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1.
Students in a large human development course rated the accuracy of 50 developmental claims. Half of the claims were specifically embedded in the course content, but the remaining claims were not addressed in the course. Students also identified the major information source for each developmental claim rated. From the beginning to the end of the course, students (especially high performers) improved in evaluating the accuracy of course-related developmental claims and increasingly attributed their ratings of these claims to professional information sources. Our study underscores the importance of sensitizing students to the role of research evidence in judging the credibility of claims in general education courses.Sherry K. Bain is an Associate Professor in Educational Psychology and Counseling at the University of Tennessee and a member of the school psychology graduate faculty, Her research has included investigations of common beliefs in areas such as giftedness and educational psychology and their relationship to data-based evidence. Robert L. Williams is a Professor in Educational Psychology and Counseling at the University of Tennessee. His current research focuses on the role of critical thinking in a large human development course. Rachael Isaacs and Ashley Williams are doctoral students in the School Psychology Program at the University of Tennessee. Susan Stockdale is an Assistant Professor of Educational Psychology and Middle Grades Education at Kennesaw State University. Her recent research has related to critical thinking and cooperative learning in higher education  相似文献   

2.
My intention is to cast light on the characteristics of epistemic or fundamental research (in contrast to application-oriented research). I contrast a Baconian notion of objectivity, expressing a correspondence of the views of scientists to the facts, with a pluralist notion, involving a critical debate between conflicting approaches. These conflicts include substantive hypotheses or theories but extend to values as well. I claim that a plurality of epistemic values serves to accomplish a non-Baconian form of objectivity that is apt to preserve most of the intuitions tied to the objectivity of science. For instance, pluralism is the only way to cope with the challenge of preference bias. Furthermore, the plurality of epistemic values cannot be substantially reduced by exploring the empirical success of scientific theories distinguished in light of particular such values. However, in addition to pluralism at the level of theories and value-commitments alike, scientific research is also characterized by a joint striving for consensus which I trace back to a shared epistemic attitude. This attitude manifests itself, e.g., in the willingness of scientists to subject their claims to empirical scrutiny and to respect rational argument. This shared epistemic attitude is embodied in rules adopted by the scientific community concerning general principles of dealing with knowledge claims. My contention is that pluralism and consensus formation can be brought into harmony by placing them at different levels of consideration: at the level of scientific reasoning and at the level of social conventions regarding how to deal with claims put forward within the scientific community.  相似文献   

3.
The study analyzed a conversation among a group of teachers responsible for teaching the concepts of mean, median, and mode. After reading an article describing some specific student difficulties in learning the concepts, teachers were asked to discuss how the teaching of the concepts could be improved. Several claims pertinent to improving teaching practice were offered. Claims focused on the appropriate age at which to introduce statistical concepts, the influence of the state-prescribed curriculum on teaching practice, content-specific teaching strategies, and content-independent teaching strategies. Teachers' claims were discussed in terms of points of departure and agreement with existing empirical research.  相似文献   

4.
In our commentary, we propose the current research from the field of developmental neuroscience can be incorporated within the theoretical perspectives advocated by evolutionary psychologists and advocates of the developmental systems approach. We then describe research on memory and the relationship between spatial-temporal reasoning and mathematical abilities as examples of literatures that have benefitted from the neuroscience approach. We conclude by expressing enthusiasm for the recent neuroscience findings, but caution that developmental neuroscience's focus on infancy and preschool children should not result in an overemphasis on early development and education at the expense of later development and education.  相似文献   

5.
Current research does not support the notion that spelling is a simple rote-memory task. Learning to spell is better understood as a complex developmental process that is interconnected with phonological awareness and reading ability. In this review, three perspectives on spelling theory, research, and instruction are examined. Traditional classroom-based, developmental, and structured language approaches are outlined and their implications for assisting poor spellers explored. Instructional recommendations are made by drawing from and combining some of the strengths of each method.  相似文献   

6.
Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the ‘great narrowing’, involves several interrelated claims concerning the scope of the moral domain construct in cognitive moral developmentalism, the procedure by which it was initially elaborated, its empirical grounds and the influence of this conception of the moral domain on research in moral psychology. Examining these claims in light of key theoretical writings on the moral domain concept in cognitive moral developmentalism, the paper shows that the ‘great narrowing’ narrative is misinformed, superficial and historically inaccurate. On the basis of this critical analysis, we conclude that the primary heuristic value of the ‘great narrowing narrative’ is as a case lesson in the deep specificity of competing conceptions of the moral domain to the theoretical frameworks in which they are devised.  相似文献   

7.
研究表明拼音文字系统的发展性阅读障碍者与以中文为代表的表意文字系统的发展性阅读障碍者在阅读过程中大脑的激活部位存在差异。关于母语阅读障碍儿童对第二语言学习的影响是近年来发展性阅读障碍研究的热点。双语发展性阅读障碍的理论假设主要有两种语言相互依赖假设和正字法依赖假设。前者认为母语的阅读障碍可以自动迁移到第二语言的学习中;后者认为母语的阅读障碍是否会迁移到第二语言的学习中,要依赖两种语言的正字法特征。我们认为这两种理论不是相互矛盾的,阅读障碍是否会同时出现在两种语言中可能取决于这两种语言是否共用了相同的有缺陷的神经系统。  相似文献   

8.
Millions of high school student-athletes in North America practice sport, and national federations communicate through their mission statements that this fosters student-athletes’ positive development. The purpose of the current study was to review the recent literature to examine whether the educational claims made for youth development in the context of high school sport are substantiated by empirical evidence. The review indicates that recent research efforts have focused primarily on the positive outcomes and that much less is known of the possible negative outcomes of participation in high school sport. Researchers have examined stakeholders’ perspectives on development, but studies are scarce that objectively measure the actual developmental outcomes of participation in high school sport. The little available evidence indicates that adult stakeholders seldom interact and do not collaborate to foster student-athlete development. This narrative review provides insights on the current status of research on high school sport, and recommendations are provided to further facilitate youth development in this setting.  相似文献   

9.
Cross cultural studies of cognitive development that use the Piagetian paradigm are not new. In the past ten to fifteen years, both in Africa and Asia there have been extensive studies carried out on children from a variety of cultures. From the purely developmental viewpoint, research that is undertaken on different cultural groups has been a vital factor in substantiating some of Piaget's theoretical claims. The most important of these being that the development of.children's intellectual capacities undergo a universal sequence of development and that cultural factors are determinants in the univer-salistic process.  相似文献   

10.
Clinical theory is replete with rich observations that the onset of walking engenders an enhancement of emotional expression in the infant. Yet, no empirical research exists on this subject. Moreover, the importance of normal timing variations in the onset of developmental transitions has not been a topic of investigation in most developmental research. In this naturalistic home study, "earlier" and "later" walking groups were delineated on the basis of timing of entry into this developmental transition. Age-held constant analyses indicated that earlier walkers and their mothers generally showed a rise in positive exchanges as well as "testing of wills" across the transition to walking. These changes were less clear for the later walkers. Differences were observed also between the two groups even prior to walking. These findings suggest that future studies should take account of timing variations in the onset of a developmental transition.  相似文献   

11.
Public debate on higher education reform today is dominated by competing views about what higher education institutions, particularly universities, are or should become. To a surprising extent, these views are based upon highly simplified characterisations of university history. The claims in question have been repeated so often that they have become clichés. Historical research has challenged all these conventional claims. The article aims to acquaint readers with the most important of these challenging results. Central here is an analysis of The Humboldt Myth about the rise of the modern research university in Germany and its alleged export to the US, and of the reasons why that myth remains so powerful, even though it has very little relation to realities on the ground. A second goal is to try to bring out some of the implications that a revision of standard views of higher education history might have for current policy debates, focusing in particular on the Bologna process.  相似文献   

12.
“Practicality Studies” (Janssen, Westbroek, & Doyle, 2015/this issue) starts with a critical commentary on “Principled Practical Knowledge: Not a Bridge but a Ladder” (Bereiter, 2014) but consists in the main of an essay on what the authors consider to be really practical knowledge for teachers. The gist of their criticism is that “Bereiter and with him a large part of the design research community in the learning sciences underestimate the magnitude of … usability issues and in fact believe that much of the task of usability is already solved by design research in the learning sciences” (p. 177). The authors argue persuasively for giving “practicality studies” a place in learning sciences research, but their subtitle—“How to Move From What Works in Principle to What Works in Practice”—claims too much and makes an invidious distinction.  相似文献   

13.
This paper focuses on the contemporary trend towards cross‐sectoral education research as a policy issue. It looks at the basis of the claims for collaborative research and questions the genesis of the press for these moves, the efficacy of some of the claims, and the largely unexamined source of what is becoming a fashionable tendency. The attempt is to try and get ‘inside’ the concept in the sense of understanding what it is that is driving calls for collaborative research as a broad policy issue, rather than ‘standing off and describing it.  相似文献   

14.
Action research has become a widely accepted and recommended methodology for teacher research. With the current climate of collaborative planning within primary schools. it has been seen as a process which could exist naturally alongside such activity, with much being made in the rhetoric of its essentially ‘collaborative’ character. But such claims are problematic. They derive importantly from epistemological considerations, but weaknesses may be found in such arguments when they are considered against the reality of the process in action. This article considers the claims for the collaborative nature of action research in the context of the progress of a coordinated inquiry in a primary school, within which the author was involved. Whilst recognising their importance, it challenges the arguments for insisting on collaboration as a prerequisite for the most ‘effective’ action research, suggesting that all action research is fundamentally personal. It also raises the question of whether participation in the process may itself raise conflicts with the need for a collaborative structure to ensure critical reflection and valid knowledge claims, suggesting that action research may at times have effects at a personal level which could produce severe tensions in the maintenance of a collaborative situation.  相似文献   

15.
Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application. The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy‐inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education research either, or account for this component. A solution to the latter problem is sought in the debate between Carr and Hirst on the relationship between philosophy and education. This shows Carr making claims that rely on a conception of philosophy that he rejects, while Hirst insists on this conception, uses it to justify practical claims, but denies that this is possible. To achieve a practically relevant analysis of educational research, both need to include second‐order, normative, conceptual enquiry into the philosophies that drive educational policy‐making and partly regulate teaching methodology. Deweyan, first‐order, ‘reflective practice’ needs, then, to be supplemented with second‐order reflection. Educational research is philosophy‐ not science‐driven, and is value‐led. Consequently, it has the status not of scientific discovery but of practical recommendation.  相似文献   

16.
The present study explored the development of locus of control in rural Appalachian Follow Through participants and in lower and middle-class comparison groups. The IAR was administered to 249 first-, third-, and sixth-grade children along with standardized achievement tests. Contrary to previous research, participation in Follow Through did not enhance internality; no social class differences were revealed. A significant social class by sex interaction was found. Strong support was not found for a developmental trend. The patterns of correlations between locus of control and achievement indicated a stronger relationship for the lower-class samples rather than for the middle-class as has been previously reported. Implications concerning different developmental antecedents in Appalachian homes as a function of sex-role socialization as well as the nature of future intervention research are discussed.  相似文献   

17.
Efforts to identify and support credible causal claims have received intense interest in the research community, particularly over the past few decades. In this paper, we focus on the use of statistical procedures designed to support causal claims for a treatment or intervention when the response variable of interest is dichotomous. We identify seven key features of logistic regression studies that should play a critical role in estimating a causal effect and discuss their implications for causal inference. These include elaboration of research design, clarification of link function, model specification, challenges and limitations of sample size, interpretation of treatment effect through odds ratios, statistical tests and examination of model fit, and the potential for multilevel logistic models in pursuit of causal claims. Our recommendations are intended to guide researchers in the critical evaluation of logistic regression models for analyses culminating in causal claims and to promote stronger design and modeling strategies for reliable causal inference.  相似文献   

18.
Assessments such as ranking exercises arguably level the playing field for stakeholders. Quality assurance may remain a challenge for consumers, but ‘public’ assessments do provide a nominal element of independence or autonomy. This article outlines, from a German perspective, the way in which research assessments are frequently subject to influence from a variety of sources. It offers some developmental perspectives on assessment as an organic work‐in‐progress for the scientific and research community.  相似文献   

19.
Chronological age and developmental age have been used to identify readiness for kindergarten entrance. In the current research, chronological age and results of the Gesell School Readiness Test were evaluated as predictors of kindergarten performance as measured by the Stanford Achievement Test. Subjects were 284 children attending kindergarten in the San Luis Coastal School District during the 1986—1987 school year. Results indicate that both chronological and developmental age provide good predictors of Stanford Achievement Test performance in kindergarten. Implications of the current research for setting appropriate entrance policy were explored.  相似文献   

20.
ABSTRACT:?

This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon ‘post-modern’ conceptualisations of practice, setting these against research concerned with generalisability that veers towards traditional positivist claims. The paper concludes by suggesting that such arguments readily fold back into a conservative empiricism and a more appropriate position should be based upon dialogue across a range of constituents. However, such a notion needs to recognise social antagonism as well as aspirations towards the deepening of notions of social justice.  相似文献   

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