Constructing a Joint Story-Writing Space: The Dynamics of Young Children's Collaboration at Computers     

Ya-hui Chung  Daniel J. Walsh 《Early education and development》2006,17(3):373-420

This study explored kindergartners' and first graders' collaborative processes to understand the nature of peer collaboration and the learning opportunities afforded by peer discourse. Data were drawn from 6 dyads who participated in a computer writing project for 2 school semesters. Children's videotaped interactions were analyzed with the focus on understanding how children's collaborative roles and patterns changed over time. Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; and (c) the computer served as an object of reference for children to sustain their interaction and stay on task.  相似文献   

Children with epilepsy in school: Special service usage and assessment practices     

David L. Wodrich  Allen M. Kaplan  William M. Deering 《Psychology in the schools》2006,43(2):169-181

Special services usage and related assessment procedures were investigated for 50 students with epilepsy. Fifty‐six percent of students with epilepsy received special education services, with mental retardation designation and self‐contained placement common, especially among individuals with epilepsy plus a coexisting neurological diagnosis. Sixteen percent of participants had an “other health impairment” designation, and several of these were deemed eligible in at least one other special education category. The majority of students who had been evaluated were administered IQ, adaptive behavior, speech/language, and sensorimotor components, whereas few were assessed for executive or memory functions. Little information about antiepileptic drugs, their effects, or the actual manifestation of students' seizures appeared in special services school documents. Additional empirical information regarding services for children with chronic health conditions, such as epilepsy, is necessary to improve school psychologists' practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 169–181, 2006.  相似文献   

Does Guessing Really Help?     

William H. Angoff 《Journal of Educational Measurement》1989,26(4):323-336

This study examines the claim that attempting, or guessing at, more items yields improved formula scores. Two samples of students who had taken a form of the SA T- Verbal consisting of three parallel half-hour sections, were used to form the following scores on each of the three sections: the number of attempts, a guessing index, the formula score, and (indirectly) an approximation to an ability score. Correlations were obtained separately for the two samples between the attempts, and the guessing index, on one section, the formula score on a second section, and ability as measured by the third section. The partial correlations obtained hovered near zero, suggesting, contrary to conventional opinion, that, on average, attempting more items and guessing are not helpful in yielding higher formula scores, and that, therefore, formula scoring is not generally disadvantageous to the student who is less willing to guess and attempt an item that he or she is not sure of. On closer examination, however, it became clear that the advantages of guessing depend, at least in part, on the ability of the examinee. Although the relationship is generally quite weak, it is apparently the case that more able examinees do tend to profit somewhat from guessing, and would therefore be disadvantaged by their reluctance to guess. On the other hand, less able examinees may lower their scores i f they guess.  相似文献   

Reflections on some contemporary educational slogans     

William Hare 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(1):71-83

Five fashionable ideas in educational theory are here identified as essentially amounting to slogans in which mere rhetoric supplants rational discussion. First, the back-to-basics movement, trading on a preference for what is essential and useful, blurs the point that there is serious dispute about what actually is essential in education. Second, progressive educators favour discovery learning, but ignore the fact that discoveries can grow out of teaching situations. Third, the notion of values clarification is attractive to all who reject authoritarianism in moral education, but it cannot be enough merely to clarify our moral views. We need to ask how far they are defensible. Fourth, the idea of the hidden curriculum is used to denounce subtle indoctrination, but it is too readily assumed that a hidden curriculum is both inevitable and undesirable. Finally, modern educators have succumbed to the apparent security offered by behavioural objectives without noticing that many educational outcomes, including dispositions, cannot be specified with the precision demanded. Slogans offer simplistic solutions, and serve to curtail serious criticism.

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Zusammenfassung Fünf gängige Begriffe aus der erziehungswissenschaftlichen Theorie, die wesentlich zur Schlagwortbildung beitragen, werden hier identifiziert, bei denen das rein Rhetorische die rationale Diskussion ersetzt. Erstens, die Back to Basics (Zurück zu den Grundfertigkeiten)-Bewegung, die mit Vorliebe übernimmt, was daran wesentlich und nützlich ist, jedoch die Tatsache verwischt, daß eine ernsthafte Auseinandersetzung darüber geführt wird, was eigentlich in der Erziehung wesentlich ist. Zweitens, fortschrittliche Erzieher bevorzugen entdeckendes Lernen, übersehen aber die Tatsache, daß Entdeckungen aus Lehrsituationen heraus erwachsen können. Drittens, der Begriff der Werteabklärung ist für alle verlockend, die das Autoritäre in der Moralerziehung ablehnen, aber es ist nicht ausreichend, nur unsere moralischen Standpunkte zu klären. Es muß die Frage gestellt werden, inwieweit sie zu verteidigen sind. Viertens, der Gedanke des verborgenen Curriculums wird angewandt, um die subtile Indoktrination zu entlarven, aber es wäre voreilig anzunehmen, daß das verborgene Curriculum gleichermaßen unvermeidlich und unerwünscht ist. Schließlich glauben moderne Erzieher durch die sich anbietenden Verhaltensweisen eine Garantie zu haben, ohne zu bemerken, daß vielfach Folgen der Erziehung einschließlich der Charakteranlagen, nicht im einzelnen mit der erforderlichen Präzision angegeben werden können. Schlagworte bieten vereinfachende Lösungen und dienen dazu, ernsthafte Kritik einzuschränken.

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Résumé Les cinq idées en vogue dans le domaine de la théorie éducative sont identifiées ici essentiellement en tant que slogans dans lesquels la rhétorique supplante le débat rationnel. Tout d'abord, le mouvement pour un retour aux éléments d'apprentissage essentiels de base, en tirant profit d'une préférence pour ce qui est fondamental et utile en éducation, cache la controverse sérieuse qui est soulevée lorsqu'il s'agit de savoir ce qui est vraiment essentiel en éducation. Deuxièmement, les éducateurs progressistes favorisent l'apprentissage par la découverte, mais ignorent le fait que ces découvertes peuvent provenir des situations d'apprentissage. Troisièmement, la notion de clarification des valeurs est attirante pour tous ceux qui rejettent l'autoritarisme dans l'éducation morale, mais il est insuffisant de clarifier nos vues morales. Nous devons nous demander jusqu'à quel point elles sont justifiables. Quatrièment, l'idée du curriculum dissimulé est utilisée pour dénoncer une indoctrinement raffinée, mais on affirme trop facilement qu'un curriculum dissimulé est inévitable et peu désirable à la fois. Enfin, les éducateurs modernes ont cédé à l'apparente sécurité offerte par les objectifs relatifs au comportement sans remarquer que de nombreux résultats éducatifs, y compris les dispositions, ne peuvent être spécifiés avec la précision demandée. Les slogans offrent des solutions simplistes et servent à amputer la critique sérieuse.

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Extending WHIRL with background knowledge for improved text classification     

Sarah Zelikovitz  William W. Cohen  Haym Hirsh 《Information Retrieval》2007,10(1):35-67

Intelligent use of the many diverse forms of data available on the Internet requires new tools for managing and manipulating heterogeneous forms of information. This paper uses WHIRL, an extension of relational databases that can manipulate textual data using statistical similarity measures developed by the information retrieval community. We show that although WHIRL is designed for more general similarity-based reasoning tasks, it is competitive with mature systems designed explicitly for inductive classification. In particular, WHIRL is well suited for combining different sources of knowledge in the classification process. We show on a diverse set of tasks that the use of appropriate sets of unlabeled background knowledge often decreases error rates, particularly if the number of examples or the size of the strings in the training set is small. This is especially useful when labeling text is a labor-intensive job and when there is a large amount of information available about a particular problem on the World Wide Web.

Haym HirshEmail:

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The development of temporal metamemory     

Friedman WJ 《Child development》2007,78(5):1472-1491

In two studies of knowledge about the properties and processes of memory for the times of past events, 178 children from 5 through 13 years of age and 40 adults answered questions about how they would remember times on different scales, how temporal memory is affected by retention interval, and the usefulness of different methods. The adults showed quite accurate knowledge about the main properties of memory for time and the processes that underlie it. Different properties and processes were first understood at ages ranging from 8 years to 12 years or later. Knowledge of the roles of reconstruction and impressions of temporal distances appear well after children use them to remember the times of events.  相似文献   

Do Children's Advocacy Centers improve families' experiences of child sexual abuse investigations?     

Jones LM  Cross TP  Walsh WA  Simone M 《Child abuse & neglect》2007,31(10):1069-1085

OBJECTIVE: The Children's Advocacy Center (CAC) model of child abuse investigation is designed to be more child and family-friendly than traditional methods, but there have been no rigorous studies of their effect on children's and caregivers' experience. Data collected as part of the Multi-Site Evaluation of Children's Advocacy Centers were used to examine whether CACs improve caregivers' and children's satisfaction with investigations. METHODS: Nonoffending caregiver and child satisfaction were assessed during research interviews, including the administration of a 14-item Investigation Satisfaction Scale (ISS) for caregivers. Two hundred and twenty-nine sexual abuse cases investigated through a CAC were compared to 55 cases investigated in communities with no CAC. RESULTS: Hierarchical linear regression results indicated that caregivers in CAC cases were more satisfied with the investigation than those from comparison sites, even after controlling for a number of relevant variables. There were few differences between CAC and comparison samples on children's satisfaction. Children described moderate to high satisfaction with the investigation, while a minority expressed concerns about their experience. CONCLUSIONS: The CAC model shows promise for improving families' experiences, but to build upon this promise, agencies will need to systematize procedures for refining and adapting the model as new research becomes available.  相似文献   

Child forensic interviewing in Children's Advocacy Centers: empirical data on a practice model     

Cross TP  Jones LM  Walsh WA  Simone M  Kolko D 《Child abuse & neglect》2007,31(10):1031-1052

OBJECTIVE: Children's Advocacy Centers (CACs) aim to improve child forensic interviewing following allegations of child abuse by coordinating multiple investigations, providing child-friendly interviewing locations, and limiting redundant interviewing. This analysis presents one of the first rigorous evaluations of CACs' implementation of these methods. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on investigation methods in 1,069 child sexual abuse cases with forensic interviews by reviewing case records from multiple agencies. RESULTS: CAC cases were more likely than comparison cases to feature police involvement in CPS cases (41% vs. 15%), multidisciplinary team (MDT) interviews (28% vs. 6%), case reviews (56% vs. 7%), joint police/child protective services (CPS) investigations (81% vs. 52%) and video/audiotaping of interviews (52% vs. 17%, all these comparisons p<.001). CACs varied in which coordination methods they used, and some comparison communities also used certain coordination methods more than the CAC with which they were paired. Eighty-five percent of CAC interviews took place in child-friendly CAC facilities, while notable proportions of comparison interviews took place at CPS offices (22%), police facilities (18%), home (16%), or school (19%). Ninety-five percent of children had no more than two forensic interviews, and CAC and comparison differences on number of interviews were mostly non-significant. CONCLUSIONS: Relative to the comparison communities, these CACs appear to have increased coordination on investigations and child forensic interviewing. The CAC setting was the location for the vast majority of CAC child interviews, while comparison communities often used settings that many consider undesirable. CACs showed no advantage on reducing the number of forensic interviews, which was consistently small across the sample.  相似文献   

An Experimental Investigation of Antisocial Lie-Telling Among Children With Disruptive Behavior Disorders and Typically Developing Children     

Allison P. Mugno  Lindsay C. Malloy  Daniel A. Waschbusch  William E. Pelham Jr.  Victoria Talwar 《Child development》2019,90(3):774-789

Children's lie-telling is surprisingly understudied among children with significant behavioral problems. In the present study, experimental paradigms were used to examine antisocial lie-telling among ethnically diverse 5- to 10-year-old children with disruptive behavior disorders (DBD; n = 71) and a typically developing (TD) comparison sample (n = 50) recruited from a southeastern state from 2013 to 2014. Children completed two games that measured the prevalence and skill of their lies: (a) for personal gain and (b) to conceal wrongdoing. Children with DBD were more likely to lie for personal gain than TD children. With age, children were more likely to lie to conceal wrongdoing, but the reverse was true regarding lies for personal gain. Results advance knowledge concerning individual differences in children's lie-telling.  相似文献   

Education,skills and international cooperation: Comparative and historical perspectives     

Ozanne  William 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(2):337-339

International Review of Education -  相似文献