Ipsative assessment: motivation through marking progress     

Gordon Stobart 《Assessment & Evaluation in Higher Education》2016,41(8):1284-1285

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Expectancies as mediators in the differential-reward conditional discrimination performance of pigeons     

Gail B. Peterson  Ruth L. Wheeler  Gordon D. Armstrong 《Learning & behavior》1978,6(3):279-285

In a series of within-subject experiments employing a two-choice delayed conditional discrimination task, pigeons chose correctly more often when kind of correct choice and kind of reinforcer were perfectly correlated than when uncorrelated. Correct choice behavior fell to chance levels when the correlation was reversed or when it was removed by using only one kind of reinforcer. Implications for mediation theories are discussed, with the conclusion being that, although the possibility that instrumental mediators are present in this situation cannot be dismissed, the overall pattern of results indicates that classical mediators are of principal importance in this type of task.  相似文献   

Reassessing “a statewide study of ECE and non-ECE schools on reading achievement, grades 2 and 3, based on the California assessment program results”     

Richard Hill  David Gordon  David Sweet 《Studies in Educational Evaluation》1977,3(3):207-214

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Doing critical cultural and ideological technology     

Gordon Burt 《Educational Studies in Mathematics》1990,21(3):289-298

The field of mathematics education is contested by different sub-cultures. The dominance of psychological approaches is challenged by sociological ones. Within the latter, consensus theory is the norm. A defect of this theory is its neglect of power, conflict and inequality in society. To remedy this there is a need for critical cultural and ideological technology (CCIT).An application of critical cultural and ideological technology (CCIT) is reported in the field of mathematics education. This involves identifying the ideologies about society which are to be found in curriculum materials, identifying the social location of the text and identifying possible actions. A step-by-step method is set out and applied to a particular classroom problem.  相似文献   

Parenting Stress and Youth Symptoms Among Girls With and Without Attention-Deficit/Hyperactivity Disorder     

Chanelle T. Gordon  Stephen P. Hinshaw 《Parenting, science and practice》2017,17(1):11-29

Objective. To examine the aspects of parenting stress—parental distress and parental stress due to dysfunctional interactions—reported by mothers of girls with attention-deficit/hyperactivity disorder in both childhood and adolescence and to understand their associations with internalizing and externalizing symptoms in adolescence. Design. The diverse sample comprised 120 girls with attention-deficit/hyperactivity disorder and 81 age- and ethnicity-matched comparison girls, evaluated at ages 6–12 years and followed prospectively for 5 years. Basic demographics, oppositionality, childhood behavioral outcomes and symptoms, and key parenting practice were covaried in the analyses. Results. Longitudinally, parental distress during the participants’ childhood was positively associated with adolescent externalizing and internalizing behaviors, even when statistically controlling for parallel childhood behaviors. Parental stress due to dysfunctional interactions during adolescence was associated with contemporaneous adolescent depressive symptoms and externalizing behaviors, but parental distress was associated with only internalizing behaviors. With respect to moderation by diagnostic group, parental stress due to dysfunctional interactions (in childhood) was associated with adolescent internalizing symptoms only in girls with attention-deficit/hyperactivity disorder. However, associations between parental distress in childhood and internalizing behaviors were stronger in the comparison than the ADHD sample. Conclusions. Minimizing early dysfunctional interactions might reduce internalizing behaviors in girls with attention-deficit/hyperactivity disorder. Interventions targeting parental distress may be beneficial for girls, regardless of attention-deficit/hyperactivity disorder status.  相似文献   

Book reviews     

Robert C. Snider  Kenneth Silber  Paul Vanderbilt  Malcolm Lee Fleming  Maxine Ruth Moore  Ira J. Gordon 《Educational technology research and development : ETR & D》1971,19(1):102-118

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Rules and the Effectiveness of the Hidden Curriculum   总被引：1，自引：0，他引：1  

David Gordon 《Journal of Philosophy of Education》1983,17(2):207-218

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Techne and Technical Communication: Toward a Dialogue     

Jay Gordon 《Technical Communication Quarterly》2002,11(2):147-164

The classical Greek discourse on techne has much to offer technical communication teachers concerned about the relationship between theory and practice, but this potential has not yet been realized. Plato's and Aristotle's discussions about the relationship between techne and rhetoric, for example, encompass questions about the rhetorical goals of the speakedwriter and about the role of theory in teaching rhetorical art that are of continuing relevance to the modern discourse on technical communication. The aim of this article is to identify several points upon which a fruitful dialogue between ancient and modern discourses can begin. First, I supply some background on how the term techne was used up through the fourth century BCE. Then I discuss how the modern discourse on technical communication (including material from popular textbooks) both converges with and departs from Plato's and Aristotle's statements on the relationship between techne and rhetoric. Finally, I point out areas for further discussion as teachers of technical communication continue to reflect upon and refine their pedagogies.  相似文献   

Rules versus analogies in children's spelling: Evidence for task dependence     

Rachael P. Deavers  Gordon D.A. Brown 《Reading and writing》1997,9(5-6):339-361

Two experiments were conducted to investigate developmental changes in children's use of rime-level units of sound-to-spelling correspondence when spelling nonwords under varying task demands. In Experiment 1, nonwords were presented in isolation. Older children spelled more of the nonwords by analogy than younger children. Experiment 2 adopted versions of the clue word technique employed by Goswami (1988a) and found that significantly more analogous, rime-based responses were given to the same stimuli in both younger and older children. However, fewer analogous responses were given when the salience of the clue word was reduced by presentation of multiple target nonwords. The results suggest that while children in the early stages of development possess the ability to use rime-based units in spelling, they do not always make spontaneous use of this analogy strategy. However, when the potential to use rime-based units is highlighted by task demands, as is the case in Experiment 2 when a clue word is provided, even young children make considerable use of analogy in spelling.  相似文献   

An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development     

B. Grant Hayes  Gordon E. Taub  Edward H. Robinson  Stephen A. Sivo 《Counselor Education & Supervision》2003,42(3):177-188

The purpose of this study was to examine the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning‐level counselor education students (20 men and 53 women, ages ranging from 24 to 47 years). Ratings of students' pre‐ and posttest video counseling tapes were used to assess the effects of the multimedia approach. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high‐tech multimedia, low‐tech multimedia, and traditional instruction) treatment groups.  相似文献