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Articles 1 - 10 of 10
Full-Text Articles in Education
Exploring Differences In Practicing Teachers’ Valuing Of Pedagogical Knowledge Based On Teaching Ability Beliefs, Helenrose Fives, Michelle M. Buehl
Exploring Differences In Practicing Teachers’ Valuing Of Pedagogical Knowledge Based On Teaching Ability Beliefs, Helenrose Fives, Michelle M. Buehl
Department of Educational Foundations Scholarship and Creative Works
In this investigation, we assessed 443 teachers’ beliefs with the Teaching Ability Belief Scale (TABS) and the Importance of Teaching Knowledge Scale (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting Innate, Learned, Hybrid, and Requires Polish perspectives on the ability to teach. A comparative analysis, using the identified clusters, indicated differences in teachers’ valuing of teaching knowledge across the clusters. Teachers in the Learned cluster valued knowledge of theory significantly more so than other groups.
Academic Identity Formation And Motivation Among Ethnic Minority Adolescents: The Role Of The "Self" Between Internal And External Perceptions Of Identity, Jamaal Matthews, Meeta Banerjee, Fani Lauermann
Academic Identity Formation And Motivation Among Ethnic Minority Adolescents: The Role Of The "Self" Between Internal And External Perceptions Of Identity, Jamaal Matthews, Meeta Banerjee, Fani Lauermann
Department of Educational Foundations Scholarship and Creative Works
Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self-regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self-efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between …
Multiple Pathways To Identification: Exploring The Multidimensionality Of Academic Identity Formation In Ethnic Minority Males, Jamaal Matthews
Multiple Pathways To Identification: Exploring The Multidimensionality Of Academic Identity Formation In Ethnic Minority Males, Jamaal Matthews
Department of Educational Foundations Scholarship and Creative Works
Empirical trends denote the academic underachievement of ethnic minority males across various academic domains. Identity-based explanations for this persistent phenomenon describe ethnic minority males as disidentified with academics, alienated, and oppositional. The present work interrogates these theoretical explanations and empirically substantiates a multidimensional lens for discussing academic identity formation within 330 African American and Latino early-adolescent males. Both hierarchical and iterative person-centered methods were utilized and reveal 5 distinct profiles derived from 6 dimensions of academic identity. These profiles predict self-reported classroom grades, mastery orientation, and self-handicapping in meaningful and varied ways. The results demonstrate multiple pathways to motivation and …
Men At The Crossroads: A Profile Analysis Of Hypermasculinity In Emerging Adulthood, Charles S. Corprew, Jamaal Matthews, Avery Devell Mitchell
Men At The Crossroads: A Profile Analysis Of Hypermasculinity In Emerging Adulthood, Charles S. Corprew, Jamaal Matthews, Avery Devell Mitchell
Department of Educational Foundations Scholarship and Creative Works
The purpose of this study is twofold: to evaluate the factor structure of the Auburn Differential Masculinity Index (ADMI-60) and to investigate the varied adoption of hypermasculine attitudes within a sample of 328 collegiate males (M = 19.50, SD = 1.53). Factor analytic procedures were used to determine a factor structure that provided the best fit for the data. Four dimensions emerged: dominance & aggression, sexual identity, anti-femininity, and devaluation of emotion. Cluster analytic methods were used to determine a profile structure. These clusters were compared across variables associated with the construct: hostility toward women, self-esteem, and depressive symptoms. Results …
Neoteny, Dialogic Education And An Emergent Psychoculture: Notes On Theory And Practice, David Kennedy
Neoteny, Dialogic Education And An Emergent Psychoculture: Notes On Theory And Practice, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
This article argues that children represent one vanguard of an emergent shift in Western subjectivity, and that adult-child dialogue, especially in the context of schooling, is a key locus for the epistemological change that implies. Following Herbert Marcuse's invocation of a 'new sensibility', the author argues that the evolutionary phenomenon of neoteny-the long formative period of human childhood and the pedomorphic character of humans across the life cycle-makes of the adult-collective of school a primary site for the reconstruction of belief. After exploring child-adult dialogue more broadly as a form of dialectical interaction between what Dewey called 'impulse' and 'habit', …
Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford
Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford
Department of Educational Foundations Scholarship and Creative Works
The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance-both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n= 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother-child interactions (at 54. months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother-child interactions may be more meaningful for girls' …
Preschool To Kindergarten Transition Patterns For African American Boys, Iheoma U. Iruka, Nicole Gardner-Neblett, Jamaal Matthews, Donna Marie C. Winn
Preschool To Kindergarten Transition Patterns For African American Boys, Iheoma U. Iruka, Nicole Gardner-Neblett, Jamaal Matthews, Donna Marie C. Winn
Department of Educational Foundations Scholarship and Creative Works
This study focused on the transition patterns of African American boys from preschool to kindergartenusing the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B) dataset. Analyses were conductedto examine whether socioeconomic status, parenting (i.e., emotional support, intrusiveness), and atten-dance in a center-based program predicted likelihood of being in a particular transition pattern. Fourpatterns emerged from the data: (1) Increasing Academically, (2) Early Achiever: Declining Academically & Socially, (3) Low Achiever: Declining Academically, and (4) Consistent Early Achiever. There was het-erogeneity in the school transition patterns of African American boys, with many showing stability frompreschool to kindergarten. Family income and parenting …
The Procedurally Directive Approach To Teaching Controversial Issues, Maughn Gregory
The Procedurally Directive Approach To Teaching Controversial Issues, Maughn Gregory
Department of Educational Foundations Scholarship and Creative Works
Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between "directive teaching," in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and "nondirective teaching," in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature - explicit directive teaching, "steering," "soft-directive teaching," and "school ethos endorsement" - make rational persuasion problematic, if not self-defeating. In this essay, Maughn Rollins Gregory argues that "procedurally directive teaching" offers an alternative to such approaches because it derives from the …
Using A Table Of Specifications To Improve Teacher-Constructed Traditional Tests: An Experimental Design, Nicole Barnes, Helenrose Fives, Emily S. Krause
Using A Table Of Specifications To Improve Teacher-Constructed Traditional Tests: An Experimental Design, Nicole Barnes, Helenrose Fives, Emily S. Krause
Department of Educational Foundations Scholarship and Creative Works
We investigated if instruction on a Table of Specifications (TOS) would influence the quality of classroom test construction. Results should prove informative for educational researchers, teacher educators, and practising teachers interested in evidenced-based strategies that may improve assessment-related practices. Fifty-three college undergraduates were randomly assigned to an experimental (exposed to the TOS strategy) and a comparison condition (no specific strategy support) and given materials for an instructional unit to use to construct a classroom test. Results of a multivariate analysis of covariance suggested that students exposed to the TOS strategy constructed a test with higher test content evidence but not …
The Enforcement Of Normalcy In Schools And The Disablement Of Families: Unpacking Master Narratives On Parental Denial, Priya Lalvani
The Enforcement Of Normalcy In Schools And The Disablement Of Families: Unpacking Master Narratives On Parental Denial, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
The notion that some parents may be ‘in denial’ is a pervasive theme in dominant discourses on families of children with disabilities. In this analytic essay, I deconstruct cultural and institutional master narratives on parental denial and discuss their role in the marginalization of students with disabilities in schools. I argue that discourses on parental denial privilege the perspectives of those in positions of power and control, leave the practice of ability-based segregation in schools unexamined, and discredit agency among families. Additionally, drawing from existing narrative-based research, I explore alternative interpretations of parents’ responses to their children’s differences, situating these …