Everyday Statistical Reasoning during Adolescence and Young Adulthood: Motivational, General Ability, and Developmental Influences     

Paul A. Klaczynski  David H. Gordon 《Child development》1996,67(6):2873-2891

Research on adolescent problem solving was extended into the domain of statistical reasoning and potential biases in reasoning. In Experiment 1, adolescents solved everyday reasoning problems dealing with the "law of large numbers" and the "intuitive analysis of covariance." In each problem, evidence was presented that portrayed each participant's dominant career goal favorably or unfavorably. In Experiment 2, adolescents and young adults were presented "law of large numbers" evidence that was goal-threatening, goal-enhancing, or goal-neutral. In both experiments, statistical reasoning could be used to discredit the evidence. Results indicated that (1) adolescents and young adults found goal-enhancing evidence more convincing than goal-neutral evidence which, in turn, was perceived more favorably than goal-threatening evidence; (2) statistical reasoning was more frequent on goal-threatening problems than on goal-neutral and goal-enhancing problems; (3) intellectual ability was unrelated to the biases in adolescents' reasoning; (4) verbal ability was linked to "law of large numbers" reasoning, but no cognitive ability was systematically correlated with "analysis of covariance" reasoning; and (5) law of large numbers reasoning of young adults was superior to that of adolescents, but young adults were no less biased in their reasoning than adolescents. The potential functions and consequences of adolescents' biased reasoning, the relation of everyday reasoning to general intellectual abilities, and the influences of motivation and depth of processing are discussed.  相似文献   

A Journey Backwards: History Through Style in Children’s Fiction     

Christopher Ringrose 《Children‘s Literature in Education》2007,38(3):207-218

A & C Black’s Flashbacks series invites its readers to “Read a Flashback...take a journey backwards in time”. There are several ways in which children’s fiction has encouraged its readers to engage with and care about history: through the presence of ghosts, through frame stories, time travel, or simply setting the narrative in the past. However, modern critical theory has questioned the validity of traditional modes of the genre. This paper defends historical fiction for children by arguing that, whatever narrative strategy is used, such writing stands or falls through its evocation of a historical sensibility—or what Raymond Williams calls a ‘structure of feeling’. This is achieved through elements of style, both in the representation of dialogue and thought. Pastiche, sometimes thought of as an unsatisfactory feature of contemporary culture, can often perform a similar evocative function. The paper is based on close readings of Alan Garner’s The Stone Book from 1976, and 21st century fiction by Kevin Crossley-Holland, Kate Pennington and Paul Bajoria. If these books do not overtly use the techniques of “historiographic metafiction”, it may be because awareness of historiography is implicit in the very texture of their writing. Christopher Ringrose is Principal Lecturer in English at the University of Northampton, and Head of Learning and Teaching in the Arts. He is an Editor of The Journal of Postcolonial Writing, and has published on Canadian literature, literary theory, eighteenth-century literature, and autobiography, as well as writing a study of the novelist Ben Okri, published in 2006. For CLE, he wrote on Lying in Children’s Fiction in Volume 21 No.3 (July 2006).  相似文献   

With Scale in Mind: A Continuous Improvement Model for Implementation     

Christopher Redding  Marisa Cannata  Katherine Taylor Haynes 《Peabody Journal of Education》2017,92(5):589-608

The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges in how we evaluate implementation in particular schools. This paper presents a framework to conceptualize implementation when design, implementation, and scaling up are integrated activities.  相似文献   

Passive socialization to humans: Effects on tonic immobility in chickens (Gallus gallus)     

Timothy J. Eddy  Gordon G. Gallup 《Learning & behavior》1994,22(3):325-331

Chicks whose primary source of visual stimulation during rearing was in the form of human caretakers showed significantly shorter durations of tonic immobility. Birds with only human visual exposure were also more likely to behave in affiliative ways toward the experimenter than were birds from the other rearing groups. Birds reared in a similar manner but tested for tonic immobility in the absence of the experimenter failed to show an effect. The results are discussed in terms of the phylogenetic generality of ontogenetic-dependent reactivity to humans, and the possibility that the ecological validity of experimental studies in which animals are reared in isolation from conspecifics, or otherwise become socialized to humans, may be compromised.  相似文献   

Examining Rater Effects on the Classroom Assessment Scoring System     

Kara M. Styck  Christopher J. Anthony  Lia E. Sandilos  James C. DiPerna 《Child development》2021,92(3):976-993

The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is a popular measure of teacher–child interactions. Despite its prominence, CLASS scores have fairly weak relations with various child outcomes (e.g., Zaslow et al., 2010). One potential reason for these findings could be systematic differences in observer severity. As such, the purpose of this study was to explore the scope and impact of rater effects on CLASS scores with a sample of 77 teachers who were rated by 13 observers. Results indicated significant rater effects across all three CLASS domains. Adjusting for these effects, however, did not improve relations between CLASS scores and child outcomes. Implications for the CLASS and related assessments are discussed.  相似文献   

2008 — Letter from the Joint Editors     

The Joint Editors  
Jean Gordon  Jean-Pierre Jallade 《European Journal of Education》2008,43(1):1-3

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Child race and gender as moderators of the association between teacher–child relationships and school adjustment     

Christopher Murray  Gregory A. Waas  Kelly M. Murray 《Psychology in the schools》2008,45(6):562-578

This investigation examines teacher and child perceptions of teacher–child relationships and early school adjustment among children (N = 157) in low‐income urban schools. Consistent with prior research, findings indicated that teacher–child relationships were associated with early school adjustment; however, the strength of this association varied depending on perspective (i.e., teacher vs. student) and by student characteristic. Associations between predictor and criterion variables were stronger for within‐rater perspectives than across raters. Children's race moderated the association between teacher–child relationships and early school adjustment when examining data from the same source (i.e., teacher) and across raters (i.e., teacher and student). Gender did not moderate these associations. The implications of these findings for future research focused on understanding teacher–child relationships are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Universal Design and Multimethod Approaches to Item Review     

Christopher J. Johnstone  Sandra J. Thompson  Nicole A. Bottsford-Miller  Martha L. Thurlow 《Educational Measurement》2008,27(1):25-36

Test items undergo multiple iterations of review before states and vendors deem them acceptable to be placed in a live statewide assessment. This article reviews three approaches that can add validity evidence to states' item review processes. The first process is a structured sensitivity review process that focuses on universal design considerations for items. The second method is a series of statistical analyses intended to increase the limited amount of information that can be derived from analyses on low-incidence populations (such as students who are blind, deaf, or have cognitive disabilities). Finally, think aloud methods are described as a method for understanding why particular items might be problematic for students .  相似文献   

A preliminary investigation of the concurrent validity of reading comprehension rate: A direct,dynamic measure of reading comprehension     

Christine E. Neddenriep  Andrea D. Hale  Christopher H. Skinner  Renee O. Hawkins  Beth D. Winn 《Psychology in the schools》2007,44(4):373-388

Reading comprehension rate (RCR) is a direct measure of reading skills that may be useful in formatively evaluating students reading beyond the fourth‐grade level. To investigate the concurrent validity of RCR, we correlated RCR, reading comprehension level (RCL), and words correct per minute (WC/M) with the Broad Reading Cluster Scores of the Woodcock‐Johnson III Tests of Achievement (WJ‐III ACH) across 88 students in 4th, 5th, and 10th grades. Results showed that aloud‐RCR was significantly correlated with the WJ‐III ACH scores for 4th‐grade (r = .90; n = 22), 5th‐grade (r = .87; n = 29), and 10th‐grade (r = .65; n = 37) students. Regression analysis specified a one‐predictor model for 4th‐grade students (aloud‐RCR), a two‐predictor model for 5th‐grade students (WC/M and aloud‐RCR), and a one‐predictor model for 10th‐grade students (WC/M). Discussion focuses on directions for future research and applied issues related to RCR probe passage development. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 373–388, 2007.  相似文献   

Inclusion of Substance Abuse Training in CACREP‐Accredited Programs     

Kathleen M. Salyers  Martin H. Ritchie  Wendy S. Luellen  Christopher P. Roseman 《Counselor Education & Supervision》2005,45(1):30-42

Professional counselors and counselors‐in‐training continue to serve clients who have substance abuse issues, yet systematic training in substance abuse counseling is not available to many counselors. The authors investigated the extent to which students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001) are exposed to clients presenting with substance abuse issues and the relationship between state licensure or certification in substance abuse and the resulting perception of the need for the inclusion of substance abuse training in these programs. Three methods are presented for possibly including substance abuse training in CACREP standards.  相似文献