated by the Classroom Assessment Scoring System (CLASS) domains of Emotional Support and Student Engagement. However, classrooms were only minimal on the Early Childhood Environment Rating Scale–Extension and the CLASS Instructional Support domain. Past performance on a state quality rating assessment consistently predicted the current quality of preschool classrooms as assessed by all 3 measures. Lead teachers' education in early childhood and experience were also predictors across quality measures. Practice or Policy: Tennessee preschool classrooms scored higher on the ECERS-R, which is the measure utilized in the statewide Quality Rating and Improvement System. However, classrooms generally performed poorly on measures of instructional support and curriculum. This finding illuminates the importance of the tool selected to measure quality in state quality rating and improvement systems and has implications for policy as states work to build systems that enhance quality in early care and education.  相似文献