Phyllis C Blumenfeld
Biographic Data
| ID | 157358 |
|---|---|
| NAME | Phyllis C Blumenfeld |
| GIVEN NAMES | Phyllis C |
| FAMILY NAME | Blumenfeld |
| SIGNATURE | BLUMENFELD P C |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 107 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 4 |
School Engagement
School Engagement
The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precurs…
New technologies for teacher professional development
Change in children's competence beliefs and subjective task values across the elementary school years
The authors assessed change over 3 years in elementary school children's competence beliefs and subjective task value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children's beliefs, especially older children's competence beliefs. The relation of children's…
Learning With Peers
Peer learninghas been_suggested by many as an edu-catiortar"""innovation that can trajisiorm students ' learning experiences. Policymakers and researchers see small group work as a way to improve attitudes to-ward school, foster achievement, develop thinking skills, and promote interpersonal and intergroup relations. Yet, like most other simple suggestions such as lengthening the school year or assigning more homework, learning from peers in coop…
Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School
Motivating Project-Based Learning
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support st…
Group and Gender in Japanese and American Elementary Classrooms
Teachers' individualism versus collectivism and androgenous versus gender-differentiated handling of boys and girls were compared in 10 Japanese and 9 American fifth-grade classrooms. Results showed that, as predicted, Japanese teachers attended significantly more often to groups rather than individual children, even controlling for their tendency to use whole group modes of instruction. Regarding gender differences, teachers in both countries pa…
Credit and blame among American and Japanese children
Japanese and American 5th graders (N = 593 children, 198 American and 395 Japanese) assigned credit and blame to good and bad classroom deeds and performances. Theoretically, a morality of aspiration involves assigning more credit for a good deed than blame for a corresponding bad deed; a morality of duty involves assigning more blame than credit. In both countries academic achievement norms were most consistent with aspiration, moral norms were …
Japanese and American Children's Reasons for the Things They Do in School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
Citizenship and Scholarship in Japanese and American Fifth Grades
Japanese and American teachers’ attempts to socialize children and their students’ judgments of norms were examined across four domains of classroom life: academic performance, academic procedures, social procedures, and morality. The descriptive framework contrasted a morality of duty with a morality of aspiration. Duty refers to minimal standards that must be met or punishments will ensue; in teachers’ communication it is characterized by after…
Japanese and American Children’s Reasons for the Things They Do In School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
Students' goal orientations and cognitive engagement in classroom activities.
A question of standards
Children's Concepts of Ability, Effort, and Conduct
Children’s self-perceptions of ability may reflect assessments of their effort and good conduct as well as academic performance. Determinants of ability judgments were assessed in 158 second and sixth graders by examining intercorrelations among self-ratings of ability, effort, and conduct and by exploring criteria used for these judgments. In general, ability was linked to effort and effort to conduct, but not ability to conduct, in either ratin…
Children’s Concepts of Ability, Effort, and Conduct
Children’s self-perceptions of ability may reflect assessments of their effort and good conduct as well as academic performance. Determinants of ability judgments were assessed in 158 second and sixth graders by examining intercorrelations among self-ratings of ability, effort, and conduct and by exploring criteria used for these judgments. In general, ability was linked to effort and effort to conduct, but not ability to conduct, in either ratin…
Life in classrooms revisited
1985). Life in classrooms revisited. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 50-56
Teaching responsibility to first graders
1979). Teaching responsibility to first graders. Theory Into Practice: Vol. 18, The Complex Classrooms: A Research Focus, pp. 174-180
Motivating Project-Based Learning
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support st…
Learning With Peers
Peer learninghas been_suggested by many as an edu-catiortar"""innovation that can trajisiorm students ' learning experiences. Policymakers and researchers see small group work as a way to improve attitudes to-ward school, foster achievement, develop thinking skills, and promote interpersonal and intergroup relations. Yet, like most other simple suggestions such as lengthening the school year or assigning more homework, learning from peers in coop…
Citizenship and Scholarship in Japanese and American Fifth Grades
Japanese and American teachers’ attempts to socialize children and their students’ judgments of norms were examined across four domains of classroom life: academic performance, academic procedures, social procedures, and morality. The descriptive framework contrasted a morality of duty with a morality of aspiration. Duty refers to minimal standards that must be met or punishments will ensue; in teachers’ communication it is characterized by after…
Teaching responsibility to first graders
1979). Teaching responsibility to first graders. Theory Into Practice: Vol. 18, The Complex Classrooms: A Research Focus, pp. 174-180
Group and Gender in Japanese and American Elementary Classrooms
Teachers' individualism versus collectivism and androgenous versus gender-differentiated handling of boys and girls were compared in 10 Japanese and 9 American fifth-grade classrooms. Results showed that, as predicted, Japanese teachers attended significantly more often to groups rather than individual children, even controlling for their tendency to use whole group modes of instruction. Regarding gender differences, teachers in both countries pa…
Credit and blame among American and Japanese children
Japanese and American 5th graders (N = 593 children, 198 American and 395 Japanese) assigned credit and blame to good and bad classroom deeds and performances. Theoretically, a morality of aspiration involves assigning more credit for a good deed than blame for a corresponding bad deed; a morality of duty involves assigning more blame than credit. In both countries academic achievement norms were most consistent with aspiration, moral norms were …
Japanese and American Children’s Reasons for the Things They Do In School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
New technologies for teacher professional development
A question of standards
Children’s Concepts of Ability, Effort, and Conduct
Children’s self-perceptions of ability may reflect assessments of their effort and good conduct as well as academic performance. Determinants of ability judgments were assessed in 158 second and sixth graders by examining intercorrelations among self-ratings of ability, effort, and conduct and by exploring criteria used for these judgments. In general, ability was linked to effort and effort to conduct, but not ability to conduct, in either ratin…
Life in classrooms revisited
1985). Life in classrooms revisited. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 50-56
Teaching responsibility to first graders
1979). Teaching responsibility to first graders. Theory Into Practice: Vol. 18, The Complex Classrooms: A Research Focus, pp. 174-180
Life in classrooms revisited
1985). Life in classrooms revisited. Theory Into Practice: Vol. 24, Classroom Communication/Verbal and Nonverbal, pp. 50-56
Children's Concepts of Ability, Effort, and Conduct
Children’s self-perceptions of ability may reflect assessments of their effort and good conduct as well as academic performance. Determinants of ability judgments were assessed in 158 second and sixth graders by examining intercorrelations among self-ratings of ability, effort, and conduct and by exploring criteria used for these judgments. In general, ability was linked to effort and effort to conduct, but not ability to conduct, in either ratin…
Children’s Concepts of Ability, Effort, and Conduct
Children’s self-perceptions of ability may reflect assessments of their effort and good conduct as well as academic performance. Determinants of ability judgments were assessed in 158 second and sixth graders by examining intercorrelations among self-ratings of ability, effort, and conduct and by exploring criteria used for these judgments. In general, ability was linked to effort and effort to conduct, but not ability to conduct, in either ratin…
Students' goal orientations and cognitive engagement in classroom activities.
A question of standards
Japanese and American Children's Reasons for the Things They Do in School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
Citizenship and Scholarship in Japanese and American Fifth Grades
Japanese and American teachers’ attempts to socialize children and their students’ judgments of norms were examined across four domains of classroom life: academic performance, academic procedures, social procedures, and morality. The descriptive framework contrasted a morality of duty with a morality of aspiration. Duty refers to minimal standards that must be met or punishments will ensue; in teachers’ communication it is characterized by after…
Japanese and American Children’s Reasons for the Things They Do In School
Japanese and American children’s reasons for achievement and good conduct in school were compared. Fifth grade children (184 American and 399 Japanese) were asked the reasons for either their actions or their feelings about adhering to or violating classroom norms. Their open-ended responses were assessed both for the type of reason—external, internal, or emphatic—and for its target—authorities (parents, teacher) versus others, such as peers or s…
Credit and blame among American and Japanese children
Japanese and American 5th graders (N = 593 children, 198 American and 395 Japanese) assigned credit and blame to good and bad classroom deeds and performances. Theoretically, a morality of aspiration involves assigning more credit for a good deed than blame for a corresponding bad deed; a morality of duty involves assigning more blame than credit. In both countries academic achievement norms were most consistent with aspiration, moral norms were …
Motivating Project-Based Learning
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support st…
Group and Gender in Japanese and American Elementary Classrooms
Teachers' individualism versus collectivism and androgenous versus gender-differentiated handling of boys and girls were compared in 10 Japanese and 9 American fifth-grade classrooms. Results showed that, as predicted, Japanese teachers attended significantly more often to groups rather than individual children, even controlling for their tendency to use whole group modes of instruction. Regarding gender differences, teachers in both countries pa…
Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School
Learning With Peers
Peer learninghas been_suggested by many as an edu-catiortar"""innovation that can trajisiorm students ' learning experiences. Policymakers and researchers see small group work as a way to improve attitudes to-ward school, foster achievement, develop thinking skills, and promote interpersonal and intergroup relations. Yet, like most other simple suggestions such as lengthening the school year or assigning more homework, learning from peers in coop…
Change in children's competence beliefs and subjective task values across the elementary school years
The authors assessed change over 3 years in elementary school children's competence beliefs and subjective task value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children's beliefs, especially older children's competence beliefs. The relation of children's…
New technologies for teacher professional development
School Engagement
The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precurs…
School Engagement
Psychology (16 works) · Social Psychology (10 works) · Developmental psychology (8 works) · Mathematics education (8 works) · Early Childhood Education and Development (7 works) · Social Psychology (7 works) · Pedagogy (6 works) · Sociology (5 works) · Academic achievement (4 works) · Teacher Education and Leadership Studies (4 works)