Carol Gardosik’s research while affiliated with University of St. Thomas - Minnesota and other places

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Publications (2)


Table 1 : Descriptive statistics for pretest and posttest scores by group 
Figure 2: CogAT scores for seventh grade students after 22-26 weeks of P4C 
Socrates in the schools: Gains at three-year follow-up
  • Article
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November 2015

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1,174 Reads

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22 Citations

Journal of Philosophy in Schools

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Carol Gardosik

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Three recent research reports by Topping and Trickey (2007a; 2007b), by Fair and colleagues (2015), and by Gorard, Siddiqui and Huat See (2015) have produced data that support the conclusion that a Philosophy for Children (P4C) program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al. (2015). The data show that the positive gains in scores on the Cognitive Abilities Test (CogAT in the USA and CAT in the UK) were still present and had not faded after three years. Given the strength of these confirmations of the positive durable impact of the P4C program of structured discussions and given the relatively low cost of implementing the P4C program, it is recommended that it become a standard part of the school curriculum.

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Figure 1: Students' scores on the CAT from the Scottish study
Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program

May 2015

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958 Reads

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35 Citations

Journal of Philosophy in Schools

In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test (CAT in the UK or CogAT in the USA) was administered as a pretest and a posttest to randomly selected experimental groups (N = 363, 186 seventh graders + 177 eighth graders) and control groups (N = 177, 79 seventh graders + 98 eighth graders). The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per week for a number of weeks. The control group received the standard language arts curriculum in that one hour. The study found that the seventh grade students who had experienced the P4C program showed significant gains relative to those in the seventh grade control group at a high level of statistical significance, but the eighth grade students in the experimental group did not show such gains over the eighth grade control group. It was discovered that the seventh grade teachers started the program early in the school year and continued it for a period of 22 to 26 weeks, while the eighth grade teachers started much later and used the program for only 4

Citations (2)


... K-12 schools are a major sector for solving these problems, and have long been a focus for development of multi-level prevention interventions to improve mental health, evidenced by history and a growing body of scientific knowledge. (Fair et al., 2015;Kellam et al., 2011). Over the past several decades, emergent national organizations working in this area include the Collaborative for Academic, Social, and Emotional Learning (CASEL), the National Center for School Mental Health (NCSMH), the National Prevention Science Coalition (NPSC), and the National Alliance for Medicaid in Education (NAME), as well as the Massachusetts School Mental Health Consortium (MASMHC). ...

Reference:

Bridging K-12 Student Mental Health Policy to Practice Gaps with a Multi-Component Framework
Socrates in the schools: Gains at three-year follow-up

Journal of Philosophy in Schools

... Када је реч о утицају програма Филозофија за децу на одређене вештине, доминирају подаци који се односе на вештину закључивања (Jenkins, 1986;Slade, 1989;Sasseville, 1994;Fields, 1995;Sprod, 1998;Lam, 2012;Cooke, 2015;Fair et al., 2015a;2015b;Gorard et al., 2015;Sare et al., 2016) и вештину логичког расуђивања (Lipman et al., 1980;Williams, 1993;Sasseville, 1994; Institute for the Advancement of Philosophy for Children, 2002). С обзиром на то да је творац концепције Филозофије за децу Метју Липман истрајно тврдио да она подстиче критичко мишљење (Lipman, 2003), таква истраживачка оријентисаност не изненађује. ...

Socrates in the schools from Scotland to Texas: Replicating a study on the effects of a Philosophy for Children program

Journal of Philosophy in Schools