Cheryl L Walker
Biographic Data
| ID | 3916358 |
|---|---|
| NAME | Cheryl L Walker |
| GIVEN NAMES | Cheryl L |
| FAMILY NAME | Walker |
| SIGNATURE | WALKER C L |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0002-4233-3247 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
Myth busting: Do high-performance students prefer working alone
There has been a longstanding assumption that gifted, high-ability, or high-performing students prefer working alone; however, this may not be true in every case. The current study expanded on this assumption to reveal more nuanced learning preferences of these students. Sixty-nine high-performing and community-school students in Grades 5 and 6 participated. A 26-item questionnaire addressed students’ learning preferences. Nine students were inte…
Understanding Classroom Roles in Inquiry Education: Linking Role Theory and Social Constructivism to the Concept of Role Diversification
Inquiry-based teaching and learning are rooted in social constructivism and are central to curricular reform. Role theory and social constructivism provided insight into a commonly observed but insufficiently understood phenomenon in inquiry. Within inquiry, role shifts have been described as the switching of roles between students and teachers; however, the process may be better conceptualized as role diversification because students and teacher…
Young children’s causal explanations are biased by post-action associative information
In a series of 4 experiments, we tested children's understanding that the causes of their actions must necessarily be attributed to information known prior to (i.e., "pre-action" information), rather than after (i.e., "post-action" information), the completion of their actions. For example, children were shown a dog, asked to get some cheese to feed the dog, and then returned to discover a mouse. In Experiment 1, the majority of 3-, 4-, and 5-yea…
How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms
Although an abundance of information exists concerning advantages and disadvantages of certain grouping arrangements with highly able students in classroom settings, little research has focused on gifted children’s parents’ and teachers’ opinions of group work. The present study explored potential differences between these opinions. Parents (n= 15), teachers (n = 11), and a group who were both parents and teachers (n = 5) of gifted children respo…
Hostage
Guaranteeing political agreements, both public and private, by exchanging or exacting individuals of value to the ruling elite was commonly accepted diplomatic practice among many ancient Near Eastern and Mediterranean societies (e.g., Assyria, Carthage, Greece, and Rome).
The surplus people's project
Understanding Classroom Roles in Inquiry Education: Linking Role Theory and Social Constructivism to the Concept of Role Diversification
Inquiry-based teaching and learning are rooted in social constructivism and are central to curricular reform. Role theory and social constructivism provided insight into a commonly observed but insufficiently understood phenomenon in inquiry. Within inquiry, role shifts have been described as the switching of roles between students and teachers; however, the process may be better conceptualized as role diversification because students and teacher…
The surplus people's project
The surplus people's project
Hostage
Guaranteeing political agreements, both public and private, by exchanging or exacting individuals of value to the ruling elite was commonly accepted diplomatic practice among many ancient Near Eastern and Mediterranean societies (e.g., Assyria, Carthage, Greece, and Rome).
How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms
Although an abundance of information exists concerning advantages and disadvantages of certain grouping arrangements with highly able students in classroom settings, little research has focused on gifted children’s parents’ and teachers’ opinions of group work. The present study explored potential differences between these opinions. Parents (n= 15), teachers (n = 11), and a group who were both parents and teachers (n = 5) of gifted children respo…
Young children’s causal explanations are biased by post-action associative information
In a series of 4 experiments, we tested children's understanding that the causes of their actions must necessarily be attributed to information known prior to (i.e., "pre-action" information), rather than after (i.e., "post-action" information), the completion of their actions. For example, children were shown a dog, asked to get some cheese to feed the dog, and then returned to discover a mouse. In Experiment 1, the majority of 3-, 4-, and 5-yea…
Myth busting: Do high-performance students prefer working alone
There has been a longstanding assumption that gifted, high-ability, or high-performing students prefer working alone; however, this may not be true in every case. The current study expanded on this assumption to reveal more nuanced learning preferences of these students. Sixty-nine high-performing and community-school students in Grades 5 and 6 participated. A 26-item questionnaire addressed students’ learning preferences. Nine students were inte…
Understanding Classroom Roles in Inquiry Education: Linking Role Theory and Social Constructivism to the Concept of Role Diversification
Inquiry-based teaching and learning are rooted in social constructivism and are central to curricular reform. Role theory and social constructivism provided insight into a commonly observed but insufficiently understood phenomenon in inquiry. Within inquiry, role shifts have been described as the switching of roles between students and teachers; however, the process may be better conceptualized as role diversification because students and teacher…
Psychology (4 works) · Mathematics education (3 works) · Education, Achievement, and Giftedness (2 works) · Pedagogy (2 works) · Political science (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Action (physics (1 works) · Action Observation and Synchronization (1 works)