Joseph T Lawton
Biographic Data
| ID | 3816217 |
|---|---|
| NAME | Joseph T Lawton |
| GIVEN NAMES | Joseph T |
| FAMILY NAME | Lawton |
| SIGNATURE | LAWTON J T |
| AFFILIATIONS | University of Wisconsin–Madison |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 1993 |
| H-INDEX | 2 |
Beyond polar descriptions of developmentally appropriate practice
Dependencies between questions and responses during small-group instruction in two preschool programs
An alternative view of appropriate practice in early childhood education
A description of teacher and child language in two preschool programs
A Q-Sort assessment of parents' beliefs about parenting in six midwestern states
Little is known about what today's new parents believe about parenting. A team of seven researchers from six midwestern universities have initiated a longitudinal investigation of rural and urban parents' beliefs concerning ideal and actual parenting practices. This article describes the research and the development of the Inventory of Parenting Behavior, a Q-Sort measure developed by the project team specifically for this study.
Parents' perceptions of parenting
Much has been written about parenting practices from a theoretical perspective, but we know very little about what parents believe about parenting. This article begins with an overview of parenting theory, reviews briefly studies that have attempted to identify parenting characteristics, and provides a rationale for the use of the scaling techniques known as Q-methodology for rank-ordering statements of parenting behavior.
Intellective Correlates of Preschoolers' Spontaneous Play
Thirty-four middle class four-year-old preschoolers were observed in free play for 20 one-minute observations and behavior was coded for cognitive and social play. Five conservation tasks and the Raven Progressive Matrices and Peabody Picture Vocabulary Test were administered to each child. Three play factors labelled sociodramatic, constructive, and parallel play and two cognitive factors labelled intelligence and conservation ability were found…
The Effects of Different Types of Advance Organizers on Classification Learning
The effects of three types of advance organizer lessons containing high-order social studies concept (AO1), high-order rules for hierarchical classification (AO2), or both (AO3), on the learning of social studies concepts and hierarchical classification (as defined by Piaget) were evaluated for a sample of 237 rural children in kindergarten, third, and fifth grades. The overall order of training effect was AO3 → AO2 → AO1 → C. Effects on delayed …
The Development of Causal and Logical Connectives in Children
S ummary . Children's use of causal and logical connectives was examined before and after treatments based on advance organisers with social studies lessons. In samples of 120 children from age‐levels 6 and 10 years a diminution in the use of syncretic reasoning and understanding followed the experimental treatment. The performance of the older group was generally better than that of the younger children, supporting Piaget's concept of stage‐inva…
The Use of Advance Organizers in the Learning and Retention of Logical Operations and Social Studies Concepts
Ausubel predicts that prior learning of subject-matter concepts, at a higher level of abstraction than subsequent experienced materials, facilitates meaningful learning. He recommends that higher-order concepts be presented in “advance organizer” lessons with the emphasis on meaningful reception learning. Ausubel does not clearly distinguish between subject-matter and process concepts. In this study, process concepts are identified in terms of th…
Beyond polar descriptions of developmentally appropriate practice
An alternative view of appropriate practice in early childhood education
The Use of Advance Organizers in the Learning and Retention of Logical Operations and Social Studies Concepts
Ausubel predicts that prior learning of subject-matter concepts, at a higher level of abstraction than subsequent experienced materials, facilitates meaningful learning. He recommends that higher-order concepts be presented in “advance organizer” lessons with the emphasis on meaningful reception learning. Ausubel does not clearly distinguish between subject-matter and process concepts. In this study, process concepts are identified in terms of th…
A description of teacher and child language in two preschool programs
Intellective Correlates of Preschoolers' Spontaneous Play
Thirty-four middle class four-year-old preschoolers were observed in free play for 20 one-minute observations and behavior was coded for cognitive and social play. Five conservation tasks and the Raven Progressive Matrices and Peabody Picture Vocabulary Test were administered to each child. Three play factors labelled sociodramatic, constructive, and parallel play and two cognitive factors labelled intelligence and conservation ability were found…
The Development of Causal and Logical Connectives in Children
S ummary . Children's use of causal and logical connectives was examined before and after treatments based on advance organisers with social studies lessons. In samples of 120 children from age‐levels 6 and 10 years a diminution in the use of syncretic reasoning and understanding followed the experimental treatment. The performance of the older group was generally better than that of the younger children, supporting Piaget's concept of stage‐inva…
The Use of Advance Organizers in the Learning and Retention of Logical Operations and Social Studies Concepts
Ausubel predicts that prior learning of subject-matter concepts, at a higher level of abstraction than subsequent experienced materials, facilitates meaningful learning. He recommends that higher-order concepts be presented in “advance organizer” lessons with the emphasis on meaningful reception learning. Ausubel does not clearly distinguish between subject-matter and process concepts. In this study, process concepts are identified in terms of th…
The Effects of Different Types of Advance Organizers on Classification Learning
The effects of three types of advance organizer lessons containing high-order social studies concept (AO1), high-order rules for hierarchical classification (AO2), or both (AO3), on the learning of social studies concepts and hierarchical classification (as defined by Piaget) were evaluated for a sample of 237 rural children in kindergarten, third, and fifth grades. The overall order of training effect was AO3 → AO2 → AO1 → C. Effects on delayed …
Intellective Correlates of Preschoolers' Spontaneous Play
Thirty-four middle class four-year-old preschoolers were observed in free play for 20 one-minute observations and behavior was coded for cognitive and social play. Five conservation tasks and the Raven Progressive Matrices and Peabody Picture Vocabulary Test were administered to each child. Three play factors labelled sociodramatic, constructive, and parallel play and two cognitive factors labelled intelligence and conservation ability were found…
A Q-Sort assessment of parents' beliefs about parenting in six midwestern states
Little is known about what today's new parents believe about parenting. A team of seven researchers from six midwestern universities have initiated a longitudinal investigation of rural and urban parents' beliefs concerning ideal and actual parenting practices. This article describes the research and the development of the Inventory of Parenting Behavior, a Q-Sort measure developed by the project team specifically for this study.
Parents' perceptions of parenting
Much has been written about parenting practices from a theoretical perspective, but we know very little about what parents believe about parenting. This article begins with an overview of parenting theory, reviews briefly studies that have attempted to identify parenting characteristics, and provides a rationale for the use of the scaling techniques known as Q-methodology for rank-ordering statements of parenting behavior.
A description of teacher and child language in two preschool programs
Dependencies between questions and responses during small-group instruction in two preschool programs
An alternative view of appropriate practice in early childhood education
Beyond polar descriptions of developmentally appropriate practice
Psychology (10 works) · Developmental psychology (8 works) · Computer Science (5 works) · Early Childhood Education and Development (5 works) · Mathematics education (5 works) · Child and Animal Learning Development (4 works) · Educational and Psychological Assessments (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Innovative Teaching and Learning Methods (3 works)