MIND IS PRIMARILY A VERB: AN EXAMINATION OF MISTAKEN SIMILARITIES BETWEEN JOHN DEWEY AND HERBERT SPENCER     

Robin L. Zebrowski 《Educational theory》2008,58(3):305-320

A bstract .  In educational scholarship, a number of comparisons have been made between the work of John Dewey and Herbert Spencer, many claiming that Spencer's influence is unmistakable in Dewey's theories or even that Dewey is derivative of Spencer. However, one must look beyond the surface similarities of Dewey and Spencer and recognize the drastically divergent views that each held on those very foundational notions upon which each built his educational program. In this essay, Robin Zebrowksi examines the theories of evolution, the directionality of organism and environment interaction, the agency of the individual, and the conceptualizations of progress in the respective works of Dewey and Spencer. Their underlying beliefs about the world and how it operates show that their philosophies cannot be reconciled. The educational theories that follow from these discrepancies, Zebrowski concludes, have incompatible and distinct implications for the classroom.  相似文献   

A behaviour‐genetic analysis of orthographic learning,spelling and decoding     

Brian Byrne  William L. Coventry  Richard K. Olson  Jacqueline Hulslander  Sally Wadsworth  John C. DeFries  Robin Corley  Erik G. Willcutt  Stefan Samuelsson 《Journal of Research in Reading》2008,31(1):8-21

As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification.  相似文献   

Musicality in the Language of Picture Books     

Robin Heald 《Children‘s Literature in Education》2008,39(3):227-235

The authors of picture books who write especially melodic language are doing more than simply offering up work that is pleasing to the ear. They are accessing more of the whole child. In this article five picture books will be discussed for their musical attributes: Now One Foot, Now the Other, by Tomie dePaola, The Cat in the Hat, by Dr. Seuss, Knuffle Bunny, by Mo Willems, Mirandy and Brother Wind, by Patricia C. McKissack, and Click Clack Moo, by Doreen Cronin. Drawing on the observations of scientists, educators, and composers, I will discuss what an extraordinary aid a picture book with musical sounding language can be in the nurturing and development of the young child’s intellect, emotional life, and social skills.  相似文献   

The influence of reading unit size on the development of Stroop interference in early word decoding     

Paula J. Schwanenflugel  Robin D. Morris  Melanie R. Kuhn  Gregory P. Strauss  Jennifer M. Sieczko 《Reading and writing》2008,21(3):177-203

The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels: (a) words containing both highly predictable grapheme–phoneme correspondence (GPC) units and highly consistent rime units (henceforth, Hi-GPC + Hi-Rime); (b) words with highly predictable GPC units and less consistent rime units (Hi-GPC + Lo-Rime); (c) words with low predictability GPC units and highly consistent rime units (Low GPC + High Rime); (d) nonwords that contained both highly predictable GPC and highly consistent rime units. Naming time for pictures containing these labels was compared against that for pictures with random letter strings or no labels. In Experiment 1, Stroop interference was examined in first, second, and third grade children to determine whether there was developmental change in the presence of rime or GPC interference. In Experiment 2, Stroop interference was examined as a function of relative reading skill in first grade children. In Experiment 3, Stroop interference in adults was compared to the use of rime or GPC pronunciation strategies for nonword reading. In all experiments, Stroop interference in picture naming was longer for pictures with highly predictable GPC unit labels than less predictable GPC unit labels. However, in Experiment 3, even though adults showed interference from predictable GPC units in the Stroop task, they always preferred rime pronunciation for ambiguous nonwords in the nonword reading task. It is argued that the current experiments provide evidence for a flexible units model. The results of this study were presented at the Cognitive Development Society meeting, November 2001, Virginia Beach, VA, and the American Educational Research Association meeting, April 2004, San Diego, California.  相似文献   

Going to Prison: The Effect of a Prison Tour on Students’ Attitudes Toward Punitiveness     

Wendy R. Calaway  Todd Callais  Robin Lightner 《Journal of Criminal Justice Education》2016,27(3):432-448

The pedagogical approaches of a criminal justice education affect the attitudes and perceptions of those most likely to develop and administer criminal justice policies in the future. This study examines the effect of a prison tour on students’ understanding of prison and attitudes about punishment. Undergraduate criminal justice students were given a survey to assess their attitudes about prisons, prisoners, and alternative sanctions before and after a field trip to the Southern Ohio Correctional Facility. Post-survey responses showed changes in students’ perceptions regarding punitiveness, prisons, prisoners, and rehabilitation. We discuss this finding within the framework of the contact hypothesis, and we recommend including this type of first-hand exposure as part of a criminal justice curriculum.  相似文献   

The role of school-based research champions in a school–university partnership     

Katharine Burn  Robin Conway  Anne Edwards  Eluned Harries 《British Educational Research Journal》2021,47(3):616-633

The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda.  相似文献   

Quality issues in ICT-based higher education     

Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):694-695

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Predicting relevance based on assessor disagreement: analysis and practical applications for search evaluation     

Thomas Demeester  Robin Aly  Djoerd Hiemstra  Dong Nguyen  Chris Develder 《Information Retrieval》2016,19(3):284-312

Evaluation of search engines relies on assessments of search results for selected test queries, from which we would ideally like to draw conclusions in terms of relevance of the results for general (e.g., future, unknown) users. In practice however, most evaluation scenarios only allow us to conclusively determine the relevance towards the particular assessor that provided the judgments. A factor that cannot be ignored when extending conclusions made from assessors towards users, is the possible disagreement on relevance, assuming that a single gold truth label does not exist. This paper presents and analyzes the predicted relevance model (PRM), which allows predicting a particular result’s relevance for a random user, based on an observed assessment and knowledge on the average disagreement between assessors. With the PRM, existing evaluation metrics designed to measure binary assessor relevance, can be transformed into more robust and effectively graded measures that evaluate relevance towards a random user. It also leads to a principled way of quantifying multiple graded or categorical relevance levels for use as gains in established graded relevance measures, such as normalized discounted cumulative gain, which nowadays often use heuristic and data-independent gain values. Given a set of test topics with graded relevance judgments, the PRM allows evaluating systems on different scenarios, such as their capability of retrieving top results, or how well they are able to filter out non-relevant ones. Its use in actual evaluation scenarios is illustrated on several information retrieval test collections.  相似文献   

A deficit in rime awareness in children with Down syndrome     

Snowling  Margaret J.  Hulme  Charles  Mercer  Robin C. 《Reading and writing》2002,15(5-6):471-495

This paper reports 3 studies comparing thereading and phonological skills of childrenwith Down syndrome (DS) and younger normallydeveloping children of similar reading level.In Study 1, the two groups did not differ insight word or nonword reading, but the childrenwith DS did marginally less well on syllablesegmentation, rhyme and phoneme detectiontasks. Group differences in syllable andphoneme awareness appeared attributable todifferences in verbal ability (BPVS, vocabularyknowledge); however, a significant impairmentin rhyme detection remained in an analysis ofsub-groups equated in vocabulary knowledge. Thedeficit in rhyme observed in DS was replicatedin Studies 2 and 3 using simplified tests ofrhyme judgement, with the majority of childrenwith DS performing at chance on the rhymemeasures. In contrast, the two groups did notdiffer in their ability to detect phonemes inany of the 3 studies and performed above chancein initial phoneme detection and alliterationjudgement tasks, although the identification offinal phonemes was at a much lower level. Correlational analyses indicated a relationshipbetween phonological skills and reading inboth groups. However, for children with DS,letter-sound knowledge did not predict readingwhereas it did for normal controls. It issuggested that children with DS do not possessfull phoneme awareness; although they canidentify initial phonemes in words, they do notunderstand phoneme invariance and may rely lesson phonological skills for reading thancontrols.  相似文献   

A different way of dancing?     

Robin Yeomans 《Cambridge Journal of Education》1986,16(3):216-220

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