Between eclecticism and orthodoxy in instructional design     

Stephen C. Yanchar  Bruce W. Gabbitas 《Educational technology research and development : ETR & D》2011,59(3):383-398

This paper presents the concept of critical flexibility as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical orthodoxy (i.e., rigid use of a single perspective or process) due to the openness and flexibility it purports to offer. In contrast, the authors argue that eclecticism ignores or discourages critical reflection regarding background understanding (e.g., implicit assumptions and values) and perpetuates the lack of openness and flexibility commonly associated with orthodoxy. Critical flexibility, as an alternative to eclecticism, emphasizes an awareness of background understanding, but construes it as capable of being explicated, critically examined, adjusted in specific contexts, and refined or developed over time to facilitate increasingly flexible and effective design practices. The authors clarify the nature of critical flexibility as a general way of being involved in the design process, suggest how it helps overcome the traditional theory–practice split, and discuss several of its implications for scholarship and training.  相似文献   

Teaching effectiveness: Comparisons between traditional and nontraditional college students     

John W. Keller Ph.D.  Nina Mattie  Stephen J. Vodanovich  Chris Piotrowski 《Innovative Higher Education》1991,15(2):177-184

This article compares traditional college students' perceptions of effective teaching behaviors with nontraditional students' perceptions. A 15-item questionnaire was completed by undergraduates at a small Southeastern university. Nontraditional students viewed personality and interaction behaviors as more indicative of effective teaching, whereas traditional students focused on behaviors that potentially would enhance grades. The implications of the findings are discussed in light of techniques and approaches that facilitate the needs of both types of students.His major areas of interest include testing and counseling. Nina Mattie, M.A. is a recent graduate of the University of West Florida in the area of school psychology. Stephen J. Vodanovich, Ph.D. is an assistant professor in the psychology department at the University of West Florida. His major areas of interest are social psychology and industrial/organizational psychology. Chris Piotrowski, M.A. is a consultant in forensic psychology. His major areas of interest are personality assessment and online database searching.  相似文献   

Effects of infant cries on alcohol consumption in college males at risk for child abuse     

Paul R. Stasiewicz  Stephen A. Lisman 《Child abuse & neglect》1989,13(4):463-470

This analog study examines the effect of hearing a child's cries on alcohol consumption, comprising one link in a possible association between drinking and child abuse. Thirty-two male undergraduate volunteers were preselected by age, drinking practices, and abuse potential. Subjects were assigned to either a high or low abuse potential group and were then randomly assigned to hear either an infant cry or a smoke alarm. Blood pressure was measured during each of three stimulus presentations. Following each presentation, the subject was asked to rate the stimulus on a number of different dimensions (e.g., soothing-arousing). Additionally all subjects participated in a subsequent taste-rating task as an unobtrusive measure of alcohol consumption. The results indicate that, regardless of risk group, subjects who listened to the infant cry consumed significantly more alcohol (M = 206 ml, SD = 126.43) during the taste-rating task than did those who heard only the smoke alarm (Mr = 95.68 ml, SD = 62.94) which was also rated as aversive. There was no relationship between abuse potential and alcohol consumption. Although diastolic blood pressure did not differ between groups, analysis of the infant rating scales revealed that, regardless of risk group, subjects who heard the infant cry reported feeling more aversion, arousal, and distress, than did those who heard the smoke alarm. These results lend additional support to studies depicting the infant cry as a stressful and aversive event, capable of eliciting increased drinking. Implications for arousal reduction by alcohol and a model of alcohol-induced child abuse are discussed.  相似文献   

Concept learning by pigeons: Matching-to-sample with trial-unique video picture stimuli     

Anthony A. Wright  Robert G. Cook  Jacquelyne J. Rivera  Stephen F. Sands  Juan D. Delius 《Learning & behavior》1988,16(4):436-444

Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development.  相似文献   

Child care in the preschool years: Attachment,behaviour problems and cognitive development     

Blaise Pierrehumbert  Tatjana Ramstein  Athanassia Karmaniola  Olivier Halfon 《European Journal of Psychology of Education - EJPE》1996,11(2):201-214

The possible implications of the experience of non parental care on cognitive development and on behaviour problems are considered in interaction with individual and contextual variables. A sample of 47 Swiss children who experienced varying kinds of care arrangements were studied longitudinally between 1 and 5 years of age. The effects of the experience of care were related to mothers’ reports of behavioral problems (CBCL, with subscales of internalizing and of externalizing problems) at age 5, and to cognitive developmental quotients (at 1, 2 and 5 years). Several variables were considered for their potential interaction with the experience of care, such as the pattern of attachment to the mother (observed at 21 months of age in the “Strange Situation”), characteristics of the experience of care (duration and type of care), its quality (relationship with non parental caregivers), the socio-economic status of the family, etc. The effect of non parental care on behaviour problems (5 years) happened to be mediated by the the pattern of attachment to the mother: insecurely attached children had some risk to be reported as having externalizing problems, but this didn’t occur when they had an extended experience of non parental care, and when non parental care was mainly family-based. The effect of non parental care on cognitive development was mediated by the quality of care: children with a positive contact with the caregivers had greater cognitive gains between 2 and 5 years; the relationship with the care-givers itself was influenced by the quality of the relationship with the mother. The limited size and origin of the sample restricts generalization, however these data might contribute to the notion that non parental care can have varying effects depending of the type of care, the quality of the relation with the caregivers, the age and personal traits of the child.  相似文献   

Child developmental impact of Pittsburgh’s Early Childhood Initiative (ECI) in high-risk communities: first-phase authentic evaluation research     

Stephen J. Bagnato  Hoi K. Suen  Dale Brickley  Janell Smith-Jones  Ernie Dettore 《Early childhood research quarterly》2002,17(4):117

The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model.  相似文献   

The Realm of Firstness: The NLS,explicitness and C.S. Peirce     

Stephen Taylor 《Changing English: An International Journal of English Teaching》2002,9(2):197-206

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Mothers' Experiences of Aggression in Their Tourette's Syndrome Children     

Naydene De Lange  MAJ Olivier 《International journal for the advancement of counseling》2004,26(1):65-77

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Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level   总被引：1，自引：0，他引：1  

Rong Chen  Stephen L. DesJardins 《Research in higher education》2008,49(1):1-18

Using national survey data and discrete-time logit modeling, this research seeks to understand whether student aid mediates the relationship between parental income and student dropout behavior. Our analysis confirms that there is a gap in dropout rates for low-income students compared with their upper income peers, and suggests that some types of aid are associated with lower risks of dropout. Thus, we examine the interaction between financial aid type and parental income to explore whether, and if so how, different types of aid may reduce the dropout gap by income level group. We find that the receipt of a Pell grant is related to narrowing the dropout gap between students from low- and middle-income groups, although overall the interaction between Pell grant and income is not significant. Loans and work-study aid both have similar effects on student dropout across all income groups. Methodologically, our results demonstrate the need to model dropout behavior temporally and to avoid main-effect bias by incorporating interaction effects.

Stephen L. DesJardinsEmail:

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Evaluating college campus closings for the 1980s: A case application of an optimization model     

Stephen A. Hoenack  Janet K. Roemer 《Research in higher education》1981,15(1):49-68

Institutional administrators, faculty, state planners, and legislatures have little analytical basis available to help them cope with the expected excess higher education capacity of the 1980s. Without objective criteria, state planners and legislatures are likely to propose across-the-board reductions even if it were preferable to close some institutions and expand others. This study is a case application of an optimization model to two community colleges in northern Minnesota. Using estimated enrollment demand functions and readily available data on size, quality, and costs, this model is designed to assist policymakers in identifying overbuilt institutions and programs that should be closed. The state's objective in the model is to satisfy specified proportions of enrollment demand with a minimum expenditure of state funds.  相似文献