Jacques Benninga | California State University, Fresno (original) (raw)
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Papers by Jacques Benninga
Peabody Journal of Education, 1976
Teachers College Record, Aug 1, 1997
Fresno State faculty will discuss the state of professional ethics education. They will describe ... more Fresno State faculty will discuss the state of professional ethics education. They will describe the importance of training in professional ethics. They will report on their own research with regard to ethics apps, codes of ethics, and other tools designed to promote professional ethics.
introduced themselves. The following current graduate students were also in attendance:
The Elementary School Journal, 1981
Since 1970, when Flanders stressed that "teaching behavior is the most potent, single, controllab... more Since 1970, when Flanders stressed that "teaching behavior is the most potent, single, controllable factor that can alter learning opportunities in the classroom" (1970, p. 13), an increasing number of educators have come to similar conclusions (Bennett 1976; Gage 1978; Brophy 1979; Good 1979). At the same time, however, many of the studies related to teaching behaviors fail to make clear the distinction between these behaviors and the attitudes and perceptions of teachers. For example, labels associated with certain behavioral characteristics-such as honest, aggressive, authoritarian, destructive, democratic, etc.-are the same labels used to describe attitudes and personality characteristics. According to Hamachek (1978), ". people tend to behave in a manner which is
Research in Higher Education, 1984
ABSTRACT This study was designed to determine whether the more favorable learning conditions prov... more ABSTRACT This study was designed to determine whether the more favorable learning conditions provided by mastery learning procedures result in higher levels of achievement and more internal attributions on the part of college students. One hundred twenty-two undergraduate students enrolled in a general education course at a large state university participated in the study. Results showed that although students in mastery-taught sections did attain significantly higher levels of achievement no differences in attribution change were identified. Possible reasons for the lack of attribution change are discussed.
The Elementary School Journal, 1991
Students (second through fifth graders) in 2 elementary school programs with very different struc... more Students (second through fifth graders) in 2 elementary school programs with very different structures in 2 districts were compared over 4 years on measures of social development. One program (EXS) emphasized an external motivational orientation with a focus on student accountability and a management system based on competition. The other (CDP program) focused on helping children develop an internal commitment to values and norms through a focus on developmental discipline, cooperative learning, helping activities, social understanding activities, and prosocial values. The 1 EXS school, 3 CDP program schools, and a group of 3 CDP comparison schools that were not implementing any specific intervention program, shared generally similar demographic characteristics. Over the 4 years students were assessed on a number of instruments including structured classroom observations, individual student interviews, large-group questionnaires, and small-group tasks (4-person and dyadic). In addition, teachers completed an extensive questionnaire related to program philosophy and implementation. Results showed the schools to be different in ways consistent with their intended philosophies, with the EXS classrooms using more external controls and the CDP classrooms using more prosocial activities. The EXS teachers described their school as more active, businesslike, traditional, creative, innovative, and supportive. Students in the EXS school demonstrated higher self-esteem than did the CDP students over a 2-year period. Motivation for prosocial behavior was more extrinsic in the EXS school and more intrinsic in the CDP program schools. Third-grade students' interpersonal behavior was more helpful and supportive in the CDP schools. Substantial knowledge has accumulated over the past few decades concerning the effects of school instructional approaches on students' academic achievement. Much less attention has been devoted to investi
Benninga and Wynne contend that the positive outcomes of for-character education counter such mis... more Benninga and Wynne contend that the positive outcomes of for-character education counter such misleading pictures as the one sketched by Alfie Kohn in his Feb 1997 article in "Phi Delta Kappan.
presented in this article addresses three major areas: knowledge ac-quisition, com-petency or ski... more presented in this article addresses three major areas: knowledge ac-quisition, com-petency or skill ac-quisition, and the development of the significant experi-ence. The authors base their sugges-tions on experi-ences at the In-service Section of the Center for Pro-fessional Develop-ment at the Univer-
This study examines the relationship between several teacher attitudes and students' perceptions ... more This study examines the relationship between several teacher attitudes and students' perceptions of the teaching milieu. To assess these relationships, measures of teachers' attitudes, teachers' perceptions of their own teaching and children's * Reproductions supplied by !DES are the best that can be made * * from the original document. *
Although ethical dilemmas are constant in teachers’ lives, the profession has offered little in t... more Although ethical dilemmas are constant in teachers’ lives, the profession has offered little in the way of training to help teachers resolve such problems well. This paper describes such a structure for resolving professional ethical dilemmas based on developmental theory. The structure, called the Four-Component Model of Moral Maturity, when used in conjunction with a professional code of ethics, can help teachers understand the important issues of an ethical situation and can provide guidance for its mature resolution. An example of such a dilemma and the mechanism for its resolution is provided.
Peabody Journal of Education, 1976
Teachers College Record, Aug 1, 1997
Fresno State faculty will discuss the state of professional ethics education. They will describe ... more Fresno State faculty will discuss the state of professional ethics education. They will describe the importance of training in professional ethics. They will report on their own research with regard to ethics apps, codes of ethics, and other tools designed to promote professional ethics.
introduced themselves. The following current graduate students were also in attendance:
The Elementary School Journal, 1981
Since 1970, when Flanders stressed that "teaching behavior is the most potent, single, controllab... more Since 1970, when Flanders stressed that "teaching behavior is the most potent, single, controllable factor that can alter learning opportunities in the classroom" (1970, p. 13), an increasing number of educators have come to similar conclusions (Bennett 1976; Gage 1978; Brophy 1979; Good 1979). At the same time, however, many of the studies related to teaching behaviors fail to make clear the distinction between these behaviors and the attitudes and perceptions of teachers. For example, labels associated with certain behavioral characteristics-such as honest, aggressive, authoritarian, destructive, democratic, etc.-are the same labels used to describe attitudes and personality characteristics. According to Hamachek (1978), ". people tend to behave in a manner which is
Research in Higher Education, 1984
ABSTRACT This study was designed to determine whether the more favorable learning conditions prov... more ABSTRACT This study was designed to determine whether the more favorable learning conditions provided by mastery learning procedures result in higher levels of achievement and more internal attributions on the part of college students. One hundred twenty-two undergraduate students enrolled in a general education course at a large state university participated in the study. Results showed that although students in mastery-taught sections did attain significantly higher levels of achievement no differences in attribution change were identified. Possible reasons for the lack of attribution change are discussed.
The Elementary School Journal, 1991
Students (second through fifth graders) in 2 elementary school programs with very different struc... more Students (second through fifth graders) in 2 elementary school programs with very different structures in 2 districts were compared over 4 years on measures of social development. One program (EXS) emphasized an external motivational orientation with a focus on student accountability and a management system based on competition. The other (CDP program) focused on helping children develop an internal commitment to values and norms through a focus on developmental discipline, cooperative learning, helping activities, social understanding activities, and prosocial values. The 1 EXS school, 3 CDP program schools, and a group of 3 CDP comparison schools that were not implementing any specific intervention program, shared generally similar demographic characteristics. Over the 4 years students were assessed on a number of instruments including structured classroom observations, individual student interviews, large-group questionnaires, and small-group tasks (4-person and dyadic). In addition, teachers completed an extensive questionnaire related to program philosophy and implementation. Results showed the schools to be different in ways consistent with their intended philosophies, with the EXS classrooms using more external controls and the CDP classrooms using more prosocial activities. The EXS teachers described their school as more active, businesslike, traditional, creative, innovative, and supportive. Students in the EXS school demonstrated higher self-esteem than did the CDP students over a 2-year period. Motivation for prosocial behavior was more extrinsic in the EXS school and more intrinsic in the CDP program schools. Third-grade students' interpersonal behavior was more helpful and supportive in the CDP schools. Substantial knowledge has accumulated over the past few decades concerning the effects of school instructional approaches on students' academic achievement. Much less attention has been devoted to investi
Benninga and Wynne contend that the positive outcomes of for-character education counter such mis... more Benninga and Wynne contend that the positive outcomes of for-character education counter such misleading pictures as the one sketched by Alfie Kohn in his Feb 1997 article in "Phi Delta Kappan.
presented in this article addresses three major areas: knowledge ac-quisition, com-petency or ski... more presented in this article addresses three major areas: knowledge ac-quisition, com-petency or skill ac-quisition, and the development of the significant experi-ence. The authors base their sugges-tions on experi-ences at the In-service Section of the Center for Pro-fessional Develop-ment at the Univer-
This study examines the relationship between several teacher attitudes and students' perceptions ... more This study examines the relationship between several teacher attitudes and students' perceptions of the teaching milieu. To assess these relationships, measures of teachers' attitudes, teachers' perceptions of their own teaching and children's * Reproductions supplied by !DES are the best that can be made * * from the original document. *
Although ethical dilemmas are constant in teachers’ lives, the profession has offered little in t... more Although ethical dilemmas are constant in teachers’ lives, the profession has offered little in the way of training to help teachers resolve such problems well. This paper describes such a structure for resolving professional ethical dilemmas based on developmental theory. The structure, called the Four-Component Model of Moral Maturity, when used in conjunction with a professional code of ethics, can help teachers understand the important issues of an ethical situation and can provide guidance for its mature resolution. An example of such a dilemma and the mechanism for its resolution is provided.