Papers by Haggai Kupermintz
This study examined a professional development program designed to support Civics teachers in the... more This study examined a professional development program designed to support Civics teachers in their efforts to promote empathy among Israeli Jewish students towards Israeli Arabs. The design rationale for the program is that teachers should experience empathic processes themselves before supporting their students in such an endeavor and that meaningful empathic processes can occur online if activities are properly designed. All phases of the program were designed to support teachers to participate as part of an online community of practice. Sixty Jewish teachers participated in two iterations of the design study. Refinements were made in the second iteration to provide teachers with explicit definitions of empathy and specific instructions for reflection. Findings indicate that these changes were reflected in higher degrees of empathic responses among teachers. Teachers also indicated that being a part of an online learning community contributed to the learning process they experienced during the program. We interpret this as a first step in enabling teachers to assist their students to develop a more empathetic approach toward the minority group and conclude with a discussion of recommended design principles for promoting such an approach.
The associations among maternal negative control, children's social information processing patterns, and teachers' perceptions of children's behavior in preschool
Journal of experimental child psychology, 2016
The links between social information processing (SIP) and social behavior in preschool are well d... more The links between social information processing (SIP) and social behavior in preschool are well documented. However, the antecedents of SIP in that age group are less clear. A number of influential theoretical models suggest that a major contributor to SIP is the quality of the child's relationships with the parent. Therefore, we examined the links among quality of the mother-child relationships (measured via direct observations of dyadic play interactions), the child's SIP patterns (measured via direct interview with the child), and the child's perceived behavior in preschool (measured via teacher reports) in a sample of 218 preschool and kindergarten children and their mothers. Applying structural equation modeling, we found support for our theoretical model with a specific emphasis on the negative nature of this association. Specifically, we found a strong indirect path from maternal negative control to the teacher's negative perception of the child's behavior...
The Bell Curve: Corrected for Skew
education policy analysis archives, 1996
The Bell Curve by Richard Herrnstein and Charles Murray (henceforth H&M) puts forward a stron... more The Bell Curve by Richard Herrnstein and Charles Murray (henceforth H&M) puts forward a strong thesis about the centrality of intelligence in determining contemporary American social structure. Following its publication in October 1994, The Bell Curve sparked an intense ...
Another Look at Cognitive Abilities and Motivational Processes in Science Achievement: A Multidimensional Approach to Achievement Validation. CSE Technical Report
ABSTRACT
PsycEXTRA Dataset, 2002
This paper examines the validity of measures of teacher effectiveness from the Tennessee Value Ad... more This paper examines the validity of measures of teacher effectiveness from the Tennessee Value Added Assessment System (TVAAS). Specifically, we consider the following claims regarding teacher effects: that they adequately capture teachers' unique contributions to student learning; that they reflect adequate standards of excellence for comparing teachers; that they provide useful diagnostic information to guide instructional practice; and, that student test scores adequately capture desired outcome of teaching.
PsycEXTRA Dataset, 2002
This report re-analyzes test score data from Florida public schools. In response to a recent repo... more This report re-analyzes test score data from Florida public schools. In response to a recent report from the Manhattan Institute, it offers a different perspective and an alternative explanation for the pattern of test score improvements among low-scoring schools in Florida. students are tested annually (different subjects in different grades), and the results are used to assign a grade to each school, from A to F, according to a formula that weighs the number of students performing below and above pre-defined markers along the test score scales. An F grade assignment has a variety of consequences, and a great deal of attention is directed toward F schools in the Florida system.
Another Look at Cognitive Abilities and Motivational Processes in Science Achievement: A Multidimensional Approach to Achievement Validation
PsycEXTRA Dataset, 2002
ABSTRACT
education policy analysis archives, 2001
This report re-analyzes test score data from Florida public schools. In response to a recent repo... more This report re-analyzes test score data from Florida public schools. In response to a recent report from the Manhattan Institute, it offers a different perspective and an alternative explanation for the pattern of test score improvements among low scoring schools in Florida.
PsycEXTRA Dataset, 2002
This study examined how cognitive and motivational factors jointly contributed to science achieve... more This study examined how cognitive and motivational factors jointly contributed to science achievement, engagement, and choice of science-related majors and careers in a sample of 491 high school students. Students completed cognitive and motivational measures in three different sessions: (a) a survey of motivational processes, including competence beliefs, task values, and behavioral engagement in the science classroom; (b) assessments of fluid, crystallized, and spatial abilities; and (c) a science achievement test.
Secondary Analysis of the TIMSS Data, 2002
This study demonstrates that the validity and usefulness of mathematics achievement tests can be ... more This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student. teacher, and school variables. The National Education Longitudinal Study of 1988 (NELS:88) 8th-and 10th-grade math tests were subjected to full information item factor analysis. Math knowledge and math reasoning factors were distinguished at both grade levels. Regression analyses showed that student attitudes, instructional variables, course, and program experiences related more to knowledge, whereas gender, socioeconomic status, and sone ethnic differences related more to reasoning. Teacher emphasis on higher-order thinking, student use of home computers, and early experience with advanced mathematics courses related to both dimensions. It is recommended that national educational surveys .use multidimensional achievement scores, not total scores alone. One figure and eight tables illustrate the analysis. (Contains 35 references.) (Author/SLD)
Conceptual Framework and Design of the High School Study: A Multidimensional Approach to Achievement Validation
PsycEXTRA Dataset, 2000
Richard E. Snow conceived of an individual's performance as the result of a transaction betw... more Richard E. Snow conceived of an individual's performance as the result of a transaction between her aptitudes and the particular characteristics of the situation in which that performance occurs over time. By aptitudes he meant the cognitive and motivational resources that an ...
PsycEXTRA Dataset, 2000
This study investigated the validity of measures derived from a large-scale multiplechoice achiev... more This study investigated the validity of measures derived from a large-scale multiplechoice achievement test in mathematics, using evidence from introspective think-aloud protocols of students as they attempted test items. In a small-scale study of 21 local high school students, we sought to identify and describe cognitive processes underlying performance on test items, and to examine their utility in supporting validity claims about the achievement dimensions tapped by the test. We examined differences and similarities in solution strategies and sources of knowledge used to solve items representing five achievement dimensions. The results provided further evidence for the plausibility of interpretations of the dimensions derived from a large-scale factor analysis and support the conclusion that 12th-grade mathematics achievement is factorially and cognitively complex. Test scores that do not capture such complexity may mask important achievement information.
The Psychology of Intergroup Relations: Conflict and Reconciliation
The course will examine the psychological dynamics associated with the processes and consequences... more The course will examine the psychological dynamics associated with the processes and consequences of conflict and reconciliation. We will examine the interplay of personal and collective cognitions, emotions, and motivations in shaping intergroup relations, introducing theories and empirical research in social psychology, psychodynamics, and social neuroscience. We will explore issues such as social cognitions, stereotyping, prejudice, intergroup emotions, and empathy, with emphasis on their role in intractable conflicts, such as the Jewish-Arab, Israeli-Palestinian conflict.
Lessons to Be Learned From Research on Peace Education in the Context of Intractable Conflict
Theory Into Practice, 2005
... to step into its shoes, legitimizing its narrative and identity (Salomon, 2002), and developi... more ... to step into its shoes, legitimizing its narrative and identity (Salomon, 2002), and developing some empathy for its plight (eg, Bar-On, 2000) are ... Ayelet Roth (2005) involved two pairs of Jew-ish-Israeli and two pairs of Israeli-Palestinian teachers in an Internet-based exchange of ...
Journal of Deaf Studies and Deaf Education, 2005
Several studies have revealed teachers' a6ymmetric perceptions of gMs and boys in their classes. ... more Several studies have revealed teachers' a6ymmetric perceptions of gMs and boys in their classes. The present research examines these effects on schoolchildren's own perceptions of the prominence of male and female peers in school relevant categories. A total of 147 (native born, Jewish middle class) second and sixth graders participated in the study. A questionnaire in two versions was prepared: One formulated in the masculine plural, habitually used in Hebrew as the generic plural for both sexes. The other in both masculine and feminine (optional he~she) plural, also admissible in Hebrew usage. Overall, students judged more boys as prominent, even more so in sixth grade. Subjects also pointed to same-sex peers as prominent. Surprisingly, the sex-optional formulation of the questionnaire did not decrease stereotyping perceptions. Results raise questions about the status of girls in school. Implications for girls' future as achievers in modern society are discussed. Furthermore, the effectiveness of language manipulation in Hebrew regarding sexist vs. nonsexist attitudes is put into question.
Journal of Educational Measurement, 2004
A deecision-theoretic approach to the question of reliability in categoricully scored examination... more A deecision-theoretic approach to the question of reliability in categoricully scored examinations is explored. The concepts of true scores and errors are discussed as they deviate from conventional psychometric dejnitions and measurement error in categorical scores is cast in terms of misclass$cations. A reliability measure bused on proportional reduction in loss (P'KL) is then presented and exempl$ed with data from u large-scale assessment. The link between the PRL approach und the classical conception of retiah&@ is discussed. Some design considerations for reliability studies are also discussed.
Uploads
Papers by Haggai Kupermintz