共查询到20条相似文献，搜索用时 31 毫秒
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《Journal of research on educational effectiveness》2013,6(3):209-249
Abstract As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs influence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the field are supported by the evidence. Although this study does find some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices. 相似文献
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Threshold concept theory as an enabling constraint: a facilitated practitioner action research study
International interest is growing in how threshold concept theory can transform tertiary teaching and learning. A facilitated practitioner action research project investigating the potential of threshold concepts across several disciplines offers a practical contribution and helps to consolidate this international field of research. In this article we show how a focus on threshold concept theory enabled tertiary teachers to work collaboratively to investigate tertiary pedagogical practices. The purpose of the article is to argue that threshold concept theory can serve as a guiding principle of pedagogical design. The article draws on findings from a research study conducted over two years by a team consisting of five practitioner researchers in four disciplines and two educational researchers who facilitated the inquiry. The act of constraining the research to thresholds, both in and across different fields, enabled the team to intensify discipline-specific insights and to explore wider cross-disciplinary links and differences. A threshold-constrained focus entailed making specific discipline, knowledge management, and pedagogic practices explicit to ourselves as individual practitioners and comprehensible enough to enable conversations with colleagues from other disciplines. As a result of the research, we argue that threshold-concept thinking enables three processes: usefully unsettling the meaning of being a disciplinary expert; providing a structured framework for both disciplinary and cross-disciplinary knowledge and learning; and intensifying insight into curricular content and teaching methods. We also provide an account of how the collaborative action research sparked fresh experiments, searches for new data, and reflections on the impact of threshold concepts on individual disciplines and beyond. 相似文献
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Abstract An increasing number of researchers are investigating the effect of students’ prior knowledge and beliefs on their development of scientific concepts. Much of this research is taking place within the framework of constructivism, and is attracting the attention of science educators in non‐western countries. This integrative research review has been undertaken to help researchers and practitioners to identify issues for further investigation and reflection. The results suggest that ‘cosmetic’ attempts to nationalize western science curricula in non‐western countries are likely to prove ineffective because the problem, from the students’ perspective, is one of poor ‘fit’ between their world‐views, language meanings and prior beliefs and those inherent in the subject. A constructivist paradigm seems to offer good prospects for both understanding the problem and formulating learning strategies in science education which are better suited to non‐western cultures. Nevertheless, constructivist pedagogies imported from the West should be examined for their cultural appropriateness. 相似文献
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《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):398-411
The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering. 相似文献
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Ortrun Zuber-Skerritt 《Educational Action Research》2018,26(4):513-532
The purpose of this article is to provide an educational, theoretical, and methodological framework for using a special kind of action research, namely PALAR (participatory action learning and action research). This integrated methodology of lifelong action learning (AL) and participatory action research (PAR) has been developed over the past 25 years. It has been proven to be an effective approach to individual, professional, organizational, community (and generally practice) development. PALAR can be instrumental in pursuit of social justice and is well suited for both experienced and beginning researchers interested in researching and improving their own practice. The article illustrates with case examples how this framework has been put into practice for various programs in a variety of fields and countries. The PALAR framework is the basis for a generic program design, structure, and content, and for processes of learning, teaching, assessment, evaluation, and leadership development. It is a systemic and systematic program on how to design, justify, conduct, evaluate, write, and publish research that is particularly useful for community or work-based theses at master’s, professional doctorate, and PhD levels. An original feature of this article is its comprehensive overview and summary of the theory and practice of PALAR for the first time, with references to further readings. 相似文献
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Jennifer Cartmel Kym Macfarlane Andrea Nolan 《Early Years: An International Journal of Research and Development》2013,33(4):398-412
This paper reports on an Australian initiative Developing and Sustaining Pedagogical Leadership in Early Childhood Education and Care Professionals, where academics and professionals shared knowledge, experience and research about transdisciplinary practice. The project aimed to develop an understanding of the strategies and skills early childhood professionals and practitioners required to strengthen pedagogical leadership when working in multi-agency organisations. The conceptual framework underpinning the design, analysis and evaluation of the project was bricolage. Bricolage enabled the researchers, professionals and practitioners and other organisational members to consider the principles of multiplicity, complexity, relationality and criticality. The use of bricolage created an opportunity for a more comprehensive level of analysis to occur. A model of professional development emerged from the analysis of the data and was subsequently used to develop an open source learning website. 相似文献
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ABSTRACTAction research is a methodology that has been increasing in educational studies in recent years. Previous studies have revealed that action research affects practitioners more than traditional methods, since the practitioners are not only participants but also researchers themselves. One branch of action research is collaborative action research (CAR), whereby practitioners and the researcher collaborate through the action research process. This study builds on material from CAR in one Icelandic preschool that lasted over 24 months. The focus of this article is on the role of the researcher in the action research project and how it was constructed through the process. The research material consists of the researcher’s self-narratives, practitioners’ diaries, interviews, and recordings from meetings. The findings show that the researcher’s role was constructed in a so-called third space where the researcher and practitioners collaborated. The researcher went through an emotional landscape while constructing her role and her position was something in between an insider and an outsider. Finally, she faced different kinds of tension concerning her role as a researcher in the CAR. The study contributes to the limited number of studies on the researcher’s role in CAR and how it is constructed during the process. 相似文献
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雅尼斯·迪米特里亚迪斯(Yannis Dimitriadis)教授任职西班牙巴利亚多利德大学远程信息技术工程系,兼任信息通讯技术与教学研究中心GSIC/EMIC研究团队负责人,主持和参与了五十多项国际国内科研项目,在教育技术顶级期刊发表了八十多篇学术论文,组织了多次学习科学高端国际学术专题研讨会和工作坊。研究方向包括学习设计、计算机支持协作学习、学习分析等。本次访谈着重于介绍学习设计的核心思想,即无论外部学习技术如何变化,“教学法为王”的原则在教育教学情境中的主导地位不能变。因此,人工智能时代的学习技术仍需为创新教学服务。从教师角度看,联结学习设计与学习分析为教师技术创新教学提供了突破口。一方面,学习设计为学习分析提供理论引导,便于教师精准知晓学习者在不同学习活动中的学习情况,另一方面,学习分析为优化学习设计提供基于数据驱动的方法指导,便于教师靶向式更新学习活动设计。践行学习设计与学习分析双向互动的发展路径,需要建立研究者与教师合作设计机制,引导教师参与学习设计;推进隐性设计知识在学习设计中的应用;关注教师探究学习者学习过程。本次访谈对新时代背景下信息技术与教学应用的深度融合提供了新的理念和方法指导。 相似文献
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This article provides an evaluative account of its authors’ involvement in three major national improvement initiatives. Set in the context of three of the countries that make up the UK, these developments were focused in particular on the promotion of educational equity. Unusually, the analysis provided compares evidence collected from an insider perspective with data generated through independent evaluations. In so doing, it considers how research and researchers can contribute to system change by using research evidence to influence policy-makers and practitioners at all levels of the system. The article argues that this requires the coming together of different perspectives in a process of social learning and knowledge creation within particular settings. This means that researchers have to overcome a number of barriers related to social, cultural and political factors. They therefore have to develop skills in creating collaborative partnerships that span boundaries between actors who have different types of professional experience. It is argued that researchers also need to mobilise support in dealing with the pressures that this involves. The article concludes with the presentation of a strategic framework that can be used to think about how school systems can be helped to make better use of research knowledge. 相似文献
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Eric Sanchez Réjane Monod-Ansaldi Caroline Vincent Sina Safadi-Katouzian 《Education and Information Technologies》2017,22(6):2805-2824
This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners. 相似文献
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In addition to the factors identified by Pressley and Harris for researchers to attend to in designing and conducting intervention research, it is important that this research be grounded in a practical-oriented framework that considers the dynamics of the school setting. This article argues that intervention researchers should solicit the input of practitioners in designing and operationalizing interventions through a co-constructive process, clearly spell out intervention protocols in language that can be understood and followed by practitioners, view interventions within the complex realities of schools, and insure that outcomes of interventions are both statistically and socially significant. 相似文献
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This study aims to provide deeper insight into participants’ (e.g. school principals, teachers and student teachers) perceptions of the actual and preferred situation in terms of the context, process and outcomes of practice-based research through teachers-as-researchers at Dutch professional development schools. We interviewed eight school principals, 10 teachers, and six student teachers from four professional development schools in the Netherlands. A trend displayed across all types of participants was their focus on the context dimension of research. Moreover, respondents often focussed in rather general terms on the process of conducting teacher research within the school and the content of this research. A major difference exists between perceptions of the actual and preferred situation related to the effects of teacher research on pupils’ outcomes: despite the central focus of research on pupil learning and learning results, according to participants effects on pupil level were not (yet) reached at this moment. These results suggest that in Dutch professional development schools increased attention is needed both by researchers and practitioners on the process and outcome dimensions of doing teacher research. 相似文献
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Ivan Chong 《Assessment & Evaluation in Higher Education》2018,43(2):185-196
The centrality of written feedback is clearly seen from the proliferation of research in the context of higher education. As an increasingly expanding field in research, the majority of written feedback studies have been interested in investigating the technical aspect of how feedback should be given in order to promote student learning. More recently, researchers have focused on the socio-emotional factors at work in the feedback process, and advocated a dialogic approach to giving feedback in order to increase students’ understanding and active participation in the process. Moreover, to empower students to reflect on and make sense of the written feedback they receive, students’ personal characteristics, such as their prior and current knowledge, also play an important role. Nevertheless, reviewing studies on written feedback in the context of higher education shows a lopsided focus on the technical factors of written feedback, with little attention paid to the socio-emotional and student factors. This commentary aims at providing a broader definition of written feedback and identifying the dominant factors reported in research. A conceptual framework for looking into the factors at work in the feedback process is proposed and future research directions are suggested. 相似文献
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Tim Cain Sue Brindley Chris Brown Gary Jones Fran Riga 《British Educational Research Journal》2019,45(5):1072-1087
Despite numerous efforts to align educational practice more closely with findings from educational research, there is little clarity about how educational practitioners can, in principle, use research. We propose a conceptualisation based on how research can contribute to practitioners’ thinking: specifically, our framework proposes that research can inform bounded decision-making, teachers’ reflection and organisational learning. Practitioners can also use research without being aware that they are doing so. We argue that this conceptualisation of research use has potential to inform researchers and practitioners. 相似文献
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This article describes future trends in environmental education (EE) research based on a mixed-methods study where data were collected through a content analysis of peer-reviewed articles published in EE journals between 2005 and 2010; interviews with experts engaged in EE research and sustainability-related fields; surveys with current EE researchers; and convenings with EE researchers and practitioners. We discuss four core thematic findings: (1) EE researchers are highlighting the importance of collective and community learning and action; (2) EE researchers are placing increased emphasis on the intersection of learning within the context of social–ecological communities (e.g. links between environmental quality and human well-being); (3) a pressing need exists for research conducted with urban and diverse populations; and (4) research around social media and other information technologies is of great interest, yet currently is sparse. 相似文献