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1.
This special issue reports a project in which the replication of historically meaningful studies was carried out by graduate
students in a history of psychology course. In this introduction, I outline the nature of the project and its rationale, and
briefly sketch the results. The subsequent five papers represent scholarly presentations of five selected replications written
by students in the course. These are followed by a commentary on the project by an educational psychologist.
Ryan D. Tweney is Emeritus Professor of Psychology at Bowling Green State University and has held visiting positions at the Salk Institute, the Royal Institution of Great Britain, and the University of Bath, where he was a Senior Fulbright Fellow. He received his BA from the University of Chicago and his Ph.D. from Wayne State University. His research interests center on the nature of scientific thinking and on the development of cognitive-historical approaches to the understanding of the history of science. His publications are primarily in cognitive psychology, the history of psychology, and the history and philosophy of science. Currently, he is using experimental and historical methods to explore the cognitive differences between scientific thinking and religious belief systems. 相似文献
Ryan D. TweneyEmail: |
Ryan D. Tweney is Emeritus Professor of Psychology at Bowling Green State University and has held visiting positions at the Salk Institute, the Royal Institution of Great Britain, and the University of Bath, where he was a Senior Fulbright Fellow. He received his BA from the University of Chicago and his Ph.D. from Wayne State University. His research interests center on the nature of scientific thinking and on the development of cognitive-historical approaches to the understanding of the history of science. His publications are primarily in cognitive psychology, the history of psychology, and the history and philosophy of science. Currently, he is using experimental and historical methods to explore the cognitive differences between scientific thinking and religious belief systems. 相似文献
2.
We report an attempted replication of G. T. W. Patrick and J. A. Gilbert’s pioneering sleep deprivation experiment ‘Studies
from the psychological laboratory of the University of Iowa. On the effects of loss of sleep’, conducted in 1895/96. Patrick
and Gilbert’s study was the first sleep deprivation experiment of its kind, performed by some of the first formally trained
psychologists. We attempted to recreate the original experience in two subjects, using similar apparatus and methodology,
and drawing direct comparisons to the original study whenever possible. We argue for a strong influence of an ‘Americanized’
Wundtian psychology on Patrick and Gilbert, a claim supported biographically by their education and by their experimental
methods. The replication thus opens interesting new perspectives, which are unlikely to be generated by any other historical
approach.
Thomas Fuchs earned his PhD in experimental psychology at Bowling Green State University. In his dissertation he conducted research on nocturnally migranting birds, investigating their potential as an animal model of sleep deprivation. Thomas is currently a postdoctoral fellow at Washington State University studying positive affect and social attachment in infant rodents. Jeffrey Burgdorf received his Ph.D. in psychology at Bowling Green State University, and he is now Research Assistant Professor in the Department of Biomedical Engineering at Northwestern University. His research involves using animal models of human emotionality to uncover the biochemicals that control emotion in humans and animals. 相似文献
Thomas FuchsEmail: |
Thomas Fuchs earned his PhD in experimental psychology at Bowling Green State University. In his dissertation he conducted research on nocturnally migranting birds, investigating their potential as an animal model of sleep deprivation. Thomas is currently a postdoctoral fellow at Washington State University studying positive affect and social attachment in infant rodents. Jeffrey Burgdorf received his Ph.D. in psychology at Bowling Green State University, and he is now Research Assistant Professor in the Department of Biomedical Engineering at Northwestern University. His research involves using animal models of human emotionality to uncover the biochemicals that control emotion in humans and animals. 相似文献
3.
Phrenologists believed that specific brain regions corresponded to certain character traits. In addition, the size of each
brain region was believed to determine the strength of the respective trait. Phrenology originated in Austria with Franz Josef
Gall and was popularized and commercialized in America at the end of the 19th century by Orson Squire Fowler. In this project,
we conducted a replication of Fowler’s phrenology in order to better understand the specificity of the manualized methodology,
the extent to which the methodology allowed for positive versus negative analyses, and the implications for the scientific
rejection and public acceptance of phrenology. The results of our replication revealed that the subjective judgments and biases
of the examiner strongly influence the results of phrenological analyses.
This project originated as a class assignment in the Spring of 2003 (Tweney, this issue). See Tweney (2004) for general information on historical replication.
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
Kelly M. TrevinoEmail: |
Kelly Trevino received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders. 相似文献
4.
A research framework for creative and imitative reasoning 总被引:1,自引:0,他引:1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
Johan LithnerEmail: |
5.
Ethan Campbell 《Academic Questions》2007,20(4):307-310
Ideological differences in a writing class evoke the passion of political sensitivities. A graduate student tells of “coming
out” as a pro-life advocate in an essay before his feminist classmates and professor. The exchange created instant and irreconcilable
enemies, but he also found some unexpected support from a hesitant voice within that classroom.
相似文献
Ethan CampbellEmail: |
6.
J. Martin Rochester 《Academic Questions》2007,20(4):366-369
In 2006, a bill was submitted in the Missouri Legislature designed to address issues raised during a lawsuit by a Missouri
State University social work student contesting requirements that Missouri public colleges and universities take steps to
insure tolerance of diverse perspectives in the classroom and on campus. Although the legislation did not pass, it motivated
university administrators among other measures to sponsor a forum on “intellectual diversity,” held on 11 October 2007 on
the University of Missouri–St. Louis campus. In his remarks as a faculty panelist, J. Martin Rochester makes five distinct
points about the realities and pitfalls of regulating tolerance and the true meaning of diversity on a college campus.
相似文献
J. Martin RochesterEmail: |
7.
Peer Coaching: Professional Development for Experienced Faculty 总被引:1,自引:0,他引:1
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development
needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching
project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their
immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer
coaching program emerge from the literature and the authors’ experience.
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
Therese HustonEmail: |
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
8.
Jane-Jane Lo Theresa J. Grant Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22
This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through
a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes
and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for
the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of
multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.
相似文献
Judith FlowersEmail: |
9.
Using Propensity Scores for Estimating Causal Effects: A Study in the Development of Moral Reasoning
The purpose of this study was to illustrate the use of propensity scores for creating comparison groups, partially controlling
for pretreatment course selection bias, and estimating the treatment effects of selected courses on the development of moral
reasoning in undergraduate students. Specifically, we used a sample of convenience for comparing differences in moral reasoning
development scores among students enrolled in intergroup dialogue, service learning, psychology and philosophy courses with
those of an introductory sociology course. Adopting a propensity score approach included reviewing the empirical literature
for its guidance in substantiating the reasons for including pretreatment variables (i.e., pretreatment course-taking behaviors,
race, sex, political identification, need for cognition, major, age, pretreatment moral reasoning scores) in our analysis,
measuring these variables, and reducing them into a single composite propensity score for each student in our analytic sample.
This score then served as the basis for creating a new comparison group and for allowing us to estimate unbiased (or less
biased) course-related treatment effects on moral reasoning development. Implications for higher education researchers are
discussed.
相似文献
Matthew J. Mayhew (Corresponding author)Email: |
10.
Emerging from the Pipeline: African American Students,Socioeconomic Status,and College Experiences and Outcomes 总被引:1,自引:0,他引:1
MaryBeth Walpole 《Research in higher education》2008,49(3):237-255
This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year
colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students
have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades
than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students
report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely
to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college
significantly affect the likelihood that a student will attend graduate school.
相似文献
MaryBeth WalpoleEmail: |
11.
Validating NSSE Against Student Outcomes: Are They Related? 总被引:3,自引:1,他引:3
While there exist many examples of institutional use of the results of the National Survey of Student Engagement (NSSE), there
is a relative paucity of research explicitly linking student outcomes to responses on the survey. A major Doctoral-Extensive
institution in the Southeast recently conducted a large-scale implementation of the National Survey of Student Engagement
(NSSE). We have linked multiple years of NSSE responses to several student outcomes: freshman retention, GPA, pursuit of graduate
education, and employment outcome upon commencement/degree conferral. Our research finds minimal explanatory power in the
NSSE benchmarks for these outcomes. A statistically derived model from the individual NSSE items shows greater promise, although
there are difficulties in replicating the model for previous student cohorts.
相似文献
Jonathan GordonEmail: |
12.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |
13.
This study explores how graduate students enrolled in M.A./M.S. and Ph.D. geography programs perceive the social and academic
climate of their departments. A second objective is to understand how these students self-assess their own professional abilities,
values, and goals, and whether these self-assessments differ across demographic and institutional contexts. The survey instrument
for this research is based on data collected from graduate student focus groups and on validated constructs of academic culture
and climate from previous research. T-tests, ANOVA, and regression analyses identified significant differences among graduate students and their perceptions of
departmental climate when compared on the basis of gender, citizenship, race/ethnicity, disciplinary subfield, and institutional
type. Interview data provide additional context for analysis of the survey data. The primary areas in which we detected differences
in graduate students’ experiences were 1) diversity issues, 2) disciplinary and institutional cultures, 3) career planning
and development, 4) financial matters, and 5) quality of the learning environment. These differences result from the varying
social and academic dynamics of graduate programs, illustrating the importance of the local environment in shaping student
experiences.
相似文献
Beth SchlemperEmail: |
14.
This study examines how state merit-based scholarships individually and simultaneously with prepaid tuition plans influence the interstate migration of college-bound freshmen. State freshman migration percentages
were examined over a 10-year period. Results of an interrupted time-series model suggested that students generally respond
to merit-based tuition aid in accordance with our initial prediction based on factors influencing student choice in attending
postsecondary institutions. More specifically, many students choose to attend an in-state college in order to be eligible
for state merit-based scholarships. Moreover, for home states that adopted both merit-based scholarships and prepaid tuition
contracts, student out-migration was further reduced over time.
相似文献
Ronald H. HeckEmail: |
15.
Hugo Horta 《Higher Education》2009,58(3):387-405
This article provides a characterization of the internationalization of “global” European universities and discusses the role
of the State in promoting greater internationalization and competitiveness levels of prominent national universities. The
analysis supports previous arguments stating that global ranking of universities is strongly based on research, but reveals
that the internationalization of research universities’ student population is also arranged to enhance research capacity.
This finding is further reinforced by a positive association between the internationalization of the academic staff and the
internationalization of the student population in one of those universities, being this association particularly strong with
the doctoral student population. Finally, based on the analysis of two prominent national universities with different global
competitiveness levels, we discuss the role of the State as a central supporter of these universities internationalization
and global competitiveness arguing that public funding and support is critical if countries want to have national prominent
universities competing at global level.
相似文献
Hugo HortaEmail: Email: |
16.
David J. Siegel 《Innovative Higher Education》2008,32(4):195-207
Results are reported from an empirical study of an interorganizational collaboration to prepare underrepresented students
for elite postsecondary education and beyond. The LEAD (Leadership Education and Development) Program in Business is an initiative
involving twelve U.S. universities, nearly forty multinational corporations, a federal government agency, and a nonprofit
organization working together to introduce students to business education and careers in business. This article analyzes the
conditions that give rise to the collaboration, its essential structural characteristics, and the consequences that flow from
it.
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
David J. SiegelEmail: |
David J. Siegel is associate professor of Educational Leadership at East Carolina University. He received his B.A. from Wake Forest University, his M.Ed. from the University of South Carolina, and his Ph.D. from the University of Michigan. His research interests center around the dynamics of cross-sector, interorganizational collaboration to promote social change. 相似文献
17.
John K. Gilbert 《Cultural Studies of Science Education》2009,4(2):315-322
This short paper outlines the emergence and achievements of the Science Education Research Unit at the University of Waikato
over the period 1979–1985 under the leadership of the late Dr. Roger Osborne. Following his attendance at the ASERA meeting
in Wagga Wagga in 1977, Roger Osborne rapidly built up a very productive team, which he led until his death in 1985. His legacy
is tentatively evaluated. In conclusion, the cultural context in which this work took place is sketched.
相似文献
John K. GilbertEmail: |
18.
Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data 总被引:1,自引:0,他引:1
Oliver Lüdtke Ulrich Trautwein Mareike Kunter Jürgen Baumert 《Learning Environments Research》2006,9(3):215-230
In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate
features of their lessons. The student ratings produced by this simple and efficient research strategy can be analysed from
two different perspectives. At the individual level, they represent the individual student’s perception of the learning environment. Scores aggregated to the classroom level reflect perceptions of the shared learning environment, corrected for individual idiosyncrasies. This second approach is
often pursued in studies on teaching quality and effectiveness, where student-level ratings are aggregated to the class level
to obtain general information about the learning environment. Although this strategy is widely applied in educational research,
neither the reliability of aggregated student ratings nor the within-group agreement between the students in a class has been subject to much investigation. The present study introduces and discusses different
procedures that have been proposed in the field of organisational psychology to assess the reliability and agreement of students’
ratings of their instruction. The application of the proposed indexes is demonstrated by a reanalysis of student ratings of
mathematics instruction obtained in the Third International Mathematics and Science Study (N = 2,064 students in 100 classes).
相似文献
Jürgen BaumertEmail: |
19.
This article introduces a research study on student model formation and development in introductory mechanics. As a point
of entry, I present a detailed analysis of the Long Decay Model of one-dimensional projectile motion. This model has been
articulated by Galileo (in De Motu) and by contemporary students. Implications for instruction are discussed.
Mark Lattery is an Associate Professor of Physics at the University of Wisconsin Oshkosh. He holds a Ph.D. in experimental high-energy physics from the University of Minnesota. His current research interests include physics education and the history of physics. 相似文献
Mark Joseph LatteryEmail: |
Mark Lattery is an Associate Professor of Physics at the University of Wisconsin Oshkosh. He holds a Ph.D. in experimental high-energy physics from the University of Minnesota. His current research interests include physics education and the history of physics. 相似文献
20.
Tania Smith 《Innovative Higher Education》2008,33(1):49-63
This article presents research and narratives on the integration of course-based peer learning assistants into seven courses.
A new curricular peer mentoring program was piloted in the 2005–2006 academic year in an interdisciplinary liberal arts college
at a large Canadian research university. Undergraduate students enrolled in a practicum course which supported their learning
while they collaborated with the “host instructor” of the course in which they served as peer mentor. Assistants’ roles varied
and included individual tutoring, help via email, online discussion facilitation, small group facilitation, in-class presentation
and discussion facilitation, and extracurricular study groups. Their integration into scheduled class activities resulted
in participating students’ perception of enhanced learning. Data included peer mentors’ assignments, host instructor feedback,
and student surveys.
Tania Smith is an Assistant Professor of Communications Studies in the Faculty of Communication at the University of Calgary, Canada. She received her Ph.D. in English in the Rhetoric and Composition program from Ohio State University and teaches rhetoric and professional communication. She researches the development of communities and individuals in advanced informal or experiential education, inquiry based learning, community service learning, collaborative learning and mentoring, and the rhetorical formation of eighteenth-century British women writers. She can be contacted at smit@ucalgary.ca Faculty of Communication and Culture, University of Calgary, 2500 University Dr NW, Calgary, AB T2N 1N4, Canada. 相似文献
Tania SmithEmail: |
Tania Smith is an Assistant Professor of Communications Studies in the Faculty of Communication at the University of Calgary, Canada. She received her Ph.D. in English in the Rhetoric and Composition program from Ohio State University and teaches rhetoric and professional communication. She researches the development of communities and individuals in advanced informal or experiential education, inquiry based learning, community service learning, collaborative learning and mentoring, and the rhetorical formation of eighteenth-century British women writers. She can be contacted at smit@ucalgary.ca Faculty of Communication and Culture, University of Calgary, 2500 University Dr NW, Calgary, AB T2N 1N4, Canada. 相似文献