Practicality Studies: How to Move From What Works in Principle to What Works in Practice     

Fred Janssen  Hanna Westbroek  Walter Doyle 《学习科学杂志》2015,24(1):176-186

In his article “Principled Practical Knowledge: Not a Bridge but a Ladder,” Carl Bereiter (2014) argues that theoretical knowledge is too shallow to support the generation of innovative learning activities. He makes a case for principled practical knowledge (PPK)—“principled know-how and know-why”—to fulfill this practical generative role. We argue and illustrate in this commentary that PPK as portrayed by Bereiter does not offer much practical guidance for 2 potential users: professional designers and teachers. For professional designers PPK should be further specified in order to fulfill its generative role. But even this enriched form of PPK still does not suffice to address the challenging issues of practicality teachers face. We explain the magnitude and dimensions that underlie practicality in the everyday work of teachers and suggest how recent work on fast and frugal heuristics can contribute to helping teachers to make instructional innovations practical.  相似文献   

Which intensities,types, and patterns of movement behaviors are most strongly associated with cardiometabolic risk factors among children?     

Laura K. Callender  Michael M. Borghese  Ian Janssen 《运动与健康科学(英文)》2021,10(3):368

PurposeThe purpose of this study was to determine which intensities, patterns, and types of 24-h movement behaviors are most strongly associated with cardiometabolic risk factors among children.MethodsA total of 369 children aged 10–13 years were studied. Participants wore an Actical accelerometer and a Garmin Forerunner 220 Global Positioning System logger and completed an activity and sleep log for 7 days. Data from these instruments were combined to estimate average minute per day spent in 14 intensities, 11 types, and 14 patterns of movement. Body mass index, resting heart rate, and systolic blood pressure values were combined to create a cardiometabolic risk factor score. Partial least squares regression analysis was used to examine associations between the 39 movement behavior characteristics and the cardiometabolic risk factor score. The variable importance in projection (VIP) values were used to determine and rank important movement behavior characteristics. There was evidence of interaction by biological maturity, and the analyses were conducted separately in the 50% least mature and 50% most mature participants.ResultsFor the least biologically mature participants, fifteen of the 39 movement behavior characteristics had important VIP value scores; eight of these reflected movement intensities (particularly moderate and vigorous intensities), six reflected movement patterns, and one reflected a movement type. For the most mature participants, thirteen of the 39 movement behavior characteristics had important VIP value scores, with five reflecting intensities (particularly moderate and vigorous intensities), five reflecting patterns, and three reflecting types of movement.ConclusionMore than 12 movement behavior characteristics were associated with cardiometabolic risk factors within both the most and least mature participants. Movement intensities within the moderate and vigorous intensity ranges were the most consistent correlates of these risk factors.  相似文献   

Modeling Item‐Position Effects Within an IRT Framework     

Dries Debeer  Rianne Janssen 《Journal of Educational Measurement》2013,50(2):164-185

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Pedagogical content knowledge: an integrative component within the knowledge base for teaching.     

Jan H. Van Driel  William R. Veal  Fred J. J. M. Janssen 《Teaching and Teacher Education》2001,17(8)

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Responsible Research and Innovation as a Novel Approach to Guide Educational Impact of Mind,Brain, and Education Research     

Nienke van Atteveldt  Geertje Tijsma  Tieme Janssen  Frank Kupper 《Mind, Brain, and Education》2019,13(4):279-287

We propose a Responsible Research and Innovation (RRI) framework to improve the alignment between mind, brain, and education (MBE) research, the educational practice, and other societal stakeholders. RRI is an approach that has successfully been used in different research fields, but not yet in MBE research. After substantiating the need for, and possibilities of using this framework within MBE research, we report a case study to demonstrate the feasibility and benefits of RRI within an MBE context. This case study entails developing an educational intervention to improve learners' sense of agency regarding their own learning processes using neurofeedback. Using RRI, we found that societal stakeholders (teenagers, parents, and teachers) anticipate different potential impacts of this neurotechnology‐based intervention than researchers did, enabling us to adapt the intervention according to these perspectives. This example demonstrates that RRI enables researchers to be reflexive and responsive to the stakeholders needs and values, to ultimately improve the educational and societal value of MBE research.  相似文献   

Teachers and science curriculum materials: where we are and where we need to go     

Elizabeth A. Davis  Fred J. J. M. Janssen  Jan H. Van Driel 《Studies in Science Education》2016,52(2):127-160

Curriculum materials serve as a key conceptual tool for science teachers, and better understanding how science teachers use these tools could help to improve both curriculum design and theory related to teacher learning and decision-making. The authors review the literature on teachers and science curriculum materials. The review is organised around three main questions: What do teachers do when using science curriculum materials?, What happens when teachers use science curriculum materials? and Why do teachers make the decisions they do? For each question, the authors first summarise the findings of two key reviews from the mathematics education literature, then situate the findings from science education in juxtaposition with those findings. The review uncovers that relatively little is understood about the mechanism underlying how teachers interact with curriculum materials. To try to address this gap, complementing and extending the field’s existing understandings of the teacher–curriculum relationship, the authors make four propositions, grounded in the literature on self-regulation. The propositions reflect a mechanism for teacher curricular decision-making. The self-regulation perspective also helps to develop more targeted support for science teachers aimed at the uptake, adaptation and enactment of curriculum materials in ways that are intended, and that teachers themselves experience as an improvement in their teaching. The authors conclude with a call for research that further explores the ways in which individual science teachers’ decision-making is situated within the wider sociocultural context.  相似文献   

Perfectly Reasonable in a Practical World: Understanding Chemistry Teacher Responses to a Change Proposal     

Hanna Westbroek  Fred Janssen  Walter Doyle 《Research in Science Education》2017,47(6):1403-1423

Curriculum ideals often get compromised as a curriculum moves through its various levels of representation. Across the different science reforms, this process of slippage is clearly present. Research shows that teacher subject matter knowledge, PCK, beliefs and context factors all influence implementation. Professional development arrangements focus on fixing deficiencies in teachers’ knowledge, beliefs or work context. This approach has not solved the problem of slippage, as we still do not understand what mechanisms operate when teachers make decisions about change proposals. In this study, we unpacked the decision mechanisms of three highly qualified chemistry teachers who subsequently adapted an innovative context-based chemistry unit. In spite of a state of the art professional development arrangement and the teachers being highly qualified, slippage occurred. The teachers’ goal systems were used to interpret their reasoning. A goal system is a context-dependent, within-person mental construct that consists of a hierarchy of a person’s goals and means in pursuit of a task. We showed that all three teachers adopted or redesigned elements of the change proposals to meet their core goals, i.e., goals that had multiple connections with other goals. This indicated that the adaptations teachers made were perfectly reasonable ways to serve their professional goals. For change to happen, we contend that one should begin with ways to connect teachers’ core goals with the lesson or unit goal demands of a proposed innovation. Change emerges from the adaptions teachers make in the service of their core goals.  相似文献   

Attention to Intentions—How to Stimulate Strong Intentions to Change     

M. Dam  F. J. J. M. Janssen  J. H. van Driel 《Research in Science Education》2018,48(2):369-387

The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change. However, existing approaches to teacher professional development in the context of educational reforms are predominantly aimed at the development of knowledge and skills and at creating a supporting environment, but lack attention to teachers’ intentions to change. In the study described in this article, we performed “motivating-for-educational-change” interviews (MECI) and explored the influence on teachers’ intentions to change in the direction of the proposed national biology education reform, that is, the introduction of a context-based curriculum. The MECI comprised two tools: building on earlier successful experiences and using lesson segments to rearrange instructional approaches. We explored the influence of the MECI technique on the strength and specificity of participating teachers’ intentions. When conducting the MECI, many participants expressed that they now realized how they had already implemented aspects of the reform in their regular instructional approaches. Furthermore, all the participants formulated stronger and more specific intentions to change their regular instructional approach towards that of the proposed reform while taking their regular instructional approach as a starting point.  相似文献   

Item position effects in listening but not in reading in the European Survey of Language Competences     

Christiansen  Andrés  Janssen  Rianne 《Educational Assessment, Evaluation and Accountability》2021,33(1):49-69

Educational Assessment, Evaluation and Accountability - In contrast with the assumptions made in standard measurement models used in large-scale assessments, students’ performance may change...  相似文献   

Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning     

de Boer  Eveline  Janssen  Fred J. J. M.  van Driel  Jan H.  Dam  Michiel 《Research in Science Education》2021,51(5):1287-1306

Research in Science Education - In biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific...  相似文献