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Direct linkWeisberg, Deena Skolnick; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Psychological Bulletin, 2013
Lillard et al. (2013) concluded that pretend play is not causally related to child outcomes and charged that the field is subject to a "play ethos", whereby research is tainted by a bias to find positive effects of play on child development. In this commentary, we embrace their call for a more solidly scientific approach to questions in this…
Descriptors: Teaching Methods, Play, Child Development, Academic Achievement
Jones, Matthew G. – Journal for Research in Mathematics Education, 2009
The author responds to the recent work of Kaminski, Sloutsky, and Heckler (2008) and advances two major concerns about their research and its applicability to learning mathematics: a confounding variable that arises from the mathematical differences between the generic examples and concrete examples poses a threat to the construct validity of the…
Descriptors: Construct Validity, Validity, Mathematics Instruction, Games
Peer reviewedClark, Richard E. – Educational Technology Research and Development, 1994
Considers the question of whether instructional methods are replaceable or interchangeable. Topics discussed include the influence of external events on learning and cognitive processes, media variables, linking instructional design to research on learning from instruction, construct validity, and an example of adequate instructional design and…
Descriptors: Construct Validity, Educational Media, Instructional Design, Learning Processes
Alonzo, Alicia C. – Measurement: Interdisciplinary Research and Perspectives, 2007
Schilling et al. (this issue) have done a commendable job in illustrating a comprehensive process of validating assessments of teacher knowledge (and, more broadly, other types of tests as well). On one hand, the concrete illustration of a process that often remains murky and incomplete is profoundly heartening, as it provides a rigorous model for…
Descriptors: Mathematics Education, Teacher Characteristics, Mathematics Instruction, Knowledge Base for Teaching
Gearhart, Maryl – Measurement: Interdisciplinary Research and Perspectives, 2007
Teacher knowledge has been of theoretical and empirical interest for over two decades, and development of measures is overdue. The researchers represented in this volume have been breaking new ground by developing a measure of mathematical knowledge for teaching (MKT) without guiding precedents, and in the face of differing perspectives on teacher…
Descriptors: Learning Theories, Elementary School Mathematics, Teaching Methods, Construct Validity
Kulikowich, Jonna M. – Measurement: Interdisciplinary Research and Perspectives, 2007
Operating from multiple literature bases in cognitive psychology, mathematics education, and theoretical and applied psychometrics, Schilling, Hill and their colleagues provide a systemic approach to studying the validity of scores of mathematical knowledge for teaching. This system encompasses an array of task formats and methodologies. The…
Descriptors: Multiple Choice Tests, Learning Theories, Teaching Methods, Construct Validity
