A roadmap for forming successful interdisciplinary education research collaborations: a reflective approach     

Diana Bossio  Birgit Loch  Mark Schier  Alexander Mazzolini 《高等教育研究与发展》2014,33(2):198-211

Current literature about interdisciplinary education research is focused on three points: conceptual definitions of interdisciplinarity, the need for interdisciplinary research to tackle the advent of problem-based research and the positive curriculum outcomes to be gained from interdisciplinary research. While this research is important, it does not always include an account of the often complex and politicised interactions that might affect the outcomes of interdisciplinary research groups. This paper provides one possible ‘roadmap’ for successful interdisciplinary collaboration. It is based on a reflective case study of the authors’ own formation of an interdisciplinary research group and the practical resolutions to both the theoretical and the practical issues involved in achieving interdisciplinarity in education research.  相似文献   

Puppet play as interactive approach in drug abuse prevention     

Diana  Nenadic-Bilan Teodora  Vigato 《美中教育评论》2010,(10):29-35

The national strategies of drug abuse prevention across Europe have come to recognise that the drugs abuse problem presents a complex set of issues of which there is no simple solution. There is a considerable increase in investment in prevention, treatment and harm-reduction activities and increased focus on supply reduction. School settings are the focus of most attempts to implement effective prevention programmes. Prevention in schools does not only focus on drugs alone, but also includes personal and social skills, often with family involvement and involvement of local community. The school is an ideal setting for drug abuse prevention and development of active and responsible attitudes against drug abuse. Successful school drug-prevention programmes include personal skills training （decision-making, coping and goal-setting）, social skills training （assertiveness, resisting peer-pressure）, drug education （knowledge about drugs and the consequences of taking them） and developing attitudes （especially correcting misconceptions about peer group drug use）. Effective drug education programmes incorporate a range of activities which provide students with relevant factual information, the opportunity to consider their attitudes and values, and the values of others. For effective delivery of prevention programmes, interactive teaching is better than didactic teaching alone. In that sense, the puppet play could be used as an interactive technique. Puppets help the students engage actively in communicating their emotions, opinions and experiences, and learn about the drug abuse problem. By the means of puppetry and dramatic play, the students may learn about drugs and the consequences of taking them.  相似文献   

Fly Me to the Moon     

Diana Krall 《今天．双语时代》2010,(10):64-66

这首歌原曲本是一首华尔兹舞曲,叫做（《In Other Words》,1954年由BartHoward创作？1962年经Joe Hannel改编后大受欢迎？而爵士女歌手Diana Krall随性的现场演唱版．则给这首被翻唱和重新演绎了无数次的歌曲,赋予了新的活力。  相似文献   

Civic learning outcomes: a step towards an inclusive higher education     

Diana Dias 《International Journal of Inclusive Education》2018,22(4):360-374

An inclusive education goes beyond the acquisition of discipline knowledge or skills. Inclusion is concerned with the participation and integration of all students (regardless of their intrinsic characteristics), helping them to develop civic competences. Civic and democratic values, equality and social justice became critical dimensions in this broader concept of education. This paper argues that the incorporation of civic dimensions, such as civic knowledge, civic skills or civic values in academic curricula could be an effective step towards more inclusive education. Specifically, this work intends to explore what civic dimensions are emphasised as a learning outcome in Portuguese higher education programmes. Adopting a qualitative methodology, typologies and incidence of civic learning outcomes were analysed and compared across three academic levels (first, second and third study cycles). The results provide a better understanding of what civic dimensions are stressed by institutions. All types of civic learning outcomes have been reinforced, defining civic values, civic skills and civic knowledge as expectable learning results. Both civic values and skills are well represented while civic knowledge is the less mentioned category. The enforcement of such civic dimensions is a valuable approach to enhancing education as a collective societal endeavour and as a common good.  相似文献   

Pragmatism, Ideology and Educational Change: The Case of Special Educational Needs     

Paul Croll  & Diana Moses 《British Journal of Educational Studies》1998,46(1):11-25

A major theme of recent debate and policy development in the area of special education is that of inclusion: the placement of all pupils in mainstream schools and the development of curriculum and pedagogy to meet the needs of all. Analysis of national statistical data shows some movement in this direction, but of a slow and very uneven kind. An exploration of the concepts of pragmatism to describe an important aspect of LEA decision making and of ideology to describe an important aspect of pressures for inclusion helps to explain this pattern of development. The paper concludes that both approaches require further systematic empirical data on the outcomes of different patterns of educational provision.  相似文献   

Linking business needs to training objectives and delivery media     

William W. Lee  Diana Owens 《Performance Improvement》1999,38(8):26-31

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Court rulings favor performance measures     

William W. Lee  Diana L. Owens 《Performance Improvement》2001,40(4):35-40

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Facilitators of and barriers to school psychologists' social–emotional/behavioral practices     

Diana S. Ginns  Sara E. Moulton  Jose M. Castillo  Andrew S. Jenkins  Jennifer M. Hodnett 《Psychology in the schools》2020,57(7):1003-1021

Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety-nine full-time, school-based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence-based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence-based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence-based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence-based practices in these areas.  相似文献   

Using causal models to bridge the divide between big data and educational theory     

Kirsty Kitto  Ben Hicks  Simon Buckingham Shum 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1095-1124

An extraordinary amount of data is becoming available in educational settings, collected from a wide range of Educational Technology tools and services. This creates opportunities for using methods from Artificial Intelligence and Learning Analytics (LA) to improve learning and the environments in which it occurs. And yet, analytics results produced using these methods often fail to link to theoretical concepts from the learning sciences, making them difficult for educators to trust, interpret and act upon. At the same time, many of our educational theories are difficult to formalise into testable models that link to educational data. New methodologies are required to formalise the bridge between big data and educational theory. This paper demonstrates how causal modelling can help to close this gap. It introduces the apparatus of causal modelling, and shows how it can be applied to well-known problems in LA to yield new insights. We conclude with a consideration of what causal modelling adds to the theory-versus-data debate in education, and extend an invitation to other investigators to join this exciting programme of research.

Practitioner notes

What is already known about this topic

• ‘Correlation does not equal causation’ is a familiar claim in many fields of research but increasingly we see the need for a causal understanding of our educational systems.
• Big data bring many opportunities for analysis in education, but also a risk that results will fail to replicate in new contexts.
• Causal inference is a well-developed approach for extracting causal relationships from data, but is yet to become widely used in the learning sciences.

What this paper adds

• An overview of causal modelling to support educational data scientists interested in adopting this promising approach.
• A demonstration of how constructing causal models forces us to more explicitly specify the claims of educational theories.
• An understanding of how we can link educational datasets to theoretical constructs represented as causal models so formulating empirical tests of the educational theories that they represent.

Implications for practice and/or policy

• Causal models can help us to explicitly specify educational theories in a testable format.
• It is sometimes possible to make causal inferences from educational data if we understand our system well enough to construct a sufficiently explicit theoretical model.
• Learning Analysts should work to specify more causal models and test their predictions, as this would advance our theoretical understanding of many educational systems.

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School climate in Mongolia: Translation and validation of the What’s Happening in This School     

Sattler  David N.  Gruman  Diana H.  Enkhtur  Oyundelger  Muskavage  Brett  Bishkhorloo  Boldsuren 《Learning Environments Research》2022,25(2):325-340

Learning Environments Research - School climate measures are important tools that assist educators in evaluating the “norms, values, and expectations that support people feeling socially,...  相似文献