Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

What do Freehand and Computer-Facilitated Drawings Tell Teachers About the Children Who Drew Them? References A–Ko

University of Texas at Austin

Publications

Louise Bates Ames

Author(s): Ames, Louise Bates
Title: Ready or Not.
Journal: American Educator: The Professional Journal of the American Federation of Teachers; v10 n2 p30 3, 48 Sum 1986
Year: 1986
Abstract:
All children should be started in school, and subsequently promoted, on basis of their behavior age rather than on basis of their age in years. Research data support this idea, and some schools that have adopted it as policy find that they can reduce failure by 50 percent. A child's school readiness can be tested with a behavior examination. (KH)
Document Number: EJ338414

Author(s): Ames, Louise Bates
Title: Learning Disability: Truth or Trap?
Journal: Journal of Learning Disabilities; v16 n1 p19 20 Jan 1983
Year: 1983
Abstract:
The author asserts that the diagnosis learning disability is applied too often and too loosely. It is recommended that the possibility be considered that poor school adjustment may be due simply to immaturity and unreadiness rather than to some general learning disability. (Author/CL)
Document Number: EJ278063

Author(s): Ames, Louise Bates
Title: Mainstreaming: We Have Come Full Circle.
Journal: Childhood Education; v58 n4 p238 40 Mar Apr 1982
Year: 1982
Abstract:
Argues against the current popular educational practice of mainstreaming which is based on the child's chronological age, and suggests a system called Developmental Placement in which, through the use of standardized tests, the developmental level of every school beginner is evaluated and used as a basis for grouping. (Author/MP)
Document Number: EJ262058

Author(s): Ames, Louise Bates
Title: Retention in Grade Can Be a Step Forward.
Journal: Education Digest; v46 n7 p36 7 Mar 1981
Year: 1981
Abstract:
Citing selected studies and experiences at the Gesell Institute of Human Development, the author argues that grade repetition benefits children whose behavior age is less than their chronological age. She emphasizes parent cooperation for dealing with the child's temporary emotional upset over being retained. Condensed from "Early Years," December 1980. (SJL)
Document Number: EJ241684

Robert Arkell

Author(s): Arkell, Bob
Title: Famous People Catch Students' Attention.
Journal: Highway One; v9 n2 p91 2 Spr 1986
Year: 1986
Abstract:
Suggests a way to stimulate students' interest in writing that involves learning trivia about famous people and integrating it into classroom lectures in the form of anecdotes. (SRT)
Document Number: EJ343659

Author(s): Van Dych, H. C.; Arkell, R. N.
Title: A Conceptual Model for Human Rights Education.
Journal: History and Social Science Teacher; v14 n3 p202 4 Spr 1979
Year: 1979
Abstract:
Lists three strategies by which human rights issues can be taught: general perspective--historical and psychological; source of discriminatory practice--individual and institutional; and primary teaching objectives--legal knowledge and behavioral change. (Author/KC)
Document Number: EJ202292

Author(s): Van Dyke, H. C.; Arkell, R. N.
Title: Human Rights Legislation and the Employment of Teachers
Journal: Education Canada; v18 n2 p44 7 1978
Year: 1978
Abstract:
Looks at teacher employment procedures to see what might be termed discriminatory. (Editor)
Document Number: EJ188168

Author(s): Arkell, Bob
Title: SAY: A Family Counselling Gaming Experience
Journal: School Guidance Worker; v33 n2 p43 5 1977
Year: 1977
Abstract:
The author presents a new gaming device, SAY, which focuses upon family interactions. It has proved effective in training volunteer lay counselors and in use with parent groups along with family counseling sessions. (Author/HMV)
Document Number: EJ171243

Author(s): Arkell, R. N. Bob
Title: Searching for Alternatives
Journal: Journal of American Indian Education; v17 n1 p27 30 1977
Year: 1977
Abstract:
This model, "Intervention Strategies Taxonomy", for the Education of American Indian students includes: (1) school structure (open areas, community school, non-graded classes, family groupings, year round schools, flexible scheduling); (2) instruction (bookless curriculum, multicultural education, affective education, teacher aides, cross-peer tutoring, programmed learning); (3) people (strategies for administrators, teachers, parents, and students). (JC)
Document Number: EJ168374

Author(s): Arkell, R. N.
Title: Naive Prediction of Pathology from Human Figure Drawings
Journal: Journal of School Psychology; v14 n2 p114 6 1976
Year: 1976
Abstract:
The present study investigated the degree of accuracy of five groups of judges in inferring pathology in human figure drawings. It was suggested that intuition gained through several years of unsystematic observation of figure drawings played the major role in their interpretation. (Author)
Document Number: EJ140948

Walter Bromberg

Author(s): Bromberg, Walter; And Others
Title: The Native American Speaks.
Year: 1975
Abstract:
This publication is the product of several workshops and is aimed at multi-ethnic integration of teacher attitudes, curriculum content, and teaching techniques. The 7 articles and 3 bibliographies, contributed by Native American consultants, emphasize recognition and alteration of bias in teacher attitudes, curriculum content, and teaching techniques. Articles are titled "Navajo Culture Today--Alteration of Tradition" (a brief history of Navajo cultural eras, the final era postulated as that of late 20th Century tribal or individual business enterprise); "Cultural Aspects That Affect the Indian Student in Public Schools" (time, competition, future orientation, and talk are cited as philosophical differences); "Contemporary and Traditional Clothing of the Pueblos" (a fashion show commentary designed to differentiate between the 19 pueblos in New Mexico); "The Varied and Changing Nature of the Indian Community" (a plea for educating teachers in terms of Indian identity and the negative aspects of paternalism); "Self Actualization Through the Creative Process" (creativity seen as a means of liberation); "Self-Image of the American Indian--A Preliminary Study" (drugs and Indian psychology, the Indian Gestalt view, and self-image and Indian psychology). (JC)
Document Number: ED103186

Roger Burton

Author(s): Burton, Roger V.
Title: Two Dimensions of Parental Warmth.
Year: 1983
Abstract:
A series of three studies investigating affective warmth was conducted. For the purpose of investigation, this quality was conceived as (1) a long term pattern of parental attention and responsiveness with positive affective tone (i.e., love), and (2) a reinforcer manipulated to shape behavior in the present. Each of the first two experiments involved approximately 60 mother/child pairs from white middle-class families. Children participating in the first study were 5 years of age; those in the second study were drawn from kindergarten, second-, and fourth-grade levels. In both experiments, the mothers' total warmth and their children's cheating/compliance were assessed. Treatments varied in terms of the conditions under which rules of a game were taught and the game was played. (Either children were taught the rules and played in the presence of their mother or mothers taught the rules to their child and children played alone.) Solitary behavior as well as interactions were observed, categorized, and recorded. In the third study, cross-cultural data at a societal level of analysis were employed to test conclusions derived from the results of the first two studies. It was concluded that findings generally supported the hypothesis that global measures of warmth should be divided into at least two dimensions: one reflecting the parent/child relationship over time and the other reflecting an immediate resource parents use to shape their children's behavior. (RH)
Document Number: ED244719

Author(s): Casey, William M.; Burton, Roger V.
Title: Training Children to Be Consistently Honest through Verbal Self-Instructions.
Journal: Child Development; v53 n4 p911 9 Aug 1982
Year: 1982
Abstract:
The effectiveness of self-instructional training using broad verbal mediators for promoting generalization of honest behavior was examined with 60 first graders and 60 fourth graders. (MP)
Document Number: EJ271619

Author(s): Burton, Roger V.
Title: Landmarks in the Literature: Can Ethics Be Taught?
Journal: New York University Education Quarterly; v12 n3 p29 32 Spr 1981
Year: 1981
Abstract:
Describes a 1920s study by Hartshorne and May, the "Character Education Inquiry," and summarizes its three-volume report, "Studies in the Nature of Character," about students' moral development and ethical instruction. Emphasizes findings that discussing hypothetical dilemmas and supplying moral knowledge are less effective than providing direct experience. (SJL)
Document Number: EJ245169

Author(s): Burton, Roger V.
Title: Cross-Sex Identity in Barbados
Journal: Developmental Psychology; v6 n3 p365 74 1972
Year: 1972
Abstract:
Evidence suggests that both conflict of cross-sex identity and consistency of feminine identification occur in father absent males in Caribbean culture. (Author)
Document Number: EJ058136

Author(s): Burton, Roger V.
Title: The Interpretation of Intergenerational Attitudes
Journal: Merrill Palmer Quarterly; v18 n1 p61 2 1972
Year: 1972
Abstract:
Author feels that a recent study by Cohler et al. discussing ^intergenerational attitudes" of child rearing is misleading because the attitudes presented are not truly reprentative of grandmothers and mothers beliefs but of present day child rearing practices. (AF)
Document Number: EJ051565

C. Crannell

Author(s): Crannell, C. W.; Peters, Gregory
Title: Monocular and Binocular Estimations of Distance When Knowledge of the Relevant Space Is Absent
Journal: Journal of Psychology; n76 p157 67 1970
Year: 1970
Document Number: EJ029394

Richard Cressen

Author(s): Cressen, Richard
Title: Artistic Quality of Drawings and Judges' Evaluation of the DAP
Journal: Journal of Personality Assessment; v39 n2 p132 7 1975
Year: 1975
Document Number: EJ121810

Rogelio Diaz Guerrero

Author(s): Diaz Guerrero, Rogelio; And Others
Title: Understanding Mexicans and Americans: A Mexican-U.S. Communication Lexicon of Images, Meanings, and Cultural Frames of Reference.
Year: 1985
Abstract:
This "communication lexicon," a new source of information in the field of language and area studies, describes how selected themes such as family, society, work, and entertainment are perceived and understood by members of the Mexican, Colombian, and United States cultures. It identifies broad trends of perceptions and evaluations through analysis of related themes. The awareness it provides of differences in perceptual and motivational dispositions can be applied to educational and training tasks which require cultural sensitivity and interpersonal skills. Information is based on Mexican and United States student samples tested in Mexico City and Washington, D.C. A parallel presentation is based on a comparable Colombian sample. Introductory chapters discuss problems of cultural understanding and how research information can be used in communication strategies. Chapters 3-12 present Mexican and American images and meanings from themes of Family/Self, Friendship/Understanding, Community/Society, Love/Sex, Religion/Mortality, Education/Upbringing, Economy/Money, Work/Achievement, Government/Politics, and National/Ethnic Images. Graphs are used to show differences and similarities. General trends across several themes reflecting perceptual and motivational dispositions are discussed in chapter summaries. The original response lists arranged in semantically related clusters for each theme are provided in Appendix 1. The Associative Group Analysis method used to collect and interpret research data is discussed in Appendix 2. (FL)
Document Number: ED269181

Author(s): Diaz Guerrero, Rogelio
Title: Psychology for the Mexican or the Masses?
Journal: Psychology: A Quarterly Journal of Human Behavior; v21 n2 p1 7 1984
Year: 1984
Abstract:
Investigated the impact of traditional cultural beliefs, called historic-sociocultural premises (HSCPs), on peoples' interpersonal and emotional lives. Results indicated that people in Mexican societies hold similar sociocultural premises and that HSCPs are related to how people cope with stress, personality traits, and vocational choice. (LLL)
Document Number: EJ311109

Author(s) : Diaz Guerrero, R.
Title: The Development of Coping Style.
Journal: Human Development; v22 n5 p320 31 1979
Year: 1979
Abstract:
Discusses the meaning of coping style and reviews research tasks which appear to be particularly sensitive measures of cross-cultural differences in active-passive coping style. (SS)
Document Number: EJ218073

Author(s) : Diaz Guerrero, Rogelio; And Others
Title: Alienacion de la Madre, Psicopatoligia y la Practica Clinica en Mexico. (Alienation of the Mother, Psychopathology, and the Practice Clinic in Mexico).
Journal: Hispanic Journal of Behavioral Sciences; v1 n2 p117 33 Jun 1979
Year: 1979
Abstract:
The study related the role of the maternal figure to the affective behavior of the Mexican. Two hundred adolescents judged the concept of "Insult to the Mother" in relation to other similarly charged affective concepts, e.g., "death", "suicide", "drunkenness", etc. Results showed that "Insult to the Mother" was viewed very negatively. (NQ)
Document Number: EJ203636

Author(s) : Diaz Guerrero, Rogelio; And Others
Title: Sesame Street Around the World: Plaza Sesamo in Mexico: An Evaluation
Journal: Journal of Communication; v26 n2 p145 54 1976
Year: 1976
Abstract:
Discusses the results of a test asministered to preschool children to measure the impact of Plaza Sesamo on their gains in learning skills. (MH)
Document Number: EJ139257

Author(s) : Diaz Guerrero, Rogelio; Holtzman, Wayne H.
Title: Learning by Televised "Plaza Sesamo" in Mexico
Journal: Journal of Educational Psychology; v66 n5 p632 43 1974
Year: 1974
Abstract:
Tests were administered pre, during, and post telecast of Plaza Sesamo to children in lower class day-care centers in Mexico City. Results indicate significant differences between control and experimental groups in general knowledge, numbers, letters, and words as taught by Plaza Sesamo. (Author/BJG)
Document Number: EJ118464

William Frankenburg

Author(s): Frankenburg, William K., Ed.
Title: Child Health in the Eighties: A Conference Held at the John F. Kennedy Child Development Center, University of Colorado Sciences Center, Denver, Colorado, February 15, 1980.
Year: 1980
Abstract:
Proceedings from a 1980 symposium on the delivery of education and health services to handicapped children are summarized. Topics briefly addressed include funding, leadership and responsibility, communication and trust, and coordination and collaboration strategies. Fifteen conference recommendations are listed, including that each level of government should establish and/or publicize funding priorities for child health programs; that fiscal rewards should be established to encourage innovative efforts; and that health agencies, schools, and social service agencies should plan together for programs that complement each other. Abstracts of 31 model collaborative projects presenting innovative service delivery schemes are presented along with abstracts of seven model training/curriculum programs. Program summaries are followed by names and addresses of contact persons. (CL)
Document Number: ED203579

Author(s): Frankenburg, William K.; And Others
Title: The Denver Prescreening Developmental Questionnaire (PDQ)
Journal: Pediatrics; v57 n5 p744 53 1976
Year: 1976
Abstract:
To facilitate periodic developmental screening of all children, a Prescreening Developmental Questionnaire was created to identify those children under 3 years of age who require a more thorough screening with the Denver Developmental Screening Test. (Author)
Document Number: EJ141263

Author(s): Frankenburg, William K.; And Others
Title: Implications of Early Screening for Later Development. Final Report. July 1, 1974 - February 26, 1976.
Year: 1976
Abstract:
Presented is a letter regarding the final report of a project involving the followup of 151 children (under 6 years old at the time of the initial assessment) to establish the accuracy of the Denver Developmental Screening Test in predicting school achievement problems. Reviewed are the procedures used in selecting the study population, and explained are changes made in the proposal regarding the followup assessments. (SB)
Document Number: ED127753

Harry Gardiner

Author(s): Gardiner, Harry W.; And Others
Title: The Liberated Woman in Three Cultures: Marital-Role Preferences in Thailand, India, and the United States
Journal: Human Organization; v33 n4 p413 4 1974
Year: 1974
Abstract:
The marital-role preferences of 300 female college students--100 each in Thailand, India, and the United States--were examined. (NQ)
Document Number: EJ109813

Author(s): Gardiner, Harry W.
Title: The Use of Human Figure Drawings to Assess a Cultural Value: Smiling in Thailand
Journal: Journal of Psychology; n80 p203 4 1972
Year: 1972
Document Number: EJ054529

Author(s): Gardiner, Harry W.
Title: Use of the IES Test in Thailand: Responses of Female College Students
Journal: Percept Mot Skills; n28 p858
Document Number: EJ007491

Jacqueline Goodnow

Author(s): Goodnow, Jacqueline J.; And Others
Title: Editors' Preface to "Precepts and Practices."
Journal: New Directions for Child Development; n67 p67 70 Spr 1995
Year: 1995
Abstract:
Notes that the essence of the study that follows is its attention to the ways in which competing cultural viewpoints, competing possible identities, are played out in practice. Comments that by providing a detailed description of the researcher's role, the study exemplifies the reflexiveness that many see as a hallmark of practice perspectives. (BAC)
Document Number: EJ501895

Author(s): Goodnow, Jacqueline J.; And Others
Title: Editors' Preface to "Development through Participation in Sociocultural Activity."
Journal: New Directions for Child Development; n67 p41 4 Spr 1995
Year: 1995
Abstract:
Provides an overview of the following article by Rogoff (PS523071) in terms of its focus and contribution. Notes the article's focus on the proposition that development is a process of transformation through participation in cultural practices, and that changes must be considered at three levels: personal, interpersonal, and community. (BAC)
Document Number: EJ501893

Author(s): Goodnow, Jacqueline J; And Others
Title: Editors' Preface to "Who Sleeps by Whom Revisited."
Journal: New Directions for Child Development; n67 p17 20 Spr 1995
Year: 1995
Abstract:
Provides background on Schweder et al. article in this issue (PS 523 069), noting that its general concern is with the ways in which cultural practices and principles are interrelated. Notes that developmental questions are not in the foreground of the paper mentioned; the study covers instead adults' accounts as a way to articulate the principles that adults follow and that children may abstract and adopt. (BAC)
Document Number: EJ501891

Author(s): Miller, Peggy J; Goodnow, Jacqueline J.
Title: Cultural Practices: Toward an Integration of Culture and Development.
Journal: New Directions for Child Development; n67 p5 16 Spr 1995
Year: 1995
Abstract:
Explains that cultural practices appeals to developmental researchers as a construct that contextualizes development and provides a way of bringing together thinking, doing, feeling, and becoming. Describes five propositions in general terms and offers an indication of how the concept of practice has been translated into research. (BAC)
Document Number: EJ501890

Author(s): Goodnow, Jacqueline J.
Title: Acceptable Disagreement across Generations.
Journal: New Directions for Child Development; n66 p51 64 Win 1994
Year: 1994
Abstract:
Critically examines discrepancies between parents' and children's views of the family, which have been thought to indicate failure, dysfunction, or negative aspects of family relations. Questions what level and types of disagreements should be tolerated, or even celebrated, in families. (ET)
Document Number: EJ493691

Author(s): Grusec, Joan E.; Goodnow, Jacqueline J.
Title: Summing Up and Looking to the Future.
Journal: Developmental Psychology; v30 n1 p29 31 Jan 1994
Year: 1994
Abstract:
In response to commentaries on their model of discipline effectiveness, Grusec and Goodnow note that the model places as much emphasis on affect as on cognition and that it is certainly applicable to preschool years. They discuss development of sense of self, ability to self-regulate, and attachment as important precursors of internalization. (MDM)
Document Number: EJ478191

Author(s): Grusec, Joan E.; Goodnow, Jacqueline J.
Title: Impact of Parental Discipline Methods on the Child's Internalization of Values: A Reconceptualization of Current Points of View.
Journal: Developmental Psychology; v30 n1 p4 19 Jan 1994
Year: 1994
Abstract:
Proposes that internalization as a result of discipline is based on a child's accurate perception of the parental message and acceptance or rejection of it. Mechanisms promoting acceptance are perceptions of the parent's actions as appropriate, motivation to accept the parental position, and perception that a value has been self-generated. Discusses other goals besides internalization. (MDM)
Document Number: EJ478187

Author(s): Goodnow, Jacqueline J.; And Others
Title: Would You Ask Someone Else to Do This Task? Parents' and Children's Ideas about Household Work Requests.
Journal: Developmental Psychology; v27 n5 p817 29 Sep 1991
Year: 1991
Abstract:
In two studies, mothers and fathers rated the ease of making a work request of a partner or child, and children commented on making a work request of a parent or sibling. Analysis of responses yielded four types of task groups: male, mothers', mothers' and children's, and open. (BC)
Document Number: EJ438154

Author(s): Warton, Pamela M.; Goodnow, Jacqueline J.
Title: The Nature of Responsibility: Children's Understanding of "Your Job."
Journal: Child Development; v62 n1 p156 65 Feb 1991
Year: 1991
Abstract:
Three principles of work distribution were considered: (1) direct cause; (2) self-regulation; and (3) continuing responsibility. Children of 8, 11, and 14 years of age performed a job sorting task and commented on the fairness of work arrangements in vignettes. Results showed a differential development for the three principles rather than a unitary sense of responsibility. (BC)
Document Number: EJ426202

Author(s): Goodnow, Jacqueline J.; Warton, Pamela M.
Title: The Social Bases of Social Cognition: Interactions about Work and Their Implications.
Journal: Merrill Palmer Quarterly; v37 n1 p27 58 Jan 1991
Year: 1991
Abstract:
This analysis of work interactions emphasizes concepts and principles adults bring to work interactions. It also explores the processes involved in teaching and learning situations, and the questions these processes raise for certain current social accounts of children's cognitive development. (BB)
Document Number: EJ423546

Author(s): Goodnow, Jacqueline J.
Title: Family Life: The Place of Children's Work around the House.
Journal: Early Child Development and Care; v50 p121 30 Sep 1989
Year: 1989
Abstract:
Examines the place of children's work in family life, paying particular attention to the way in which expectations regarding work are based on underlying concepts of children, parenting, and obligations among family members. (PCB)
Document Number: EJ407376

Author(s): Knight, Rosemary A.; Goodnow, Jacqueline J.
Title: Parents' Beliefs about Influence over Cognitive and Social Development.
Journal: International Journal of Behavioral Development; v11 n4 p517 27 Dec 1988
Year: 1988
Abstract:
Investigated 60 parents' perceptions of influence of their eldest child's (aged 4, 7, or 10 years) development and the extent to which these perceptions varied as a function of five factors. Cognitive and social development were significant variables for beliefs about influence. (RJC)
Document Number: EJ382653

Author(s): Goodnow, Jacqueline J.
Title: Parents' Ideas, Actions, and Feelings: Models and Methods from Developmental and Social Psychology
Journal: Child Development; v59 n2 p286 320 Apr 1988
Year: 1988
Abstract:
This review draws together research by developmentalists on parents' ideas about parenting and development, and research in social psychology on attitudes, schemas, and social categorization. (PCB)
Document Number: EJ370844

Author(s): Goodnow, Jacqueline J.; And Others
Title: Acquiring Cultural Forms: Cognitive Aspects of Socialization Illustrated by Children's Drawings and Judgments of Drawings.
Journal: International Journal of Behavioral Development; v9 n4 p485 505 Dec 1986
Year: 1986
Abstract:
Three studies explored children's adoption of cultural forms of representation. Investigated were (1) children's judgments from students' drawings about the age of the artist; (2) children's preferences for drawings and the extent preferences match teachers'; and (3) differences between drawings children produce for themselves and those they produce when asked for a "good" drawing. (Author/RH)
Document Number: EJ355882

Author(s): Cashmore, Judith A.; Goodnow, Jacqueline J.
Title: Influences on Australian Parents' Values: Ethnicity versus Socioeconomic Status.
Journal: Journal of Cross Cultural Psychology; v17 n4 p441 54 Dec 1986
Year: 1986
Abstract:
Differences in values between parents of Anglo-Australian and Italian background in Australia are largely attributable to differences between the groups in socioeconomic status. In content areas concerned with conformity, the highly significant ethnic background effect was linked with parent educational level. (Author/LHW)
Document Number: EJ348559

Author(s): Cashmore, Judith A.; Goodnow, Jacqueline J.
Title: Parent-Child Agreement on Attributional Beliefs.
Journal: International Journal of Behavioral Development; v9 n2 p191 204 Jun 1986
Year: 1986
Abstract:
Explores extent to which parents and their adolescent children agree with respect to their attributional beliefs. First-born Australian children of Anglo and Italian backgrounds and their parents ranked talent, effort, and teaching according to relative importance in the development of six skill areas. Variations in patterns of attributions resulted. (Author/BB)
Document Number: EJ341725

Egon Guba

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Criteria for Assessing Naturalistic Inquiries as Reports.
Year: 1988
Abstract:
Research on the assessment of naturalistic inquiries is reviewed, and criteria for assessment are outlined. Criteria reviewed include early foundational and non-foundational criteria, trustworthiness criteria, axiomatic criteria, rhetorical criteria, action criteria, and application/transferability criteria. Case studies that are reports of naturalistic inquiries should meet the following criteria: (1) provide a sense of vicarious "deja vu" experience; (2) allow for use as a metaphor; and (3) allow for use as a basis for re-examining and reconstructing one's own construction of a given phenomena. Product criteria are as important as are process criteria, and studies that can be shown to meet these product criteria will fulfill important functions within the emergent paradigm. Such studies will: resonate with the basic assumptions or axioms of the naturalistic paradigm; exemplify the interpersonal involvement that characterized the form of inquiry; and empower, activate, and stimulate the reader. (TJH)
Document Number: ED297007

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: Ethics: The Failure of Positivist Science.
Year: 1987
Abstract:
The central failure of conventional, or positivistic inquiry has been the inability to handle deception in research and the violation of societal ethics, moral and legal caused by such deception. Moral dimensions include tests for whether the research would be approved by reasonable persons, whether it might pass the test of publicity, and whether or not it affords discretion in restraining from intrusiveness. Legal tests investigate whether the research protects individuals from harm, from lapses in informed consent, from deception, and from violations of privacy and confidentiality. Conventional inquiry has given rise to deception as a way to prevent ambiguity of research results. Ambiguity, however, has not been avoided, and costs have been added to the research. Deception can be avoided by utilizing emergent-paradigm, or naturalistic inquiry instead of conventional inquiry. Naturalistic inquiry focuses upon realities as multiple, divergent social constructions. The emphasis on utilizing the interaction of researcher and respondent allows participants to retain their locus of control, to make informed decisions regarding their participation, and to have a say in shaping the processes and results of the research. Naturalistic inquiry does bring about a new set of problems, but the ethical concerns raised concerning deception in the positivist inquiry are removed. (BAE)
Document Number: ED282918

Author(s): Guba, Egon G.
Title: What Have We Learned about Naturalistic Evaluation?
Journal: Evaluation Practice; v8 n1 p23 43 Feb 1987
Year: 1987
Abstract:
Definitions of and approaches to naturalistic evaluation are discussed. The qualitative aspects of the discipline are reviewed; and use of naturalistic evaluation in descriptions, illustrations, explications, hypothesis testing, and assessment of public spending are defined. A new paradigm for naturalistic evaluation is proposed. (TJH)
Document Number: EJ379429

Author(s): Guba, Egon G.
Title: Naturalistic Evaluation.
Journal: New Directions for Program Evaluation; n34 p23 43 Sum 1987
Year: 1987
Abstract:
Two forms of naturalistic evaluation have appeared within the past decade: (1) a collection of qualitative techniques that are complimentary with conventional quantitative methods; and (2) an alternative paradigm that emphasizes the negotiation of multiple socially constructed realities, interdependence of facts and values, and the emergent character of the evaluation process. (Author/JAZ)
Document Number: EJ355077

Author(s): Lincoln, Yvonna S.; Guba, Egon G.
Title: But is it Rigorous? Trustworthiness and Authenticity in Naturalistic Evaluation.
Journal: New Directions for Program Evaluation; n30 p73 84 Jun 1986
Year: 1986
Abstract:
The emergence of a new, naturalistic, paradigm of inquiry has led to a demand for rigorous criteria that meet traditional standards of inquiry. Two sets are suggested, one of which, the "trustworthiness" criteria, parallels conventional criteria, while the second, "authenticity" criteria, is implied directly by new paradigm assumptions. (Author/LMO)
Document Number: EJ335299

Dale Harris

Author(s): Harris, Dale B.; And Others
Title: The Aesthetic Sensitivity of Japanese and American Children
Journal: Journal of Aesthetic Education; v9 n4 p81 95 1975
Year: 1975
Abstract:
Aesthetic awareness of American and Japanese children grades one, four, seven, and ten was measured by indicated preference of one of two simultaneously projected color slides. (Author)
Document Number: EJ137205

Author(s): Harris, Dale B.; Roberts, Jean
Title: Intellectual Maturity of Children; Demographic and Socioeconomic Factors. United States. Vital and Health Statistics Series 11, Number 116.
Year: 1972
Abstract:
Data on the intellectual maturity of children 6-11 years of age in the noninstitutionalized population of the U. S. is analyzed in relation to their demographic and socioeconomic background. This is the second report on the Goodenough-Harris Drawing Test, administered in the Health Examination Survey of 1963-65, and deals with the results in relation to factors of race, region, size of place of residence, grade in school, education of parent, and family income. For this survey, a probability sample of 7,417 children was selected to represent the 24 million noninstitutionalized children in the U.S. While white children scored higher than Negro children on this test, the racial differential is lower than on the Wechsler Intelligence Scale for Children and the Wide Range Achievement Test, and is reduced to a negligible amount when the effects of differences in parent's education and family income are controlled. The performance of children on this test does not differ appreciably among the four regions of the Nation, except in the South, where children of both races fall below those in other regions. Size of place of residence is not consistently related to test scores. There is a slight but consistent association between drawing test scores of white and Negro children and rate of population change in the 1950's. Children over the modal age for school grade do more poorly than those below, while those at the modal age yield consistently average scores. Father's education and family income both show a relationship to children's scores. Included are descriptions of the drawing test, the survey design, and reliability estimates. Comparisons are made with previous research using this type of instrument. (Author/DB)
Document Number: ED073154

Author(s): Nash, Harvey; Harris, Dale B.
Title: Body Proportions in Children's Drawings of a Man
Journal: J Genet Psychol; v117 n1 p85 90 1970
Year: 1970
Abstract:
Four classes of first grade children produced a drawing a day for ten days. The length of the head, trunk, and legs was measured to the nearest milimeter. The children clearly magnified head length and somewhat less clearly diminished leg length. (WY)
Document Number: EJ025305

Author(s): Harris, Dale B.; Ebert, Ronald S.
Title: Psychological Problems in the American Family.
Year: 1967
Abstract:
This guide provides the basis for a study-discussion course in the social psychology of the American Family. The course is designed to give an overview of major areas of stress in contemporary family life, to define and offer possible solutions to these problems, and to present some consideration of their meaning for individuals. This manual is divided into nine units of work, each with its own introduction, collection of readings, and questions for individual student work and group discussion. The first four units give a perspective on changing functions of the family, materials on adjustmental requirements occasioned by change and adaptation to stress, a diversity in styles of child rearing, and the modern problem of developing an adequate self in a society which seems increasingly anomic. The second portion of the course, addressed to the life cycle, includes four units dealing with socialization, characteristics of the childhood and adolescent periods, and problems of the middle and later years of life. A final section deals with the degree to which the family is affected by changing values. (se)
Document Number: ED032496

Author(s): Kleinsasser, L.D., Comp.; Harris, Dale B., Comp.
Title: The Middle Years, Development and Adjustment; A Study-Discussion Course.
Year: 1966
Abstract:
Based largely on research in adult development and aging, these readings and discussion questions pertain to such aspects of development and adjustment in middle life as the following: individual differences in aging; biological changes through the adult years; changes in the physical senses (vision, hearing, taste, smell, touch, and pain) throughout adulthood; factors affecting employment, productivity, and achievement; personality development in the middle and later years; adjustment processes and problems; characteristic developmental themes of the mature years (love, concern for others, wisdom); and preparation for retirement, old age, and death. Included are a self-evaluation form, 65 tables and figures, and extensive chapter references. (ly)
Document Number: ED031665

A. Michael Huberman

Author(s): Huberman, A. M.
Title: Educational Change and Career Pursuits--Some Findings from the Field.
Journal: Interchange; v16 n3 p54 71 Fall 1985
Year: 1985
Abstract:
Motives related to developing and adopting innovations were the focus of a three-year study of 45 federally funded programs. Career-related motives were prominent but not exploitative and appeared to accelerate the adoption or development process. Results seem to show that too little or too much opportunism is counterproductive. (MT)
Document Number: EJ327381

Author(s): Huberman, A. Michael; Miles, Matthew B.
Title: Rethinking the Quest for School Improvement: Some Findings from the DESSI Study.
Journal: Teachers College Record; v86 n1 p34 54 Fall 1984
Year: 1984
Abstract:
A review of the Study of Dissemination Efforts Supporting School Improvement (DESSI) field study indicated a need for reorganization of the conceptual paradigms used to account for school improvement. Current paradigms do not account for the rational and conflict theories of social change. (DF)
Document Number: EJ309292

Author(s): Miles, Matthew B.; Huberman, A. Michael
Title: Drawing Valid Meaning from Qualitative Data: Toward a Shared Craft.
Journal: Educational Researcher; v13 n5 p20 30 May 1984
Year: 1984
Abstract:
Discusses the need for clearer canons and methods of qualitative data analysis; outlines a conception of qualitative data analysis; and lists a series of practical methods for doing it. (Author/CMG)
Document Number: EJ300878

Elizabeth Koppitz

Author(s): Koppitz, Elizabeth M.
Title: The Visual Aural Digit Span Test for Seventh Graders: A Normative Study. The Bender Gestalt and VADS Test Performance of Learning Disabled Middle School Pupils.
Journal: Journal of Learning Disabilities; v14 n2 p93 8, 110 Feb 1981
Year: 1981
Abstract:
The Visual Aural Digit Span Test (VADS Test), developed and standardized as a diagnostic test for learning disabilities in kindergarten to sixth grade, was adopted for use with seventh graders. An investigation of the relationship between the VADS Test scores and reading achievement showed the validity of the test for middle school pupils. (Author)
Document Number: EJ240586

Author(s): Koppitz, Elizabeth Munsterberg
Title: Strategies for Diagnosis and Identification of Children with Behavior and Learning Problems
Journal: Behavioral Disorders; v2 n3 p136 40 1977
Year: 1977
Abstract:
Because children with learning or behavior disorders tend to have multiple difficulties, assessment should include the areas of inner control, intersensory integration, reasoning, emotional adjustment, social adjustment, and developmental and social background. (DB)
Document Number: EJ169914

Author(s): Koppitz, Elizabeth Munsterberg
Title: Bender Gestalt Test, Visual Aural Digit Span Test and Reading Achievement
Journal: Journal of Learning Disabilities; v8 n3 p154 8 1975
Year: 1975
Document Number: EJ119475

Author(s): Koppitz, E. M.
Title: Visual Aural Digit Span Test Performance of Boys with Emotional and Learning Problems
Journal: Journal of Clinical Psychology; v29 n4 p463 6 1973
Year: 1973
Abstract:
This study investigated the VADS test results for boys diagnosed as either emotionally disturbed or as having learning disabilities. Youngsters who fall into either of these two diagnostic categories tend to show poor achievement and have difficulty in school. (Author)
Document Number: EJ087299

Author(s): Koppitz, Elizabeth Munsterberg
Title: Bender Gestalt Test Performance and School Achievement: A 9-Year Study
Journal: Psychology in the Schools; v10 n3 p280 4 1973
Year: 1973
Abstract:
The present study attempts to discover ways to improve the usefulness of the Bender Gestalt Test as a screening instrument for school beginners, especially for individual pupils. (Author)
Document Number: EJ084100

Author(s): Koppitz, Elizabeth Munsterberg
Title: Special Class Pupils with Learning Disabilities: A Five-Year Follow-Up Study
Journal: Academic Therapy; v8 n2 p133 9 1973
Year: 1973
Document Number: EJ069862

Author(s): Koppitz, Elizabeth Munsterberg
Title: The Bender Gestalt Test with the Human Figure Drawing Test for Young School Children. A Manual for Use with the Koppitz Scoring System.
Year: 1972
Abstract:
Presented is a manual for scoring the Bender Gestalt Test and the Human Figure Drawing Test for screening and diagnostic uses with emotionally disturbed, brain damaged, or perceptually handicapped 5- to 11-year-old children. Given are suggestions for administering and scoring the Bender test which examines distortion of shape, rotation, integration, and perseveration by means of nine figures the child attempts to copy. Given for each of the figures are definitions of the relevant factors scored and approximately 10 examples. Also given for each figure are specific indicators seen to point to brain damage or emotional disturbance. The use of the Human Figure Drawing test for screening elementary school children is discussed, and it is recommended that the drawings be analyzed for 10 positive indicators which are reported to reflect intelligence and motivation and six negative indicators said to show emotional problems. Finally a procedure and list of indicators are given for differentiating perceptually handicapped children who have emotional and learning problems from perceptually handicapped children without emotional and learning problems. (DB)
Document Number: ED074645

Author(s): Koppitz, Elizabeth Munsterberg
Title: Children with Learning Disabilities: A Five Year Follow-Up Study.
Year: 1971
Abstract:
The 5-year followup study of the first 177 students, ages 6 to 12 years, who were enrolled in a public school program of special classes for the learning disabled (LD) sought to define factors contributing to the learning problems and affecting the students' progress or lack of it in the special classes. LD students included those whose disability might result from developmental lags, neurological impairment, severe early deprivation, emotional disturbance, brain injury, or other reasons. Data were gathered via school records, test protocols, and teachers' reports collected and used in conducting the special classes. Each child was studied for 5 years following his admission to the program. Analysis of data enabled determination of the characteristics of pupils at entry into LD program (ability to control self, integrative functioning, reasoning ability, emotional adjustment, social adjustment, family and other background factors), pupils' educational status 5 years later, progress and adjustments of the 42 LD pupils who returned to regular classes, progress of long-term LD pupils, and characteristics of pupils who were referred for hospitalization, withdrawn from the program, or who left and then returned to the LD program. Recommendations concerning LD programs and a comprehensive special education program are made. (KW)
Document Number: ED057518

Author(s): Koppitz, Elizabeth Munsterberg
Title: Brain Damage, Reading Disability and the Bender Gestalt Test
Journal: J Learning Disabilities; v3 n9 p429 33 1970
Year: 1970
Document Number: EJ027584

Author(s): Koppitz, Elizabeth Munsterberg
Title: The Visual Aural Digit Span Test with Elementary School Children
Journal: J Clin Psychol; v26 n3 p349 53 1970
Year: 1970
Document Number: EJ023177

Author(s): Koppitz, Elizabeth Munsterberg
Title: Emotional Indicators on Human Figure Drawings of Boys and Girls from Lower and Middle-Class Backgrounds
Journal: J Clin Psychol; v25 n4 p432 8
Document Number: EJ009837

Copyright © 1996, ISTE (International Society for Technology in Education). All rights reserved.