Genetic and environmental influences in adolescent peer socialization: evidence from two genetically sensitive designs     

Iervolino AC  Pike A  Manke B  Reiss D  Hetherington EM  Plomin R 《Child development》2002,73(1):162-174

Harris argues that peer relationships are the chief determinants of personality development. Harris's thesis makes the behavioral genetic investigation of peer groups particularly timely. The present study examined genetic and environmental contribution to self-reported peer-group characteristics in two samples of adolescent siblings: 180 adoptive and nonadoptive sibling pairs from the Colorado Adoption Project, and 386 sibling pairs from the Nonshared Environment and Adolescent Development Study. Substantial genetic influence emerged for college orientation, with the remaining variance accounted for by nonshared environment. For delinquency, however, the majority of the variance was explained by nonshared environment. Although genetic influence was implicated for peer popularity in twin analyses, genetic factors were not important in explaining individual differences in nontwin siblings. These results suggest that although some dimensions of peers are somewhat mediated by genetic factors, nonshared environmental influence is substantial.  相似文献   

Autoshaping of initial feeding and drinking reactions in newly hatched chicks     

Guy Woodruff  M. David Starr 《Learning & behavior》1978,6(3):265-272

Newly hatched chicks were force-fed food and water throughout rearing, and food, water, or sand reinforcers during exposure to an omission-training procedure. The chicks were thus prevented from performing approach and contact responses to the reinforcer at any time in their lives. Nevertheless, the subjects displayed approach and species-specific feeding or drinking reactions directed toward an illuminated key paired with food or water, but not with sand. Illumination of a key either uncorrelated or negatively correlated with food or water did not engender appreciable responding. Feeding and drinking reactions were topographically distinct, determined by the type of reinforcer, but were not elicited by the reinforcer. These findings support a “learned release” view of autoshaping, according to which phylogenetically preorganized behavior patterns are triggered by distal stimuli paired with biologically significant proximal stimulation, and suggest a close relationship between autoshaping and primitive instances of visual object recognition.  相似文献   

Trends in computer applications in science assessment     

David D. Kumar  Stanley L. Helgeson 《Journal of Science Education and Technology》1995,4(1):29-36

Seven computer applications to science assessment are reviewed. Conventional test administration includes record keeping, grading, and managing test banks. Multiple-choice testing involves forced selection of an answer from a menu, whereas constructed-response testing involves options for students to present their answers within a set standard deviation. Adaptive testing attempts to individualize the test to minimize the number of items and time needed to assess a student's knowledge. Figurai response testing assesses science proficiency in pictorial or graphic mode and requires the student to construct a mental image rather than selecting a response from a multiple choice menu. Simulations have been found useful for performance assessment on a large-scale basis in part because they make it possible to independently specify different aspects of a real experiment. An emerging approach to performance assessment is solution pathway analysis, which permits the analysis of the steps a student takes in solving a problem. Virtually all computer-based testing systems improve the quality and efficiency of record keeping and data analysis.  相似文献   

Instruction and science learning: A quantitative synthesis     

F. David Boulanger 《科学教学研究杂志》1981,18(4):311-327

The purpose of this study was to quantitatively synthesize quality and quantity of instruction studies with the same or similar independent variables in the published science education grade 6-12 research of the 1963-1978 period. Fifty-two studies formed six clusters and revealed significant positive cognitive outcomes due to the use of preinstructional strategies, training in scientific thinking, increased structure in the verbal content of materials, and increased realism or concreteness in adjunct materials. In general, systematic innovation in instruction was found to produce positive improvements over the norm or traditional practice. Methodologically, improved research design quality was related to larger effect sizes. Recommendations are made regarding application, use of multiple measures, attitudinal research, use of general education findings, and the reporting of research.  相似文献   

The Effect of Private School Vouchers on Political Participation: Experimental Evidence From New York City     

Deven Carlson  Matthew M. Chingos  David E. Campbell 《Journal of research on educational effectiveness》2017,10(3):545-569

In 1997, the New York School Choice Scholarships Foundation Program (SCSF) randomly offered three-year scholarships to attend private schools to approximately 1,000 low-income families in New York City. In this paper we leverage exogenous variation generated by the SCSF to estimate the causal effect of the private school voucher offer—and the private school attendance it induced—on later-life voter registration and turnout outcomes. Our results demonstrate that the voucher intervention had no effect on registering to vote or voting in any of several elections for either the full sample or any of several demographic subgroups. Although unique aspects of the SCSF context impose limits on the scope of our results, they have clear implications for assessing the relative effectiveness of public and private schools in preparing democratic citizens. We close the paper by discussing the implications of the results for research and policy.  相似文献   

Algorithmics and programming in the school mathematics curriculum: support is waning - is there still a case to be made?     

David C. Johnson 《Education and Information Technologies》2000,5(3):201-214

The contribution of programming in the learning of school mathematics has been demonstrated in numerous project and research settings. However, it would appear that this activity has failed to permeate the system on any large and systemic scale.I suggest here that one reason for the current situation is that the exciting developments have not themselves been a required component embedded in a major curriculum theme. Further, the position that the programming environments themselves, e.g., Logo microworlds, would become the school mathematics curriculum has clearly failed to gain the support of the educational system. However, discrete mathematics and algorithmics, a strand within discrete mathematics, provides a natural home for programming. This in turn supports the use of a programming language in mathematical contexts for which pupil designed algorithms can be used to explore concepts and relationships.  相似文献   

The Development of Teacher Knowledge in Support of Student Mathematical Inquiry     

David Slavit  Kristin Lesseig 《PRIMUS》2017,27(1):58-74

Abstract

Applying the Mathematical Knowledge for Teaching framework, we discuss the components of teacher knowledge that might be useful in supporting mathematical inquiry, and examine ways in which we strive to develop this knowledge within a middle grades mathematics program for undergraduate students who are prospective teachers. Using sample activities from multiple courses in the program, we offer general principles of instruction for supporting mathematical inquiry at all grade levels. We contend that an awareness and application of the multiple facets of mathematical knowledge for teaching can be critical to supporting mathematical inquiry across the K-16 spectrum.  相似文献   

Enhancing Teacher Education with Simulations     

David Kaufman  Alice Ireland 《TechTrends》2016,60(3):260-267

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A study of the use of diagnostic testing in teaching basic principles of human psychology     

Faith K. Brown  David P. Butts 《科学教学研究杂志》1979,16(3):205-210

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Response to the discipline review of teacher education in mathematics and science     

Dr David Symington  Professor Lindsay Mackay 《Research in Science Education》1993,23(1):286-292

This paper relates to a study commissioned by the Department of Employment, Education and Training to evaluate the impact of the Discipline Review of Teacher Education in Mathematics and Science. The major datagathering strategies employed in that study have been to visit every higher education institution in Australia involved in teacher education to interview relevant staff and to seek information by mail from other bodies to whom recommendations of the Review were addressed. This paper reports a supplementary activity, the analysis of citations of the Report of the Discipline Review in the journal of the Australasian Science Education Research Association,Research in Science Education. This research reveals that there has been relatively little critical analysis of the Review, somewhat surprising in the light of its significance for science teacher education. Further the citations in the journal suggest that the Review Report has struck a responsive chord with those involved in the science education of primary school teachers. Its impact on secondary teacher education would appear to be less significant. This difference is explored in the context of professional education. Specializations: science education, teacher education. Specializations: international education, educational measurement, science education.  相似文献