The relation of multiple-schedule behavioral contrast to deprivation,time in session,and within-session changes in responding     

McSweeney FK  Swindell S  Murphy ES  Kowal BP 《Learning & behavior》2004,32(2):190-201

Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables.  相似文献   

Childhood Maltreatment and School Problems: A Danish National Study     

Ask Elklit  Liv Michelsen  Siobhan Murphy 《Scandinavian Journal of Educational Research》2018,62(1):150-159

The association between child maltreatment (CM) and educational outcomes have been well documented. However, there is a paucity of research that explores the association between different types of maltreatment and other school problems that may affect the educational outcomes of maltreated children. This study examined the association between different types of CM and school changes, concentration problems, and special educational needs. Gender differences were also examined. Structured interviews were conducted with 2,980 participants. Significant associations emerged between CM, in particular, multiple maltreatment experiences and school problems. Males had higher concentration difficulties and special educational needs. More research attention is needed into optimal learning environments and interventions that support maltreated children more effectively.  相似文献   

Anti-bullying procedures for schools in Ireland: principals’ responses and perceptions     

Mairéad Foody  Helena Murphy  Paul Downes  James O’Higgins Norman 《Pastoral Care in Education》2018,36(2):126-140

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the impact of bullying on their students and the strategies they take to combat it in their schools. We consider how principals respond to bullying and what supports they feel are missing for them to adhere to relevant policy. A sample of 918 principals from a range of schools across Ireland completed an online survey. The results demonstrated some positive actions by principals such as the provision of anti-bullying policies. However, they also document areas that need more action such as increased access to counsellors and appointing a specific staff member to deal with and tackle bullying in each school. Guidance from the Department of Education and Skills in Ireland on the development and provision of an anti-bullying programme is called for. Results are discussed in light of the current Anti-Bullying Procedures established by the Department of Education and Skills and the Action Plan for Bullying 2013.  相似文献   

Humanizing the use of technology in education: A re-examination     

John W. Murphy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):137-148

Educators are currently attempting to integrate computers into the classroom, in order to humanize their use. The strategies that have been adopted, however, are primarily logistical and ignore the philosophy that underpins this technology. It is argued in this paper that educational technology will not be humanized until it is understood to be sustained by a philosophy other than technological rationality, and thus is provided with a human base. The life-world (Lebenswelt) is identified as a proper foundation for technology, because technological rationality is illustrated to be a modality of human expression. When this is the case, technology is placed in the service of humankind, for it cannot be conceived as the genesis of personal freedom.

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Zusammenfassung Gegenwärtig sind Pädagogen um die Integration von Computern ins Klassenzimmer bemüht, um deren Gebrauch zu humanisieren. Die dabei angewandten Strategien sind jedoch primär logistisch und ignorieren die theoretischen Voraussetzungen, auf die sich diese Technologie stützt. In diesem Bericht wird argumentiert, daß die Bildungstechnologie so lange nicht humanisiert wird, bis sie nicht in einem anderen Sinn als dem der technologischen Rationalität verbunden wird und auf eine humane Grundlage gestellt ist. Die Lebenswelt wird als ein wahres Fundament der Technologie identifiziert, da technologische Rationalität als eine Modalität menschlichen Ausdrucks dargestellt wird. Wenn dies der Fall ist, wird die Technologie in den Dienst der Menschheit gestellt, da sie nicht als Nemesis persönlicher Freiheit angesehen werden kann.

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Résumé Les pédagogues, aujourd'hui, tentent de faire entrer l'ordinateur dans la salle de classe, afin de ramener son utilisation à l'échelle humaine. Cependant, les stratégies adoptées demeurent de l'ordre de la logistique et ignore tout de la philosophie qui étaye cette technologie. Dans cet article, il est argué que l'on ne saurait humaniser la technologie au sein de l'enseignement, tant qu'il n'est pas entendu qu'une philosophie autre que la rationalité technologique la sous-tend, la dotant ainsi d'un fondement humain; l'environnement naturel (Lebenswelt) constitue la véritable base de la technologie car la rationalité ne représente qu'une modalité de l'expression humaine. Dans ce cas, la technologie est placée au service de l'humanité et ne saurait être conçue comme sanction de la liberté individuelle.

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A New Approach to the Study of the Development of Religious Thinking in Children   总被引：1，自引：0，他引：1  

R. J. L. Murphy 《Educational studies》1978,4(1):19-22

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The Achieved Weights of Examination Components     

Robert M. Adams∗  Roger J. L. Murphy† 《Educational studies》1982,8(1):15-22

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The legacy of postmodernism in educational theory     

Mark Murphy 《Educational Philosophy and Theory》2018,50(14):1332-1333

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Diversity as a natural occurrence: an enrichment strategy of peer learning     

Madeline M. Crocitto  Lynn D. Walsh  Albert Murphy  Maureen A. Keefe 《Interactive Learning Environments》2018,26(1):61-74

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered.  相似文献   

Parental reactions to children's negative emotions: longitudinal relations to quality of children's social functioning   总被引：7，自引：0，他引：7  

Eisenberg N  Fabes RA  Shepard SA  Guthrie IK  Murphy BC  Reiser M 《Child development》1999,70(2):513-534

Relations between self-reported parental reactions to children's negative emotions (PNRs) and children's socially appropriate/problem behavior and negative emotionality were examined longitudinally. Evidence was consistent with the conclusion that relations between children's externalizing (but not internalizing) emotion and parental punitive reactions to children's negative emotions are bidirectional. Reports of PNRs generally were correlated with low quality of social functioning. In structural models, mother-reported problem behavior at ages 10-12 was at least marginally predicted from mother-reported problem behavior, children's regulation, and parental punitive or distress reactions. Moreover, parental distress and punitive reactions at ages 6-8 predicted reports of children's regulation at ages 8-10, and regulation predicted parental punitive reactions at ages 10-12. Father reports of problem behavior at ages 10-12 were predicted by earlier problem behavior and parental distress or punitive reactions; some of the relations between regulation and parental reactions were similar to those in the models for mother-reported problem behavior. Parental perceptions of their reactions were substantially correlated over 6 years. Some nonsupportive reactions declined in the early to mid-school years, but all increased into late childhood/early adolescence.  相似文献   

Academic identity,confidence and belonging: The role of contextualised admissions and foundation years in higher education     

Katriona O'Sullivan  Niamh Bird  James Robson  Niall Winters 《British Educational Research Journal》2019,45(3):554-575

This article presents a cross-national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year-long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well-established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed-method approach. Questionnaires and in-depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non-traditional students.  相似文献