Testing an Idealized Dynamic Cascade Model of the Development of Serious Violence in Adolescence     

Kenneth A Dodge  Mark T Greenberg  Patrick S Malone  Conduct Problems Prevention Research Group 《Child development》2008,79(6):1907-1927

A dynamic cascade model of development of serious adolescent violence was proposed and tested through prospective inquiry with 754 children (50% male; 43% African American) from 27 schools at 4 geographic sites followed annually from kindergarten through Grade 11 (ages 5–18). Self, parent, teacher, peer, observer, and administrative reports provided data. Partial least squares analyses revealed a cascade of prediction and mediation: An early social context of disadvantage predicts harsh–inconsistent parenting, which predicts social and cognitive deficits, which predicts conduct problem behavior, which predicts elementary school social and academic failure, which predicts parental withdrawal from supervision and monitoring, which predicts deviant peer associations, which ultimately predicts adolescent violence. Findings suggest targets for in‐depth inquiry and preventive intervention.  相似文献   

The Efficacy of Personal Learning Plans in Early Childhood Teacher Preparation     

D. Michael Malone 《Early Childhood Education Journal》2008,36(1):47-56

The purpose of this paper is to present data demonstrating the potential efficacy of Personal Learning Plans (PLPs) as an instructional tool in early childhood teacher preparation. One hundred and thirty-nine undergraduate students enrolled in an introductory course offered within a unified early childhood education program over a period of four years completed preliminary and final surveys including items on student background, efficacy of course methods, and student learning style and outcomes. Data related to the PLP and other, more didactic, methods used in the target course are presented. A general conclusion that can be drawn from these data is that students believed the PLP method to be no less effective than other methods relative to some indicators and significantly more effective than other methods relative to other indicators. Results are discussed in terms of self-efficacy theory.

D. Michael MaloneEmail:

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The dysfunctional library: Challenges and solutions to workplace relationships,J. Henry,J. Eshleman,R. Moniz (Eds.), ALA Editions,Chicago, Illinois (2018), (216 pp. $64.00), ISBN: 978-0-8389-1623-0     

Andrea Malone 《The Journal of Academic Librarianship》2019,45(5)

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Networks of knowledge, matters of learning, and criticality in higher education     

Tara Fenwick  Richard Edwards 《Higher Education》2014,67(1):35-50

Higher education in the UK has become preoccupied with debates over the authority of knowledge and of criticality. In this article we argue that approaches to knowledge in higher education might benefit from a network sensibility that foregrounds the negotiated processes through which the material becomes entangled with the social to bring forth actions, subjectivities and ideas. We draw from a set of analytic perspectives that have arisen from actor-network theory traditionally associated with the writings of Bruno Latour. These approaches emphasise the contingent in knowledge production, even to claim that objects, knowledge or otherwise, come into being through enactment as effects within particular webs of relations. What becomes visible in such analysis is the precarious fragility of concepts and categories often assumed to be immutable, and the work required to establish their stability. We argue that this actor-network analysis helps to move away from a focus on separate entities and individuals to understand their material relationality. This analysis also foregrounds the controversies that tend to be foreclosed in what Latour calls ‘matters of fact’, and makes visible the different worlds in which knowing is evoked in practice. From this departure point the issue of interest is not which knowledge accounts are superior but how and when particular accounts become more visible or valued, how they circulate, and what work they perform in the process. These approaches afford a criticality that we argue open important entry points for rethinking curriculum, teaching and learning in higher education.  相似文献   

Fifth graders' science inquiry abilities: A comparative study of students in hands‐on and textbook curricula     

Jerome Pine  Pamela Aschbacher  Ellen Roth  Melanie Jones  Cameron McPhee  Catherine Martin  Scott Phelps  Tara Kyle  Brian Foley 《科学教学研究杂志》2006,43(5):467-484

A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006  相似文献   

Does student-centered instruction engage students differently? The moderation effect of student ethnicity     

Eli Talbert  Tara Hofkens  Ming-Te Wang 《The Journal of educational research》2019,112(3):327-341

Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied. This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity. The authors used a multilevel path analysis with data from 3,883 sixth- to 12th-grade students (52.1% girls, 38.2% eligible for free/reduced lunch, 66.1% Caucasian, 23.8% African American, 7.2% multiracial, and 2.9% Asian American). The results showed that student-centered instruction was positively related to all dimensions of mathematics engagement. However, the positive association between student-centered mathematics instruction and student engagement was weaker for African American students. This study provides empirical evidence for the benefits of student-centered instruction while suggesting differential effects based on students’ ethnicity.  相似文献   

Teaching Now with the Living: A Dialogue with Teachers Investigating Contemporary Art Practices     

Tara Page  Steve Herne  Paul Dash  Helen Charman  Dennis Atkinson  Jeff Adams 《The International Journal of Art & Design Education》2006,25(2):146-155

The Education Departments of Tate Modern and Goldsmiths College collaborated with a group of teachers to find out what they understood by the term ‘contemporary art’ and to discover the conditions that enable contemporary art practices in the classroom. We explored questions with eleven teachers, from both primary and secondary schools, during the Autumn of 2004. Although the cultural/ethnic context of the schools the teachers worked within was diverse, they shared a commitment to working with contemporary art in the classroom and exploring new pedagogies in this field. Their engagement with contemporary art and their revealing and compelling experiences are documented, contextualized and summarized. Samples of the discussions form the substance of this article. This is preceded by an analysis of the success of socially‐orientated contemporary art in the wider global context and its contrast with the omission of these practices in many schools. Conclusions have been tentatively drawn about how the curriculum may be better served by the use of contemporary art, as well as the means by which new learning methods may be facilitated.  相似文献   

Referring and Reporting Research Participants at Risk: Views from Urban Adolescents   总被引：1，自引：0，他引：1  

Celia B. Fisher  Ann Higgins-D'Alessandro  Jean-Marie B. Rau  Tara L. Kuther  Susan Belanger 《Child development》1996,67(5):2086-2100

Researching developmental risks of urban youth raises ethical concerns when an investigator discovers a participant is in jeopardy. This study collected data on 147 seventh, ninth, and eleventh graders' views of 3 investigator options: (1) taking no action and maintaining confidentiality, (2) reporting the problem to a concerned parent or adult, and (3) facilitating adolescent self-referrals. Participants judged these options within the context of 5 risk domains: substance abuse, child maltreatment, life-threatening behaviors, delinquency, and shyness. Judgments of reporting options were related to grade and ratings of risk severity, but not to moral reasoning. Confidentiality was viewed favorably for risk behaviors of low perceived severity or for which the consequences of adult discovery might introduce greater risk. Confidentiality was viewed unfavorably and reporting to adults favorably for child maltreatment and threats of suicide. Self-referral was viewed favorably across all grades and risk behaviors. Implications of adolescent perspectives for research ethics are discussed.  相似文献   

The Canadian child welfare system response to exposure to domestic violence investigations     

Black T  Trocmé N  Fallon B  Maclaurin B 《Child abuse & neglect》2008,32(3):393-404

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The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching     

Barbara M. Strawitz  Mark R. Malone 《科学教学研究杂志》1986,23(4):311-320

The purpose of the study was to determine whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as factors which might explain some of the variance in the dependent measures. A one-group pretest-posttest design was used. Students were administered the Teacher Concerns Questionnaire, the Science Teaching Attitude Scales, and the Rokeach Dogmatism Scale approximately eight weeks after the pretest. Results indicated that field experiences did not significantly change student concerns about teaching science but significantly improved student attitudes toward science and science teaching. Students differing in age, grade-point average, and openmindedness did not difer significantly in changes in concerns and changes in attitude toward science and science teaching. Students assigned to different schools differed significantly in changes in attitude toward science.  相似文献