Larry Ludlow
Biographic Data
| ID | 4264160 |
|---|---|
| NAME | Larry Ludlow |
| GIVEN NAMES | Larry |
| FAMILY NAME | Ludlow |
| SIGNATURE | LUDLOW L |
| AFFILIATIONS | Boston College, Chestnut Hill, MA, USA |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 56 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Initial teacher education
Operationalizing Levels of Academic Mastery Based on Vygotsky’s Theory
The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky’s theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students ( N = 2,216). The results of Rasch analysis indicated that the test p…
The Challenge and Promise of Complexity Theory for Teacher Education Research
Background/Context In many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and have used an underlying linear logic. It may be, however, that what is needed are new research questions and theoretical frameworks that account for wholes, not just parts, and take complex, rather than reductionist perspectives. Purpose This article exa…
The Meaning and Measurement of Productive Engagement in Later Life
What makes teachers tick? Sustaining events in new teachers’ lives
To investigate what keeps teachers motivated on a day‐to‐day basis, we traced the importance of routinely encountered affective episodes . Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in…
Initial teacher education
What makes teachers tick? Sustaining events in new teachers’ lives
To investigate what keeps teachers motivated on a day‐to‐day basis, we traced the importance of routinely encountered affective episodes . Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in…
The Meaning and Measurement of Productive Engagement in Later Life
What makes teachers tick? Sustaining events in new teachers’ lives
To investigate what keeps teachers motivated on a day‐to‐day basis, we traced the importance of routinely encountered affective episodes . Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in…
The Challenge and Promise of Complexity Theory for Teacher Education Research
Background/Context In many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and have used an underlying linear logic. It may be, however, that what is needed are new research questions and theoretical frameworks that account for wholes, not just parts, and take complex, rather than reductionist perspectives. Purpose This article exa…
The Meaning and Measurement of Productive Engagement in Later Life
Operationalizing Levels of Academic Mastery Based on Vygotsky’s Theory
The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky’s theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students ( N = 2,216). The results of Rasch analysis indicated that the test p…
Initial teacher education
Psychology (4 works) · Sociology (3 works) · Computer Science (2 works) · Developmental psychology (2 works) · Epistemology (2 works) · Mathematics (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Social Psychology (2 works) · Social science (2 works)