Difference between pages "Ball & Cohen (1996)" and "Ramirez, Gunderson, Levine, & Beilock (2012)"

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{{Title|Reform by the Book: What Is—or Might Be—the Role of Curriculum Materials in Teacher Learning and Instructional Reform?}}
{{Title|Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children}}
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The article ''Reform by the Book: What Is—or Might Be—the Role of Curriculum Materials in Teacher Learning and Instructional Reform?'' was written by [[Deborah Ball|Deborah Loewenberg Ball]] and [[David Cohen|David K. Cohen]] and published in ''[[Educational Researcher]]'' in 1996.
* Authors: [[Gerardo Ramirez]], [[Elizabeth Gunderson]], [[Susan Levine]], and [[Sian Beilock]]
* Journal: [[The Quarterly Journal of Experimental Psychology]]
* Year: 2012
* Source: http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214


== Outline of Headings ==
==Abstract==
 
Spatial ability is a strong predictor of students' pursuit of higher education in science and mathematics. However, very little is known about the affective factors that influence individual differences in spatial ability, particularly at a young age. We examine the role of spatial anxiety in young children's performance on a mental rotation task. We show that even at a young age, children report experiencing feelings of nervousness at the prospect of engaging in spatial activities. Moreover, we show that these feelings are associated with reduced mental rotation ability among students with high but not low working memory (WM). Interestingly, this WM × spatial anxiety interaction was only found among girls. We discuss these patterns of results in terms of the problem-solving strategies that boys versus girls use in solving mental rotation problems.
* Curriculum Materials as Agents of Instructional Improvement
** Relations of Textbooks, Teachers, and Teaching: A Closer Look
* How Might Curriculum Materials Contribute More?
** Crossing Boundaries
** Improved Instruction
** Partners in Practice
* Conclusion
 
== Summary ==
 
Commercial curriculum has an enormous influence on teaching practice ([[Goodlad (1984)|Goodlad, 1984]])<!--A place called school-->, but Ball and Cohen claim that the role of the textbook is not always well-defined. Sometimes new curriculum materials designed to carefully shape what students learn meet sources of resistance:
 
* Those concerned about the de-skilling of teaching ([[Apple (1990)|Apple, 1990]])
* Those who resist curricular change ([[Dow (1991)|Dow, 1991]]; [[Sarason (1982)|Sarason, 1982]])
* Lack of support for teachers using innovative materials ([[Dow (1991)|Dow, 1991]]; [[Powell, Farrar, & Cohen (1985)|Powell, Farrar, & Cohen, 1985]]; [[Sarason (1982)|Sarason, 1982]]).
* Variability in teacher beliefs, knowledge, etc. that affect enactment ([[Schwille, Porter, Floden, Freeman, Knapp, Kuhs, & Schmidt (1983)|Schwille et al., 1983]])
* Teachers who "disparage textbooks...announcing disdainfully that they to not use texts" (p. 6); textbooks are viewed by some as a conservative influence ([[Ben-Peretz (1990)|Ben-Peretz, 1990]]) that constrains knowledge and teaching ([[Apple & Jungck (1990)|Apple & Jungck, 1990]]; [[Ball & Feiman-Nemser (1988)|Ball & Feiman-Nemser, 1988]]) and limit student learning ([[Elliot (1990)|Elliot, 1990]]).
 
The idealism towards teacher autonomy and creativity, say Ball and Cohen, has led to a "hostility to texts" (p. 6) that interferes with the ability to consider the constructive role of curricular materials. Curriculum developers have typically believed that their materials had a direct effect on students ([[Dow (1991)|Dow, 1991]]) and rarely cooperated with teachers in curriculum design ([[Ben-Peretz (1990)|Ben-Peretz, 1990]]). Ball and Cohen argue that curriculum materials could play a more positive role in practice in several ways:
 
* '''Crossing Boundaries''': If the goals and rationales of the curriculum developer were made explicit in teacher support materials, teachers could better understand the content, how it was intended to be taught, be prepared for issues that might arise upon enactment, and better understand how the learning of current content influences the learning of future content.
* '''Improved Instruction''': Instead of focusing on ''[[fidelity of implementation]]'', curriculum adoption should be seen as an opportunity for [[professional development]] and teacher cooperation targeted at increasing [[teacher learning]] and effectiveness.
* '''Partners in Practice''': For curriculum of this quality to be developed, more research is required on teacher learning and curriculum use, instead of viewing curriculum simply as something for student use.
 
Ball and Cohen recommend that curricula be created that helps inform teachers about its use, what student work should look like, and strategies that have proven successful for other teachers. This requires focusing on curriculum as enacted, including both teachers' and students' thinking and the contribution curriculum makes to the classroom environment.
<!--
Apple: PDK
Ball & Feiman-Nemser: Using textbooks and teachers' guides
Ben-Peretz: the teacher-curriculum encounter: freeing teachers from the tyranny of texts
Dow: Schoolhouse politics
Elliot: chapter - textbooks and curriculum in the postwar era
Powell et al: Shopping mall high school
Sarason: The culture of school and the problem of change
-->
 
== Also ==
 
* [[Special:WhatLinksHere/Ball & Cohen (1996)|Pages linking here]]
 
=== APA ===
 
Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is - or might be - the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8, 14. doi:10.3102/0013189X025009006
 
=== BibTeX ===


==Corrolary==
;APA
: Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. ''The Quarterly Journal of Experimental Psychology'', 65(3), 474–487. http://doi.org/10.1080/17470218.2011.616214
;BibTeX
<pre>
<pre>
@article{Ball1996,
@article{Ramirez2012,
author = {Ball, Deborah Loewenberg and Cohen, David K.},
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
doi = {10.3102/0013189X025009006},
doi = {10.1080/17470218.2011.616214},
journal = {Educational Researcher},
journal = {The Quarterly Journal of Experimental Psychology},
number = {9},
number = {3},
pages = {6--8, 14},
pages = {474--487},
title = {{Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform?}},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
url = {http://edr.sagepub.com/content/25/9/6},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
volume = {25},
volume = {65},
year = {1996}
year = {2012}
}
}
</pre>
</pre>


[[Category:Summaries]]
[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:Educational Researcher]]
[[Category:The Quarterly Journal of Experimental Psychology]]
[[Category:1996]]
[[Category:2012]]
[[Category:Curriculum Use]]
[[Category:Elementary Mathematics]]
[[Category:Math Anxiety]]
[[Category:Spatial Visualization]]

Latest revision as of 04:25, 3 December 2015

Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children

Abstract

Spatial ability is a strong predictor of students' pursuit of higher education in science and mathematics. However, very little is known about the affective factors that influence individual differences in spatial ability, particularly at a young age. We examine the role of spatial anxiety in young children's performance on a mental rotation task. We show that even at a young age, children report experiencing feelings of nervousness at the prospect of engaging in spatial activities. Moreover, we show that these feelings are associated with reduced mental rotation ability among students with high but not low working memory (WM). Interestingly, this WM × spatial anxiety interaction was only found among girls. We discuss these patterns of results in terms of the problem-solving strategies that boys versus girls use in solving mental rotation problems.

Corrolary

APA
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. The Quarterly Journal of Experimental Psychology, 65(3), 474–487. http://doi.org/10.1080/17470218.2011.616214
BibTeX
@article{Ramirez2012,
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
doi = {10.1080/17470218.2011.616214},
journal = {The Quarterly Journal of Experimental Psychology},
number = {3},
pages = {474--487},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
volume = {65},
year = {2012}
}
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