Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life‐Span Outcomes          下载免费PDF全文

David S. Yeager  Valerie Purdie‐Vaughns  Sophia Yang Hooper  Geoffrey L. Cohen 《Child development》2017,88(2):658-676

This research tested a social‐developmental process model of trust discernment. From sixth to eighth grade, White and African American students were surveyed twice yearly (ages 11–14; Study 1, N = 277). African American students were more aware of racial bias in school disciplinary decisions, and as this awareness grew it predicted a loss of trust in school, leading to a large trust gap in seventh grade. Loss of trust by spring of seventh grade predicted African Americans’ subsequent discipline infractions and 4‐year college enrollment. Causality was confirmed with a trust‐restoring “wise feedback” treatment delivered in spring of seventh grade that improved African Americans’ eighth‐grade discipline and college outcomes. Correlational findings were replicated with Latino and White students (ages 11–14; Study 2, N = 206).  相似文献   

A theoretically driven teaching and research framework: learning technologies and educational practice     

Geoffrey Lautenbach 《Educational studies》2014,40(4):361-376

The emphasis of this paper is on the derivation of design principles from qualitative analysis of student reflections based on their participation in authentic, collaborative and technology-mediated activities. This paper reports on the initial phases of a design-based research project at a comprehensive university in South Africa where the authentic nature of the activities contributed to the depth of student reflections and ultimately led to meaningful design principles based entirely on the experiences of students. Students’ reflective reports were analysed for their content using simple inductive coding techniques leading to the identification of themes and the derivation of design principles from further refinement of these themes. These design principles, therefore, have their origins in the specific theories underpinning the learning activities that were used in the teaching and learning process, and contribute once again in an innovative way to this same body of knowledge. This theory-driven praxis thus makes a contribution to both educational theory and teaching practice which is applicable across a variety of contexts and sectors worldwide. More importantly, this can be seen as meaningful research that is socially responsible, with a high theoretical and practical value, and of relevance to a wider international audience.  相似文献   

‘Always the Outlaw’: The Potential for Subversion of the Metanarrative in Retellings of Robin Hood     

Geoffrey Gates 《Children‘s Literature in Education》2006,37(1):69-79

This paper examines six recent retellings of Robin Hood and concentrates on the representation of class, religion and gender in the texts. The question is asked: ‘what values do the texts implicitly or explicitly arm?’ The idea that Robin Hood retellings are systematic of a socially and politically conservative ideology is interrogated by considering moments of possible transgression of the universalistic metanarrative in the texts.  相似文献   

Forgetting functions     

K. Geoffrey White 《Learning & behavior》2001,29(3):193-207

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Editorial     

Geoffrey Walford 《British Journal of Educational Studies》2001,49(2):119-123

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James and Educational Technology     

Geoffrey Hubbard 《British journal of educational technology : journal of the Council for Educational Technology》1972,3(2):102-107

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Research into the environment of science laboratory classes in australian schools     

Dr Campbell J. McRobbie  Dr Geoffrey J. Giddings  Dr Barry J. Fraser 《Research in Science Education》1990,20(1):200-209

Existing instruments for assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial environment are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class. Consequently, the Science Laboratory Environment Inventory (SLEI), was designed to assess student or teacher perceptions of seven scales:Teacher Supportiveness, Student Cohesiveness, Open-Endedness, Integration, Organization, Rule Clarity andMaterial Environment. An important feature of the design of the study was that the new instrument was field tested simultaneously in six countries: Australia, USA, Canada, England, Nigeria and Israel. This paper is based on a sample of 4643 students in 225 individual laboratory classes, together with the teachers of most of these classes. Preliminary analyses were used to shed light on various important research questions including the differences between Actual and Preferred environments, gender differences in perceptions of Actual and Preferred environment, the relationship between the science laboratory environment and attitude towards science laboratory work, differences between school and university laboratory classes, differences between teachers’ and students’ perceptions of the same laboratory classes, and differences between laboratory classes in different science subjects (Physics, Chemistry, Biology). Specializations: Science education, educational evaluation. Specializations: Curriculum, science education, science laboratory teaching. Specializations: Learning environments, science education, educational evaluation, curriculum.  相似文献   

Issues and Public Policies in Educational Technology     

Geoffrey Hubbard 《British journal of educational technology : journal of the Council for Educational Technology》1976,7(3):51-58

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Situating Skills   总被引：2，自引：0，他引：2  

Geoffrey Hinchliffe 《Journal of Philosophy of Education》2002,36(2):187-205

The discourse surrounding skills in education and learning has often been dismissed as mere 'skill–talk'. This article seeks to reject this criticism by arguing that much of the criticism of skill–talk rests on an unsatisfactory behaviourist view of skills. Another approach towards considering skills is also considered, an approach deriving from the Aristotelian concept of technē , but this is also rejected. It is suggested that the concept of 'situational understanding' provides the best way of thinking about skills. This approach firmly situates the learning of skills within context: the possibility of all–purpose generic skills is rejected. At the same time, this approach helps to articulate what is needed from the standpoint of agency if skills are to be 'transferred'.  相似文献   

Enhancing Students' Understanding of Mathematics: A Study of Three Contrasting Approaches to Professional Support     

Geoffrey B. Saxe  Maryl Gearhart  Na'ilah Suad Nasir 《Journal of Mathematics Teacher Education》2001,4(1):55-79

This report provides evidence of the influence of professional development and curriculum on upper elementary students' understandings of fractions. Three groups of teachers and their students participated. Two groups implemented a fractions unit that emphasized problem solving and conceptual understanding. The Integrated Mathematics Assessment (IMA) group participated in a program designed to enhance teachers' understandings of fractions, students' thinking, and students' motivation. The Collegial Support (SUPP) group met regularly to discuss strategies for implementing the curriculum. Teachers in the third group (TRAD) valued and used textbooks and received no professional development support. Contrasts of student adjusted posttest scores revealed group differences on two scales. On the conceptual scale, IMA classrooms achieved greater adjusted posttest scores than the other two groups, with no differences between SUPP and TRAD groups. On the computation scale, contrasts revealed no differences between IMA and TRAD, although TRAD achieved greater adjusted scores than SUPP (p < 0.10). Our findings indicate that the benefits of reform curriculum for students may depend upon integrated professional development, one form exemplified by the IMA program. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献