Creativity in Plato's States     

Arthur M. Wheeler 《Educational theory》1969,19(3):249-255

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An Immanent Critique of Critical Pedagogy     

Quentin Wheeler‐Bell 《Educational theory》2019,69(3):265-281

In this essay, Quentin Wheeler‐Bell aims to reframe recent attempts to rethink the core principles of critical pedagogy. He argues that these attempts have been unsuccessful because they reproduce a deeper problem — specifically, an identity crisis — within critical pedagogy. The source of this problem, he contends, is that those working in this tradition have, over time, become more distant from and forgetful of its roots in critical theory; as a result, critical pedagogy is now in a state of dilution and fragmentation in which critical pedagogues are unable to bring the plurality of critical education approaches together theoretically around a set of shared principles. In order to address this problem and begin to reframe the core principles of critical pedagogy, Wheeler‐Bell first briefly sketches the debates around Max Horkheimer's classic essay “Critical Theory and Traditional Theory,” focusing on why critical theory grew into an interdisciplinary tradition situated between philosophy and social science. Then he explains why the recent attempts to rethink critical pedagogy rely upon a problematic, albeit dominant, narrative of the critical education tradition — a narrative that only tacitly recognizes a connection between critical education and critical theory. This dominant narrative contributes to the identity crisis within critical education because it supports a collective memory loss regarding the importance of both philosophy and social science to critical theory. Finally, Wheeler‐Bell attempts to develop a thin definition of critical education: one that connects critical education back to its roots in critical theory, while respecting the plurality of critical education approaches.  相似文献   

Towards a framework for the validation of early childhood assessment systems     

Jessica Goldstein  Jessica Kay Flake 《Educational Assessment, Evaluation and Accountability》2016,28(3):273-293

American early childhood education is in the midst of drastic change. In recent years, states have begun the process of overhauling early childhood education systems in response to federal grant competitions, bringing an increased focus on assessment and accountability for early learning programs. The assessment of young children is fraught with challenges; psychometricians and educational researchers must work together with the early childhood community to develop these instruments. The purpose of this paper is to present a conceptual framework for the validation of such instrumentation and examine its implications for early childhood educators. We formulate a validity argument for early childhood assessments providing a pivotal link between validity theory and early education practice. Recommendations for the assessment field are also considered.  相似文献   

Key actions of successful summer research mentors     

D. Raj Raman  Brandi N. Geisinger  Mari R. Kemis  Arlene de la Mora 《Higher Education》2016,72(3):363-379

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Mostly Harmless Direct Effects: A Comparison of Different Latent Markov Modeling Approaches     

Roberto Di Mari  Zsuzsa Bakk 《Structural equation modeling》2018,25(3):467-483

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   

Professional higher education institutions as organizational actors     

Elken  Mari  Røsdal  Trude 《Tertiary Education and Management》2017,23(4):376-387

Organizational actorhood is a term that has gained prominence in literature about higher education as a way to describe some of the key global change processes with emphasis on organizational accountability, formalization of structure, focus on goal definition and managerialism. At the same time, there is less knowledge about how organizational actorhood is constructed in professional higher education institutions. Based on over 100 interviews and document studies of two case institutions, this article argues that professional higher education institutions show many characteristics of aiming to construct organizational actorhood, while their understanding of accountability is broader than would be in traditional comprehensive universities.  相似文献   

Studying the effects of early child care experiences on the development of children of color in the United States: toward a more inclusive research agenda     

Johnson DJ  Jaeger E  Randolph SM  Cauce AM  Ward J;National Institute of Child Health  Human Development Early Child Care Research Network 《Child development》2003,74(5):1227-1244

Evidence is presented of the different cultural and ecological contexts affecting early child care for families of color. It is argued that improvements on previous research require a fundamental shift in how race, ethnicity, and culture as psychological variables are examined. Furthermore, to avoid the pitfalls and failures of previous research, new research must incorporate expanded models of child care and development in childhood. The integrative model of development for children of color proposed by Garcia Coll et al. (1996) is presented as a basis for developing more specific ecological models relevant to addressing child care issues in ethnic minority families. Finally, priority areas for future research are recommended to stimulate and enable child care researchers to adopt a more inclusive view of child care and its effects.  相似文献   

Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education     

Marja Syrjämäki  Nina Sajaniemi  Eira Suhonen  Alisa Alijoki  Mari Nislin 《欧洲特需教育杂志》2017,32(3):377-390

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Training in phonemic segmentation: The effects of visual support     

Mariëtte T. Kerstholt  Dr Wim H. J. van Bon  Rob Schreuder 《Reading and writing》1994,6(4):361-385

Two experimental studies examined the effects of different types of phonemic segmentation training on phonemic segmentation, reading and spelling. Children with learning disabilities, who were weak in phonemic segmentation, were trained with the use of diagrams and alphabet letters, with alphabet letters only, or with no visual support at all (the control condition). For this purpose three computer-assisted training programs were developed. In the first experiment, 48 children were assigned to one of the three programs. The training period lasted five weeks. Although in each training program the children improved their phonemic segmentation skill, there were no significant differences among the three training programs. This result may have been influenced by the different types of feedback that were provided in the three training programs. In a second experiment, therefore, these differences in feedback were eliminated and 49 different children were trained with the same three programs. The results of this experiment, however, were the same as those of the first experiment. The finding that visual support had no beneficial effects could therefore not be attributed to differences in explicit feedback. It was concluded that with these children, in contrast to preschoolers, phonemic segmentation training using visual support does not have any advantage over auditory training alone. The results of this study indicate that preschoolers and children with reading and spelling problems cannot be treated in the same way. It underlines the importance of further examination of the problems that poor readers and poor spellers encounter in grasping the structure of spoken language.  相似文献   

Development of moral emotions and decision-making from childhood to young adulthood     

Mari Hasegawa 《Journal of moral education》2016,45(4):387-399

This study investigated the development of moral decision-making and moral emotion attributions in antisocial behavior and peer relationship dilemma scenarios. Participants were 540 school- and college-aged students, who were asked to explain their moral decision-making, subsequent emotions, and reasoning in regard to the scenarios. We combined moral decision-making (morally appropriate or morally inappropriate) and emotion (positive or negative) to create the four reaction patterns of happy victimizer (HV), unhappy victimizer (UHV), happy moralist (HM), and unhappy moralist (UHM). Across all four scenarios and age groups, there were very few HM reactions, and HV responses were more common among adolescents and adults than among children in jaywalking and peer exclusion scenarios. In contrast, there were no age differences in reaction patterns in shoplifting and broken-promise scenarios; however, more moral considerations in reasoning were revealed among older age groups. The role of peer relationship in emotion attribution is discussed.  相似文献