Jere Brophy
Datos Biográficos
| ID | 3983284 |
|---|---|
| NOMBRE | Jere Brophy |
| NOMBRES | Jere |
| APELLIDO | Brophy |
| FIRMA | BROPHY J |
| AFILIACIONES | Michigan State University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 40 |
| TOTAL DE CITAS | 178 |
| TOTAL COMO AUTOR | 39 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1970 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2008 |
| ÍNDICE H | 8 |
Inside the Social Studies Classroom
EDUCATION/ SOCIAL STUDIES "... a much-needed addition to elementary social studies that will move the field ahead." Keith C. Barton, University of Cincinnati "This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators." Linda S. Levstik, University of Kentucky This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describ…
Graham Nuthall and social constructivist teaching
A Reconceptualized Rationale for Elementary Social Studies
This article describes and defends a revision of the traditional elementary social studies curriculum rationale. It calls for retaining most of the same topics, but developing them more coherently and shifting emphasis from the expanding communities sequence to introducing students to the fundamentals of the human condition as the primary rationale. It refutes criticisms of elementary social studies commonly advanced by those who call for replaci…
Primary Grade Students' Knowledge and Thinking About Transportation
Very little information exists about children's prior knowledge and thinking (including misconceptions) about transportation, a topic commonly taught in elementary social studies. To develop such information, individual interviews were conducted with 96 K-3 students, stratified according to grade level, achievement level, and gender. The students were asked about transportation as a universal human need and the functions that it fulfills for us; …
Motivating Students to Learn
Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn within the realities of a classroom learning community. Its focus on motivational principles rather than motivational theorists or theories leads naturally into discussions of specific classroom strategies. Throughout the book the author focuses on and expertly synthesizes that portion of the motivational literature that is m…
History Is Alive
Key Words: gaining a historical senseteuching history to young childrentimelines as mrans to teach history Additional informationNotes on contributorsJere BrophyJANET ALLEMAN is a professor of teacher education and school administration at Michigan State University, in East Lansing, and is the codirector of the Social Studies Teacher Education Project in Michigan. JERE BROPHY, a clinical and developmental psychologist, is University Distinguished…
Primary-Grade Students' Knowledge and Thinking about Food Production and the Origins of Common Foods
Individual interviews were conducted with 96 K-3 students, stratified according to grade level, achievement level, and gender. The students were asked to explain land-to-hand progressions involved in bringing several common foods to our tables, identify products derived from common farm animals, explain why a pound of cereal costs more than a pound of apples and a restaurant meal costs more than the same meal eaten at home, describe the steps inv…
Primary-Grade Students’ Knowledge and Thinking About the Economics of Meeting Families’ Shelter Needs
The traditional K–3 social studies curriculum has focused on cultural universals, including shelter. To gather information about children’s prior knowledge and thinking (including their misconceptions) about economic aspects of this topic, individual interviews were conducted with 216 K–3 students. Their responses indicated that most of the students understood that people have to pay for shelter and that most people prefer houses to apartments. S…
Subject-specific instructional methods and activities
This volume explores the tension between the search for generic principles of good teaching that cut across school subjects and the belief that portrayals of best practices ought to be framed separately for each subject. Its contributors all favor teaching in ways that encourage students to learn each subject with understanding of its big ideas, appreciation of its value, and acquisition of the disposition to apply it in their lives outside of sc…
Primary-Grade Students' Knowledge and Thinking about Native American and Pioneer Homes
The traditional K-3 social studies curriculum has focused on cultural universals, including shelter. To gather information about children's prior knowledge and thinking (including misconceptions) about historical aspects of this topic, individual interviews were conducted with 216 K-3 students, stratified according to grade, socioeconomic status, achievement level, and gender. Analyses indicated that the students could describe certain formal asp…
An “Outsider's Perspective” on Social Education
Taking Advantage of Out-of-School Opportunities for Meaningful Social Studies Learning
Fifth Graders' Ideas about History Expressed before and after Their Introduction to the Subject
Prior to their first curriculum unit (on history and the work of historians) in a U.S. history course, three classes of fifth graders stated what they knew (or thought was true) about history and what they wanted to learn about it. After the unit, they reported what they had learned. In addition, a stratified sample of ten students was interviewed concerning the details of their thinking about several key subtopics. Following the unit, the studen…
Fifth-Grade U.S. History
This article summarizes findings from a detailed study of an exemplary fifth-grade teacher's approach to teaching U.S. history. The teacher's general rationale, goals, and methods are described, and the article focuses examples on a unit on the English colonies that was recorded and analyzed in depth. The teacher's approach is notable for the limits placed on breadth of coverage in order to focus on connected main themes and related basic facts; …
Storytelling, Imagination, and Fanciful Elaboration in Children's Historical Reconstructions
Interviews with fourth graders who had not yet received systematic instruction in United States history revealed that these students were interested in the past, concerned about human motives and cause-effect relationships, and able to construct coherent narrative (storytelling) accounts of historical events as they understood them. However, they lacked an experience-based framework for grounding and connecting their historical thinking, so that …
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
Interviews with fourth graders who had not yet received systematic instruction in United States history revealed that these students were interested in the past, concerned about human motives and cause-effect relationships, and able to construct coherent narrative (storytelling) accounts of historical events as they understood them. However, they lacked an experience-based framework for grounding and connecting their historical thinking, so that …
Social Education Professors and Elementary Teachers
I know I can do this, but where's my motivation
Breadth of scope and inclusion of teachers as co-investigators made the Weinstein et al. intervention unusually powerful and well adapted to its context although its effects are difficult to interpret. Future efforts might build on this model by expanding its purview even further, particularly by including more self-report data, attending to educational aims and curricular content in addition to instructional method, addressing the value aspects …
Activities as Instructional Tools
Issues relating to the design, selection, and evaluation of learning activities have been relatively neglected in educational research and scholarship. This article identifies some fundamental questions in need of scholarly attention, reviews recent research findings, and then offers a conceptual analysis and a list of principles that might be used as a tool for designing, selecting, or assessing activities
Educating teachers about managing classrooms and students
Classroom Management Techniques
Teacher influences on student achievement
Classroom management as instruction
1985). Classroom management as instruction: Socializing self‐guidance in students. Theory Into Practice: Vol. 24, Teaching Self‐Discipline, pp. 233-240
Research on the self-fulfilling prophecy and teacher expectations.
If Only it Were True
Teacher influences on student achievement
Educating teachers about managing classrooms and students
Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions
Interviews with fourth graders who had not yet received systematic instruction in United States history revealed that these students were interested in the past, concerned about human motives and cause-effect relationships, and able to construct coherent narrative (storytelling) accounts of historical events as they understood them. However, they lacked an experience-based framework for grounding and connecting their historical thinking, so that …
Effects of sex and birth order on sex-role development and intelligence among kindergarten children
Laosa, Luis M.; Brophy, Jere E. Eftects of Sex and Birth Order on Sex Role Development and Intelligence in Kindergarten Children. Texas Univ., Austin. Apr 71 25p. ; Speech given before Southwestern Psychological Association Annual Convention (17th, San Antonio, Tex., April 29 May 1, 1971) Dr. Jere Brophy, Dept. of Educational Psychology, Univ. of Texas, Austin Tex. 78712 EDRS Price MF-$0.65 HC-$3.29 Children, Individual Differences, *Kindergarten…
Stability of Teacher Effectiveness
A recent review of studies of stability in teacher effectiveness (Rosenshine, 1970) could locate only four long-term investigations which included stability coefficients reflecting teacher consistency across time in producing student gains. These four studies are difficult to compare with each other but, in any case, the stability coefficients were generally low. The median coefficients, when more than one test was used, were .34 (p < .001), .36 …
Classroom Management Techniques
Solitary play
Relationships between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes
Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear
Activities as Instructional Tools
Issues relating to the design, selection, and evaluation of learning activities have been relatively neglected in educational research and scholarship. This article identifies some fundamental questions in need of scholarly attention, reviews recent research findings, and then offers a conceptual analysis and a list of principles that might be used as a tool for designing, selecting, or assessing activities
Classroom management as instruction
1985). Classroom management as instruction: Socializing self‐guidance in students. Theory Into Practice: Vol. 24, Teaching Self‐Discipline, pp. 233-240
Graham Nuthall and social constructivist teaching
Fifth Graders' Ideas about History Expressed before and after Their Introduction to the Subject
Prior to their first curriculum unit (on history and the work of historians) in a U.S. history course, three classes of fifth graders stated what they knew (or thought was true) about history and what they wanted to learn about it. After the unit, they reported what they had learned. In addition, a stratified sample of ten students was interviewed concerning the details of their thinking about several key subtopics. Following the unit, the studen…
History Is Alive
Key Words: gaining a historical senseteuching history to young childrentimelines as mrans to teach history Additional informationNotes on contributorsJere BrophyJANET ALLEMAN is a professor of teacher education and school administration at Michigan State University, in East Lansing, and is the codirector of the Social Studies Teacher Education Project in Michigan. JERE BROPHY, a clinical and developmental psychologist, is University Distinguished…
Reflections on Research in Elementary Schools
An “Outsider's Perspective” on Social Education
Taking Advantage of Out-of-School Opportunities for Meaningful Social Studies Learning
If Only it Were True
Primary-Grade Students' Knowledge and Thinking about Food Production and the Origins of Common Foods
Individual interviews were conducted with 96 K-3 students, stratified according to grade level, achievement level, and gender. The students were asked to explain land-to-hand progressions involved in bringing several common foods to our tables, identify products derived from common farm animals, explain why a pound of cereal costs more than a pound of apples and a restaurant meal costs more than the same meal eaten at home, describe the steps inv…
Primary-Grade Students' Knowledge and Thinking about Native American and Pioneer Homes
The traditional K-3 social studies curriculum has focused on cultural universals, including shelter. To gather information about children's prior knowledge and thinking (including misconceptions) about historical aspects of this topic, individual interviews were conducted with 216 K-3 students, stratified according to grade, socioeconomic status, achievement level, and gender. Analyses indicated that the students could describe certain formal asp…
Fifth-Grade U.S. History
This article summarizes findings from a detailed study of an exemplary fifth-grade teacher's approach to teaching U.S. history. The teacher's general rationale, goals, and methods are described, and the article focuses examples on a unit on the English colonies that was recorded and analyzed in depth. The teacher's approach is notable for the limits placed on breadth of coverage in order to focus on connected main themes and related basic facts; …
Stability of Teacher Effects in Junior High Classrooms
Estimates of teacher effects on pupil achievement and attitudes in the seventh and eighth grades were obtained for 39 English teachers and 29 mathematics teachers. For each teacher, two classes were tested at the end of the school year; entering achievement was statistically controlled using pupil test data collected at the end of the preceding year. Results indicated strong teacher effects on pupil attitudes in both mathematics and English. Teac…
Sex differences in altruistic behavior
Teachers' communication of differential expectations for children's classroom performance
Effects of sex and birth order on sex-role development and intelligence among kindergarten children
Laosa, Luis M.; Brophy, Jere E. Eftects of Sex and Birth Order on Sex Role Development and Intelligence in Kindergarten Children. Texas Univ., Austin. Apr 71 25p. ; Speech given before Southwestern Psychological Association Annual Convention (17th, San Antonio, Tex., April 29 May 1, 1971) Dr. Jere Brophy, Dept. of Educational Psychology, Univ. of Texas, Austin Tex. 78712 EDRS Price MF-$0.65 HC-$3.29 Children, Individual Differences, *Kindergarten…
Praise and Group Competition as Motivating Incentives for Children
The relative effectiveness of praise and group competition as motivating incentives affecting task persistence in young children was investigated.As predicted, competition was relatively more effective with 2nd graders than with kindergarten children, with boys than with girls, and with boring tasks than with more ego-involving tasks.However, competition was not significantly more effective than praise except on boring tasks.Competition may not b…
Stability of Teacher Effectiveness
A recent review of studies of stability in teacher effectiveness (Rosenshine, 1970) could locate only four long-term investigations which included stability coefficients reflecting teacher consistency across time in producing student gains. These four studies are difficult to compare with each other but, in any case, the stability coefficients were generally low. The median coefficients, when more than one test was used, were .34 (p < .001), .36 …
Solitary play
Sex differences in altruistic behavior
Teachers Make a Difference
Reflections on Research in Elementary Schools
Precision Teaching in the High School Classroom
In many ways, this is a model study. It combines good experimental design and procedures with implementation in a realistic field setting, attention to individuals as well as to groups, and impressive thoroughness in attention to detail and in following up with students who did not respond to the initial treatment. These and other features give this study unusually strong internal validity and an apparently high potential for external validity. H…
Notes and Comments
An Experimental Study of Effective Teaching in First-Grade Reading Groups
Stability of Teacher Effects in Junior High Classrooms
Estimates of teacher effects on pupil achievement and attitudes in the seventh and eighth grades were obtained for 39 English teachers and 29 mathematics teachers. For each teacher, two classes were tested at the end of the school year; entering achievement was statistically controlled using pupil test data collected at the end of the preceding year. Results indicated strong teacher effects on pupil attitudes in both mathematics and English. Teac…
Relationships between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes
Sixty-eight teachers (39 English and 29 mathematics) were observed in two of their class sections with a low-inference coding system designed to record context, teacher, and student behaviors. Relationships among teaching behaviors and student outcomes in mathematics classes suggest that elements of both the direct instruction model and indirect influence model are supported. Results in English classes are less clear
Teacher Praise
Classroom-process data indicate that teachers’ verbal praise cannot be equated with reinforcement. Typically, such praise is used infrequently, without contingency, specificity, or credibility. Often it is not even intended as reinforcement, and even when it is, it frequently has some other function. The meanings and functions of behaviors typically included under the category of teacher praise are determined by the degree of congruence between v…
Research on the self-fulfilling prophecy and teacher expectations.
If Only it Were True
If Only It Were True
Classroom management as instruction
1985). Classroom management as instruction: Socializing self‐guidance in students. Theory Into Practice: Vol. 24, Teaching Self‐Discipline, pp. 233-240
Classroom Management Techniques
Teacher influences on student achievement
Educating teachers about managing classrooms and students
Social Education Professors and Elementary Teachers
I know I can do this, but where's my motivation
Breadth of scope and inclusion of teachers as co-investigators made the Weinstein et al. intervention unusually powerful and well adapted to its context although its effects are difficult to interpret. Future efforts might build on this model by expanding its purview even further, particularly by including more self-report data, attending to educational aims and curricular content in addition to instructional method, addressing the value aspects …
Activities as Instructional Tools
Issues relating to the design, selection, and evaluation of learning activities have been relatively neglected in educational research and scholarship. This article identifies some fundamental questions in need of scholarly attention, reviews recent research findings, and then offers a conceptual analysis and a list of principles that might be used as a tool for designing, selecting, or assessing activities
Fifth Graders' Ideas about History Expressed before and after Their Introduction to the Subject
Prior to their first curriculum unit (on history and the work of historians) in a U.S. history course, three classes of fifth graders stated what they knew (or thought was true) about history and what they wanted to learn about it. After the unit, they reported what they had learned. In addition, a stratified sample of ten students was interviewed concerning the details of their thinking about several key subtopics. Following the unit, the studen…
Psychology (40 obras) · Mathematics education (32 obras) · Pedagogy (23 obras) · Sociology (19 obras) · Educator Training and Historical Pedagogy (14 obras) · Computer Science (13 obras) · Social studies (8 obras) · Teaching method (8 obras) · Developmental psychology (7 obras) · Teacher Education and Leadership Studies (7 obras)