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When educators consider ‘student behaviour’, they usually think about ‘problem behaviour’ such as disruption or defiance. This limited and limiting view of ‘student behaviour’ not only fails to acknowledge children as educational actors in a wider sense, but also narrowly positions educators as either in control or out of control of their classroom. Mainstream educational psychology’s responses to ‘challenging behaviour’ point educators to numerous ways to prevent its occurrence, through, for example, changing their disciplining approaches and techniques. However, much of the advice directed at improving student behaviour fails to interrogate the core notion of ‘student behaviour’ itself, as well as the conceptual baggage that it carries. The focus is squarely on eliminating ‘problem behaviour’ and often resorts to a pathologisation of students. Meanwhile, when considering ‘student behaviour’ through a Foucauldian post-structuralist optic, behaviour emerges as something highly complex – as spatialised, embodied action within/against governing discourses. In this opening up, it becomes both possible and critical to defamiliarise oneself with the categorisation of ‘challenging behaviour’ and to interrogate the discourses and subject positionings at play. In this paper, we pursue this task by asking: what happens with the notion of ‘behaviour’ if we change focus from ‘fixing problems’ to looking at the discursive constitution of ‘learner subjectivities’? What does it become possible to see, think, feel and do? In this exploration, we theorise ‘behaviour’ as learning and illustrate the constitution of ‘learner subjectivities’. Drawing on two case scenarios, we explore how children accomplish themselves as learners and how this accomplishment links the production of subjectivity and embodied action, and illustrate how ‘student/child behaviour’ appears significantly different to what mainstream educational psychology would have us see. 相似文献
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The purpose of this study is to provide guidance on a process for including latent class predictors in regression mixture models. We first examine the performance of current practice for using the 1-step and 3-step approaches where the direct covariate effect on the outcome is omitted. None of the approaches show adequate estimates of model parameters. Given that Step 1 of the 3-step approach shows adequate results in class enumeration, we suggest using an alternative approach: (a) decide the number of latent classes without predictors of latent classes, and (b) bring the latent class predictors into the model with the inclusion of hypothesized direct covariate effects. Our simulations show that this approach leads to good estimates for all model parameters. The proposed approach is demonstrated by using empirical data to examine the differential effects of family resources on students’ academic achievement outcome. Implications of the study are discussed. 相似文献
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In this paper we argue that the socialist kindergarten in Hungary (1948–1989) was set up to aid the modernizing of a nation in a particular way and in a historical and political context in which the only way forward was to leave behind aspects of the past and start a new chapter in Hungarian history. Comparing this project to the “cosmopolitan” project discussed by Thomas Popkewitz, we argue that kindergarten education was more similar to education in the fictionalized West than previously thought. By reading socialist kindergarten education, curriculum, and pedagogy as part of the broader “cosmopolitan project”, we show how particular civic/civil habits, behaviour, and morals were formed to produce modern citizens, often in contradistinction to stated socialist ideology. We also explore regional versions of cosmopolitanism that are attached to the developing nation-state and the creation and violent negotiations of what it means to be Hungarian, against the background of the region’s rich cultural and ethnic diversity. 相似文献
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Latent class analysis often aims to relate the classes to continuous external consequences (“distal outcomes”), but estimating such relationships necessitates distributional assumptions. Lanza, Tan, and Bray (2013) suggested circumventing such assumptions with their LTB approach: Linear logistic regression of latent class membership on each distal outcome is first used, after which this estimated relationship is reversed using Bayes’ rule. However, the LTB approach currently has 3 drawbacks, which we address in this article. First, LTB interchanges the assumption of normality for one of homoskedasticity, or, equivalently, of linearity of the logistic regression, leading to bias. Fortunately, we show introducing higher order terms prevents this bias. Second, we improve coverage rates by replacing approximate standard errors with resampling methods. Finally, we introduce a bias-corrected 3-step version of LTB as a practical alternative to standard LTB. The improved LTB methods are validated by a simulation study, and an example application demonstrates their usefulness. 相似文献
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In this study, 6‐month‐old infants' visual working memory for a static feature (color) and a dynamic feature (rotational motion) was compared. Comparing infants' use of different features can only be done properly if experimental manipulations to those features are equally salient (Kaldy & Blaser, 2009; Kaldy, Blaser, & Leslie, 2006). The interdimensional salience mapping method was used to find two objects that each were one Just Salient Difference from a common baseline object (N = 16). These calibrated stimuli were then used in a subsequent two‐alternative forced‐choice preferential looking memory test (N = 28). Results showed that infants noted the color change, but not the equally salient change in rotation speed. 相似文献
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We evaluate the performance of the most common estimators of latent Markov (LM) models with covariates in the presence of direct effects of the covariates on the indicators of the LM model. In LM modeling it is common practice not to model such direct effects, ignoring the consequences that might have on the overall model fit and the parameters of interest. However, in the general literature about latent variable modeling it is well known that unmodeled direct effects can severely bias the parameter estimates of the model at hand. We evaluate how the presence of direct effects in?uences the bias and efficiency of the 3 most common estimators of LM models, the 1-step, 2-step, and 3-step approaches. Furthermore, we propose amendments (that were thus far not used in the context of LM modeling) to the 2- and 3-step approaches that make it possible to account for direct effects and eliminate bias as a consequence. This is done by modeling the (possible) direct effects in the first step of the stepwise estimation procedures. We evaluate the proposed estimators through an extensive simulation study, and illustrate them via a real data application. Our results show, first, that the augmented 2-step and 3-step approaches are unbiased and efficient estimators of LM models with direct effects. Second, ignoring the direct effects leads to biased estimates with all existing estimators, the 1-step approach being the most sensitive. 相似文献
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AbstractAt the present, human capital theory (HCT) and neuroscience reasoning are dominant frameworks in early childhood education and care (ECEC) worldwide. Popular since the 1960s, HCT has provided an economic understanding of human beings and offered strategies to manage the population with the promise of bringing improvements to nations. Neuroscience arguments added new ways to regulate human beings, and thus another ‘hopeful ethos’ and investment into the future. In this paper, we examine different positive, life-improving, and hopeful takes on early childhood as forms of biopolitical government, which are closely related to the enhancement of individual capacities and the shifting problems of the neoliberal state. Curiously, this process, grounded on biological fatalism and naturalizing arguments, has led to new class categorizations and ways of social discrimination. We hence argue that even though a ‘hopeful ethos’ is offered through the (bio)politicization of neurosciences, it has led to eugenic arguments by re-inscribing social and economic differences into differences in brain architecture. Finally, we aim to demonstrate that ECEC policy offers an example of how current policies govern through scientific evidence and softer forms of ‘government by example’, at the same time moving the government of population into the home, and with that privatizing and personalizing self-investment. 相似文献
9.
Márta Turcsányi-Szabó Andrea Bedő Zsuzsa Pluhár 《Education and Information Technologies》2006,11(3-4):341-355
Today’s societies place challenging demands on individuals, who are confronted with complexity in many parts of their lives. What do these demands imply for key competencies that individuals need to acquire? Defining such competencies can improve assessments of how well prepared young people and adults are for life’s challenges, as well as identify overarching goals for education systems and lifelong learning. Why are competencies so important today? The PISA 2000 results underline the importance of student engagement. PISA found strong relationships between students’ attitudes, learning strategies and performance. In addition to skills related to specific parts of the school curriculum, students need to be equipped with some general competencies to solve life’s challenges. As they progress to adulthood, they need to learn to be able to complete not just pre-rehearsed exercises, but must also be able to solve problems set in unfamiliar situations by thinking flexibly and pragmatically. PISA 2003 therefore made a first-time assessment of students’ problem-solving skills. Findings revealed that just under one in five 15-year-olds in OECD countries are ‘reflective, communicative problem solvers’ able to tackle difficult tasks and also just under one in five students have problem-solving skills that cannot even be classified as ‘basic problem solvers’. What could be the basic problem and what resolution can be sought for? There are several examples in learning theory that suggests promises which need to be revisited. Barr and Tagg [From teaching to learning. Change. November/December pp. 13–25. Retrieved June 15, 2006 from http://critical.tamucc.edu/~blalock/readings/tch2learn.htm, 1995] defined the differences of paradigms in terms of learning theory comparing the notions of ‘teaching’ and that of ‘learning’, obviously expressing preferences to the later for its more in-depth effect on the learner. One of the main learner-centric approaches providing adequate positive results is problem based learning (PBL). This paper revisits the pedagogic theory behind PBL and examines it through a practical case study of a TeaM challenge game [TeaM challenge games: http://kihivas.ini.hu] with respect to its value in teacher education. It will concentrate on issues centred around:
- Traces of use of higher order thinking skills—according to Bloom’s taxonomy.
- Pedagogic pre-assumptions (designer’s side): requirements for design and supposed impact of students and teachers.
- Assignment within teacher training (training side): as the task of setting up such game is performed within Informatics teacher training at ELTE University and games were launched into public education.
- Pedagogic realities (facilitator’s side): how the teachers at a specific participant school viewed their role, the game, its impact and pedagogic value, its role in fulfilling the National Curriculum and its benefit for students.
- Indirect impact (staff’s side): how the game has affected the whole staff at school and what impact it had of the attitude of teachers.
- Results (evaluator’s side): how the game was evaluated in several ways and what new methods it has introduced into public education.
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Recently, several bias-adjusted stepwise approaches to latent class modeling with continuous distal outcomes have been proposed in the literature and implemented in generally available software for latent class analysis. In this article, we investigate the robustness of these methods to violations of underlying model assumptions by means of a simulation study. Although each of the 4 investigated methods yields unbiased estimates of the class-specific means of distal outcomes when the underlying assumptions hold, 3 of the methods could fail to different degrees when assumptions are violated. Based on our study, we provide recommendations on which method to use under what circumstances. The differences between the various stepwise latent class approaches are illustrated by means of a real data application on outcomes related to recidivism for clusters of juvenile offenders. 相似文献