Nicole Sage - Academia.edu (original) (raw)
Papers by Nicole Sage
Articles, 2000
Cette étude examine les contingences comportementales en tant que processus par lesquels les pair... more Cette étude examine les contingences comportementales en tant que processus par lesquels les pairs influencent la motivation scolaire des enfants pendant les interactions sociales en classe. Les regroupements affiliatifs au sein de la classe d'enfants de 10 à 11 ans ont été identifiés à partir d'une procédure de nomination. Les observations longitudinales ont montré qu'au début de l'année scolaire, les élèves fortement motivés ont reçu plus d'approbation de leurs amis par rapport à leur engagement dans les activités scolaires, alors que les élèves faiblement motivés ont reçu plus de désapprobation des camarades surtout par rapport à leurs conduites perturbatrices. L'étude révèle que ces deux schemes de contingence, mis en conjonction avec l'insertion sociale des enfants dans le réseau arhliatif de leur classe, contribuent au changement dans leur motivation tout au long de l'année scolaire.
This study examined peer group processes in the classroom that can potentially explain how motiva... more This study examined peer group processes in the classroom that can potentially explain how motivationally "rich" children get "richer" whereas motivationally "poor" children get "poorer." In contrast to research on group processes which focuses on socialization from group to individual, this study focuses on contributions from the individual to his/her group. The viewpoint taken for this study is that children actively choose group members based on their own self-system state, thereby creating their own peer environments in which they develop. Viewed as open complex systems, children's natural peer groups were examined using data collected from students and their teachers at five measurement points across a school year in four grade 4/5 classrooms. Out of 112 students, data were obtained for 94 (51 male, 43 female) children regarding their classroom engagement, peer network affiliations, and associative preferences ("ideal groups" of classmates with whom they would like to hang out). In an effort to overcome some of the challenges that group researchers face, methodologies argued to reliably capture children's networks and to measure the network's psychological characteristics were used. In addition, a hierarchical systems framework was applied whereby the underlying group processes could be examined across time. Two of seven hierarchical perspectives were used to examine influences from the individual to his/her network. Focusing first on the changing nature of a child's network, findings revealed a pattern of robust equilibrium. Networks showed an initial period of rapid change in member turnover (approximately 45%) during the first few months and then evolved quickly toward a stable (attractor) state of approximately Abstract: Peer Network Emergence ii 25% turnover the remainder of the year. Focusing next on the proximal processes by which the peer network emerges-selection and elimination-children were found to be more similar to those whom they would like to select than those whom they would like to eliminate. Taken together, the findings suggest that the child creates a peer context in the classroom that is stimulating and compatible to his/her own changes in engagement across the school year, thereby providing a possible explanation for how the motivationally "rich" get "richer" and the "poor" get "poorer". Dedication: Peer Network Emergence iii Dedication I would like to dedicate this to my two girls, Hayley and Lana Sage. May both of you know that you can dream big and despite obstacles still accomplish your goals. Glossary of Terms: Peer Network Emergence xii GLOSSARY OF TERMS Associative Preferences-Children's self-reported preferences (ideal groups) of who they would like to affiliate with (may or may not be whom they are actually affiliated with). Attractors-"system states that can be conceptualized as locations or regions in a phase space (the space defined by possible values of global variables) toward which the system tends to evolve under a given set of contextual conditions" (Arrow, McGrath, and Berdahl, 2000, p. 148). Complex System-…"a system composed of interconnected parts that as a whole exhibit one or more properties (behavior among the possible properties) not obvious from the properties of the individual parts" ("Complex System", 2009, para. 1). Elimination-the processes by which group members leave voluntarily or are rejected by the group (Kindermann, 1996). Emergence-…"the way complex system and patterns arise out of a multiplicity of relatively simple interactions" ("Emergence", 2009, para. 1). Friendships-intimate bonds between two or more individuals; "The essentials of friendship include reciprocity and commitment between individuals who see themselves as more or less equals (Hartup, 1992, p. 1). Group Structure-who comprises the group (Kindermann, 1996). For this dissertation, the number of members was used to describe the structure (or size) of a group. Group Composition-psychological characteristics of a group (Kindermann, 1996). In this dissertation, classroom engagement was the characteristic of interest. Homophily-see homogeneity. Homogeneity-a social dynamic where people tend to affiliate with others who are similar to themselves (Lazarsfeld & Merton, 1954). Composed Ideal Group-Children's self-selected groups of peers whom they would like to hang out with (ideal play group) and/or whom they would like to do a school project with (ideal work group). Ideal Play Group-Children's self-selected group of peers whom they would like to hang out with (e.g., at recess, during lunch). Glossary of Terms: Peer Network Emergence xiii Ideal Work Group-Children's self-selected group of peers whom they would like to do a school project with. Instability (of friendship group)-A term used in Chan and Poulin's (2007) study as the converse of stability of the friendship group, where instable friends are defined as those friends nominated at T n but not at T n+1 [see also stability of friendship group)]. Microtime interactions-the continuity and discontinuity within ongoing interactions Bronfenbrenner & Morris, 1998). Members Gained-Members of a child's network at time T n who were not members of the child's network at T n-1. Members Lost-Members of a child's network at T n but not at T n+1. Members Maintained (Stable Members)-Members of a child's peer network at T n and T n+1 (Kindermann, 1993, Neckerman, 1996). Member Turnover-The sum of the members lost and members gained from T n and T n+1 in a child's peer network (Kindermann, 1993). Natural Peer Groups-Also referred to as peer networks, naturally existing peer groups are "the multiple and potentially overlapping networks of age-mates with whom the child spends time and shares activities" (Kindermann, 1996, p 2). Open System-…"a state of a system, in which a system continuously interacts with its environment." (Open System (Systems Theory), 2009, para. 1). Peer group context-the group of peers with whom a child affiliates. Can be identified via a different methods; most common include sociometry, self-nominated friendship groups, or social cognitive mapping. Peer Networks-see natural peer groups. Permeable-see permeability of boundaries. Permeability of boundaries-(with regard to the peer group system) the ease with which members move in and out of the group (Arrow, McGrath, and Berdahl, 2000). Potential "Elimination"-a method used in this dissertation where children's composed ideal groups were compared to their peer networks. If at time T i a child does not nominate a peer as part of his/her composed ideal group but this peer is a part of Glossary of Terms: Peer Network Emergence xiv this child's network at time T i , this could indicate that the child may want to potentially "eliminate" this peer from his/her group. Potential "Selection"-a method used in this dissertation where children's composed ideal groups were compared to their peer networks. If a child nominates a peer at time T i for his/her composed ideal group but this peer was not observed as being part of his/her peer network at time T i , this could indicate that the child may want to potentially "select" this peer as part of his/her group. Proximal Processes (PPs)-reciprocal interactions between the individual and his/her environment (Bronfenbrenner & Morris, 1998). Relevant Environment-the relavent components extracted from the various layers of the environment in which the system being studied is situated (c.f., Lendaris, 1986). Robust Equilibrium-where the system moves quickly toward a stable state and then maintains itself in that state (Arrow, McGrath, and Berdahl, 2000, p. 150). Selection-the processes by which children choose the peers with whom they affiliate and how (once they belong to a group) they maintain existing members or recruit additional ones (Kindermann, 1996). Social Networks Research Group (SONET).-a team of undergraduate and graduate level students from the Department of Psychology at Portland State University that studied children's social networks. Social Isolate-a child who had no network members at T n. Socialization-the processes by which group members influence other group members toward conformity and/or similarity (Kindermann, 1996). Sociometry-a quantitative method for measuring social relationships (c.f., Moreno, 1934). Glossary of Terms: Peer Network Emergence xv Socio-Cognitive Mapping (SCM) Procedure-method for identifying peer networks (Cairns, Perrin, & Cairns, 1985). The focus is on a general consensus among reporters based on who is known to naturally affiliate with one another. Following methods from observational research, SCM employs children as expert observers. Multiple children in the classroom are asked to report about those classmates who they know hang out together. These reports are then aggregated and composite maps (similar to Moreno's sociograms) are created that depict the groups on which the reporters agree. Stability (of friendship group)-A term used in Chan and Poulin's (2007) study to define friendship groups that had a large number of stable friends, where stable friends are those peers nominated at T n and also at T n+1. State Space-the space of possible system states; referred to as phase space in the definition of attractor. System-"a) a unit with certain attributes perceived relative to its external environment, and b) a unit that has the quality that it contains subunits that operate to manifest the perceived attributes of the unit" (Lendaris, 1986, p. 604). System State-an instantaneous description of the system at time t which is sufficient to predict the future states of the system (given all future inputs) without recourse to states prior to t Time Series-"plots the value, X, of a single global variable on one axis and increments of time on the other" (Arrow, McGrath, and Berdahl, 2000, p. 148).
Regional Educational Laboratory …, 2009
This document presents a summary of a larger report that focuses on student proficiency reading a... more This document presents a summary of a larger report that focuses on student proficiency reading and math from 2003-04 to 2006-07. The report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 ...
Regional Educational Laboratory Northwest, Apr 1, 2012
The No Child Left Behind Act of 2001 (2002) requires state education agencies to assist chronical... more The No Child Left Behind Act of 2001 (2002) requires state education agencies to assist chronically low-performing schools and districts by providing statewide systems of intensive and sustained support. One element of this support is the deployment of school support teams that work as external facilitators of improvement in schools and districts designated as in need of improvement. Across states, the basic roles of school support team members are comparable, but titles, qualifications, and functions vary. While existing research describes statewide systems of support and school support team structures, it does not provide information about individuals who serve on the teams. An early case study examined the role of experienced educators who were contracted to help build capacity for change, but it gave no insight into their functions. There has been little study of school support team members as currently deployed in schools and districts across the Northwest Region. This study ex...
Articles, 2000
Cette étude examine les contingences comportementales en tant que processus par lesquels les pair... more Cette étude examine les contingences comportementales en tant que processus par lesquels les pairs influencent la motivation scolaire des enfants pendant les interactions sociales en classe. Les regroupements affiliatifs au sein de la classe d'enfants de 10 à 11 ans ont été identifiés à partir d'une procédure de nomination. Les observations longitudinales ont montré qu'au début de l'année scolaire, les élèves fortement motivés ont reçu plus d'approbation de leurs amis par rapport à leur engagement dans les activités scolaires, alors que les élèves faiblement motivés ont reçu plus de désapprobation des camarades surtout par rapport à leurs conduites perturbatrices. L'étude révèle que ces deux schemes de contingence, mis en conjonction avec l'insertion sociale des enfants dans le réseau arhliatif de leur classe, contribuent au changement dans leur motivation tout au long de l'année scolaire.
This study examined peer group processes in the classroom that can potentially explain how motiva... more This study examined peer group processes in the classroom that can potentially explain how motivationally "rich" children get "richer" whereas motivationally "poor" children get "poorer." In contrast to research on group processes which focuses on socialization from group to individual, this study focuses on contributions from the individual to his/her group. The viewpoint taken for this study is that children actively choose group members based on their own self-system state, thereby creating their own peer environments in which they develop. Viewed as open complex systems, children's natural peer groups were examined using data collected from students and their teachers at five measurement points across a school year in four grade 4/5 classrooms. Out of 112 students, data were obtained for 94 (51 male, 43 female) children regarding their classroom engagement, peer network affiliations, and associative preferences ("ideal groups" of classmates with whom they would like to hang out). In an effort to overcome some of the challenges that group researchers face, methodologies argued to reliably capture children's networks and to measure the network's psychological characteristics were used. In addition, a hierarchical systems framework was applied whereby the underlying group processes could be examined across time. Two of seven hierarchical perspectives were used to examine influences from the individual to his/her network. Focusing first on the changing nature of a child's network, findings revealed a pattern of robust equilibrium. Networks showed an initial period of rapid change in member turnover (approximately 45%) during the first few months and then evolved quickly toward a stable (attractor) state of approximately Abstract: Peer Network Emergence ii 25% turnover the remainder of the year. Focusing next on the proximal processes by which the peer network emerges-selection and elimination-children were found to be more similar to those whom they would like to select than those whom they would like to eliminate. Taken together, the findings suggest that the child creates a peer context in the classroom that is stimulating and compatible to his/her own changes in engagement across the school year, thereby providing a possible explanation for how the motivationally "rich" get "richer" and the "poor" get "poorer". Dedication: Peer Network Emergence iii Dedication I would like to dedicate this to my two girls, Hayley and Lana Sage. May both of you know that you can dream big and despite obstacles still accomplish your goals. Glossary of Terms: Peer Network Emergence xii GLOSSARY OF TERMS Associative Preferences-Children's self-reported preferences (ideal groups) of who they would like to affiliate with (may or may not be whom they are actually affiliated with). Attractors-"system states that can be conceptualized as locations or regions in a phase space (the space defined by possible values of global variables) toward which the system tends to evolve under a given set of contextual conditions" (Arrow, McGrath, and Berdahl, 2000, p. 148). Complex System-…"a system composed of interconnected parts that as a whole exhibit one or more properties (behavior among the possible properties) not obvious from the properties of the individual parts" ("Complex System", 2009, para. 1). Elimination-the processes by which group members leave voluntarily or are rejected by the group (Kindermann, 1996). Emergence-…"the way complex system and patterns arise out of a multiplicity of relatively simple interactions" ("Emergence", 2009, para. 1). Friendships-intimate bonds between two or more individuals; "The essentials of friendship include reciprocity and commitment between individuals who see themselves as more or less equals (Hartup, 1992, p. 1). Group Structure-who comprises the group (Kindermann, 1996). For this dissertation, the number of members was used to describe the structure (or size) of a group. Group Composition-psychological characteristics of a group (Kindermann, 1996). In this dissertation, classroom engagement was the characteristic of interest. Homophily-see homogeneity. Homogeneity-a social dynamic where people tend to affiliate with others who are similar to themselves (Lazarsfeld & Merton, 1954). Composed Ideal Group-Children's self-selected groups of peers whom they would like to hang out with (ideal play group) and/or whom they would like to do a school project with (ideal work group). Ideal Play Group-Children's self-selected group of peers whom they would like to hang out with (e.g., at recess, during lunch). Glossary of Terms: Peer Network Emergence xiii Ideal Work Group-Children's self-selected group of peers whom they would like to do a school project with. Instability (of friendship group)-A term used in Chan and Poulin's (2007) study as the converse of stability of the friendship group, where instable friends are defined as those friends nominated at T n but not at T n+1 [see also stability of friendship group)]. Microtime interactions-the continuity and discontinuity within ongoing interactions Bronfenbrenner & Morris, 1998). Members Gained-Members of a child's network at time T n who were not members of the child's network at T n-1. Members Lost-Members of a child's network at T n but not at T n+1. Members Maintained (Stable Members)-Members of a child's peer network at T n and T n+1 (Kindermann, 1993, Neckerman, 1996). Member Turnover-The sum of the members lost and members gained from T n and T n+1 in a child's peer network (Kindermann, 1993). Natural Peer Groups-Also referred to as peer networks, naturally existing peer groups are "the multiple and potentially overlapping networks of age-mates with whom the child spends time and shares activities" (Kindermann, 1996, p 2). Open System-…"a state of a system, in which a system continuously interacts with its environment." (Open System (Systems Theory), 2009, para. 1). Peer group context-the group of peers with whom a child affiliates. Can be identified via a different methods; most common include sociometry, self-nominated friendship groups, or social cognitive mapping. Peer Networks-see natural peer groups. Permeable-see permeability of boundaries. Permeability of boundaries-(with regard to the peer group system) the ease with which members move in and out of the group (Arrow, McGrath, and Berdahl, 2000). Potential "Elimination"-a method used in this dissertation where children's composed ideal groups were compared to their peer networks. If at time T i a child does not nominate a peer as part of his/her composed ideal group but this peer is a part of Glossary of Terms: Peer Network Emergence xiv this child's network at time T i , this could indicate that the child may want to potentially "eliminate" this peer from his/her group. Potential "Selection"-a method used in this dissertation where children's composed ideal groups were compared to their peer networks. If a child nominates a peer at time T i for his/her composed ideal group but this peer was not observed as being part of his/her peer network at time T i , this could indicate that the child may want to potentially "select" this peer as part of his/her group. Proximal Processes (PPs)-reciprocal interactions between the individual and his/her environment (Bronfenbrenner & Morris, 1998). Relevant Environment-the relavent components extracted from the various layers of the environment in which the system being studied is situated (c.f., Lendaris, 1986). Robust Equilibrium-where the system moves quickly toward a stable state and then maintains itself in that state (Arrow, McGrath, and Berdahl, 2000, p. 150). Selection-the processes by which children choose the peers with whom they affiliate and how (once they belong to a group) they maintain existing members or recruit additional ones (Kindermann, 1996). Social Networks Research Group (SONET).-a team of undergraduate and graduate level students from the Department of Psychology at Portland State University that studied children's social networks. Social Isolate-a child who had no network members at T n. Socialization-the processes by which group members influence other group members toward conformity and/or similarity (Kindermann, 1996). Sociometry-a quantitative method for measuring social relationships (c.f., Moreno, 1934). Glossary of Terms: Peer Network Emergence xv Socio-Cognitive Mapping (SCM) Procedure-method for identifying peer networks (Cairns, Perrin, & Cairns, 1985). The focus is on a general consensus among reporters based on who is known to naturally affiliate with one another. Following methods from observational research, SCM employs children as expert observers. Multiple children in the classroom are asked to report about those classmates who they know hang out together. These reports are then aggregated and composite maps (similar to Moreno's sociograms) are created that depict the groups on which the reporters agree. Stability (of friendship group)-A term used in Chan and Poulin's (2007) study to define friendship groups that had a large number of stable friends, where stable friends are those peers nominated at T n and also at T n+1. State Space-the space of possible system states; referred to as phase space in the definition of attractor. System-"a) a unit with certain attributes perceived relative to its external environment, and b) a unit that has the quality that it contains subunits that operate to manifest the perceived attributes of the unit" (Lendaris, 1986, p. 604). System State-an instantaneous description of the system at time t which is sufficient to predict the future states of the system (given all future inputs) without recourse to states prior to t Time Series-"plots the value, X, of a single global variable on one axis and increments of time on the other" (Arrow, McGrath, and Berdahl, 2000, p. 148).
Regional Educational Laboratory …, 2009
This document presents a summary of a larger report that focuses on student proficiency reading a... more This document presents a summary of a larger report that focuses on student proficiency reading and math from 2003-04 to 2006-07. The report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 ...
Regional Educational Laboratory Northwest, Apr 1, 2012
The No Child Left Behind Act of 2001 (2002) requires state education agencies to assist chronical... more The No Child Left Behind Act of 2001 (2002) requires state education agencies to assist chronically low-performing schools and districts by providing statewide systems of intensive and sustained support. One element of this support is the deployment of school support teams that work as external facilitators of improvement in schools and districts designated as in need of improvement. Across states, the basic roles of school support team members are comparable, but titles, qualifications, and functions vary. While existing research describes statewide systems of support and school support team structures, it does not provide information about individuals who serve on the teams. An early case study examined the role of experienced educators who were contracted to help build capacity for change, but it gave no insight into their functions. There has been little study of school support team members as currently deployed in schools and districts across the Northwest Region. This study ex...