DOCSLIB.ORG

Understanding and Shaping Curriculum FM(New)-Hewitt-4880.Qxd 1/6/2006 12:32 PM Page Ii

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Understanding and Shaping Curriculum FM(New)-Hewitt-4880.Qxd 1/6/2006 12:32 PM Page Ii FM(New)-Hewitt-4880.qxd 1/6/2006 5:58 PM Page i Understanding and Shaping Curriculum FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page ii To SDH, our family, and Miss Trivitt, who was in my lap until the end FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page iii Understanding and Shaping Curriculum What We Teach and Why Thomas W. Hewitt University of South Alabama (Retired) FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page iv Copyright © 2006 by Sage Publications, Inc. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. For information: Sage Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail: [email protected] Sage Publications Ltd. 1 Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom Sage Publications India Pvt. Ltd. B-42, Panchsheel Enclave Post Box 4109 New Delhi 110 017 India Printed in the United States of America Library of Congress Cataloging-in-Publication Data Hewitt, Thomas W. Understanding and shaping curriculum: What we teach and why / Thomas W. Hewitt. p. cm. Includes bibliographical references and index. ISBN 0-7619-2868-5 (cloth) 1. Education—Curricula—Philosophy. 2. Curriculum planning. 3. Curriculum evaluation. I. Title. LB1570.H5 2006 375′.001—dc22 2005024322 This book is printed on acid-free paper. 0607080910987654321 Acquisitions Editor: Diane McDaniel Editorial Assistant: Erica Carroll Associate Editor: Margo Crouppen Production Editor: Denise Santoyo Copy Editor: Brenda Weight Permissions Editor: Karen Wiley Typesetter: C&M Digitals (P) Ltd. Indexer: Mary Mortensen Cover Designer: Michelle Lee Kenny FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page v CONTENTS List of Figures xvii Preface xxi Acknowledgments xxv 1. Introduction 1 Society and Schooling 2 Schooling and Learning 2 Curriculum-Practitioner Connections 3 Curriculum as Frames of Reference 6 The Importance of the Critical Perspective 6 The Critical and Perspective 7 Qualities of a Critical Perspective 9 Applying a Critical Perspective 11 PERSPECTIVE INTO PRACTICE: Domains of Knowledge in a Social Studies Lesson 12 Key Ideas to Guide Study 13 Ideas About Curriculum and Schooling 13 Ideas About Curriculum Study 15 Summary and Conclusions 16 Critical Perspective 17 Resources for Curriculum Study 17 References 18 PART I. THE WORLD OF CURRICULUM 21 2. In Search of Curriculum 23 Historical Constructions of Curriculum 24 Science and Technology 24 Freedom and Progress 25 FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page vi Curriculum and Instruction 26 The Applied and Academic Traditions 27 Classroom Teachers and Curriculum Scholars 28 Curriculum Inquiry and the Tyler Rationale 30 Competing Curriculum Ideas 30 Curriculum Inquiry and Tyler’s Work 30 Curriculum Reconceptualized and Redefined 32 Curriculum as Concept 33 Curriculum as Activity 33 Curriculum as Experience 34 A Curriculum, The Curriculum, Your Curriculum 35 Curriculum as History and Expectations 36 PERSPECTIVE INTO PRACTICE: Curriculum Reconceptualized and Redefined 38 Perceptions About Curriculum 38 Curriculum Is Dynamic 39 Curriculum Is Powerful 39 Curriculum Is Everywhere 40 Curriculum Serves Many Purposes 41 Envisioning Curriculum as a Field of Study 43 Studying Curriculum as Knowledge 44 Studying Curriculum as Practice 44 Summary and Conclusions 45 Critical Perspective 46 Resources for Curriculum Study 46 References 47 3. Curriculum Work and Professional Practice 49 Curriculum Workers 50 Teachers and Curricularists 50 Other Curriculum Roles 51 Curriculum Work 51 Knowledge Making 52 Policy Making 54 Planning 55 Development 55 Management 56 Monitoring 56 Settings for Curriculum Work 57 Academic Departments 58 Classrooms and Schools 58 FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page vii Districts, Regions, and States 59 National and International Domains 60 Becoming a Professional Curriculum Practitioner 61 Building Knowledge 62 Building Perspectives 65 Personal Perspective 65 Ideology 65 Identity 66 Sociocultural Context 66 Professional Perspective 67 Scholarly Outlook 67 Being an Inquirer 68 Appreciator of Research 68 Building Expertise 69 On-the-Feet Learner 70 PERSPECTIVE INTO PRACTICE: Application of Personal and Professional Perspectives in an Elementary and Secondary Classroom 70 Doing Curriculum Work 72 Activating Curriculum 72 Communicating Curriculum 73 Envisioning Curriculum 73 Reflecting on Curriculum 74 Summary and Conclusions 74 Critical Perspective 75 Resources for Curriculum Study 76 References 77 4. Creating Curriculum 79 Origins of Curriculum Development as Curriculum Work 79 The Emergence of Curriculum Development 80 Curriculum and Instruction 81 Key Factors in Curriculum Development 82 The Participants 82 The Local Scene 83 The State Level 83 The Nation and Regions 84 Expanding the Conception of Curriculum Development 85 Curriculum Development as Process and Product 85 Identifying Other Curriculum Materials 86 Some Caveats 88 FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page viii Essential Knowledge for Curriculum Development Work 88 Developing and Monitoring a Perspective 88 Understanding Commonplaces 89 Scope and Sequence 90 Continuity and Balance 90 Scale and Capacity 91 Alignment and Articulation 92 PERSPECTIVE INTO PRACTICE: How Selected Knowledge Essentials Apply to Elementary and Secondary Curriculum 93 Analyzing Curriculum Proposals 94 Selecting a Development Model 95 Documenting the Development 96 Summary and Conclusions 97 Critical Perspective 97 Resources for Curriculum Study 98 References 99 PART II. KNOWLEDGE BASES THAT SERVE CURRICULUM 101 5. Knowledge and Theories About Curriculum 103 The Curriculum Knowledge Base 104 Fields and Disciplines of Knowledge 105 Communities of Discourse 108 Discipline Dialectics 109 Discipline Structure 110 PERSPECTIVE INTO PRACTICE: Applying Discipline Knowledge in the Development of a Lesson in Geography 112 Discipline Perspectives 113 Discipline and Scholarly Perspectives 113 Education Perspectives 114 Curriculum Orientations and Interests 114 Humanism 116 Cognitive 116 Developmental 117 Postmodernist 117 Technological 118 Academic 118 Learning Theory and Curriculum 119 Behaviorism 119 Cognitivism 119 Humanism 120 Technology 120 FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page ix Inquiry Traditions and Curriculum 121 Positivist, Interpretive, and Eclectic Traditions 121 Inquiry, Research, and Curriculum 124 Summary and Conclusions 126 Critical Perspective 126 Resources for Curriculum Study 127 References 128 6. Methods and Tools for Curriculum Work 131 Knowledge Tools and Curriculum Tools 132 Curriculum Theory 132 Theory Form and Substance 134 Judging and Using Curriculum Theory 135 Progressives 136 Adler 137 Phenix 137 Curriculum Models 138 Bobbitt’s Scientific Schooling 140 Tyler and Taba: Evaluation Is Key 140 Walker’s Deliberative Platform 142 Freire’s Liberation Model 142 Bruner’s Spiral Curriculum 143 PERSPECTIVE INTO PRACTICE: Curriculum Models in a Language Arts Lesson 144 Curriculum Critique 146 Issues of Theory Versus Practice 147 Schwab 147 Pinar 147 Wraga 148 Issues of Values, Culture, and Power 148 Kliebard 149 Ong 149 Apple 149 Summary and Conclusions 150 Critical Perspective 150 Resources for Curriculum Study 151 References 152 7. Historical Foundations of Curriculum 155 Roots of American Curriculum 156 Transatlantic Ideas 156 The First Curricularists 157 FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page x 18th-Century Curriculum in America 159 Curriculum in the English Colonies 159 Mandates for Literacy 160 Schooling and Curriculum Prescriptives 161 The Academy Movement 162 19th-Century Curriculum in the United States 163 Curriculum for a New Nation 164 Democracy and Progress 165 Curriculum in the Common School 166 New Knowledge of Most Worth 166 Discipline Standards and Curriculum Principles 167 20th-Century Curriculum: The Progressive Movement and After 169 Progressivism in Education 169 The Common Good Versus Local Control 171 Problems of Progressivism 172 The Progressive Legacy 173 Defense Education 174 The Sputnik Era 175 Science and Mathematics 176 New Schoolbooks and Curriculum Workers 176 The Comprehensive High School 179 Into the 21st Century: New Policy Initiatives and the Curriculum 180 Curriculum for Equality 181 Curriculum for Diversity 181 Political Control of Schooling and Curriculum 182 Entitlements 183 Curriculum Wars 184 Standards and No Child Left Behind 184 PERSPECTIVE INTO PRACTICE: Examples From the History of Curriculum Change 185 Summary and Conclusions 186 Critical Perspective 187 Resources for Curriculum Study 187 References 188 8. Social, Cultural, and Intellectual Foundations of Curriculum 191 Curriculum and Episodes of Social and Cultural Change 193 Curriculum for Immigrants and the Poor 193 Curriculum for Teachers and Professionals 194 Curriculum for Diversity and Equality 195 FM(New)-Hewitt-4880.qxd 1/6/2006 12:32 PM Page xi Impact of the Social Sciences on Curriculum 197 Economics, Politics, and Curriculum 197 Geography and Curriculum 201 Educational Psychology 202 Faculty Psychology 203 Cognitive Psychology 203 Behavioral Psychology 204 Humanistic Psychology 204 Curriculum Content and the Humanities 205 Humanistic Ideals 206 Language and Curriculum 207 Literature and the Arts 207 Philosophy and Curriculum Knowledge 208 Philosophy of Science 209 Philosophy of Knowledge 209 Philosophy and Western Discourse Traditions 210 Modernist to Postmodernist 211 Ideology
Load more

Recommended publications
  • 2010 Cancun, Mexico
    Welcome to the NINETIETH ANNUAL CONVENTION of the WESTERN PSYCHOLOGICAL ASSOCIATION APRIL 22-25, 2010 at the Fiesta Americana Condesa Cancun The 90th meeting of the Western Psychological Association has: , The WPA Film Festival , Outstanding Invited Speakers , Special Programs for Students and Teachers , A Forum for Your Research Visit WPA at: www.westernpsych.org HOSTED BY 1 Dear Conference Attendees: On behalf of the University of Southern California, it is my great pleasure to welcome you to the 90th Annual Western Psychological Association Convention. USC, the Col- lege of Letters, Arts and Sciences, and the Department of Psychology are pleased to serve as sponsors of the annual meeting. I would especially like to thank WP A Presi- dent Stanley Sue, Executive Officer Chris Cozby, and Program Chair Steven Lopez for this opportunity. Located in Los Angeles, USC is one of the world’s leading private research universities. In the fall of 2009, USC enrolled 17,000 undergraduates, and 18,000 graduate and professional students. As a global university, the convention’s theme of diversity and its setting in Mexico are consistent with our multiple initiatives to address diversity issues within the United States. The Princeton Review has selected USC as one of 81 “Colleges with a Conscience” based on its outstanding record of involvement in the surrounding community with its large proportion of Latino Americans, African Americans and Asian Americans. In addition, USC enrolls more international students than any other U.S. university. Several mem- bers of the College’s Psychology Department are devoted to cross-national research in Korea, China, Rwanda, Finland, Sweden and Mexico, as well as multicultural research within the U.S.
    [Show full text]
  • VITA PATRICIA ANN ALEXANDER Distinguished University Professor
    VITA PATRICIA ANN ALEXANDER Distinguished University Professor September 2020 Jean Mullan Professor of Literacy and Distinguished Scholar-Teacher Department of Human Development and Quantitative Methodology College of Education, University of Maryland College Park, Maryland 20742-1131 (301) 405-2821 [email protected] ORCID: 0000-0001-7060-2582 PROFESSIONAL INTERESTS Academic Development Learning Literacy and Reading Comprehension Knowledge and Epistemic Beliefs Motivation to Learn EDUCATION B.A. Elementary Education, Bethel College, 1970 M.Ed. Reading/Elementary and Early Childhood Education (Reading Specialist), James Madison University, 1979 Ph.D. Reading, University of Maryland at College Park, 1981 EDUCATIONAL EXPERIENCES Distinguished University Professor, University of Maryland, 2019 Visiting Professor, University of Auckland, Auckland, New Zealand, 2010-2017 Jean Mullan Professor of Literacy, University of Maryland, 2008 Distinguished Scholar-Teacher, University of Maryland, 2000-2001 Professor, Human Development, University of Maryland, 1995-present Professor, Educational Psychology and Educational Curriculum and Instruction, Texas A&M University, 1991-1995 Associate Professor, Educational Curriculum and Instruction, Texas A&M University, 1986-1991 Assistant Professor, Educational Curriculum and Instruction, Texas A&M University, 1981-1986 Graduate Assistant, University of Maryland, College of Education, 1980-1981 Instructor Part-time, Federal Grant, Developing Career Awareness in Young Children, University of Maryland, 1979-1980 Instructor, Exceptional Students Reading and Mathematics Lab, Shenandoah County Public Schools, Virginia, 1977-1979 Language Arts and Reading Teacher, Grade 5, Woodstock Middle School, Shenandoah County PATRICIA A. ALEXANDER Page 2 of 89 Public Schools, Virginia, 1974-1977 Science Teacher, Grade 5, Woodstock Middle School, Shenandoah County Public Schools, Virginia, 1973-1974 Physical Science Teacher, Grades 7/8, St.
    [Show full text]
  • ABSTRACT Title of Dissertation
    ABSTRACT Title of dissertation: IDENTIFYING THE NATURE OF METACOGNITION INSTRUCTION IN READING CLASSROOMS Nesrin Ozturk, Doctor of Philosophy, 2017 Dissertation directed by: Professor Peter Afflerbach Professor John O’Flahavan Teaching and Learning, Policy and Leadership department Metacognition helps control cognitions through the actions and interactions of metacognitive knowledge, experiences, and strategies. Since 1979, metacognition has been extensively studied and found to be an effective tool for learning. In reading, metacognition is associated with improved vocabulary, reading awareness, strategies, comprehension, and task performance. Research confirmed metacognition can be successfully taught. However, it has limited influence on mainstream classrooms; classroom instruction lacks pedagogies of metacognition. Paradoxically, teachers’ practices have been assessed inconsistently and independent of students’ metacognition. For these problems, this study developed a pedagogy of metacognition (PMR) and examined the structural validity of its measurement instrument (ITMR). Following a comprehensive literature review, a PMR consisted of fostering students’ metacognitive knowledge, adopting goal-directedness, integrating language of thinking, scaffolding students’ strategic reading, encouraging their independence with strategic reading, assessing metacognition, and prolonging instruction. Then, scale validation procedures were followed. After scale items were generated, QUAID examination, expert, cognitive, and focus-group interviews were conducted for content and construct validity. Following the ITMR’s initial simulation, the data were collected from reading teachers in the United States of America. The data were collected by a computer-assisted survey method and a non-probability sampling technique. Then, the data were analyzed by a factor analysis method, Welch’s, and Spearman’s tests. The ITMR at elementary school level was found to have a unidimensional model accounting for 60% of the total variance (α.97).
    [Show full text]
  • Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal
    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/318505883 Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal Article in Review of Educational Research · July 2017 DOI: 10.3102/0034654317722961 CITATIONS READS 0 303 2 authors: Lauren Singer Trakhman Patricia Alexander University of Maryland, C… University of Maryland, C… 7 PUBLICATIONS 13 237 PUBLICATIONS 8,214 CITATIONS CITATIONS SEE PROFILE SEE PROFILE Some of the authors of this publication are also working on these related projects: Reading in print versus digitally View project Relational reasoning View project All content following this page was uploaded by Patricia Alexander on 30 September 2017. The user has requested enhancement of the downloaded file. RERXXX10.3102/0034654317722961Singer and AlexanderReading on Paper and Digitally 722961research-article2017 Review of Educational Research Month 201X, Vol. XX, No. X, pp. 1 –35 DOI: 10.3102/0034654317722961 © 2017 AERA. http://rer.aera.net Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal Lauren M. Singer and Patricia A. Alexander University of Maryland This systematic literature review was undertaken primarily to examine the role that print and digitally mediums play in text comprehension. Overall, results suggest that medium plays an influential role under certain text or task conditions or for certain readers. Additional goals were to identify how researchers defined and measured comprehension, and the various trends that have emerged over the past 25 years, since Dillon’s review. Analysis showed that relatively few researchers defined either reading or digital reading, and that the majority of studies relied on researcher-devel- oped measures.
    [Show full text]
  • Profiles of Productive Educational Psychologists
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Public Access Theses and Dissertations from Education and Human Sciences, College of the College of Education and Human Sciences (CEHS) 7-2013 Profiles of Productive Educational Psychologists Melissa M. Patterson Hazley University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/cehsdiss Part of the Educational Psychology Commons, and the Social and Behavioral Sciences Commons Patterson Hazley, Melissa M., "Profiles of Productive Educational Psychologists" (2013). Public Access Theses and Dissertations from the College of Education and Human Sciences. 190. https://digitalcommons.unl.edu/cehsdiss/190 This Article is brought to you for free and open access by the Education and Human Sciences, College of (CEHS) at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Public Access Theses and Dissertations from the College of Education and Human Sciences by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Profiles of Productive Educational Psychologists By Melissa Patterson Hazley A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts Major: Educational Psychology Under the supervision of Professor Ken Kiewra Lincoln, Nebraska July, 2013 PROFILES OF PRODUCTIVE EDUCATIONAL PSYCHOLOGISTS Melissa Patterson Hazley, M.A. University of Nebraska, 2013 Advisor: Ken Kiewra The present study aims to answer the questions: Who are presently the most productive educational psychologists? How do they accomplish so much? And what advice might they give to young scholars? To identify the most productive educational psychologists, a survey was sent to Division 15 members (educational psychology) of the American Psychological Association.
    [Show full text]
  • Uncovering the Relations Among College Students' Expectancies
    ABSTRACT Title of dissertation: Uncovering the Relations Among College Students’ Expectancies, Task Values, Engagement, and STEM Course Outcomes Jessica R. Gladstone, Doctor of Philosophy, 2020 Dissertation directed by: Professor Allan Wigfield Department of Human Development and Quantitative Methodology In the last thirty years, student engagement has received much attention as an important contributor to students’ school success. One major limitation of the research on student engagement is that there is not a widely accepted theory regarding what constitutes it and how it relates to motivation. In the present study I examined relations of college students’ motivational beliefs and task values (as defined in Eccles and colleagues’ expectancy-value theory, EVT) to proposed dimensions of their engagement: behavioral, cognitive, social, agentic, and behavioral and emotional disaffection. In particular, I examined: (1) empirical overlap among certain dimensions of engagement and task value constructs; (2) which EVT constructs are associated with which dimensions of engagement; (3) how motivational beliefs, values, and engagement dimensions relate over time; and (4) whether engagement dimensions mediate the relationship between motivational beliefs, values, and math and science grades. Students (Ntime1 = 486, Ntime2 = 516) were recruited from a large public university and then completed surveys about their motivation and engagement in their introductory math or science course twice, at the beginning of the semester and again after mid-terms examinations. Findings indicated that although there were strong associations among certain engagement dimensions and task value constructs, structural equation model fit indices indicated that these should be treated as separate constructs. Regression analyses showed that in general, students’ competence beliefs and values were associated with behavioral, cognitive, and emotional engagement and behavioral and emotional disaffection dimensions.
    [Show full text]
  • A Historical Perspective on Re
    See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/255654818 A Historical Perspective on Reading Research and Practice Article · January 2004 DOI: 10.1598/0872075028.2 CITATIONS READS 94 7,625 2 authors, including: Patricia Alexander University of Maryland, College Park 269 PUBLICATIONS 11,530 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Leading Learning in Induction and Mentoring View project Learning from Multiple, Multimodal Documents View project All content following this page was uploaded by Patricia Alexander on 05 August 2014. The user has requested enhancement of the downloaded file. From Theoretical Models and Processes of Reading. (5th ed.). © 2004 International Reading Association. 2 A Historical Perspective on Reading Research and Practice Patricia A. Alexander and Emily Fox t the time the International Reading Association was created in 1956, the reading research community was poised at a new juncture in its history A(Monaghan & Saul, 1987). The efforts of researchers during this period gave rise to extensive literature on learners and the learning process that re- mains an enduring legacy for the domain of reading. Yet, this was not the only period of significant change the reading community has experienced in the past 50 years. In fact, reading has periodically responded to internal and external forces resulting in both gradual and dramatic transformations to the domain— transformations that have altered reading study and practice. Our purpose here is to position those transformations within a historical framework. As with others (e.g., VanSledright, 2002), we hold that such a historical perspective allows for reasoned reflection and a certain wisdom that can be easily lost when one is im- mersed in ongoing study and practice.
    [Show full text]
  • Summer 2002 NEP15.Pub
    W elcom e to the W indy City! AMERICAN PSYCHOLOGICAL ASSOCIATION Newsletter for Educational Psychologists Paul R. Pintrich, Presiden t S pring/Summer 2002 Volume 25 Number 2 As you all know, APA's annual convention will be held in Chicago this year, August 22-25th. Although it may be windy due to the Chicago weather, the sessions and speakers we have for our division also promise to offer some new fresh breezes to stimulate your own thinking and research. Our Program Co-Chairs, Christopher Wolters and Shirley Yu, from the University of Houston, have EI put together a wonderful program for the convention and I thank them for all their hard work. Some of the highlights include several in- vited addresses that focus on the theme of the design and implementation of educational interventions to improve student learning and achievement. First, in a session organized by the International Committee of Division 15, Erik DeCorte, from the University of Leuven in Belgium, will speak on "Designing Learn- ing Environments that Foster the Productive Use of Knowledge and Skills". In another invited address, Ron Marx from the University of Michigan, will a series of "cluster programs" that are organized by sev- discuss "Systematic Research on Systemic School eral divisions to represent themes and issues that cut Reform: Interdisciplinary Approaches to Complex across divisional interests. This year our division of Problems". Both of these sessions will highlight Educational Psychology was placed in one of the two research on design experiments and school reform, scientific clusters (out of a total of 10 divisional clusters) which stress the application of psychological and with Division 1-General Psychology, Division 3- social science knowledge to the solution of complex Experimental Psychology, Division 6-Behavioral Neuro- educational problems.
    [Show full text]
  • A Tribute to Paul R. Pintrich's Contributions to Psychology And
    A tribute to Paul R. Pintrich’s Contributions to Psychology and Education Special issue in memoriam of Paul R. Pintrich Edited by Margarita Limón Department of General Psychology, Autonoma University of Madrid Spain [email protected] Index - A tribute to Paul R. Pintrich’s contributions to Psychology and Education: Introduction by Margarita Limón ................ 159-162 - Paul R. Pintrich and the research on epistemological beliefs, by Lucia Mason ................................................ 163-170 - Paul R. Pintrich’s contributions to conceptual change research by Gale M. Sinatra ............................................. 171-174 - Conceptual change and the intentional learner outlined by Paul R. Pintrich, by Margarita Limón................................. 175-184 -Meeting challenges in research on self-regulated learning: Contri- butions of Paul R. Pintrich, by Philip H. Winne ............. 185-188 -About Paul Pintrich’s work: motivational and cognitive processes self-regulation in educational settings, by Ignacio Montero & María José de Dios ......................................... 189-196 -The human factor, by Patricia A. Alexander ...................... 197-202 -The international dimension of Paul R. Pintrich, by Erik De Corte 203-206 -A tribute to Paul R. Pintrich by Richard E. Mayer ............... 207-210 Margarita Limón Luque A tribute to Paul R. Pintrich’s Contributions to Psychology and Education: Introduction Edited by Margarita Limón Department of General Psychology, Autonoma University of Madrid Spain [email protected]
    [Show full text]
  • ABSTRACT Title of Dissertation
    ABSTRACT Title of Dissertation: EXAMINING THE RELATION BETWEEN STUDENT EXPECTANCY-VALUE MOTIVATION, ACHIEVEMENT IN MIDDLE-SCHOOL PHYSICAL EDUCATION, AND AFTER-SCHOOL PHYSICAL ACTIVITY PARTICIPATION Xihe Zhu, Doctor of Philosophy, 2009 Directed by: Professor Ang Chen Department of Kinesiology School of Public Health The expectancy-value theory (Eccles et al., 1983) explains that student motivation is primarily determined by one’s expectancy-beliefs, task values, and perception of the task, and that these factors directly influence student achievements and behavior choices. Based on the expectancy-value theory, the purpose of this study sought to unravel the relation among middle-school students’ expectancy-value motivation, achievement in physical education, and after-school physical activity participation. Participants consisted of 854 sixth, seventh, and eighth grade students in 13 schools from a large metropolitan school district. Students’ expectancy-value motivation was measured using the expectancy-value questionnaire; achievements in physical education was measuring using pre-posttest on psychomotor skill (including badminton striking and basketball dribbling skills) and fitness knowledge; after-school physical activity participation data were collected using three-day Physical Activity Recall. Data were analyzed both quantitatively using inferential statistics and structural equation modeling, and qualitatively using open coding approach. The results of the study suggested that middle- school students’ expectancy beliefs and task values were relatively high (~4 on a 5-point scale) and their psychomotor skill (i.e., badminton striking skill) and fitness knowledge significantly improved in physical education over the academic year. Further analyses using structural equation modeling revealed that students’ expectancy beliefs significantly predicted their psychomotor achievement, which in turn predicted their after-school physical activity participation.
    [Show full text]
  • An Experimental Evaluation of the Effect of Instructional Consultation Teams on Teacher Efficacy: a Multivariate, Multilevel Examination
    ABSTRACT Title of Document: AN EXPERIMENTAL EVALUATION OF THE EFFECT OF INSTRUCTIONAL CONSULTATION TEAMS ON TEACHER EFFICACY: A MULTIVARIATE, MULTILEVEL EXAMINATION Jessica Robyn Koehler, Doctor of Philosophy, 2010 Directed By: Professor Gary Gottfredson Counseling and Personnel Services Teacher efficacy, the extent to which teachers feel they can influence student learning (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977), has been repeatedly linked to important student and teacher outcomes (Gibson & Dembo, 1984). Although the results of many studies support the claim that teacher efficacy is an important educational construct, few studies have investigated interventions to influence these teacher beliefs. The current study evaluated whether a specific teacher intervention, Instructional Consultation Teams (IC Teams), positively affected teachers’ sense of self-efficacy as measured by two efficacy instruments. Participants included 1203 in-service elementary school teachers in 34 elementary schools within a large suburban school district—17 randomly assigned to the IC Team intervention and 17 assigned to the control condition. Because teachers are nested within schools, hierarchical linear modeling was utilized to evaluate whether scores on measures of teacher self-efficacy were influenced by IC Teams. A multivariate model was also used to evaluate the effects of IC Teams on both measures, simultaneously. The results imply that IC Teams significantly increased teachers’ scores on the efficacy scales. The current study provides one of
    [Show full text]
  • The Role of Classroom Assessment in Teaching and Learning. CSE Technical Report
    DOCUMENT RESUME ED 443 880 TM 031 525 AUTHOR Shepard, Lorrie A. TITLE The Role of Classroom Assessment in Teaching and Learning. CSE Technical Report. INSTITUTION California Univ., Los Angeles. Center for the Study of Evaluation.; Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; Center for Research on Education, Diversity and Excellence, Santa Cruz, CA. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO CSE-TR-517 PUB DATE 2000-02-00 NOTE 90p. CONTRACT R305B60002; R306A60001 PUB TYPE Opinion Papers (120) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Curriculum; *Educational Change; Elementary Secondary Education; *Learning; Models; *Student Evaluation; *Teaching Methods IDENTIFIERS Reform Efforts ABSTRACT This paper develops a framework for understanding a reformed view of assessment, in which assessment plays an integral role in teaching and learning. The proposed model is consistent with current assessment reforms being advanced across many disciplines. Three background sections of the report describe:(1) curriculum and psychological theories that have shaped methods of instruction, conceptions of subject matter, and testing methods in the past;(2) a conceptual framework based on new theories and new relationships among curriculum, learning theory, and assessment; and (3) connections between classroom uses of assessment and external accountability systems. The fourth and fifth sections elaborate the model for classroom assessment based on social-constructivist principles, arguing for the substantive reform of assessment and its use in classrooms to support learning. The final section outlines the kinds of research studies that will be needed to help realize a reformed vision of classroom assessment.
    [Show full text]