Problems of Interdisciplinarity: Evidence‐Based and/or Artist‐Led Research?     

Rachel Mason 《The International Journal of Art & Design Education》2008,27(3):279-292

Art education as a distinct academic discipline is relatively recent and closely related to the growth of specialist teacher qualification programmes in university education departments. Opportunities for art teachers to engage in research were first provided in advanced diploma courses and specialist masters programmes set up in university education departments. Later these were followed by specialist doctoral degrees. Since the majority of such programmes are located in education departments, research training has tended to be social science based. Recently there has been a flurry of publications by art and art education specialists devoted to explaining and extolling the idea of art practice as an alternative paradigm. This article analyses and discusses this development and the status of research in the specialist field, drawing on the author's recent experience of carrying out two systematic reviews of studies in art education. It examines strengths and weaknesses in the two research paradigms and suggests ways forward for improving training in art education research.  相似文献   

THE EFFECTS OF GROUP COACHING ON THE HOMEWORK PROBLEMS EXPERIENCED BY SECONDARY STUDENTS WITH AND WITHOUT DISABILITIES     

Donald Merriman  Robin S. Codding  Georgiana Shick Tryon  Takuya Minami 《Psychology in the schools》2016,53(5):457-470

Research on the effectiveness of homework provides ample evidence that homework has a positive effect on learning, particularly for secondary students. Unfortunately, the rate of consistent homework completion for students, with and without disabilities, is low. This study used a between‐groups design to examine the differential effectiveness of coaching, a self‐management intervention, compared with the local treatment‐as‐usual (homework center) on improving the homework completion of 50 middle school students (Grades 6 to 8) with and without disabilities who were having substantial difficulty with homework. Results indicated that both group coaching and homework center (treatment‐as‐usual) were effective in significantly decreasing homework problems, with no clear indication that one intervention was, overall, superior to the other. However, preliminary analyses suggest that these interventions might be differentially effective as a function of disability status.  相似文献   

The Relationship of Spelling Recognition, RAN, and Phonological Awareness to Reading Skills in Older Poor Readers and Younger Reading-Matched Controls     

Tami Katzir  YoungSuk Kim  Maryanne Wolf  Becky Kennedy  Maureen Lovett  Robin Morris 《Reading and writing》2006,19(8):845-872

The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework.  相似文献   

Book reviews     

Jim Murphy  Robin Jones  Robert McCaig  K. M. Harman  Carolyn D. Baker 《The Australian Educational Researcher》1990,17(2):75-85

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MIND IS PRIMARILY A VERB: AN EXAMINATION OF MISTAKEN SIMILARITIES BETWEEN JOHN DEWEY AND HERBERT SPENCER     

Robin L. Zebrowski 《Educational theory》2008,58(3):305-320

A bstract .  In educational scholarship, a number of comparisons have been made between the work of John Dewey and Herbert Spencer, many claiming that Spencer's influence is unmistakable in Dewey's theories or even that Dewey is derivative of Spencer. However, one must look beyond the surface similarities of Dewey and Spencer and recognize the drastically divergent views that each held on those very foundational notions upon which each built his educational program. In this essay, Robin Zebrowksi examines the theories of evolution, the directionality of organism and environment interaction, the agency of the individual, and the conceptualizations of progress in the respective works of Dewey and Spencer. Their underlying beliefs about the world and how it operates show that their philosophies cannot be reconciled. The educational theories that follow from these discrepancies, Zebrowski concludes, have incompatible and distinct implications for the classroom.  相似文献   

Complexity Theory and the Philosophy of Education     

Mark  Mason 《Educational Philosophy and Theory》2008,40(1):4-18

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A behaviour‐genetic analysis of orthographic learning,spelling and decoding     

Brian Byrne  William L. Coventry  Richard K. Olson  Jacqueline Hulslander  Sally Wadsworth  John C. DeFries  Robin Corley  Erik G. Willcutt  Stefan Samuelsson 《Journal of Research in Reading》2008,31(1):8-21

As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification.  相似文献   

Musicality in the Language of Picture Books     

Robin Heald 《Children‘s Literature in Education》2008,39(3):227-235

The authors of picture books who write especially melodic language are doing more than simply offering up work that is pleasing to the ear. They are accessing more of the whole child. In this article five picture books will be discussed for their musical attributes: Now One Foot, Now the Other, by Tomie dePaola, The Cat in the Hat, by Dr. Seuss, Knuffle Bunny, by Mo Willems, Mirandy and Brother Wind, by Patricia C. McKissack, and Click Clack Moo, by Doreen Cronin. Drawing on the observations of scientists, educators, and composers, I will discuss what an extraordinary aid a picture book with musical sounding language can be in the nurturing and development of the young child’s intellect, emotional life, and social skills.  相似文献   

The influence of reading unit size on the development of Stroop interference in early word decoding     

Paula J. Schwanenflugel  Robin D. Morris  Melanie R. Kuhn  Gregory P. Strauss  Jennifer M. Sieczko 《Reading and writing》2008,21(3):177-203

The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels: (a) words containing both highly predictable grapheme–phoneme correspondence (GPC) units and highly consistent rime units (henceforth, Hi-GPC + Hi-Rime); (b) words with highly predictable GPC units and less consistent rime units (Hi-GPC + Lo-Rime); (c) words with low predictability GPC units and highly consistent rime units (Low GPC + High Rime); (d) nonwords that contained both highly predictable GPC and highly consistent rime units. Naming time for pictures containing these labels was compared against that for pictures with random letter strings or no labels. In Experiment 1, Stroop interference was examined in first, second, and third grade children to determine whether there was developmental change in the presence of rime or GPC interference. In Experiment 2, Stroop interference was examined as a function of relative reading skill in first grade children. In Experiment 3, Stroop interference in adults was compared to the use of rime or GPC pronunciation strategies for nonword reading. In all experiments, Stroop interference in picture naming was longer for pictures with highly predictable GPC unit labels than less predictable GPC unit labels. However, in Experiment 3, even though adults showed interference from predictable GPC units in the Stroop task, they always preferred rime pronunciation for ambiguous nonwords in the nonword reading task. It is argued that the current experiments provide evidence for a flexible units model. The results of this study were presented at the Cognitive Development Society meeting, November 2001, Virginia Beach, VA, and the American Educational Research Association meeting, April 2004, San Diego, California.  相似文献   

Evaluating fifth- and sixth-grade students’ expository writing: task development, scoring, and psychometric issues   总被引：1，自引：0，他引：1  

Jonna M. Kulikowich  Linda H. Mason  Scott W. Brown 《Reading and writing》2008,21(1-2):153-175

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students’ informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and social studies information could be used to solve those problems. Of the 72 students, 69 were able to craft a cohesive response that not only demonstrated planning in writing structure but also elaboration of relevant knowledge in one or more domains. Many-facet Rasch Modeling (MFRM) techniques were used to examine the reliability and validity of scores for the writing rating scale. Additionally, comparison of fifth- and sixth-grade responses supported the validity of scores, as did the results of a correlational analysis with scores from an overall interest measure. Recommendations for improving writing scoring systems based on the findings of this investigation are provided.  相似文献