Christine Howe

Perceived Discrimination and Psychological Distress: The Role of Personal and Ethnic Self-Esteem

The present study aimed to draw on 2 theoretical models to examine the relationship between perceived ethnic discrimination and psychological distress in a sample of ethnic minority young people (N=154). Analysis provided no support for the hypothesis derived from the self-esteem theory of depression that self-esteem (personal and ethnic) moderates the discrimination-distress relationship. There was, however, partial support for a mediating role of self-esteem, as predicted by the transactional model of stress and coping. This mediational relationship was moderated by gender, such that both forms of self-esteem exerted a mediating role among men but not women. The authors consider the implications of their findings for theory and future research examining the consequences of discrimination on psychological well-being.

Hypothesis Testing in Science: Group Consensus and the Acquisition of Conceptual and Procedural Knowledge.

Abstract Hypothesis testing has been seen by science educators as a context which supports the integrated acquisition of conceptual and procedural knowledge. However, research suggests potential conflicts between the conditions conducive to conceptual growth and those conducive to procedural. The study reported here with 9- to 12-year old pupils endorses this, but suggests that the problems can be overcome given tasks where pupils: (a) debate their conceptual knowledge and reach consensus; (b) subject their consensual positions to guided experimental appraisal and draw conclusions from what transpires. It is argued that the demonstrated role of consensus has consequences not just for educational practice but also for psychological theories of development and learning.

Classroom dialogue: a systematic review across four decades of research

Recognizing that empirical research into classroom dialogue has been conducted for about 40 years, a review is reported of 225 studies published between 1972 and 2011. The studies were identified through systematic search of electronic databases and scrutiny of publication reference lists. They focus on classroom dialogue in primary and secondary classrooms, covering the full age range of compulsory schooling. The methods of data collection and analysis used in the studies are described and discussed, with changes and continuities over time highlighted. Study results are then summarized and integrated to present a succinct picture of what is currently known and where future research might profitably be directed. One key message is that much more is known about how classroom dialogue is organized than about whether certain modes of organization are more beneficial than others. Moreover, epistemological and methodological change may be required if the situation is to be remedied.

Physics in the Primary School: Peer Interaction and the Understanding of Floating and Sinking.

The paper presents two studies designed to investigate whether, as Piagetian theory would predict, peer interaction can advance the physics understanding of primary school children so long as there is variation in initial viewpoints. The studies were concerned with advancing understanding of floating and sinking, with one focusing on the relevant properties of objects and the other on the relevant properties of fluids. Both studies considered the efficacy of interaction between primary school children whose views varied because they were at different levels of understanding and primary children whose views varied despite being at equivalent levels. In both cases, the children’s pre-to post-test progress was superior to that observed in control children whose interaction had been with peers whose views were similar. However, in contradiction to recent qualifications to Piagetian theory progress from pre- to post-test did not depend on joint advancement within the groups.RésuméCet article expose deux études conduites dans la perspective d’évaluer si, comme la théorie piagétienne permee, de le prévoir, l’interaction entre pairs est susceptible de faciliter la compréhension de la physique par des enfants fréquentant l’école primaire. Au cours de ces études, les enfants ont été invités à s’intéresser à la flottaison des corps dans un liquide. Dans l’une, ils on été focalisés sur les propriétés des objets, dans l’autre, sur les propriétés des liquides. Les groupes de pairs considérés dans ces études sont constitués d’élèves qui disposent de niveaux d’explication différents des phénomènes bien qu’étant à des niveaux équivalents. Dans les deux études, les progrés observés entre le pré-test et le post-test sont supérieures à ceux observés dans le groupe contrôle où les groupes sont constitués d’enfants disposant au départ d’explications similaires des phénomènes. Cependant, à l’encontre des modifications récentes de la téorie piagétienne, le progrés enregistrés ne dépendent pas du niveau initial du groupe.

Group work in primary school science: discussion, consensus and guidance from experts

Research suggests potential problems when group work is used in school science to support the integrated acquisition of conceptual understanding and testing procedures. Yet integrated acquisition is promoted by current policy, and is a popular classroom strategy. Work by Howe et al. (Learning and Instruction 10 (2000) 361) indicates that the problems may be overcome if pupils: (a) discuss conceptual material in small groups and reach consensus; (b) subject consensual positions to guided empirical appraisal. The present paper reports a study with 9-12-year old pupils, which tests the proposal of Howe et al. using heat transfer as its topic, in contrast to the shadow size of Howe et al. In broad terms, the results are consistent with what Howe et al. report, although there are subtle differences in both outcome and process. Nevertheless, the similarities are such as to indicate a robust technique, with clear relevance to classroom practice. To facilitate application, the paper outlines what the technique requires in terms of group organisation and teacher support, and suggests that in both cases there is consistency with current practice.

Peer groups and children's development

Series Editors Preface. Acknowledgments. 1. Peer Groups in a Cultural Context. Introduction. Cultural Dependency. Theoretical Framework. Peer Groups and Childrens Development. 2. Peer Groups and Classroom Structure. Introduction. The Peer Group Structure of Classes. The Structure of Classroom Subgroups. Summary and Conclusions. 3. Performance and Cooperation in Classrooms. Introduction. Whole-Class Interaction and the Performance Mode. Subgroup Interaction and the Cooperative Mode. Summary and Conclusions. 4. Cooperative Interaction and Curriculum Mastery. Introduction. Piagetian Perspectives on Cooperative Interaction. Assistance and Cooperative Interaction. The Social Impact of Classroom Interaction. 5. Friendship, Status, and Centrality. Introduction. Childrens Friendships. Peer Status in Formal Groups. Status in Friendship Groups. 6. Individual Differences in Informal Experiences. Introduction. Varying Experiences of Status. Friendship and Status Compared. Continuity and Change. 7. Social and Personal Adjustment. Introduction. Peer Groups and Antisocial Behavior. Peer Groups and Personal Adjustment. Summary and Conclusions. 8. School Performance Revisited. Introduction. Peer Groups and Educational Failure. Diverse Consequences of Friendship. Classroom Practice and Developmental Outcomes. 9. Implications for Practice and Future Research. Summary and Introduction. Remedial Work with Individuals. Qualified Endorsement of the Cooperative Approach. Future Research and Theoretical Development. References. Index.

Conceptual knowledge in physics: The role of group interaction in computer-supported teaching

Abstract The impact of knowledge distribution and group interaction on computer-based teaching was examined via a kinematics task which required comparisons of the speed of moving objects. Undergraduate subjects were pre-tested individually and paired on the basis of being either similar or different on each of three dimensions: judgements (responses made to problems), strategies (the conceptual basis for judgements) and principles (relevant abstract knowledge). Subsequent problem-solving sessions were videotaped to allow scrutiny of the relation between pre- to post-test conceptual change and pattern of group interaction. Subjects were found to gain significantly in strategic knowledge, but only marginally in principles. Change was greatest when groups differed in both or neither of judgements and strategies. The critical variable in the former case was found to be conflict-induced coordination of strategies across problems; in the latter case, feedback from the computer seemed to be more important. These results suggest that both peer conflict and hypothesis testing are effective in promoting gains in strategic knowledge.

Collaborative Group Work in Middle Childhood

Evidence exists that children’s understanding can be facilitated through collaborative group work with peers, but little is known about the underlying processes. When processes are discussed, they are typically assumed to involve the assimilation of superior ideas that are constructed jointly. However, the assimilation of joint constructions cannot provide a complete account, and recent work suggests that unresolved contradiction during group interaction may contribute. Research is reported that examines the balance between unresolved contradiction and joint construction, via analyses of collaborative group work where 8- to 12-year-old children explored motion down an incline, rates of cooling, and floating in water. Results are consistent with processes stimulated by unresolved contradiction, but not with the assimilation of joint constructions.

Gender and Dialogue in Secondary School Physics.

ABSTRACT Previous research points up the educational value of opinion exchange between pupils, particularly in science tasks. However, established gender differences in expression of opinion might well have a substantial impact on such activity, and thus on learning. In order to investigate this, male, female and mixed‐sex pairs of 12‐15 year‐olds were videotaped whilst they worked on a computer‐based task that required them to predict the trajectories of falling objects. All progressed equally in understanding, but employed markedly different interactional styles. Male pairs attended to the implications of feedback for individual ideas, whilst female pairs avoided conflict, exploring instead what the problems had in common. Mixed pairs simply interacted in a very constrained fashion. The differences can be seen as a direct consequence of variation in methods of coping with conflict, compounded, in the mixed groups, by ignorance of the accepted behaviour for the opposite sex. Since male and female pattern...

Psychosocial mediators and moderators of the effect of peer-victimization upon depressive symptomatology

BACKGROUND   Intervention strategies and developmental models of stress have been criticized for failing to integrate social psychological variables. This study investigates both self-referential cognitive mediators (perceived threat and control) and a social psychological moderator (ethnic/religious identity) of the effect of peer-victimization upon depressive symptomatology. METHODS   Self-report questionnaires were completed by 924 students (46% female), aged 8 to 12 years. Experiences of discriminatory and non-discriminatory peer-victimization, threat and control appraisals, depressive symptoms, and strength of main identity were assessed. RESULTS   Perceived threat partially mediated the effect of peer-victimization (regardless of whether it was discriminatory or not) on depressive symptoms. Perceived control partially mediated the effect of non-discriminatory peer-victimization on depressive symptoms. Strength of ethnic/religious identity buffered the effect of peer-victimization on depressive symptoms. Victimization perceived to be discriminatory in nature was more strongly associated with depressive symptoms than non-discriminatory victimization. CONCLUSIONS   Findings support calls for a greater emphasis to be placed on social psychological variables in explaining depressive symptomatology. For clinical, counseling and intervention purposes, it is important to examine whether victims perceive peer-victimization as discriminatory and whether their own strength of identity affects symptomatology.