title: Rethinking motivating operations: A reply to commentaries on Edwards, Lotfizadeh, and Poling (2019)

authors: Edwards, Timothy L.

subjects: Social Sciences

abstract: As we acknowledged in our initial article (Edwards, Lotfizadeh, & Poling, 2019), the MO concept as popularized by Michael and his supporters, which we hereafter call the “current” concept, has served behavior analysts rather well. For that reason, the revisions of the concept that we proposed in our initial article, no matter how slight, should be challenged. We are grateful to the commentators, most of whom trained with Michael, for exploring the limits of our reconceptualization and for raising issues that we failed to consider. Herein we address what we view as their primary concerns. It is not our goal to argue that they are wrong and we are right, but rather to further discourse in the hope that it helps behavior analysts better understand some of the factors that modulate certain aspects of behavior.

text: Rethinking motivating operations: A reply to commentaries on Edwards, Lotfizadeh, and Poling (2019) As we acknowledged in our initial article (Edwards, Lotfizadeh, & Poling, 2019), the MO concept as popularized by Michael and his supporters, which we hereafter call the “current” concept, has served behavior analysts rather well. For that reason, the revisions of the concept that we proposed in our initial article, no matter how slight, should be challenged. We are grateful to the commentators, most of whom trained with Michael, for exploring the limits of our reconceptualization and for raising issues that we failed to consider. Herein we address what we view as their primary concerns. It is not our goal to argue that they are wrong and we are right, but rather to further discourse in the hope that it helps behavior analysts better understand some of the factors that modulate certain aspects of behavior.

year: 2019

title: Examining and disrupting rituals of practice in the primary classroom

authors: Fraser, Deborah

subjects: teacher research

abstract: Much of what happens in primary classrooms reflects a number of rituals and routines that have largely become an unconscious part of teachers' repertoires. While these 'rituals of practice' provide a framework or structure to learning in classrooms, they are often left unexamined. These taken-for-granted ways of teaching require close examination in order to ascertain their merit or otherwise for children's learning. This paper outlines some rituals of practice in primary classrooms in the Arts (dance, drama, music and visual art). It outlines the nature of these rituals and discusses how some were disrupted by teachers-as-researchers in collaboration with their university colleagues in a joint research project. The findings suggest that research partnerships of this nature provide a supportive environment for questioning assumptions and enacting alternatives that promote learning.

text: Examining and disrupting rituals of practice in the primary classroom Much of what happens in primary classrooms reflects a number of rituals and routines that have largely become an unconscious part of teachers' repertoires. While these 'rituals of practice' provide a framework or structure to learning in classrooms, they are often left unexamined. These taken-for-granted ways of teaching require close examination in order to ascertain their merit or otherwise for children's learning. This paper outlines some rituals of practice in primary classrooms in the Arts (dance, drama, music and visual art). It outlines the nature of these rituals and discusses how some were disrupted by teachers-as-researchers in collaboration with their university colleagues in a joint research project. The findings suggest that research partnerships of this nature provide a supportive environment for questioning assumptions and enacting alternatives that promote learning.

year: 2009

title: Explaining Maori under-achievement in standardised reading tests: The role of social and individual characteristics

authors: Lock, Kelly J.

subjects: education

abstract: In New Zealand, Maori students have lower educational attainment levels than their Pakeha counterparts, which is a major contributor to the earnings inequality between these two groups. This study attempts to identify determinants of the gap in educational attainment using data on reading test scores for a sample of 3031 15‐year‐old Maori and Pakeha students. Using a decomposition method that is commonly applied to income inequality analyses, the determinants of the reading literacy test score gap between Maori and Pakeha students are identified. The main contributors to this gap are family factors, student's opinions, and school factors (including decile). An understanding of the determinants of the test score gap provides insights into how effective policy makers can be at reducing this inequality.

text: Explaining Maori under-achievement in standardised reading tests: The role of social and individual characteristics In New Zealand, Maori students have lower educational attainment levels than their Pakeha counterparts, which is a major contributor to the earnings inequality between these two groups. This study attempts to identify determinants of the gap in educational attainment using data on reading test scores for a sample of 3031 15‐year‐old Maori and Pakeha students. Using a decomposition method that is commonly applied to income inequality analyses, the determinants of the reading literacy test score gap between Maori and Pakeha students are identified. The main contributors to this gap are family factors, student's opinions, and school factors (including decile). An understanding of the determinants of the test score gap provides insights into how effective policy makers can be at reducing this inequality.

year: 2008