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Ernst Z. Rothkopf 《Educational Psychology Review》2008,20(3):351-368
Over 100 years of learning and cognition research have had only modest cumulative impact on teaching, while many other practical
domains such as agriculture have shown a steady growth in widely accepted, research-informed practices. Several reasons have
been advanced for the painfully slow adoption of science-based instructional procedures. One important but not widely recognized
obstacle is proposed here, namely, that the aims of fundamental learning and teaching research do not mesh well with the practical
logic of schools. Basic learning research tends to focus on efficiency, i.e., how much can be learned from a given amount
of effort or time but teaching efficiency is not a strong concern for schools. This is because they generally focus on global
year-end results while the efforts required at the tactical lesson level are only loosely monitored. School administrators
tend to reckon costs in terms of the number of engaged teachers and not in the difficulty of each teacher’s job. For these
reasons, schools can be expected to have only nominal interests in science-informed, close management of tactical pedagogic
units. Psychological work on labor saving possibilities, such as research-based instructive products, is more likely to be
readily welcomed than improvements in lesson efficiency, especially in middle and high schools. Instructional enterprises
in which the cost and the benefits of instruction are borne by the same agency, such as industrial training, are the most
likely consumers of efficiency-related basic cognitive research.
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Ernst Z. RothkopfEmail: |
127.
News use and political discussion are often studied as important factors in understanding the effects of political efficacy on participation. However, measurements of external efficacy often blur distinctions between personal ability and government responsiveness. This study establishes a measure for perceptions of competence in the institutions of democratic government—government efficacy (GE). Drawing on panel survey data from the United States, confirmatory factor analysis introduces GE as a unique construct. Political efficacy dimensions are tested for their impact on news consumption, discussion, and political participation. Results add to the extant literature revolving the role of political efficacy on news use, discussion, and participation. 相似文献
128.
Verbal retelling abilities for social studies lectures were examined and compared in 20 adolescent boys, ages 12-5 to 14-7, with language-learning disabilities (LLD) and 29 with normal language abilities (NL). Participants viewed one videotaped social studies lecture with a comparison expository discourse structure and one with a causation discourse structure. Following each lecture presentation, participants verbally retold the lecture. Results of several repeated-measures analyses of variance indicated that the group with LLD produced a significantly smaller number of T-units, subordinate clauses, subordinate clauses per T-unit, T-units per second, lecture components per second, and percentage of lecture components in their retellings, compared with the group with NL, regardless of lecture type. Both groups produced a significantly greater number of T-units and subordinate clauses for the comparison lecture. By contrast, both groups recalled a significantly greater number of lecture components per T-unit and per second for the causation lecture. Results indicated that the comparison discourse structure facilitated more substantive and elaborate retellings, whereas the causation discourse structure facilitated more efficient, concise retellings in both groups. Research and instructional implications are discussed. 相似文献
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This article examines the significance, in the lives of those who experienced out-of-home care as children, of the archived records of their institutionalisation. The affective ramifications of accessing the records as adults are discussed, with especial focus on the records’ capacity to revive past suffering. Drawing on the work of Bruner (Crit Inq Autumn 1–21,1991, Consumption and everyday life, Sage, London, 1997) and MacIntyre (After virtue: a study in moral theory, University of Notre Dame Press, Notre Dame, 1981), a ‘narrative’ model of the self is utilised to account for the negative effect of systemic flaws in the records’ original composition. Such flaws, it is argued, have the potential to disrupt the individual’s sense of self. Both the authors, who experienced out-of-home care as children, present their own experiences of accessing the records, as case studies. The records’ manifold inaccuracies and inadequacies are interpreted in the light of prevailing welfare practices, in particular a highly damaging judgemental paradigm of gendered and moralistic assumptions of the inferior character of those in care. The authors conclude by arguing that research into the archives should involve the direct participation, as ‘insider researchers’, of those who experienced the matters contained in the records. Such participation is essential if the process of revealing and interpreting the archives is to maintain the dignity of the records’ subject individuals, and ensure the integrity of the research. 相似文献
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