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Articles 151 - 180 of 196
Full-Text Articles in Education
Emotional Valence Modulates The Preference For Curved Objects, Helmut Leder, Pablo Tinio, Moshe Bar
Emotional Valence Modulates The Preference For Curved Objects, Helmut Leder, Pablo Tinio, Moshe Bar
Department of Educational Foundations Scholarship and Creative Works
Previous studies have shown that people prefer objects with curved contours over objects with sharp contours. However, those studies used stimuli that were mainly neutral in emotional valence. We tested here the interplay between visual features and general valence as positive or negative. After replicating curvature preferences for neutral objects, we used positive (cake, chocolate) and negative (snake, bomb) stimuli to examine if emotional valenceo-through response prioritisationo-modulates the preference for curved objects. We found that people indeed preferred the curved versions of objects to the sharp versions of the same objects, but only if the objects were neutral or positive …
Faces Versus Patterns: Exploring Aesthetic Reactions Using Facial Emg, Gernot Gerger, Helmut Leder, Pablo Tinio, Annekathrin Schacht
Faces Versus Patterns: Exploring Aesthetic Reactions Using Facial Emg, Gernot Gerger, Helmut Leder, Pablo Tinio, Annekathrin Schacht
Department of Educational Foundations Scholarship and Creative Works
We used facial EMG to examine reactions to the attractiveness of natural (faces) and artificial (abstract patterns) stimuli under long and short presentation durations. Attractive stimuli produced strong activations of the M. zygomaticus major muscle, indicating positive affective reactions; and unattractive stimuli produced strong activations of the M. corrugator supercili muscle, indicating negative affective reactions. Fluency effects, indicated by stronger activations of the M. zygomaticus major under the longer presentation duration were, however, only found for the abstract patterns. Moreover, the abstract patterns also were associated with more consistent activations over time than the faces, suggesting differences in the processes …
Scaling Up “Evidence-Based” Practices For Teachers Is A Profitable But Discredited Paradigm, Gary L. Anderson, Kathryn Herr
Scaling Up “Evidence-Based” Practices For Teachers Is A Profitable But Discredited Paradigm, Gary L. Anderson, Kathryn Herr
Department of Educational Foundations Scholarship and Creative Works
This article takes issue with the notion that professional learning communities need to be more focused on teacher expertise through the use of online videos of lessons taught by expert teachers that are aligned with the Common Core State Standards. The authors argue that the use of externally developed, research-based, and standards-aligned videos violates the principles of authentic inquiry that underlie professional learning communities. They also caution that a profit-seeking education industry is increasingly behind the promotion of evidence-based products.
Disability Studies In Education: The Need For A Plurality Of Perspectives On Disability, Susan Baglieri, Jan W. Valle, David J. Connor, Deborah J. Gallagher
Disability Studies In Education: The Need For A Plurality Of Perspectives On Disability, Susan Baglieri, Jan W. Valle, David J. Connor, Deborah J. Gallagher
Department of Teaching and Learning Scholarship and Creative Works
This article asserts that the field of special education, historically founded on conceptions of disability originating within scientific, psychological, and medical frame works, will benefit from acknowledging broader understandings of disability. Although well intended, traditional understandings of disability in special education have inadvertently inhibited the development of theory,limited research methods, narrowed pedagogical practice, and determined largely segregated policies for educating students with disabilities. Since the passage of P.L. 94-142, along with the growth of the Disability Rights Movements, meanings of disability have expanded and evolved, no longer constrained to the deficit-based medical model. For many individuals, disability is primarily best …
Arguing Towards Truth: The Case Of The Periodic Table, Mark Weinstein
Arguing Towards Truth: The Case Of The Periodic Table, Mark Weinstein
Department of Educational Foundations Scholarship and Creative Works
Recently Erik Scerri has published an influential philosophical history of the development of the Periodic Table. Following Scerri's account, I will explore the main thread of the arguments responsible for the remarkable advancement of scientific understanding that the Periodic Table represents. I will argue that the history of disputation at crucial junctures in the debate shows sensitivity to the aspects of truth that are captured by my model of truth in inquiry. The availability of a clear and explicit model of truth in inquiry is of crucial importance as a response to post-modernist and other relativistic accounts of inquiry. It …
Community Of Philosophical Inquiry As A Discursive Structure, And Its Role In School Curriculum Design, Nadia S. Kennedy, David Kennedy
Community Of Philosophical Inquiry As A Discursive Structure, And Its Role In School Curriculum Design, Nadia S. Kennedy, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
This article traces the development of the theory and practice of what is known as 'community of inquiry' as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich site for the dialogue between theory and practice in education. This article is an exploration of those intersections, and a …
Image Quality And The Aesthetic Judgment Of Photographs: Contrast, Sharpness, And Grain Teased Apart And Put Together, Pablo Tinio, Helmut Leder, Marlies Strasser
Image Quality And The Aesthetic Judgment Of Photographs: Contrast, Sharpness, And Grain Teased Apart And Put Together, Pablo Tinio, Helmut Leder, Marlies Strasser
Department of Educational Foundations Scholarship and Creative Works
We examined the individual and combined effects of contrast, sharpness, and grain degradations on the aesthetic judgments of photographs depicting natural and human-made scenes. Our systematic approach demonstrated that certain degradations, and their combinations, had more impact on aesthetic judgments than others, and that the effects varied depending on the type of scene. We also showed that the degradations were additive in that the more degradations to which an image was subjected, the less it was liked. Finally, we found evidence for a contrast effect in which the aesthetic judgments of high-quality images were more positive as the images they …
Philosophy For Children And Its Critics: A Mendham Dialogue, Maughn Gregory
Philosophy For Children And Its Critics: A Mendham Dialogue, Maughn Gregory
Department of Educational Foundations Scholarship and Creative Works
As conceived by founders Matthew Lipman and Ann Margaret Sharp, Philosophy for Children is a humanistic practice with roots in the Hellenistic tradition of philosophy as a way of life given to the search for meaning, in American pragmatism with its emphasis on qualitative experience, collaborative inquiry and democratic society, and in American and Soviet social learning theory. The programme has attracted overlapping and conflicting criticism from religious and social conservatives who don't want children to question traditional values, from educational psychologists who believe certain kinds of thinking are beyond children of certain ages, from philosophers who define their discipline …
What Is Philosophy For Children, What Is Philosophy With Children-After Matthew Lipman?, Nancy Vansieleghem, David Kennedy
What Is Philosophy For Children, What Is Philosophy With Children-After Matthew Lipman?, Nancy Vansieleghem, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions 'philosophy' and 'childhood', with the implicit practical goal of establishing philosophy as a full-fledged 'content area' in public schools. Over 40 years, the programme has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of growing interest in the field of education and, by implication, in society as a whole. This article focuses on this growing interest by offering a …
From Forced Tolerance To Forced Busing: Wartime Intercultural Education And The Rise Of Black Educational Activism In Boston, Zoe Burkholder
From Forced Tolerance To Forced Busing: Wartime Intercultural Education And The Rise Of Black Educational Activism In Boston, Zoe Burkholder
Department of Educational Foundations Scholarship and Creative Works
In this article, Zoë Burkholder explores the historical interplay of the emergence of tolerance education in the United States and the rise of black educational activism in Boston. By uncovering a pointed lack of tolerance education in Boston and a widespread promotion of tolerance education in other cities in the early half of the twentieth century, the author reveals how racial, historical, and political factors complicated tolerance education's local implementation in Boston. Informed by local racialized politics in the 1940s, the predominantly Irish Catholic teaching force in Boston declined to teach lessons on racial tolerance that were popular nationwide during …
African Americans And Boys: Understanding The Literacy Gap, Tracing Academic Trajectories, And Evaluating The Role Of Learning-Related Skills, Jamaal Matthews, Karmen T. Kizzie, Stephanie J. Rowley, Kai Cortina
African Americans And Boys: Understanding The Literacy Gap, Tracing Academic Trajectories, And Evaluating The Role Of Learning-Related Skills, Jamaal Matthews, Karmen T. Kizzie, Stephanie J. Rowley, Kai Cortina
Department of Educational Foundations Scholarship and Creative Works
In this study, the authors examined the racial and gender gap in the academic development of African American and White children from kindergarten to 5th grade. Their main goal was to determine the extent to which social and behavioral factors, including learning-related skills, problem behaviors, and interpersonal skills, explain these gaps and shed light on the academic difficulties specifically experienced by African American boys. The authors utilized the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) sample and applied growth curve modeling. Learning-related skills explained the literacy development of African American boys over and above the effects of problem behaviors, socioeconomic status, …
Examining The Factor Structure Of The Teachers' Sense Of Efficacy Scale, Helenrose Fives, Michelle M. Buehl
Examining The Factor Structure Of The Teachers' Sense Of Efficacy Scale, Helenrose Fives, Michelle M. Buehl
Department of Educational Foundations Scholarship and Creative Works
The authors examined the factor structure of the long and short forms of the Teachers' Sense of Efficacy Scale (TSES; M. Tschannen-Moran & A. Woolfolk-Hoy, 2001) for practicing (n = 102) and preservice teachers (n = 270), comparing the responses to both forms of the TSES, and looked for differences in teachers' efficacy with respect to experience and grade level taught. They found the 3-factor structure - efficacy for classroom management, instructional practices, and student engagement - to be appropriate for practicing teachers, but they found a single efficacy factor to be appropriate for preservice teachers. The long and short …
Implementing And Sustaining Science Curriculum Reform: A Study Of Leadership Practices Among Teachers Within A High School Science Department, Douglas Larkin, Scott C. Seyforth, Holly J. Lasky
Implementing And Sustaining Science Curriculum Reform: A Study Of Leadership Practices Among Teachers Within A High School Science Department, Douglas Larkin, Scott C. Seyforth, Holly J. Lasky
Department of Teaching and Learning Scholarship and Creative Works
This study presents a description and analysis of a ninth-grade integrated science curriculum developed and implemented by teachers within a high school science department and subsequently sustained for over 25 years. The Integrated Science Program (ISP) at Lakeside Southwest High School depicted here offers a unique example of longitudinal science education reform. In this study, we examined ISP as an artifact of teacher leadership. Findings affirmed the importance of shared philosophical purpose among teachers, attention to public perceptions, staff stability, the distribution of responsibilities, and instructional coherence. This study also demonstrated how curricular reforms might change over time in response …
Early Gender Differences In Self-Regulation And Academic Achievement, Jamaal Matthews, Claire Cameron Ponitz, Frederick J. Morrison
Early Gender Differences In Self-Regulation And Academic Achievement, Jamaal Matthews, Claire Cameron Ponitz, Frederick J. Morrison
Department of Educational Foundations Scholarship and Creative Works
This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter-word identification, expressive vocabulary, and sound awareness. Behavioral self-regulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teacher report of classroom self-regulatory behavior (n = 156; Child Behavior Rating Scale). Results showed that girls outperformed boys in both assessments. Although gender differences in self-regulation were clear, no significant gender differences were found on the 5 academic achievement …
Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?, Michelle M. Buehl, Helenrose Fives
Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?, Michelle M. Buehl, Helenrose Fives
Department of Educational Foundations Scholarship and Creative Works
The authors analyzed the open-ended responses of preservice (n = 53) and practicing (n = 57) teachers in terms of themes related to beliefs regarding the source and stability of teaching knowledge. Findings indicate that participants hold a range of beliefs regarding these constructs. Six themes related to the source of teaching knowledge emerged: formal education, formalized bodies of knowledge, observational learning, collaboration with others, enactive experiences, and self-reflection. For beliefs about the stability of teaching knowledge, individuals expressed beliefs about the amount, direction, and quality of knowledge change with regard to various aspects of knowledge (e.g., content knowledge, use …
Measuring Argumentative Reasoning: What's Behind The Numbers?, Alina Reznitskaya, Li Jen Kuo, Monica Glina, Richard C. Anderson
Measuring Argumentative Reasoning: What's Behind The Numbers?, Alina Reznitskaya, Li Jen Kuo, Monica Glina, Richard C. Anderson
Department of Educational Foundations Scholarship and Creative Works
The aim of this paper is to develop a more thorough, empirically-based understanding of the differences in measurement of written argumentation when alternative scoring frameworks are employed. Reflective compositions of 127 elementary school children were analyzed using analytic and holistic scales. The scales were derived from Argument Schema Theory, an explicit model of argumentation development. We investigated the relationships among the different scales, as well as their relative reliability and efficiency. The scores derived using analytic and holistic methods have adequate reliability. Although less efficient, analytic scoring allows for gathering more sensitive and detailed information about the differences in student …
A Structured Observation Of Behavioral Self-Regulation And Its Contribution To Kindergarten Outcomes, Claire Cameron Ponitz, Megan M. Mcclelland, Jamaal Matthews, Frederick J. Morrison
A Structured Observation Of Behavioral Self-Regulation And Its Contribution To Kindergarten Outcomes, Claire Cameron Ponitz, Megan M. Mcclelland, Jamaal Matthews, Frederick J. Morrison
Department of Educational Foundations Scholarship and Creative Works
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of …
Del Margen Al Centro: Comentarios Sobre Precedentes Históricos En Relación Al Acceso E Inclusión En Las Escuelas Públicas De Los Estados Unidos, Jaime Grinberg
Del Margen Al Centro: Comentarios Sobre Precedentes Históricos En Relación Al Acceso E Inclusión En Las Escuelas Públicas De Los Estados Unidos, Jaime Grinberg
Department of Educational Foundations Scholarship and Creative Works
Public schools evolved in the USA during the XIX century under the premise of providing equal opportunity in education to all, regardless of family background, social class, or economic resources. Merit, success and achievement would depend on the individual student and will not depend on any other variables except the pupil’s dedication, hard work, intelligence, and ability to perform. If according to the expectations, the system would fail to provide equal opportunity, resources, and equity in programs, resources, curricula and pedagogy, then the system would be failing the premises and expectations of its creation as well as the ideological signifier …
Collaborative Reasoning: A Dialogic Approach To Group Discussions, Alina Reznitskaya, Li Jen Kuo, Ann Marie Clark, Brian Miller, May Jadallah, Richard C. Anderson, Kim Nguyen-Jahiel
Collaborative Reasoning: A Dialogic Approach To Group Discussions, Alina Reznitskaya, Li Jen Kuo, Ann Marie Clark, Brian Miller, May Jadallah, Richard C. Anderson, Kim Nguyen-Jahiel
Department of Educational Foundations Scholarship and Creative Works
In this paper, we address the need to develop an empirically-based understanding of the use of dialogue in teaching by discussing theory and research related to a pedagogical approach called collaborative reasoning (CR). CR is an instructional method designed to engage elementary school children in group discussions about controversial issues raised in their readings. CR is grounded in social learning and schema-theoretic views of cognition, which are integrated to form a new model, called argument schema theory (AST). According to AST, students acquire generalizable knowledge of argumentation, or an argument schema, through participating in dialogic discussions with their peers. The …
Just How Stable Are Stable Aesthetic Features? Symmetry, Complexity, And The Jaws Of Massive Familiarization, Pablo Tinio, Helmut Leder
Just How Stable Are Stable Aesthetic Features? Symmetry, Complexity, And The Jaws Of Massive Familiarization, Pablo Tinio, Helmut Leder
Department of Educational Foundations Scholarship and Creative Works
Using both group- and individual-level analyses, we explored the complex and dynamic effects of basic visual features on aesthetic judgment. Specifically, the mediating influence of familiarization on the combined effects of complexity and symmetry on aesthetic judgment was examined. Experiment 1 showed that symmetry and complexity are indeed powerful determinants of aesthetic judgment. Experiment 2 demonstrated that massive familiarization generated contrast effects for complexity: participants familiarized to simple stimuli subsequently judged complex stimuli more beautiful and participants familiarized to complex stimuli subsequently judged simple stimuli more beautiful. In contrast, moderate familiarization in Experiment 3 did not elicit the above effects. …
Natural Scenes Are Indeed Preferred, But Image Quality Might Have The Last Word, Pablo Tinio, Helmut Leder
Natural Scenes Are Indeed Preferred, But Image Quality Might Have The Last Word, Pablo Tinio, Helmut Leder
Department of Educational Foundations Scholarship and Creative Works
Numerous studies have shown that people prefer natural scenes over human-made scenes. Evolutionarily and neurologically based explanations for this preference have been proposed. This study examined the impact that image quality has on the preference for natural scenes. The authors also explored the influence of image quality on familiarity ratings and on how scenes are classified in a rapid, two-alternative, forced-choice task. Finally, the authors propose a framework for conceptualizing the nature of different image manipulation procedures, and how they influence aesthetic experiences.
'I Connected': Reflection And Biography In Teacher Learning Toward Inclusion, Susan Baglieri
'I Connected': Reflection And Biography In Teacher Learning Toward Inclusion, Susan Baglieri
Department of Teaching and Learning Scholarship and Creative Works
In this paper I examine the ways that prospective teachers studying in a university-based, graduate-level teacher education programme engage in reflection toward making meaning of disability. I focus on the background experiences, identities, and knowledge that teachers draw from to make meaning of social and cultural models of disability, and which relate to their developing ideas about inclusive teaching practices. Providing prospective teachers a forum to reflect and find connections between their experiences more often as persons who do not identify as disabled and persons with disabilities suggests one way that teacher educators can build curriculum that counters a perception …
Understanding Self-Determination And Families Of Young Children With Disabilities In Home Environments, Mary Jane Brotherson, Christine C. Cook, Elizabeth Erwin, Cindy J. Weigel
Understanding Self-Determination And Families Of Young Children With Disabilities In Home Environments, Mary Jane Brotherson, Christine C. Cook, Elizabeth Erwin, Cindy J. Weigel
Department of Teaching and Learning Scholarship and Creative Works
This article is about emergent self-determination for young children with disabilities in their home environments. The purpose of this study was to better understand family and home characteristics and how they influence the ways in which families can support the development of self-determination for their children with disabilities. Thirty families of young children with disabilities were interviewed, and their homes were systematically observed. Using a grounded theory design, an emergent model was developed that examined family and home context and the influence of context on the strategies that families used to support self-determination. Future research and practice implications of this …
Exposure To Media Violence And Young Children With And Without Disabilities: Powerful Opportunities For Family-Professional Partnerships, Elizabeth Erwin, Naomi Morton
Exposure To Media Violence And Young Children With And Without Disabilities: Powerful Opportunities For Family-Professional Partnerships, Elizabeth Erwin, Naomi Morton
Department of Teaching and Learning Scholarship and Creative Works
There is growing concern regarding the amount and type of violence that young children are exposed to on a daily basis. Through media, popular toys and video games violent images are consistently present in children's lives starting at a very young age. This paper discusses (a) the growing presence of young children's exposure to media violence, (b) the influence of media violence on early childhood development and well-being, (c) the impact of media violence on young children with disabilities, and (d) recommendations for addressing this national dilemma within the context of family-professional partnerships. A list of related web resources is …
“Louis Sachar’S Holes: Palimpsestic Use Of The Fairy Tale To Privilege The Reader”, Laura Nicosia
“Louis Sachar’S Holes: Palimpsestic Use Of The Fairy Tale To Privilege The Reader”, Laura Nicosia
Department of English Faculty Scholarship and Creative Works
This article explores how readers respond to the multiple timelines and fairy tales in Sachar's novel, Holes.
Teaching And Learning Argumentation, Alina Reznitskaya, Richard C. Anderson, Li Jen Kuo
Teaching And Learning Argumentation, Alina Reznitskaya, Richard C. Anderson, Li Jen Kuo
Department of Educational Foundations Scholarship and Creative Works
This study systematically analyzed social and cognitive processes that underlie the development of argumentative knowledge. Group discussions of controversial issues and explicit instruction in argumentation were expected to help students acquire a sense of the overall structure of an argument, or an argument schema. In a quasi-experiment, 128 fourth- and fifth-grade students from 2 schools completed the same argument-related tasks, after receiving different instructional treatments. In the first treatment condition, students engaged in group discussions of moral and social issues raised in their readings. In the second treatment condition, we supported group discussions with explicit instruction in abstract principles of …
Pigs And Packers, A. Calabrese Barton, Jaime Grinberg, K. Richardson Bruna
Pigs And Packers, A. Calabrese Barton, Jaime Grinberg, K. Richardson Bruna
Department of Educational Foundations Scholarship and Creative Works
This study presents us with a number of issues that add complexity to the taken-for-granted practices of teaching immigrant children in the US. Furthermore, by contextualizing the events and dialogs within the larger contexts and contradictory discourses of the purposes of schooling vis-à-vis the globalizing dimension of ethnoscapes, the debate forces us to engage in theorizing within the discourses of correspondence (reproduction), resistance, agency, and hope. In what follows we engage in conversation where we each take turns interrogating, problematizing, and playing the role of the provocateur in order to elicit dialog among us and to advance the tremendous ideas …
Evaluating Classroom Dialogue Reconciling Internal And External Accountability, Megan Laverty, Maughn Gregory
Evaluating Classroom Dialogue Reconciling Internal And External Accountability, Megan Laverty, Maughn Gregory
Department of Educational Foundations Scholarship and Creative Works
In this article we present an instrument to be used by students and professors to evaluate classroom dialogue. We begin with an explanation of the classroom community of inquiry and why we value it as a pedagogical approach. We then describe our different reasons for evaluating classroom dialogue — including institutional, professional and pedagogical accountability — and describe the inherent conflicts among these reasons. We explain how our evaluation instrument was designed to ameliorate these conflicts. We recount a number of theoretical and practical problems we encountered in designing and implementing the instrument and explain how we attempted to overcome …
4 Steps To Standards Integration, Vanessa Greenwood
4 Steps To Standards Integration, Vanessa Greenwood
School of Communication and Media Scholarship and Creative Works
It is too easy for teachers and library media specialists to entangle themselves in the multiple strands of standards: State core curriculum content standards, National Educational Technology Standards for Students (NETS.S), National Educational Technology Standards for Teachers (NETS.T), and the Information Literacy Standards (ALA). To prevent teachers from drowning professionally in this vast sea of accountability, the author presents an exercise that untangles the standards and helps teachers to align their teaching style with immediately accessible instructional technologies. This exercise is a useful anchor for inservice teachers and media specialists to experiment using new media technologies to support existing curriculum …
Differentiating Instruction For Disabled Students In Inclusive Classrooms, Alicia Broderick, Heeral Mehta-Parekh, D. Kim Reid
Differentiating Instruction For Disabled Students In Inclusive Classrooms, Alicia Broderick, Heeral Mehta-Parekh, D. Kim Reid
Department of Teaching and Learning Scholarship and Creative Works
Differentiating instruction, a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in general-education classrooms. As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for disabled students. General-education teachers, who with appropriate supports learn to attend to every student's individual needs, can replace the specially designed, and often uninteresting one-to-one skills and drills, typically suggested for disabled students, with responsive class activities contingent on individual performance. …