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1.
In the present study, we develop and deploy a conceptual framework of “scaffolding” in groupwork learning, through the analysis of the pursuit of a learning goal over time. The analysis follows individuals’ different experiences of an interaction as well as collective experiences, considering individual attainment as a result of a bi-directional contextualized conversation and action. We detect, describe and evaluate two (2) types of interaction that can be characterized as “scaffolding process”: the first concerns “Scaffolding individual thinking” and the second “Scaffolding collective thinking”. The latter, apart from presenting the educational advantages of collective thinking through peer discussion (D) and curriculum-focused evaluation context of Teacher Initiation – Student Response – Teacher Follow up (IRF), also presents the advantage of ‘spiral’ verbal exchanges in which the teacher “tunes in” to the students’ present state of ability or understanding (spiral IDRF). 相似文献
2.
Since the early 1980s we have been engaged in the design, implementation, and evaluation of “cognitive acceleration” programs, which claim to enhance students’ general intellectual processing skills. We have published extensive data showing long-term effects of these programs on students’ cognitive development and academic achievement. In this paper the theory base of cognitive acceleration will be briefly outlined and some typical results re-presented. The main body of the paper will be devoted to a discussion of a number of issues which arise from the analysis of long-term effects. Although the examples will be drawn from the cognitive acceleration programs, the issues are general ones which might apply to any long-term study. 相似文献
3.
Past educational improvement endeavors were fundamentally centered on the learner as an individual. This changed by the early 1990s after an increasing number of educators and researchers embraced sociocultural learning concepts such as “communities of practice,” “communities of learners,” and “knowledge-building communities.” These ideas are originally grounded in a dialectical materialist, cultural-historical theory of activity, or, as Lev Vygotsky called it, in a “concrete human [social] psychology.” However, as these concepts filtered into Western scholarship, some of their defining characteristics have been lost or downplayed. The intention of this article is thus to offer a more complete theorization of the educational notion of community that is centered on collective activity or practice mediated by history and culture/society. Two case studies, which exemplify learning communities using this lens, conclude the paper. 相似文献
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James Garbarino 《Early education and development》1989,1(1):64-76
This paper reviews the possibilities and limitations of programs aimed at promoting early investment in child development programs and early childhood education as a strategy for reducing poverty. It sets modern theories of intellectual development within a broader Eriksonian conception of the whole child. This highlights the links between the cognitive and the affective. Sternberg's “triadic model of intelligence” serves as the organizing framework for this discussion. Having made this case, the paper examines a series of hypotheses regarding essential components of early intervention and educational programs designed to succeed with poor, high risk, underclass families. The results of this review are sobering, and make it clear that superficial efforts and other business-as-usual approaches will not meet with success. Nonetheless, it is also clear that the social and economic costs of the underclass for the community as a whole as well as for those caught within its cycles of poverty and social pathology can justify expensive interventions and still be cost effective and cost efficient. “Succeeding with those who cost the most saves the most in the long run” becomes a principle to complement the well established principle that “those who have the most, gain the most.” 相似文献
6.
Stephen P. Safran Joan S. Safran Michael D. Orlansky 《Contemporary educational psychology》1982,7(4):384-394
Students in a university special education course were shown three identical videotapes of children in a school setting. The subjects were randomly divided into three groups, each receiving different written background information (“positive,” “neutral,” or “negative”) prior to viewing the videotapes. It was found that the variations in written information had significant effects upon the subjects' perceptions of the children's behavior, and upon the degree to which the children were regarded as able to function successfully in a regular classroom. These findings suggest that attitudes toward exceptional children are influenced by the way in which prior information, such as that contained in a child's educational records, is presented. Teacher and peer acceptance of exceptional children can be increased if information is presented in a realistic and positive manner. 相似文献
7.
Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献
8.
Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified. 相似文献
9.
A guide for the perplexed: Scientific educational research, methodolatry, and the gold versus platinum standards 总被引：1，自引：0，他引：1
The paper opens by characterizing recent discourse about empirical educational research as the “new Babel”-critics, using different theoretical vocabularies and making different deep assumptions about the nature of social life, are failing to communicate with each other. After locating some of the critical positions on a left-right continuum, the main discussion focusses upon the end of this continuum where there are located the recent attempts to restore rigor to educational research by using the so-called “gold standard” of randomized field trials. It is argued that positions at this end of the continuum misrepresent the nature of science, and some examples are briefly mentioned in order to covey the point that it is fruitful to view scientists as making convincing cases, cases that appeal to a wide variety of evidence. This assessment of scientific cases is called the “platinum standard”. 相似文献
10.
Following is a project sketch of a day program for adjudicated, abusive* and high risk families with babies 8–18 months of age.In order to broaden understanding and treatment of the battered child, four major agencies coordinated efforts to design a network of services under one administration, titled the Parental Stress Center, which houses a residential treatment center for babies 0–12 months. The FACT program is a very recent addition to the Parental Stress Center. This day program may be a transitional placement for families leaving the residential program but in need of continued support and further training, or an initial placement by court mandate.The goals of the program are to insure growth and development of the child and the parent; to assist in establishing more scientific and legally acceptable criteria for court determination and disposition, and to research the effectiveness of the program plan.The FACT program is both diagnostic and therapeutic in nature. The modality simulates a home environment — living, dining, play, nursery, kitchen and bathroom — with an interdisciplinary approach to parent and child, alleviating frustration and stress. By use of materials and affective behavior, a creative learning environment is established. In the church converted apartment parents and children experience a “typical” day's routine alongside teachers who are surrogate, model mothers. Each set of parents are given one day off per week. This “normalizing” factor aids the family in developing a routine which can easily be transferred to their own homes and lives. Simultaneously judicious use of social services helps remove environmental frustrations. In addition case conferences allow other ancillary services to assist in evaluation, diagnosis, prognosis and implementation. Joint conclusions are submitted to the courts quarterly or biannually for further jurisdiction. Although the program is relatively new, emotional and behavioral changes are quite evident in the initial program participants.Pre-service and in-service staff training, based on the program plan and program evaluation, are an integral part of the program.Areas are being explored for further in-depth study. “Effective ways to care for and educate stressful toddlers” or “Methods of transferring modes of parenting from institution to the home” could be areas proposed to the Parental Research team for exploration. 相似文献
11.
Approximately one-half of the fifth through eighth graders in a school district (n = 164) were randomly selected to be administered a group test of disjunctive reasoning containing 48 inclusive and exclusive items varying in content of the premises (symbolic, object, and human), and affirmation or negation of the conclusion. Using an analysis of variance for repeated measures it was found that performance improved until seventh grade. Eighth graders scored similar to sixth graders. There was a main effect for negative, with negative conclusions producing more correct answers. Further, there were significant first order interactions for Disjunctive by Negation, Content by Grade, and Negation by Content. Since either “YES” or “NO” were the only correct answers, and “MAYBE” was always wrong, contrast of the MAYBE responses to other wrong answers revealed an increasing tendency to use MAYBE among older subjects. Implications were discussed in relation to cognitive developmental theory and educational practices. 相似文献
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Despite its essential role in educational reform, professional development typically does not receive adequate support in systemic reform efforts. This article presents an exception—a state that incorporated professional development as a central priority in its reform effort and four schools that used state resources to build their capacity for enacting the reform agenda. We describe central features of Kentucky's approach to professional development, characterize elements of professional development within the four schools, and discuss how these elements promoted three dimensions of school capacity: individual teachers’ knowledge, skills, and dispositions; professional community; and program coherence. Based on this “image of the possible,” we offer recommendations for professional development that supports systemic, standards-based educational reform. 相似文献
14.
Recent years have seen an increased interest in the study of emotions. This is especially true for anger, which had neither been studied intensively in main stream psychology nor in educational psychology. The focus in the first part of this article is on the conceptualization and measurement of anger. A distinction is made between various anger constructs: “Trait-Anger” refers to a frequency judgment about experiencing anger, “Anger-In” and “Anger-Out” are typical ways in which students express their anger, and “Anger-Control” refers to the way students try to reduce their Anger-In or Anger-Out. In the second half of the article, an attempt is made to demonstrate that specific ways of expressing and controlling one's anger may differentially affect school results, as reflected in grade-point-average (GPA) for native language learning. The predictive power of the separate anger measures is investigated as well as the predictive power of various product terms including anger measures, anxiety and coping profiles. The implications of these findings for learning and instruction are discussed. 相似文献
15.
Steven S. Martinez 《Studies in Educational Evaluation》1982,8(3):291-297
In 1976, Head Start introduced a “Strategy for Spanish-Speaking Children.” The strategy provided support in four areas of activity, which included: (1) Basic and applied research on the developmental progress of Spanish-speaking children; (2) Regional Resource Centers intended to provide access to bilingual/bicultural materials and assistance in their implementation; (3) Head Start staff training; and (4) Curriculum model development in two languages, permitting individualized instruction in either language, and incorporating multicultural resources that facilitate cognitive and social growth.The most significant outcome of the strategy for the Spanish-speaking has been the curriculum development effort and its accompanying evaluation. The remainder of this paper will describe the curriculum development effort, th evaluation results, and some policy implications for national efforts in bilingual education. 相似文献
16.
Ardra L. Cole 《Teaching and Teacher Education》1991,7(5-6)
In this paper I explore the connection between workplace relationships and teacher development. Using a conceptual framework built on Brim and Wheeler's (1966) ideas on self-socialization and Erickson's (1963) theory of psychosocial development I draw on information gathered in year one of a 2-year qualitative study of teacher socialization to explore the following questions: With whom do beginning teachers form relationships in their new professional contexts? What is the nature of these relationships? What functions do they serve? Are some relationships more important at some times than others? How do certain relationships facilitate or constrain the various aspects of teacher development? Can facilitating relationships be contrived? Can contrived relationships be facilitating? And, finally, what role does context play in all of this?The focus on relationships grows out of a need to understand better the role of the “other” in the professional growth process. By examining information gathered through conversations with 13 new teachers I will uncover and explore some of the issues pertaining to professional relationship formation and development particularly in relation to teacher socialization and the psychosocial aspects of teacher development. These insights will be used as a basis for a discussion of formalized induction programs which feature forms of institutionally imposed collaborative arrangements. Drawing on some of the recent work on teacher culture and collegiality (Hargreaves, 1990; Little, 1990; Rosenholtz, 1987, 1989), Barth's (1990) ideas on school improvement through the creation of a “community of learners”, and on Noddings' (1986) and Gherke's (1987) notions on the building of caring and helping communities, I will discuss the limitations of some of the recent trends in professional development for new teachers. I will recommend an alternative approach to new teacher induction, one that takes into account the individuality of the teacher, the school culture, and the socialization process. In essence, I will argue for a “natural” and integrated approach to teacher induction. 相似文献
17.
J. W. Solberg 《Studies in Educational Evaluation》1985,11(3):281-284
Recently, the term “basic education” was given legal status in The Netherlands; it substituted the previously used term “primary education.” In speaking about primary or lower education, we as educators indicate a sequence in time; the term “basic education” is preferable because it refers to the content of education. Consequently, we cannot escape defining the content of the term “basic.” It is especially important to ask what criteria have to be applied in the process. 相似文献
18.
Like other countries, Israel had its share of projects that see the implementation of inquiry and higher order thinking in schools as their main goal. However, although many of these projects were quite successful, they did not succeed in changing the bulk of teaching and learning in Israeli schools. This article describes a new national educational policy called “Pedagogical Horizons for Learning”. The goal of this policy is to move the whole educational system towards a focus on higher order thinking and deep understanding. Such a move must consider the knowledge gained from previous projects but it must also lean on strategies for implementing systemic educational change. Implementing the goals of the “Pedagogical Horizons for Learning” on a national scale requires simultaneous work on three-dimensions: (a) curriculum, learning materials and standards; (b) professional development; and (c) assessment. The article outlines the plan for each of these three-dimensions and provides some accounts of the first stages of the implementation process. 相似文献
19.
Among the aims of education is the endeavor to bring students closer to an understanding of the world-at-large. Although pedagogical methods vary, educators would certainly agree that changing students’ knowledge and beliefs is among the end-goals of successful education (Murphy, 1998, Unpublished Doctoral Dissertation. University of Maryland, College of Education, College Park, MD). In the educational research literature, this “coming to know” has been referred to as conceptual change, and more recently there has been a resurgence of interest in “coming to believe” most often referred to as persuasion. Given that many researchers have defined belief as a form of knowledge, the delineating features of these two constructs are somewhat opaque. This present work closely examines these two constructs by identifying theoretical forbears of conceptual change and persuasion theory in the domains of philosophy and psychology with the intent of tracing their influence on educational research and practice. 相似文献
20.
Stephen J. Bagnato Hoi K. Suen Dale Brickley Janell Smith-Jones Ernie Dettore 《Early childhood research quarterly》2002,17(4):117
The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model. 相似文献