Investigations of Temperament at Three to Seven Years: The Children''s Behavior Questionnaire     

Mary K. Rothbart  Stephan A. Ahadi  Karen L. Hershey  & Phillip Fisher 《Child development》2001,72(5):1394-1408

This article reviews evidence on the reliability and validity of the Children's Behavior Questionnaire (CBQ), and presents CBQ data on the structure of temperament in childhood. The CBQ is a caregiver report measure designed to provide a detailed assessment of temperament in children 3 to 7 years of age. Individual differences are assessed on 15 primary temperament characteristics: Positive Anticipation, Smiling/Laughter, High Intensity Pleasure, Activity Level, Impulsivity, Shyness, Discomfort, Fear, Anger/Frustration, Sadness, Soothability, Inhibitory Control, Attentional Focusing, Low Intensity Pleasure, and Perceptual Sensitivity. Factor analyses of CBQ scales reliably recover a three-factor solution indicating three broad dimensions of temperament: Extraversion/Surgency, Negative Affectivity, and Effortful Control. This three-factor solution also appears to be reliably recovered in ratings of children in other cultures (e.g., China and Japan). Evidence for convergent validity derives from confirmation of hypothesized relations between temperament and socialization-relevant traits. In addition, parental agreement on CBQ ratings is substantial. The CBQ scales demonstrate adequate internal consistency, and may be used in studies requiring a highly differentiated yet integrated measure of temperament for children in this age range.  相似文献   

Algorithmic culture,networked learning and the technological horizon of theory     

Mark Dawson 《Technology, Pedagogy and Education》2019,28(4):463-472

ABSTRACT

Going via Bernard Stiegler’s theorisation of technology, and his response to Chris Anderson’s claim that the era of hyper-networked, algorithmically driven digital technologies signals the end of theory, this paper aims to place the educational practice of networked learning as a space to think the edge, excess or limit of this proposed algorithmic dominance. The author discusses how networked learning can negotiate the border between educational theory, the practice of teaching and learning, and the processes and systems of educational technology, but suggests that to do this it must engage these disciplines through a thinking of technology which does not decide upon its status in advance. He argues that affirming this particular relation to technology is increasingly urgent given we are at a moment in which educational institutions are asking how to prepare our students for an age of continuing technological disruption.  相似文献   

Exploring the relationship between certification sources,experience levels,and classroom management orientations of classroom teachers   总被引：1，自引：0，他引：1  

Janice Toterhi Ritter  Dawson R. Hancock 《Teaching and Teacher Education》2007

Teachers continue to report that classroom management is one of their greatest challenges in the classroom. Classroom management involves teacher's efforts to oversee classroom activities such as learning, social interaction, and student behavior. In this study, we examined the relationship between sources of teachers’ certification (traditional or alternative), teachers’ experience levels (experienced or novice), and teachers’ classroom management orientations (interventionist, non-interventionist, or interactionalist). We discovered that neither source of certification nor experience level alone impacts a teachers’ classroom management orientation. However, teachers with traditional certification and many years of experience exert significantly less control over classroom activities and students’ behaviors than do their colleagues with other educational and experimental backgrounds. Potential causes and ramifications of these findings are discussed.  相似文献   

Behavioral momentum in academics: Using embedded high‐p sequences to increase academic productivity     

David L. Lee  Phillip J. Belfiore  Mary Catherine Scheeler  Youjia Hua  Rachel Smith 《Psychology in the schools》2004,41(7):789-801

The use of high‐probability (high‐p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high‐probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high‐p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high‐p sequences with two academic tasks—letter‐writing and mathematics problem completion. The results of these studies suggest that high‐p sequences can be used to increase academic productivity. Moreover, the addition of experimenter‐delivered reinforcers to existing high‐p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 789–801, 2004.  相似文献   

Learning from Texts and Visual Aids: a Developmental Perspective     

Phillip J. Moore  Jill J. Scevak 《Journal of Research in Reading》1997,20(3):205-223

The aims of this research were to investigate the ways in which students in primary and secondary schools process texts and accompanying visual aids and to ascertain any developmental patterns. Think-aloud protocols were gathered from 119 Grade 5, Grade 7 and Grade 9 students while they read and studied grade-appropriate History and Science materials which contained both text and visual aids (tables, diagrams). Analyses of the think-aloud protocols yielded over 50 different processes, subsumed under 10 major categories. While the History results showed no reliable grade differences in the 10 think-aloud categories, the Science results showed developmental differences. Older students demonstrated a more diverse array of strategies, and explicit linking of text and visual aid information was not as evident in the younger students. ANOVAs following cluster analyses showed weak relationships between cluster membership and outcomes. Implications for instruction are discussed.  相似文献   

Can training improve marker accuracy at detecting contract cheating? A multi-disciplinary pre-post study     

Phillip Dawson  Wendy Sutherland-Smith 《Assessment & Evaluation in Higher Education》2019,44(5):715-725

Contract cheating occurs when students outsource assessed work. In this study, we asked experienced markers from four disciplines to detect contract cheating in a set of 20 discipline-specific assignments. We then conducted a training workshop to improve their detection accuracy, and afterwards asked them to detect contract cheating in 20 new assignments. We analysed the data in terms of sensitivity (the rate at which markers spotted contract cheating) and specificity (the rate at which markers spotted real student work). Pre-workshop marker sensitivity was 58% and specificity was 83%. Post-workshop marker sensitivity was 82% and specificity was 87%. The increase in sensitivity was statistically significant, but the increase in specificity was not. These results indicate that markers can often detect contract cheating when asked to do so, and that training may be helpful in improving their accuracy. We suggest that markers’ suspicions may be crucial in addressing contract cheating.  相似文献   

A Twenty‐five Year Old Professional Development Program for the 21st Century     

A.J. Dawson 《Asia-Pacific Journal of Teacher Education》1994,22(1):59-67

Teacher education programs around the globe are undergoing consolidation as the result of extensive, critical reviews. The concepts of faculty associates, school associates, module structure, research agenda and long practica, which were incorporated initially within the Professional Development Program (PDP) at Simon Fraser University (Vancouver, Canada) over 25 years ago, are offered as viable ways of addressing concerns, for greater school/university collaboration and more meaningful practica. Evidence is provided from a recent external review (British Columbia College of Teachers, 1991) regarding the impact of these program attributes on the PDP student teachers, as well as on the faculty members and faculty associates working with them.  相似文献   

Postmodern Challenges and Modern Horizons: education ‘for being for the environment‘     

Phillip Payne 《Environmental Education Research》1999,5(1):5-34

This article argues that a ‘humanly‐constructive’ critical theory of environmental education called ‘a critical ecological ontology for educational inquiry’ provides a necessary complement to the ‘socially‐critical’ perspective. This humanly‐constructive curriculum theory focuses on our individual and collective ‘being‐in‐the‐world’. It invites learners, teachers and researchers to study how their ‘lived experience’ of socio‐environmentally problematic circumstances is shaped and stretched globally by various economic and technological imperatives. In so doing, ‘a critical ecological ontology’ highlights the personal politic required for a socio‐ecological praxis. Of particular relevance to the socio‐ecological politic ‘for being’ are interpretations of postmodern agency that emerge from three practical applications of ‘a critical ecological ontology’. This dialogue of theory and practice is necessary in the critical curriculum project of environmental education  相似文献   

Establishing open and critical discourses in the science classroom: Reflecting on initial difficulties     

Vaille M. Dawson  Dr Peter C. Taylor 《Research in Science Education》1998,28(3):317-336

This paper presents a reflective account of a science teacher’s endeavours to use the referent of critical constructivism to transform her pedagogical practices. The context of her action research was a Year 10 Bioethics unit taught at an independent girls’ school in Perth, Western Australia. Students were provided with opportunities to engage in open and critical discourses; many did, but a few were unwilling to participate in accordance with the teacher’s intentions. We illustrate the disruptive influence of these “dissident” students and explore the reasons for their unwillingness to suspend their disbelief in a new way of knowing (and of being) that involves a radical change in the role of language in the classroom. We conclude with recommendations for epistemological pluralism and the careful use of critical discourse for re-negotiating teaching and learning roles and creating conditions for open discourse to flourish.  相似文献   

Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context     

Phillip A. Boda  Bryan Brown 《科学教学研究杂志》2020,57(4):567-596

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.  相似文献