Affective and behavioural variables: Reforms as experiments to produce a civil society

Educational Psychology

Volumn 26, Issue 2, 2006, Pages 303-323

  Fitz Gibbon, Carol T ^a,b  

^a DURHAM UNIVERSITY   (United Kingdom)

^b DURHAM UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 29744468600     PISSN: 01443410     EISSN: None     Source Type: Journal    
DOI: 10.1080/01443410500344282     Document Type: Article

References (70)

1. Bargh, J. A., & Chartrand, T. L. (1999). The unbearable automaticity of being. American Psychologist, 54, 462-479.
2. Bargh, J. A., & Chartrand, T. L. (2000). The mind in the middle: A practical guide to priming and automaticity research. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 253-285). Cambridge: Cambridge University Press.
3. Bargh, J. A., Chen, M., & Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype activation on action. Journal of Personality and Social Psychology, 71, 230-244.
4. Bekoff, M. (2001). Social play behaviour: Cooperation, fairness, trust and the evolution of morality. Journal of Consciousness Studies, 8, 81.
5. Bordieu, P., & Passeron, J. C. (1977). Reproduction: In education, society and culture. London: Sage.
6. Bracken, P. (2002). Trauma: Culture, meaning and philosophy. London: Whurr.
7. Bradley, D., Stein, M. D., Jaycox, Lisa H., Kataoka, Sheryl H., Wong, Marleen, Tu, Wenli, Elliott, Marc N, Fink, Arlene (2003). "A Mental Health Intervention for Schoolchildren Exposed to Violence: A Randomized Controlled Trial." Journal of the American Medical Association 290, 603-611.
8. Brown, A. L. (1992). "Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings." Journal of the Learning Sciences 2(2): 141-178.
9. Burghardt, G. M. Play: Attributes and neural substrates. In Handbook of behavioral neurobiology, Vol. 13 (Developmental psychobiology, developmental neurobiology and behavioral ecology. Mechanisms and early principles). (E. M. Blass, ed.). Kluwer Academic/Plenum, New York, 2001, 327-366.
10. Campbell, D. T. (1969). Reforms as experiments. American Psychologist, 24, 409-429.
11. Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for research. Chicago: Rand McNally.
12. Cohen, P. A., Kulik, J. A., & Kulik, C. L. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American Educational Research Journal, 19, 237-248.
13. Colley, H. (2001). An ABC of mentors' talk about disaffected youth: Alternative lifestyles. Benefit dependency, or Complete dunces? Youth and Policy, 72, 1-15.
14. Colley, H., & Hodkinson, P. (2001). Problems with "bridging the gap": The reversal of structure and agency in addressing social exclusion. Critical Social Policy, 21, 337-361.
15. Cooper, G. (1995). 'Head speaks out' [Video]. Durham, UK: CEM Centre University of Durham, http://www.cem.dur.ac.uk
16. Deming, W. E. (1986). Out of the Crisis: Quality Productivity and Competitive Position. Cambridge, Cambridge University Press.
17. Diamond, J. (1992). The third chimpanzee: The evolution and future of the human animal. New York: HarperCollins Publishers
18. Dishion, T. J., McCord, J., & Poulin, F. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755-764.
19. Economist, The. (2002, March 2). Try it and see: In the social sciences, it is often supposed, there can be no such thing as a controlled experiment. Think again, pp. 97-98.
20. Elliott, J. G., Arthurs, J., et al. (2002). Volunteer support in the primary classroom: The long-term impact of one initiative upon children's reading performance. British Educational Research Journal, 26, 227-244.
21. Engineering Council (2000). Measuring the Mathematics Problem. London, Engineering Council.
22. Fitz-Gibbon, C. T. (1975). The role change intervention: An experiment in cross-age tutoring. Los Angeles: UCLA Graduate School of Education, University of California.
23. Fitz-Gibbon, C. T. (1983). Peer tutoring: A possible method for multi-ethnic education. New Community, 11, 160-166.
24. Fitz-Gibbon, C. T. (1990). Success and failure in peer tutoring experiments. In S. Goodlad & B. Hirst (Eds.), Explorations in peer tutoring (pp. 26-57). Oxford: Basil Blackwell Ltd.
25. Fitz-Gibbon, C. T. (1992). Peer and cross-age tutoring. In M. C. Alkin (Ed.), Encyclopedia of educational research (pp. 980-984). New York: Macmillan Publishing Company.
26. Fitz-Gibbon, C. T. (1996). Monitoring education: Indicators, quality and effectiveness. London: Cassell.
27. Fitz-Gibbon, C. T. (1997). Concentrated and distributed research: Reflective observations on methodology. In A. D. Edwards, C. T. Fitz-Gibbon, F. Hardman, R. Haywood, & N. Meagher (Eds.), Separate but equal?: A levels and GNVQs. London: Routledge. pp. 227-244.
28. Fitz-Gibbon, C. (1998). "Ofsted: Time to go?" Managing Schools Today, 7(6), 22-25.
29. Fitz-Gibbon, C. (1998). Darwinian schools: Schooling in the twenty-first century. In P. Hunter (Ed.), Developing education: Fifteen years on (pp. 12-27). London: Paul Chapman Publishing Ltd.
30. Fitz-Gibbon, C. T. (2000). Cross-age tutoring: Should it be required in order to reduce social exclusion? In G. Walraven, C. Parsons, D. van Veen, & C. Day (Eds.), Combating social exclusion through education: Laissez-faire, authoritarianism or third way? (pp 307-315). Leuven: Garant.
31. Gazzaniga, M. (1998). The mind's past. Berkeley, CA: University of California Press.
32. Goodlad, S., & Hirst, B. E. (1990). Explorations in peer tutoring. Oxford: Basil Blackwell
33. Harris, J. R. (1998). The Nurture Assumption: Why children turn out the way they do. New York: Free Press.
34. Hartup, W. W. (1975). Cross-age versus same-age peer interaction. In V. Allen (Ed.), Children as teachers: Theory and research on tutoring. London: Academic Press.
35. Kelly, A. E. (2003). "Theme Issue: The Role of Design in Educational Research: Research as Design." Educational Researcher 32(1), 3-4.
36. Kounin, J. S. (1970). Discipline and group management in classrooms., New York: Holt, Rinehart and Winston 0019.
37. Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentive reasoning. Cognition and Instruction, 15, 287-315.
38. Levin, H. M., Glass, G. V., & Meister, G. R. (1984). Cost-effectiveness of four educational interventions. Stanford, CA: Institute for Research on Educational Finance and Governance, Stanford University.
39. MacDonald, I., Bhavani, R., & John, G. ( 1989). Murder in the playground: The report of the Inquiry into Racism and Racial Violence in Manchester Schools. London: Longsight Press.
40. Mayou, R. A., Ehlers, A., & Hobbs, M. (2000). Psychological debriefing for road traffic accident victims: Three-year follow-up of a randomised controlled trial. The British Journal of Psychiatry, 176, 589-593.
41. McCord, J. (1978). A thirty-year follow-up of treatment effects. American Psychologist, 33, 284-289.
42. McCord, J. (2001). Crime prevention: A cautionary tale. Paper presented at the Third EvidenceBased Policies and Indicator Systems Conference, Durham, UK.
43. Nesse, R., & Williams, G. (1995). Why we get sick: The new science of Darwinian medicine (evolution and healing). Weidenfeld and Nicholson.
44. Novak, M. A., & Harlow, H. F. (1975). Social recovery of monkeys isolated for the first year of life: Rehabilitation and therapy. Developmental Psychology, 11, 453-465.
45. Nye, B., Hedges, L. V., & Konstantopoulos, S. (2000). The effects of small classes on academic achievement: The results of the Tennessee class size experiment. American Educational Research Journal, 37, 123-151.
46. Paulesu, E., McCrory, E, & Menoncello, L. (2000). A cultural effect on brain function. Nature Neuroscience, 3, 91-96.
47. Petrosino, A., Boruch, R. F., Hounding, C., McDonald, S., & Chalmers, I. (2000). The Campbell collaboration social, psychological, educational and criminological trials register (C2-SPECTR) to facilitate maintenance of systematic reviews of social and educational interventions. Evaluation and Research in Education (Special Issue: Evidence-Based Policies and Indicator Systems), 14, 206-219.
48. Piper, H., & Piper, J. (1999). "Disaffected" young people: Problems for mentoring. Mentoring and Tutoring, 7, 121-130.
49. Raven, J. (1977). Government policy and social psychologists. British Psychology Society, 30, 33-39.
50. Rose, S., Bisson, J., & Wessely, S. (2003). Psychological debriefing for presenting post traumatic stress disorder (PTSD) (Cochrane Review), The Cochrane Library, (2).
51. Sherif, M., Harvey, O. J., White, B. J., Hood, W. R., & Sherif, C. (1954). Experimental study of positive and negative intergroup attitudes between experimentally produced groups: Robbers case study. Norman, OK: University of Oklahoma Press.
52. Simon, H. A. (1969). The Sciences of the Artificial. Cambridge, MA, MIT Press.
53. Smith, P. (1995). "On the unintended consequences of publishing performance data in the public sector." International Journal of Public Administration 18(2 & 3), 277-310.
54. St James-Roberts, I., & Singh, C. S. (2001). Can mentors help primary school children with behaviour problems? Final report of the three-year evaluation of Project CHANCE carried out by the Thomas Coram Research Unit between March 1997 and 2000. London: Home Office.
55. Stein, B. D., Jaycox, L. H., Kataoka, S. H., Wong, M., Tu, W., Elliott, M. N., & Fink, A. (2003). A mental health intervention for schoolchildren exposed to violence: A randomized controlled trial. Journal of the American Medical Association, 290, 603-611.
56. Suomi, S. J., & Harlow, H.F. (1972). Social rehabilitation of isolate-reared monkeys. Developmental Psychology, 6, 487-496.
57. Thelen, H. A. (1969). Tutoring by Students. The School Review, 77, 229-244.
58. Topping, K. J. (1998). The paired science handbook: Parental involvement and peer tutoring in science. London and Bristol, PA: Fulton and Taylor & Francis.
59. Topping, K. J. (2001). Tutoring by peers, family and volunteers. Educational Practices.
60. Tymms, P., & Coe, R. (2003). "Celebration of the Success of Distributed Research with Schools: the GEM Centre, Durham." British Educational Research Journal 29(5), 639 653.
61. Tymms, P., & Fitz-Gibbon, C. T. (2001). Standards, achievement and educational performance: A cause for celebration? In R. Phillips & J. Furlong (Eds.), Education, reform and the state: Twenty-five years of politics, policy and practice. London: Routledge.
62. Vincent, L. (1996). The Value Added National Project: Analysis of key stage 3 data for 1994 matched to GCSE data for 1996 (Secondary Technical Report No 3). London: School Curriculum and Assessment Authority.
63. Vincent, L. (1996). The Value Added National Project: Analysis of Key Stage 3 Data for 1994 Matched to GCSE Data for 1996 (secondary Technical Report No. 3) London: School Curriculum and Assessment Authority.
64. Vispoel, W. P., & Austin, J. R. (1995). Success and failure in junior high school: A critical incident approach to understanding students' attributional beliefs. American Educational Research Journal, 32, 377-412.
65. Waldrop, M. M. (1993). Complexity: The emerging science at the edge of order and chaos. London: Viking.
66. Wang, M., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63, 249-294.
67. Wessely, S., & Deahl, M. (2003). Psychological debriefing is a waste of time. British Journal of Psychiatry, 183, 12-14.
68. Wheldall, K., & Merrett, F. (1992). Effective classroom behaviour management: Positive teaching. In K. Wheldall (Ed.), Discipline in schools: Psychological perspectives on the Ellon Report.
69. Wolf, A. (2002). Does Education Matter?: Myths About Education and Economic Growth. London: Penguin Books.
70. Wood, D. (1998). The UK ILS evaluations: Final report. Coventry, UK: British Educational Communications and Technology Agency (BECTa).