5 self 4.5 classmates 4 3.5 3 2.5 2 1.5 1 4-year 5-6 year - - PowerPoint PPT Presentation

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5 self 4.5 classmates 4 3.5 3 2.5 2 1.5 1 4-year 5-6 year - - PowerPoint PPT Presentation

Jan 27, 2024 178 likes •421 views

Declining Perceptions of Competence: Inevitable or Manufactured Deborah Stipek Stanford University 5 self 4.5 classmates 4 3.5 3 2.5 2 1.5 1 4-year 5-6 year 6-7 year olds olds olds Low High Flexible grouping Stable ability

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Deborah Stipek Stanford University

Declining Perceptions of Competence: Inevitable or Manufactured

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1 1.5 2 2.5 3 3.5 4 4.5 5 4-year

  • lds

5-6 year

  • lds

6-7 year

  • lds

self classmates

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Low

Flexible grouping

No grades on written assignments

Skill mastery on report cards

All work displayed

Small group instruction

Differentiated tasks High

Stable ability grouping

Grades on written assignments

Letter grades on report cards

“Best” work displayed

Whole class instruction

Same tasks

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6 8 10 12 14 16 18 20 Present Future

High Salience Low Salience

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Child-Centered

social development stressed process stressed diverse activities children chose children discovered through direct experience

Teacher-Directed

academics emphasized performance stressed narrow range of activities teacher chose teacher instructed

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 32 preschool and kindergarten classrooms

(4-6 year olds)

 227 children  Measured

 classrooms  student motivation in laboratory setting

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Teacher-Directed vs. Child-Centered Classrooms (Laboratory)

3 4 5 6

0.5 0.9 1.3 1.7

Ratings of Ability

3 4 5 6 7

Preference for Challenge Maze Predictions Puzzle Prediction

3 3.5 4 4.5 5

teacher-directed child-centered

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20 25 30

20 25 30

10 12 14 16 6 7 8 9 10

Numbers/Math Letters/Reading Vocabulary Numerical Memory teacher direct. child centered

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 42 preschool and kindergarten classrooms (4-6

year olds)

 228 children  Measured

 classrooms  student motivation in classroom setting

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Classroom Behavior

0.5 0.75 1 1.25 1.5

0.5 1 1.5 2 2.5 3

Requests for Help/Approval teacher-directed child-centered Stress Pre Kinder

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Classroom Behavior

1 2 3

0.2 0.4 1 2 3 1.4 1.6 1.8 2

Noncompliance Discipline Negative Affect Prosocial Behavior

teacher-directed child-centered

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 4th- 5th- & 6th grades (ages 9-12)  24 teachers, randomly assigned to full

intervention or “intervention light”

 those two groups compared to teachers using

traditional methods

 Measured

1.

Teaching practices

2.

Student motivation

3.

Student learning

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 Focus on understanding/learning/mastery

rather than performance

 Emphasis on effort  Encouragement of student autonomy  Positive affect (sensitivity, respect)  Psychologically safe environment

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Intervent Intervent Light Traditional Perceived Ability** .09

  • .16

.06 Mastery Orientation .04

  • .01
  • .06

Performance Orientation**

  • .26

.21 .13 Help-Seeking* .01 .17

  • .23

Positive Emotions .12

  • .08
  • .08
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 Substantive feedback

 higher perceptions of ability (r = .42)  higher mastery orientation (.67)  higher positive emotions (.52)

 Number of errors/correct answers

 lower positive emotions (-.42)

 Check marks for completion

 lower mastery orientation (-.49)  lower positive emotions (-.51)

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 Decline in perceive competence is not

inevitable

 Depends substantially on quality and nature of

teaching and especially evaluative feedback

 Changing the way teachers teach requires

intense, long-term support