- Emeritus Professor of Macquarie UniversityChairman of MultiLit Pty LtdMember of the Order of Australia (AM)Fellow of the Academy for Social Sciences in Australiaedit
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... The results of our earlier research on classroom management, however, lead us to expect that increased on-task behaviour will lead to greater academic ... In a forthcoming paper, Wheldall & Ng (1981) present further... more
... The results of our earlier research on classroom management, however, lead us to expect that increased on-task behaviour will lead to greater academic ... In a forthcoming paper, Wheldall & Ng (1981) present further studies on the ... effects of manipulating seating arrangements. ...
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Research Interests: Psychology and Routledge
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Research Interests: Psychology and Routledge
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Research Interests: Psychology and Routledge
Research Interests: Psychology and Praise
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... WHELDALL, K. (1999) `Making Up Lost Time in Literacy: evaluations of the efŪcacy of the MULTI-LIT program. ... WHELDALL,K.&BEAMAR, R. (2000) An Evaluation of MULTILIT: `Making Up Lost Time In Literacy (Canberra, Department of... more
... WHELDALL, K. (1999) `Making Up Lost Time in Literacy: evaluations of the efŪcacy of the MULTI-LIT program. ... WHELDALL,K.&BEAMAR, R. (2000) An Evaluation of MULTILIT: `Making Up Lost Time In Literacy (Canberra, Department of Education, Training and Youth Affairs).
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Editorial preface/introduction -- Kevin Wheldall Kevin Wheldall. When will they ever learn? When will we ever learn? Dennis McInerney. Educational psychology -- theory, research and teaching: A 25 year perspective Jeff Sigafoos. From... more
Editorial preface/introduction -- Kevin Wheldall Kevin Wheldall. When will they ever learn? When will we ever learn? Dennis McInerney. Educational psychology -- theory, research and teaching: A 25 year perspective Jeff Sigafoos. From Premack to PECS: Twenty-five years of progress in communication intervention for individuals with developmental disabilities Ted Nettlebeck. Intelligence and IQ: What teachers should know Greg Yates. 'How obvious': Personal reflections on the database of educational psychology and effective teaching research Keith Topping. Trends in peer learning Kevin Marjoribanks. Family environments and children's outcomes Richard Riding. Individual differences and educational performance John Richardson. Students' approaches to learning and teachers' approaches to teaching in higher education Reg Marsh. Evidence based practice for education?
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*This article is based on a revision of a paper presented to the Association for Behaviour Modification with Children on ‘Behaviour Modification in Educational Settings: Current Perspectives in Theory and Practice’, University of Exeter,... more
*This article is based on a revision of a paper presented to the Association for Behaviour Modification with Children on ‘Behaviour Modification in Educational Settings: Current Perspectives in Theory and Practice’, University of Exeter, 1980.
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Chapter 1. Discipline in Schools: The Report of the Committee of Enquiry Chaired by Lord Elton Roy Bennett Chapter 2. Teacher Training and Classroom Discipline Frank Merrett and Kevin Wheldall Chapter 3. Discipline is for the Whole School... more
Chapter 1. Discipline in Schools: The Report of the Committee of Enquiry Chaired by Lord Elton Roy Bennett Chapter 2. Teacher Training and Classroom Discipline Frank Merrett and Kevin Wheldall Chapter 3. Discipline is for the Whole School Ted Glynn Chapter 4. Keeping Them Clever: Preventing Learning Difficulties From Becoming Behaviour Problems Colin Smith Chapter 5. Whole School Approaches to Disruption: What Part Can Psychology Play? Robert Burden Chapter 6. Effective Classroom Behaviour Management: Positive Teaching Kevin Wheldall and Frank Merrett Chapter 7. An Ecosystemic Approach to Classroom Behaviour Problems Paul Cooper and Graham Upton Chapter 8. Good Relationships and Classroom Management Skills Nigel Hastings Chapter 9. Discipline in Schools: A Concluding Report Josh Schwieso.
Research Interests: Sociology and Psychology
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Abstract A nursery teacher and a nursery nurse were introduced to and instructed in the use of ‘Incidental Teaching’ (IT) procedures (including contingent access to materials) designed to encourage child‐initiated language interactions in... more
Abstract A nursery teacher and a nursery nurse were introduced to and instructed in the use of ‘Incidental Teaching’ (IT) procedures (including contingent access to materials) designed to encourage child‐initiated language interactions in the natural nursery classroom environment. The effects of introducing these procedures were monitored over the course of a school year on a target group of second language learning children from Panjabi‐speaking homes. Throughout the study teacher‐child language interactions were sampled using a radio microphone linked to a tape recorder. For each sample all child initiations addressed to the teacher were transcribed together with all teachers’ responses to child initiations. A multiple baseline design across morning and afternoon classes was employed so that the introduction of IT procedures was staggered following the collection of baseline data. After the initial training session, use of IT procedures increased markedly and in both classes children initiated more freq...
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A modified version of the Keller Plan or Personalised System of Instruction (PSI) was employed in a controlled experiment designed to evaluate the success of an innovatory behavioural teaching approach in Higher Education. Technology... more
A modified version of the Keller Plan or Personalised System of Instruction (PSI) was employed in a controlled experiment designed to evaluate the success of an innovatory behavioural teaching approach in Higher Education. Technology students studying subsidiary physics were randomly allocated to two groups. One group was taught under a traditional lecture format and the other under a modified PSI format. The PSI group were able to earn free time and bonus coursework marks for successfully completing fortnightly criterion tests. The results showed that fewer PSI students failed the course or passed with low marks and that overall their mean scores on the exam were significantly higher, by about 10%.
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The Test of Everyday Reading Comprehension (TERC) has recently been presented as an addition to the armoury of tests available for assessing the skills of low-progress readers. While comparison data for students of different ages are... more
The Test of Everyday Reading Comprehension (TERC) has recently been presented as an addition to the armoury of tests available for assessing the skills of low-progress readers. While comparison data for students of different ages are presented together with evidence for high test reliability, there is, as yet, no published evidence for its validity. Consequently, an incidental sample of 169 low-progress readers attending a reading clinic was assessed on a battery of reading and related skills tests and also on the TERC. Insofar as the TERC was shown to correlate highly with other relevant measures, preliminary evidence for the test's validity is provided by this study.
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Malay is a consistent alphabetic orthography with complex syllable structures. The focus of this research was to investigate word recognition performance in order to inform reading interventions for low-progress early readers. Forty-six... more
Malay is a consistent alphabetic orthography with complex syllable structures. The focus of this research was to investigate word recognition performance in order to inform reading interventions for low-progress early readers. Forty-six Grade 1 students were sampled and 11 were identified as low-progress readers. The results indicated that both syllable awareness and phoneme blending were significant predictors of word recognition, suggesting that both syllable and phonemic grain-sizes are important in Malay word recognition. Item analysis revealed a hierarchical pattern of difficulty based on the syllable and the phonic structure of the words. Error analysis identified the sources of errors to be errors due to inefficient syllable segmentation, oversimplification of syllables, insufficient grapheme-phoneme knowledge and inefficient phonemic code assembly. Evidence also suggests that direct instruction in syllable segmentation, phonemic awareness and grapheme-phoneme correspondence is necessary for low-progress readers to acquire word recognition skills. Finally, a logical sequence to teach grapheme-phoneme decoding in Malay is suggested.
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Several years ago we carried out a survey of initial teacher training courses, the results from which suggested that less than half of the teachers in training in 1978 would have encountered even the slightest mention of behaviour... more
Several years ago we carried out a survey of initial teacher training courses, the results from which suggested that less than half of the teachers in training in 1978 would have encountered even the slightest mention of behaviour modification in their one, three or ...