Affective and behavioural variables: reforms as experiments to produce a civil society created by Carol T. Fitz‐Gibbon

By:

Fitz‐Gibbon, Carol T [author]

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 26 , number 2,Oxfordshire: Taylor & Francis, 2006Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Outcomes of education -- Social influences -- Affective behavior

LOC classification:

LB1051 JOU

Online resources:

Click here to access online

Abstract: Affective and behavioural indicators of the effects of schooling, and of other interventions, might be more important than cognitive indicators, particularly in the long run and considering the urgent need for civil societies. Examples are provided of the statistical properties of affective and behavioural indicators, and of their current use in schools. Evidence is presented concerning the outcomes from some interventions that might be among those to be avoided, such as counselling and mentoring, and those that might usefully be adopted, such as cross‐age tutoring. It is urged that monitoring (cf. epidemiology) and hundreds of reforms as experiments (cf. clinical trials), should both be undertaken, working closely with practitioners in “distributed research networks”.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 EDU (Browse shelf(Opens below))	Vol. 26, no.2 (pages303-323)	Not for loan	For in house use only

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Affective and behavioural indicators of the effects of schooling, and of other interventions, might be more important than cognitive indicators, particularly in the long run and considering the urgent need for civil societies. Examples are provided of the statistical properties of affective and behavioural indicators, and of their current use in schools. Evidence is presented concerning the outcomes from some interventions that might be among those to be avoided, such as counselling and mentoring, and those that might usefully be adopted, such as cross‐age tutoring. It is urged that monitoring (cf. epidemiology) and hundreds of reforms as experiments (cf. clinical trials), should both be undertaken, working closely with practitioners in “distributed research networks”.

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