Changing Patterns of Thinking: Individuals and organisations     

Alan Jensen  Liz Malcolm  Fiona Phelps  Rob Stoker 《Educational Psychology in Practice》2002,18(1):35-45

The promises and hopes of the 'reconstructing' movement in educational psychology post-Summerfield 1968 (Gillham, 1978) have not had a major impact on the ability of the profession of applied educational psychologists to effect change across systems. Despite innovative ideas generated by individuals over the past few decades that have promoted opportunities to apply psychology more widely, there is little evidence that the profession has been able to expand on these initiatives and incorporate them into their existing practice. Ideas drawn from a variety of psychological sources enable applied educational psychologists to review their thinking and practice, and to develop different models that can promote and influence useful change at an institutional and/or individual level. This paper considers, in particular, the impact of new models of language and thought on organisational behaviour and, in turn, identifies the manner in which change at an individual and organisational level can be promoted.  相似文献   

System failure: A comparison of electronic and paper-based assignment submission, marking, and feedback   总被引：1，自引：0，他引：1  

Pete Bridge  Rob Appleyard 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):669-671

  相似文献   

Data driven social partnerships: Exploring an emergent trend in search of research challenges and questions     

Iryna Susha  Åke Grönlund  Rob Van Tulder 《Government Information Quarterly》2019,36(1):112-128

The volume of data collected by multiple devices, such as mobile phones, sensors, satellites, is growing at an exponential rate. Accessing and aggregating different sources of data, including data outside the public domain, has the potential to provide insights for many societal challenges. This catalyzes new forms of partnerships between public, private, and nongovernmental actors aimed at leveraging different sources of data for positive societal impact and the public good. In practice there are different terms in use to label these partnerships but research has been lagging behind in systematically examining this trend. In this paper, we deconstruct the conceptualization and examine the characteristics of this emerging phenomenon by systematically reviewing academic and practitioner literature. To do so, we use the grounded theory literature review method. We identify several concepts which are used to describe this phenomenon and propose an integrative definition of “data driven social partnerships” based on them. We also identify a list of challenges which data driven social partnerships face and explore the most urgent and most cited ones, thereby proposing a research agenda. Finally, we discuss the main contributions of this emerging research field, in relation to the challenges, and systematize the knowledge base about this phenomenon for the research community.  相似文献   

The role of schools’ perceived human resource policies in teachers’ professional development activities: a comparative study of innovations toward competence-based education     

Audrey Seezink  Rob Poell 《Asia Pacific Education Review》2011,12(1):149-160

The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR) policies. Two types of HR policy were involved: (1) a government-enforced, national system of Integrated Personnel Management and (2) a voluntary, integrative approach of Schooling of teachers, Organizational development of schools and teacher training institutes, Action- and development-oriented research, and Professional development of teachers. Semi-structured interviews with 30 teachers in nine schools with different HR policies were held and analyzed both qualitatively and quantitatively. Findings show that teachers undertake professional development activities in five categories: maintaining knowledge base, applying and experimenting, reflection, collaboration, and activities indirectly related to teaching practice. Teachers’ professional development activities were found to be relatively similar across schools with different HR policies. It is concluded that neither government-enforced nor voluntary HR policies seem to play much of a role in the participation by teachers in professional development activities. Implications for further research and school practice are discussed.  相似文献   

Zwick,R. (2017). Who Gets In? Strategies for Fair and Effective College Admissions. Cambridge,MA: Harvard University Press.          下载免费PDF全文

A. Susan M. Niessen  Rob R. Meijer 《Journal of Educational Measurement》2017,54(4):550-553

  相似文献   

Assessment policies and academic performance within a single course: the role of motivation and self-regulation     

Rob Kickert  Marieke Meeuwisse  Karen M. Stegers-Jager  Gabriela V. Koppenol-Gonzalez  Lidia R. Arends  Peter Prinzie 《Assessment & Evaluation in Higher Education》2019,44(8):1177-1190

Abstract

Despite the frequently reported association of characteristics of assessment policies with academic performance, the mechanisms through which these policies affect performance are largely unknown. Therefore, the current research investigated performance, motivation and self-regulation for two groups of students following the same statistics course, but under two assessment policies: education and child studies (ECS) students studied under an assessment policy with relatively higher stakes, a higher performance standard and a lower resit standard, compared with Psychology students. Results show similar initial performance, but more use of resits and higher final performance (post-resit) under the ECS policy compared with the psychology policy. In terms of motivation and self-regulation, under the ECS policy significantly higher minimum grade goals, performance self-efficacy, task value, time and study environment management, and test anxiety were observed, but there were no significant differences in aimed grade goals, academic self-efficacy and effort regulation. The relations of motivational and self-regulatory factors with academic performance were similar between both assessment policies. Thus, educators should be keenly aware of how characteristics of assessment policies are related to students’ motivation, self-regulation and academic performance.  相似文献   

Independently Motivating the Kochen--Dieks Modal Interpretation of Quantum Mechanics     

Clifton  Rob 《The British journal for the philosophy of science》1995,46(1):33-57

  相似文献   

Content validity of game-based assessment: case study of a serious game for ICT managers in training     

Hans G. K. Hummel  Desirée Joosten-ten Brinke  Rob J. Nadolski  Liesbeth K. J. Baartman 《Technology, Pedagogy and Education》2017,26(2):225-240

Serious games foster the acquisition of complex problem-solving skills. Assessment of such skills should be in line with instruction, and within a serious game environment its content validity should equal face-to-face assessment. Research on assessment in serious gaming has remained rather scarce. This article shows how assessment can be implemented in serious gaming in a way that assures content validity. The core of the authors’ validation method entails mapping learning activities (as contained in the game scenario) on performance indicators and outputs (as derived from formal attainment levels). They present how they have elaborated and applied the method for an assessment game for ICT managers in secondary vocational education. They describe the procedure and extent to which this assessment is content-valid compared to face-to-face assessment.  相似文献   

Expert baseball batters have greater sensitivity in making swing decisions     

Gray R 《Research quarterly for exercise and sport》2010,81(3):373-378

  相似文献   

Sex differences in the acceptability and short-term outcomes of a web-based personalized feedback alcohol intervention for high school seniors     

Diana M. Doumas  Susan Esp  Rob Turrisi  Laura Bond  Sherise Porchia  Brian Flay 《Psychology in the schools》2020,57(11):1724-1740

Despite the escalation of alcohol use through high school, the majority of research on school-based alcohol interventions has been conducted with junior high students or first and second-year high school students. Preliminary research indicates a brief, web-based personalized feedback intervention developed for college students (eCHECKUP TO GO) may be a promising program for high school seniors. Although these studies demonstrate positive intervention effects, there is some evidence for greater program efficacy for females in this age group. The current study investigates sex differences in program acceptability of the eCHECKUP TO GO and its relationship to short-term alcohol outcomes among high school seniors (N = 135). Overall, the majority of students reported they found the program to be acceptable (i.e., user-friendly and useful). However, contrary to our hypothesis, results indicated that male students reported significantly higher perceptions of program acceptability than females. Although we did not find sex differences in alcohol outcomes, program user-friendliness was related to reductions in alcohol use for males. The results of this study add to the literature supporting the eCHECKUP TO GO for high school seniors and highlight the importance of program user-friendliness for males. Implications for implementing the program as a school-based intervention are discussed.  相似文献