The importance of specifying and studying causal mechanisms in school-based randomised controlled trials: lessons from two studies of cross-age peer tutoring     

Stephen P. Morris  Triin Edovald  Cheryl Lloyd  Zsolt Kiss 《Educational Research and Evaluation》2016,22(7-8):422-439

Based on the experience of evaluating 2 cross-age peer-tutoring interventions, we argue that researchers need to pay greater attention to causal mechanisms within the context of school-based randomised controlled trials. Without studying mechanisms, researchers are less able to explain the underlying causal processes that give rise to results from randomised controlled trials. Studying implementation fidelity is necessary but not sufficient for causal explanation; the study of causal mechanisms through the application of mixed methods is also required. Due to the increasingly complicated nature of many classroom-based innovations that are subject to evaluation, and the potentially distal nature of hypothesised effects, particularly on attainment, programme theory and articulation of mechanisms are essential in enhancing causal explanation and promoting the accumulation of knowledge of what works and why in classroom settings.  相似文献   

A cross-cultural study of piagetian concrete reasoning and science concepts among rural fifth-grade Mexican-and anglo-American students     

R. Lloyd Brown  James F. Fournier  Richard H. Moyer 《科学教学研究杂志》1977,14(4):329-334

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When You’re with Me,I’m Learning: a Duoethnography of Teacher Educators’ Identities in Relation to Observing Preservice Teachers’ Emergent Mathematics Instruction     

Lloyd  Gwendolyn M.  de Carle  Andrea  Coon-Kitt  Mary Jayne 《International Journal of Science and Mathematics Education》2021,19(1):77-98

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Too Much Familiarity! The Developmental Path of the Fluency Heuristic in Children     

Marie Geurten  Sylvie Willems  Marianne Lloyd 《Child development》2021,92(3):919-936

We tested whether changes in attribution processes could account for the developmental differences observed in how children’s use fluency to guide their memory decisions. Children ranging in age from 4 to 9 years studied a list of familiar or unfamiliar cartoon characters. In Experiment 1 (n = 84), participants completed a recognition test during which the perceptual fluency of some items was enhanced using a prime. In Experiment 2 (n = 96), participants completed a source recollection judgment on their recognition decisions. Primed items were recognized at a higher rate than unprimed items. However, while young children rely on fluency for all items, older children use fluency only for unfamiliar items. This pattern came together with a reduction in familiarity-based—but not recollection-based—memory responses.  相似文献   

Increasing physical literacy in youth: A two-week Sport for Development program for children aged 6-10     

Warner  Marika  Robinson  Jackie  Heal  Bryan  Lloyd  Jennifer  Mandigo  James  Lennox  Bess  Davenport Huyer  Larkin 《Prospects》2021,50(1-2):165-182

PROSPECTS - Regular physical activity significantly improves health outcomes, yet rates of childhood physical activity remain alarmingly low. Physical literacy has been identified as the...  相似文献   

Injected flavor as a CS in the conditioned aversion preparation     

W. P. Bellingham  D. Lloyd 《Learning & behavior》1987,15(1):62-68

Three experiments were conducted to determine the effectiveness of intravenous (IV) flavor injections in the formation of conditioned taste aversions and in the attenuation of neophobia. In Experiment 1, two groups of rats were permitted to drink either a .1% saccharin solution or tap water followed immediately by IV injections of lithium chloride (LiCl), and two more groups were given IV injections of a 2% saccharin solution followed immediately by IV injections of either LiCl or distilled water. Injected flavor did not serve as an effective CS for the conditioning of an aversion to .1% saccharin. The second experiment employed a two-bottle procedure to detect attenuation of neophobia using the injected-flavor technique. It was found that, whether saccharin had been injected intravenously (2%), injected intraperitoneally (2% IP), or orally consumed (.1%), neophobia for .5% saccharin was attenuated equally relative to controls. CS-US intervals were manipulated in the final experiment such that IP injections of 2% saccharin solution were followed 0–480 min later by IP injections of LiCl. In this case, it was shown that injected flavor (2% saccharin) could act as an effective CS if the US was delayed (optimally about 120 min) and when the test solution was .1% saccharin. The delay gradient found in Experiment 3 was interpreted as a generalization gradient where optimum conditioning was displayed at the point where the concentration of saccharin circulating in the animal at the time of illness onset most closely matched the concentration of the test solution.  相似文献   

Sequential Associations Between Caregiver Talk and Child Play in Autism Spectrum Disorder and Typical Development          下载免费PDF全文

Kristen Bottema‐Beutel  Caitlin Malloy  Blair P. Lloyd  Rebecca Louick  Linnea Joffe‐Nelson  Linda R. Watson  Paul J. Yoder 《Child development》2018,89(3):e157-e166

This study examined sequential associations between child play and caregiver talk in 98 caregiver–child dyads (M_{mental age} = 14 months). Fifty dyads included a child with autism spectrum disorder (ASD). Analyses revealed sequential associations between child play and caregiver follow‐in (FI) utterances (utterances related to the child's attentional focus) were stronger in the ASD as compared to the typically developing (TD) group. FI utterances were more likely to elicit functional play than caregiver‐focused utterances, and more so in the ASD group. Across groups, FI directives were more likely to elicit functional play than FI comments. These findings have important implications for research involving caregiver–child play as an early intervention context for children with ASD.  相似文献   

Self-recording of attention by learning disabled students in the regular classroom   总被引：1，自引：0，他引：1  

K J Rooney  D P Hallahan  J W Lloyd 《Journal of learning disabilities》1984,17(6):360-364

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The Parent-Caregiver Relationship Scale: Rounding Out the Relationship System in Infant Child Care     

James Elicker  Illene C. Noppe  Lloyd D. Noppe  Cheryl Fortner-Wood 《Early education and development》1997,8(1):83-100

The Parent-Caregiver Relationship Scale (PCRS) was developed and field tested as a measure of the perceived quality of the relationship between the parent and the child care provider (“caregiver”) of an infant or toddler. PCRS items were based on review of the parent-caregiver relations literature and interviews with parents and caregivers. The parent and caregiver forms of the scale were administered to 217 parents and caregivers in child care centers and family child care homes. Analysis of the scale and its psychometric properties resulted in potentially useful subscales with adequate reliability. The PCRS showed predicted correlations with other child care context variables, providing preliminary support for its validity. The PCRS shows promise as a relationship-level measure for studies of infants, parents, and caregivers in the context of full-time child care.  相似文献   

Reviews     

John Henry  Katherine Neal  Sokhieng Au  Gabrielle M. O'Sullivan  John Forge  Rosemary Robins  Stephen Healy  Mark Rix  James Tabery  Katie Vann  Carl Windhorst  Katherine Neal  Peter Neushul  Gail Clements  Ingo Brigandt  Nicolas Rasmussen  Anthony S. Travis  Lloyd Ackert  Simon Knell  Claire Hooker 《Metascience》2002,11(2):201-268

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