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Teacher Education and Professional Development
Department of Educational Foundations Scholarship and Creative Works
- Keyword
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- Academic achievement (2)
- Aesthetics (2)
- Behavioral self-regulation (2)
- Kindergarten (2)
- Teacher beliefs (2)
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- Access and opportunity (1)
- Alternative assessment (1)
- Americanization (1)
- Argumentation (1)
- Classroom communication (1)
- Complexity (1)
- Epistemic beliefs (1)
- Familiarization (1)
- Gender differences (1)
- Grouping (1)
- History of education (1)
- Image manipulation (1)
- Image quality (1)
- Interpersonal skills (1)
- Mere exposure (1)
- Natural scenes (1)
- Pedagogical knowledge (1)
- Pedagogical-knowledge beliefs (1)
- Photography (1)
- Public schools (1)
- Reliability (1)
- Scoring rubrics (1)
- Structured observation (1)
- Structured observational assessment (1)
- Symmetry (1)
Articles 1 - 9 of 9
Full-Text Articles in Education
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 …
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.