Overestimation Bias in Self-reported SAT Scores

The authors analyzed self-reported SAT scores and actual SAT scores for five different samples of college students (N = 650). Students overestimated their actual SAT scores by an average of 25 points (SD = 81, d = 0.31), with 10% under-reporting, 51% reporting accurately, and 39% over-reporting, indicating a systematic bias towards over-reporting. The amount of over-reporting was greater for lower-scoring than higher-scoring students, was greater for upper division than lower division students, and was equivalent for men and women. There was a strong correlation between self-reported and actual SAT scores (r = 0.82), indicating high validity of students’ memories of their scores. Results replicate previous findings (Kuncel, Credé, & Thomas, 2005) and are consistent with a motivated distortion hypothesis. Caution is suggested in using self-reported SAT scores in psychological research.

Assessing Teachers’ Beliefs about Literacy Acquisition: the Development of the Teachers’ Beliefs About Literacy Questionnaire (TBALQ)

In this article the authors describe the development of an instrument to measure change in teachers’ beliefs about how children acquire early literacy skills and how these skills should be taught. The questionnaire was originally designed for use in the evaluation of affective outcomes for teachers from literacy inservice training and development programmes. The content of the questionnaire has also proved to be of value as a focus for discussion in school staff meetings. Information is provided here on the design, development, validity and reliability of the instrument. The authors invite comment and feedback from researchers who may use the scale. The instrument may be particularly useful in countries where teachers’ beliefs and practices have been influenced to varying degrees by the ‘whole language’ versus ‘skills-based instruction’ debate.     

A Historical Reinterpretation of the Forces Underlying the First State Legislation for Physical Education in the Public Schools of the U.S.

Abstract

During the twentieth century state legislative action has provided a broad base for the positive development of physical education programs in the nation's public schools. State legislation for physical education, extremely limited and often abortive in its infancy during the second half of the nineteenth century, has now reached almost avalanche-like proportions. Prior to the twentieth century few attempts were made by any of the United States to instrument governmental action on the subject of physical education — a subject which, even then, was becoming of increasing concern to educators and certain factions of the lay public. In an investigation of the country's first state laws for physical education, California emerges as the “founding father.” Further, three rather distinct factors underlying the state's pioneer efforts must be considered as having been instrumental in the evolutionary process. They are: (1) John Swett; (2) the early California Turners; and (3) Adele Parot. All three forces combined to lay a foundation and erect a framework for legislation leading to physical education in the nation's public schools.     

Opening Teachers’ Minds to Philosophy: The crucial role of teacher education

Abstract

Why has the ‘Philosophy for Children’ movement failed to make significant educational inroads in Australia, given the commitment and ongoing efforts of philosophers and educators alike who have worked hard in recent decades to bring philosophy to our schools? In this article we single out one factor as having particular importance, namely, that, on the whole, teachers consider philosophical inquiry to be futile. We argue that the explanation rests with teachers’ underlying epistemological beliefs and that openness to philosophy depends upon teachers being disposed to engage in the practices of reason-giving and reason evaluation, being aware of the epistemic value of such practices and, concomitantly, having highly developed reasoning skills. Drawing on both anecdotal evidence and wide-ranging research from within cognitive psychology, we go on to make a case for change within teacher education programmes.