Beyond Bias

Carew, Jean V.; Lightfoot, Sara Lawrence

doi:10.4159/harvard.9780674493582

Cited by 38 publications

(3 citation statements)

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“…The problems of American schooling vary from school to school. Even teachers at the same grade level in the same school may have different problems (Carew & Lightfoot, 1979).…”

Section: A Limited View Of Title I Programs and Problemsmentioning

confidence: 99%

“…These data and those of many other classroom researchers who have utilized classroom observation have yielded rich information that has practical applications. Such research (Allington, 1983; Brophy & Good, 1970;Carew & Lightfoot, 1979) could yield a better understanding of the problems inherent in many Title I instructional programs. Indeed, research on teacher expectations has indicated for some time that students believed to be less capable receive too much drill and too little opportunity to conceptualize and to apply concepts.…”

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confidence: 98%

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Observational Research...Grounding Theory in Classrooms

Good¹

1988

Educational Psychologist

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“…The problems of American schooling vary from school to school. Even teachers at the same grade level in the same school may have different problems (Carew & Lightfoot, 1979).…”

Section: A Limited View Of Title I Programs and Problemsmentioning

confidence: 99%

mentioning

confidence: 98%

Observational Research...Grounding Theory in Classrooms

Good¹

1988

Educational Psychologist

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“…However, what constitutes proper diagnosis or wise intervention may not always be obvious. Carew and Lightfoot (1979), in Beyond Bias, have identified the problem of the teacher who attempts to "meet the needs" of disadvantaged children through tailoring instruction for their diagnosed abilities and motives. They refer to the teacher's dilemma as treading the thin line between individualization and discrimination.…”

Section: Fitting Teaching To Learnersmentioning

confidence: 99%

Educational psychology returns to school.

Shulman¹

1982

The G. Stanley Hall Lecture Series, Vol. 2.

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M critical and occasionally integrated, of much of contemporary educational psychology. The scope of educational psychology is vast, extending from research on classroom motivation to studies of cognitive and social development, from behavior modification for classroom management to the cognitive psychology of school subjects, from basic research in support of theory development to applied studies in the service of practical problem solving. I have made no attempt to review this entire field of study. Certainly another reviewer would have made other choices, both of breadth and of emphasis. The reader should thus beware that this paper is consciously selective and limited; there is much important educational psychology omitted from its pages. That omission is neither an evaluation of the quality of the work nor a commentary on its importance to the field.Educational psychology is not a single coherent field. It is a set of loosely related topics, problems, issues, and investigations. All of these elements share a concern for learning and teaching, but they have emerged from divergent corners of psychology, from other social sciences, and from the controversies and challenges of educational practice. To provide an adequate description of educational psychology, I 77

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Differential treatment of students by middle school science teachers: Unintended cultural bias

Contreras

Lee

1990

Science Education

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Beyond Bias

Cited by 38 publications

References 0 publications

Observational Research...Grounding Theory in Classrooms

Observational Research...Grounding Theory in Classrooms

Educational psychology returns to school.

Differential treatment of students by middle school science teachers: Unintended cultural bias

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