Instructional systems design and public schools     

Barbara L. Martin  Rebecca Clemente 《Educational technology research and development : ETR & D》1990,38(2):61-75

A great deal has been written in the last several years about the use or lack of use of instructional systems design (ISD) in public schools. The general discussion has revolved around why ISD has not been accepted by public schools; why instructional design experts have not been hired by public school systems; and primarily what an educational technologist can do to change the situation. The focus of most discussions by educational technologists is: how can schools and teachers alter their practice to benefit from ISD? In this article, we maintain that one reason why ISD has not been adopted in schools is that there may not be a fit between the philosophies, needs, resources, and constraints of schools and the benefits of adopting ISD. We also argue that for ISD to have a significant influence in public schools, it must be accepted by teachers. The general question we ask in this paper is this: are we attempting to redesign schools and classrooms to accommodate our technologies with insufficient attention to the perceived needs of clients and to the consequences of adopting ISD? Our approach to answering this question was to search the literature to uncover perceived inconsistencies between ISD theory and practice on the one hand and teacher needs, wants, and practices on the other.  相似文献   

Assessing the Dimensionality of NAEP Reading Data     

Rebecca Zwick 《Journal of Educational Measurement》1987,24(4):293-308

The reading data from the 1983–84 National Assessment of Educational Progress survey were scaled using a unidimensional item response theory model. To determine whether the responses to the reading items were consistent with unidimensionality, the full-information factor analysis method developed by Bock and associates (1985) and Rosenbaum's (1984) test of unidimensionality, conditional (local) independence, and monotonicity were applied. Full-information factor analysis involves the assumption of a particular item response function; the number of latent variables required to obtain a reasonable fit to the data is then determined. The Rosenbaum method provides a test of the more general hypothesis that the data can be represented by a model characterized by unidimensionality, conditional independence, and monotonicity. Results of both methods indicated that the reading items could be regarded as measures of a single dimension. Simulation studies were conducted to investigate the impact of balanced incomplete block (BIB) spiraling, used in NAEP to assign items to students, on methods of dimensionality assessment. In general, conclusions about dimensionality were the same for BIB-spiraled data as for complete data.  相似文献   

Adaptability,engagement and academic achievement at university     

Rebecca J. Collie  Andrew J. Martin 《教育心理学》2017,37(5):632-647

University entry is a time of great change for students. The extent to which students are able to effectively navigate such change likely has an impact on their success in university. In the current study, we examined this by way of adaptability, the extent to which students’ adaptability is associated with their behavioural engagement at university, and the extent to which both are associated with subsequent academic achievement. A conceptual model reflecting this pattern of predicted relations was developed and tested using structural equation modelling. First-year undergraduate students (N = 186) were surveyed for their adaptability and behavioural engagement at the beginning of their first year. Following this, students’ academic achievement was obtained from university records at the end of Semester 1 and 2 of first-year university. Findings showed that adaptability was associated with greater positive behavioural engagement (persistence, planning, and task management) and lower negative behavioural engagement (disengagement and self-handicapping). Moreover, negative behavioural engagement was found to inversely predict academic achievement in Semester 1, which predicted academic achievement in Semester 2. The educational implications of the findings are discussed.  相似文献   

What is Valuable and Unique about the Educational Psychologist?     

Rebecca Ashton  Elizabeth Roberts 《Educational Psychology in Practice》2006,22(2):111-123

This paper describes a small‐scale piece of research identifying which aspects of the EP role are considered valuable by SENCos and by EPs themselves. In addition, both groups were asked to identify whether they felt these aspects were uniquely offered by EPs or whether other professionals offered similar or identical services. The differences between responses from SENCos and from EPs were marked, with SENCos valuing ‘traditional’ EP roles while EPs themselves saw a much wider range of services as valuable to schools. Implications for the EP team in addressing these conflicting perspectives are discussed.  相似文献   

The non-formal arts learning sector,youth provision,and paradox in the learning city     

Stuart R. Poyntz  Rebecca Coles  Heather Fitzsimmons-Frey  Alysha Bains  Julian Sefton-Green  Michael Hoechsmann 《牛津教育评论》2019,45(2):258-278

ABSTRACT

The ‘learning city’ contains a range of non-formal learning economies. In recent years researchers have focused on, what has been termed, the non-formal arts learning sector, to document best practices, the emergence of new literacies and/or cultural practices, and to highlight interventions that support otherwise marginalised and underserved communities. Yet, for all of this attention, the non-formal learning sector has remained an opaque object, defined by hazy boundaries, diverse programme structures, and a presence in cities that is difficult to grasp. In this paper we develop an account of the non-formal arts learning sector for socially disadvantaged youth by treating it as a ‘socio-technical assemblage’ of the learning city. We draw on data from the Youthsites research project and examine the history, priorities, and tensions in the sector between 1995 and 2015, a period when the youth arts sector has become a significant feature of urban space. We trace the emergence of the sector in three global cities, analyse a series of paradoxes linked to income and property, the labelling of youth, and organisation aims, and show how these paradoxes shape the sector’s broader relationship with the state, labour and consumer markets, and related institutions that allocate support for young people.  相似文献   

Advancing Research and Measurement on Fathering and Children's Development     

Brenda L. Volling  Natasha J. Cabrera  Mark E. Feinberg  Damon E. Jones  Brandon T. McDaniel  Siwei Liu  David Almeida  Jin-kyung Lee  Sarah J. Schoppe-Sullivan  Xin Feng  Micah L. Gerhardt  Claire M. Kamp Dush  Matthew M. Stevenson  Paige Safyer  Richard Gonzalez  Joyce Y. Lee  Bernhard Piskernik  Lieselotte Ahnert  Elizabeth Karberg  Jenessa Malin  Catherine Kuhns  Jay Fagan  Rebecca Kaufman  W. Justin Dyer  Ross D. Parke  Jeffrey T. Cookston 《Monographs of the Society for Research in Child Development》2019,84(1):7-160

Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father–child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers’ roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father–child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father–child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father–child relationship and its impact on child development.  相似文献   

Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education     

Rebecca McLaughlan  Jason M. Lodge 《Teaching in Higher Education》2019,24(1):81-97

Tomorrow's professionals will require an enhanced capacity for collaboration, cooperation and creative thinking. Markauskaite and Goodyear (Markauskaite, L., and P. Goodyear. 2016. Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear implementation strategy. This paper draws parallels between epistemic fluency and design thinking to position the design studio as a relevant pedagogical model with an established set of strategies for facilitating epistemic fluency. A series of experiments undertaken to optimise the studio environment for the development of epistemic fluency will be drawn on to illustrate its suitability. The intent is to provide guidance for how studio learning could be adapted for use within other disciplines and to highlight the challenges teachers need to address within this process; particularly, that epistemic environments require the continuous exercise of design thinking by both teacher and learner.  相似文献   

Rethinking Universal Suspension for Severe Student Behavior     

Rebecca Hinze-Pifer  Lauren Sartain 《Peabody Journal of Education》2018,93(2):228-243

Driven by a combination of concern for historically high suspension rates and substantial disproportionalities in suspension use, a recent wave of education reforms encourages schools to reduce their use of suspensions for student behavior management. Both academic and political discourse has focused on the extensive use of suspension for relatively minor behavioral infractions, with an implicit assumption or explicit articulation that suspension could still be used for severe infractions. This article tests that assumption, providing evidence that reductions in suspensions for severe infractions may produce positive impacts without harming school safety.

Using data from high schools in the Chicago Public Schools (CPS), 2007–2014, we examine how declines in school reliance on suspensions for severe infractions are associated with changes in academic performance, attendance, and student reports of school climate for all students in the school. Recognizing the substantial methodological difficulty in obtaining impact estimates, we exploit a series of official and unofficial policy-induced changes to suspension practice, using school and student fixed effects models with extensive controls to reduce potential sources of bias in the estimates.

We find the reduction in out-of-school suspension for severe infractions was associated with small but statistically significant increases in student test scores, consequential attendance improvements (beyond the impact of fewer days suspended), and heterogeneity in changes to students' perceptions of school safety. Test score impacts are concentrated in racially diverse schools and those with low baseline suspension use. Attendance impacts are driven by schools predominantly serving African American students (which also had the highest baseline suspension rates); these schools also had large, significant improvements in perceptions of school climate.  相似文献   

Teaching text comprehension strategies to adult poor readers     

Rebecca Rich  Margaret Jo Shepherd 《Reading and writing》1993,5(4):387-402

This study demonstrated the benefit of teaching text comprehension strategies to adults who are poor readers. Subjects (n=90) were students enrolled in adult education programs who earned a score of 90 or above on theSlosson Intelligence Test and a score equivalent to a 3rd–7th grade reading level on theNelson Denny Reading Test. These subjects were randomly assigned to one of three experimental or two control conditions. Experimental conditions were: self questioning and summarizing instruction (total condition); self questioning instruction only; or summarizing instruction only. Control conditions were: tests and experimental materials without instruction; or tests only. Experimental subjects were instructed in small groups for six 45 minute sessions using an instructional method which features informed self control training and guided learning. Analyses of covariance showed significant differences between the performances of the groups. On one measure, a question task, subjects who self questioned and summarized, and subjects who self questioned, significantly out performed the two controls. On a second measure, a free recall task, subjects who self questioned and summarized significantly outperformed control groups combined. Contrary to expectations, the self questioning and summarizing condition (total condition) did not significantly outperform the other experimental groups.  相似文献   

Is the answer still in the machine: do publishers need digital rights management?     

Duncan CALOW  Rebecca EGAN 《Learned Publishing》2008,21(3):167-175

Has the challenge of unauthorized digital reproduction and distribution of copyright works been met by the use of so‐called ‘digital rights management’ (DRM) technology – and what role will DRM play in publishing, including scholarly journal and learned publishing? This article explores the legal and commercial issues surrounding DRM from its analogue origins through to the latest market developments. It argues that the implementation of DRM in other media sectors provides valuable lessons to publishers. Acknowledging the practical challenges that DRM has faced, the article suggests that whilst DRM will offer an answer to ‘the machine', it must form part of a flexible solution that adapts to the requirements of electronic publishing.  相似文献