Women’s Involvement in Educational Psychology Journals from 1976 to 2004     

Joy?Evans  Peggy?Pei-Hsuan?Hsieh  Daniel?H.?RobinsonEmail author 《Educational Psychology Review》2005,17(3):263-271

Previously, Robinson, McKay, Katayama, and Fan (1998) examined women’s involvement in six educational psychology journals (American Educational Research Journal, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, Journal of Experimental Education, and Journal of Educational Psychology) from 1976 to 1996 and found that although women made gains as authors and editorial board members, they remained underrepresented as editors. In this Reflections on the Field article, we compare the Robinson et al. data with our more recent data. We found that from 1996 to 2004, the percentage of women members in education and psychology organizations has risen. Meanwhile, the percentage of women authors has remained stable; the percentage of women editorial board members has risen slightly; and the percentage of women editors has risen dramatically. We also found that the percentage of women authors and editorial board members lags slightly behind what would be expected based on organizational membership percentages for women. On the other hand, there are now more female editors than would be expected.  相似文献   

The influence of coping strategies on the manifestation of learned helplessness     

Joy L. Cullen  Frederic J. Boersma 《Contemporary educational psychology》1982,7(4):346-356

Thirty learning-disabled and 30 normally achieving fourth-grade boys experienced failure on a problem-solving task, following which they received either tutor-assistance or self-instructional training to induce success in coping with failure, or a no-training condition. Training effects were assessed on a subsequent problem-solving task and a measure of continuing motivation. Tutor-assistance training was more effective than self-instructional training for decreasing the number of problems on which learning-disabled boys gave up prior to solution. Compared with their untrained controls, learning-disabled boys with tutor-assistance training gave up less often and solved more problems. Continuing motivation increased with learning-disabled boys who received tutor-assistance training and normally achieving boys without training. Untrained normal achievers attributed failure to adoption of specific task strategies, while untrained learning-disabled boys attributed failure to task difficulty. It was suggested that characteristics of learned helplessness were apparent in the impaired performance of the learning-disabled boys. Normal achievers appeared to have developed active and independent strategies for coping with failure.  相似文献   

Visual theorems     

Philip J. Davis 《Educational Studies in Mathematics》1993,24(4):333-344

It is argued for a mathematical education which interprets the word theorem in a sense that is wide enough to include the visual aspects of mathematical intuition and reasoning.  相似文献   

Organizational Identification: A Mixed Methods Study Exploring Students’ Relationship with Their University     

Karen K. Myers  Courtney W. Davis  Emily Richardson Schreuder  David R. Seibold 《Communication quarterly》2016,64(2):210-231

Organizational identification (OID) is the outcome of social construction processes in which individuals define themselves in terms of their organizational membership. Students’ identification with their university reflects value congruence with the institution and is reflected in communication. Drawing on social identity theory (SIT) and utilizing quantitative and qualitative data from students (n = 555), we found relationships between OID and construed external image of the university, trust in the university, satisfaction with the university, perceived interorganizational competition, and outcomes, including intended future involvement. Students were re-surveyed nine months later (n = 397, with 83 respondents matching Time 1 and Time 2) to assess their OID stability. Open-ended responses describe situations and events that strengthen/lessen OID. We offer implications for OID, SIT, and for organizational communication research and practice.  相似文献   

Sweet Surrender and Trespassing Desires in Reading: Jane Campion's The Piano and the struggle for responsible pedagogy     

Deanne Bogdan  Hilary E. Davis  Judith Robertson 《Changing English: An International Journal of English Teaching》1997,4(1):81-103

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Technology collaboratives for simultaneous renewal in teacher education     

Ann D. Thompson  Denise A. Schmidt  Niki E. Davis 《Educational technology research and development : ETR & D》2003,51(1):73-89

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Drama and arts-based professional learning: exploring face-to-face,online and transmedia models     

Susan Davis 《Teaching Education》2017,28(4):333-348

Australian and international research has identified that many generalist teachers have limited confidence and experience in teaching the Arts in the early years of schooling and education. There is also a significant gap in the provision of quality professional learning programs for teachers. Research has identified that appropriate training and professional learning programs need to provide teachers with practical experiences, informed by sound pedagogical theory and some form of ongoing support and potential for collaboration and shared learning. This article reports on the development of a professional learning programme which sought to support arts-focussed professional development of early years teachers. The project, known as The Open Storybox, lead to the development of a model which could be called a ‘transmedia’ learning model, as it utilises different media, and flows of content across digital platforms and technologies as well as the embodied and material.  相似文献   

Preservice teacher preparation for mainstreaming     

L Ganschow  D B Weber  M Davis 《Exceptional children》1984,51(1):74-76

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Social Justice,Place, and Equitable Science Education: Broadening Urban Students’ Opportunities to Learn     

Jacqueline Leonard  Scott A. Chamberlin  Joy B. Johnson  Geeta Verma 《The Urban Review》2016,48(3):355-379

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Senior secondary school assessment and standard-setting in Queensland,Australia: social context and paradigmatic change     

Professor J. Joy Cumming 《Assessment in Education: Principles, Policy & Practice》2020,27(2):160-177

ABSTRACT

This article draws on three assessment paradigms – psychometrics, outcomes-based and curriculum-based assessment – to discuss paradigmatic changes in senior school assessment and achievement standard-setting in Queensland, Australia, over the last 50 years. These include radical reforms in 1970 from university-controlled examinations to school-based assessments applying normative standard-setting, to subsequent reforms in 1978 introducing competence(curriculum)-based assessment and standards. From 2019, a new reform introduces a combination of school-based and external assessment with procedures for establishing standards still in progress.

Changes to Queensland assessment and standard-setting are discussed in terms of three preconditions for paradigm change – dissatisfaction, an alternative acceptable paradigm, and majority acceptance of change. Influence of paradigmatic origins of reformers is discussed. The amalgam of curriculum-based assessment and psychometric paradigms in the new Queensland system is considered in terms of theoretical compatibility and potential impact on the new standards.  相似文献