Society for Information Technology & Teacher Education International Conference, 2000
Abstract This paper discusses our approaches, both in theory and practice, to the enactment of sy... more Abstract This paper discusses our approaches, both in theory and practice, to the enactment of systemic reform as a part of the Center for Learning Technologies in Urban Schools (LeTUS). The University of Michigan and Detroit Public Schools have partnered in this Center to develop and implement a systemic educational reform program to help middle school science educators understand and enact some basic ideas and concepts of inquiry-based science focused on the use of various technologies to assist in the learning process ...
Springer international handbooks of education, 1997
This chapter examines current views of teaching for understanding. First we provide background in... more This chapter examines current views of teaching for understanding. First we provide background information, describing the influence of both theory and research on changes in approaches that have led to the recent stress on students as active constructors of their understanding. Then we summarize and compare a variety of programs that incorporate elements of construction and review issues that merit further investigation. Finally, we consider problems entailed in dissemination, especially difficulties teachers might encounter and describe promising attempts to foster their ability to teach for understanding.
The Educational Psychology Division (Division 15) of the American Psychological Association creat... more The Educational Psychology Division (Division 15) of the American Psychological Association created a committee to examine the: teaching of educational psychology in the broader context of teacher education reform. The committee recommends that educational ...
This study examined a 13-item instrument measuring approaches to learning (AtL) as a component of... more This study examined a 13-item instrument measuring approaches to learning (AtL) as a component of school readiness in the context of early childhood socio-emotional development. Few instruments, limited to preschool teacher ratings, measure AtL among kindergarteners with short easy-to-use questionnaires. We investigated psychometric properties of the instrument designed to provide practical measures of AtL behaviours identified in the Arizona Early Learning Standards with teacher (n = 205) and guardian (n = 1025) samples. We found a one-factor structure via exploratory factor analysis and confirmatory factor analysis (CFA). The multi-group CFA for combined teacher and guardian models indicated a good fit, which demonstrated the structure validity of the AtL instrument. This finding, combined with evidence of reliability of the instrument, supported the educational utility of the AtL as a new tool for measuring school readiness among kindergarteners in Arizona.
American Educational Research Journal, May 1, 1978
This study investigated individual differences in teacher planning and the relationship of teache... more This study investigated individual differences in teacher planning and the relationship of teacher planning to teacher behavior and student achievement. Each of 12 experienced teachers taught a social studies lesson to three groups of junior high students (N=8 per group) randomly formed from 288 paid volunteers. Before teaching each group, teachers had 90 minutes to “think aloud” and plan the lesson. Teachers’ planning and teaching were recorded and coded. Students completed achievement and attitude measures after the lesson. Results indicated that generally, the greatest proportion of planning statements concerned the subject matter, but substantial differences occurred. Planning differences were related to teachers’ cognitive styles and abilities. Relationships between teacher planning, teacher behavior, and student outcomes also appeared.
Journal of Psychoeducational Assessment, Dec 20, 2012
This study examined reliability and validity of the Devereux Early Childhood Assessment (DECA), b... more This study examined reliability and validity of the Devereux Early Childhood Assessment (DECA), based on samples of parents and teachers’ ratings of 1,145 entering kindergartners in the Southwest. Confirmatory factor analysis showed that DECA presented good reliability and validity for manifest variables, corroborating previous findings. Three latent variables (initiative, self-control, and attachment) substantiated reliability estimates but showed insufficient discriminant validity because of multicollinearity among latent variables. We recommended caution in interpreting and applying results of DECA assessments in practice because of a lack of discriminant validity. Thus, these findings addressed the need for researchers, educators, and policy makers to consider alternative instruments for early identification of social and emotional problems in young children until new research and a revised DECA model show evidence for the validity of outcomes.
Evidence to date suggests that the Frostig test may measure fewer than five discrete aspects of p... more Evidence to date suggests that the Frostig test may measure fewer than five discrete aspects of perception, and its use as a diagnostic instrument for planning educational remediation and as a predictor of reading achievement has been questioned. Yet it is still widely used for these purposes in school and clinical settings. The Frostig, WISC, and a reading achievement measure were administered to a sample of 43 elementary school children referred for educational assessment, and the results were factor analyzed. The findings suggest that the Frostig test measures a single general factor of perceptual organization which is weakly related to IQ and unrelated to reading ability. The nature of the test norms above age eight and a negative relationship between age and test scores also affect certain uses of the test.
Society for Information Technology & Teacher Education International Conference, 2000
Abstract This paper discusses our approaches, both in theory and practice, to the enactment of sy... more Abstract This paper discusses our approaches, both in theory and practice, to the enactment of systemic reform as a part of the Center for Learning Technologies in Urban Schools (LeTUS). The University of Michigan and Detroit Public Schools have partnered in this Center to develop and implement a systemic educational reform program to help middle school science educators understand and enact some basic ideas and concepts of inquiry-based science focused on the use of various technologies to assist in the learning process ...
Springer international handbooks of education, 1997
This chapter examines current views of teaching for understanding. First we provide background in... more This chapter examines current views of teaching for understanding. First we provide background information, describing the influence of both theory and research on changes in approaches that have led to the recent stress on students as active constructors of their understanding. Then we summarize and compare a variety of programs that incorporate elements of construction and review issues that merit further investigation. Finally, we consider problems entailed in dissemination, especially difficulties teachers might encounter and describe promising attempts to foster their ability to teach for understanding.
The Educational Psychology Division (Division 15) of the American Psychological Association creat... more The Educational Psychology Division (Division 15) of the American Psychological Association created a committee to examine the: teaching of educational psychology in the broader context of teacher education reform. The committee recommends that educational ...
This study examined a 13-item instrument measuring approaches to learning (AtL) as a component of... more This study examined a 13-item instrument measuring approaches to learning (AtL) as a component of school readiness in the context of early childhood socio-emotional development. Few instruments, limited to preschool teacher ratings, measure AtL among kindergarteners with short easy-to-use questionnaires. We investigated psychometric properties of the instrument designed to provide practical measures of AtL behaviours identified in the Arizona Early Learning Standards with teacher (n = 205) and guardian (n = 1025) samples. We found a one-factor structure via exploratory factor analysis and confirmatory factor analysis (CFA). The multi-group CFA for combined teacher and guardian models indicated a good fit, which demonstrated the structure validity of the AtL instrument. This finding, combined with evidence of reliability of the instrument, supported the educational utility of the AtL as a new tool for measuring school readiness among kindergarteners in Arizona.
American Educational Research Journal, May 1, 1978
This study investigated individual differences in teacher planning and the relationship of teache... more This study investigated individual differences in teacher planning and the relationship of teacher planning to teacher behavior and student achievement. Each of 12 experienced teachers taught a social studies lesson to three groups of junior high students (N=8 per group) randomly formed from 288 paid volunteers. Before teaching each group, teachers had 90 minutes to “think aloud” and plan the lesson. Teachers’ planning and teaching were recorded and coded. Students completed achievement and attitude measures after the lesson. Results indicated that generally, the greatest proportion of planning statements concerned the subject matter, but substantial differences occurred. Planning differences were related to teachers’ cognitive styles and abilities. Relationships between teacher planning, teacher behavior, and student outcomes also appeared.
Journal of Psychoeducational Assessment, Dec 20, 2012
This study examined reliability and validity of the Devereux Early Childhood Assessment (DECA), b... more This study examined reliability and validity of the Devereux Early Childhood Assessment (DECA), based on samples of parents and teachers’ ratings of 1,145 entering kindergartners in the Southwest. Confirmatory factor analysis showed that DECA presented good reliability and validity for manifest variables, corroborating previous findings. Three latent variables (initiative, self-control, and attachment) substantiated reliability estimates but showed insufficient discriminant validity because of multicollinearity among latent variables. We recommended caution in interpreting and applying results of DECA assessments in practice because of a lack of discriminant validity. Thus, these findings addressed the need for researchers, educators, and policy makers to consider alternative instruments for early identification of social and emotional problems in young children until new research and a revised DECA model show evidence for the validity of outcomes.
Evidence to date suggests that the Frostig test may measure fewer than five discrete aspects of p... more Evidence to date suggests that the Frostig test may measure fewer than five discrete aspects of perception, and its use as a diagnostic instrument for planning educational remediation and as a predictor of reading achievement has been questioned. Yet it is still widely used for these purposes in school and clinical settings. The Frostig, WISC, and a reading achievement measure were administered to a sample of 43 elementary school children referred for educational assessment, and the results were factor analyzed. The findings suggest that the Frostig test measures a single general factor of perceptual organization which is weakly related to IQ and unrelated to reading ability. The nature of the test norms above age eight and a negative relationship between age and test scores also affect certain uses of the test.
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