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Kristin Scardamalia Keisha L. Bentley‐Edwards Kairys Grasty 《Psychology in the schools》2019,56(4):569-581
The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria. 相似文献
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知识建构共同体及其支撑环境 总被引：8，自引：1，他引：8
面对知识社会的挑战,我们需要将学校改造成为知识建构共同体。知识建构共同体是以思想的形成和持续改进为关注点的团体,其成员通过建构性的互动过程发展对于共同体有价值的思想。为了支持和促进知识建构共同体,本课题组研制了CSILE/知识论坛系统。本文对上述理论观点、技术系统以及有关的实验研究结果做了简要介绍。 相似文献
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Design Principles for Distributed Knowledge Building Processes 总被引：10，自引：0，他引：10
In this paper we explore various interpretations of the term distributed cognition, then turn our attention to communities grounded in the practice of collaborative knowledge building. We discuss CSILE (Computer-Supported Intentional Learning Environments), a technology designed to support contributions to a communal database. Shared responsibility for this community resource extends to aspects of school practice typically handled exclusively by teachers, and engagement in improving and connecting the contents of the database makes the process of knowledge building self-sustaining. We discuss knowledge building communities involving students and teachers, and end with discussion of design principles for distributed knowledge building processes. 相似文献
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Discourse About Ideas: Monitoring and Regulation in Face-to-Face and Computer-Mediated Environments*
A novel Web-based Accountability Model (WAM) for assessment and learning in a Teacher Education Program was implemented. The objective is to explain the rationale for the WAM model, how it was implemented as the web-based Education Accountability System (EAS), and the impacts on the organization and the individual. Standards were followed in the system design and implementation to facilitate interoperability. EAS consists of an electronic portfolio subsystem, an online performance assessment subsystem, and an accountability center subsystem. Each subsystem was developed based on work practices of the department that the department carefully elaborated before implementation. In a department of education annually graduating approximately 450 students and involving over 200 faculty and staff, the EAS was successfully established and used. The EAS improved candidate performance, program quality, and operations and is now being disseminated to other universities. However, successful usage required refinements to the model and modifications to the content of the system. Lessons learned could assist other institutions to implement a similar system. 相似文献
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Computer-Supported Intentional Learning Environments (CSILE) is a database system in which learners collaboratively construct the knowledge represented in the database. This study examined how students in a grade 5–6 classroom built their classroom database on a science topic, electricity, and differences in activities between high-and low-conceptual-progress students. This categorization of students was based on the amount of progress in understanding exhibited over the course of work on the electricity unit, and was not significantly related to standardized achievement test performance. As an analytic tool, Activity Theory, as explicated by Leontiev (1981) was used to describe students' activities mediated by the computer system. Two different levels of student activities were examined: (1) cognitive actions, in which students intentionally pursued cognitive goals; and (2) computer operations, used to attain these goals. In addition, two different psychological planes of collaborative work were considered: the solo pane, in which students mainly focus on their own inquiries, and the joint plane, in which they focus on improvement of the classroom knowledge as a whole. Comparisons of activities between high-and low-conceptual-progress students showed: (1) that high-conceptual-progress students were more concerned with constructing their knowledge centered around problems, whereas low-conceptual-progress students were more involved in accumulating referent-based knowledge; (2) that high-conceptual-progress students were significantly more likely to construct their knowledge by involving in interactive information flow between problem-based and referent-based knowledge; and (3) that high-conceptual-progress students more frequently used the graphics medium in the database to represent problem-based knowledge. 相似文献
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Jianwei Zhang Marlene Scardamalia Mary Lamon Richard Messina Richard Reeve 《Educational technology research and development : ETR & D》2007,55(2):117-145
This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding
of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students collective
responsibility for idea improvement. This goal is supported by software—Knowledge Forum—designed to provide a public and collaborative
space for continual improvement of ideas. A new analytic tool—inquiry threads—was developed to analyze the discourse used
by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems (involving concrete/empirical and abstract/conceptual artifacts); community knowledge (knowledge constructed for the benefit of the community as a whole); and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to
produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded
to problems and ideas that emerged as community knowledge evolved. Advances were reflected in progress in refining ideas and
evidence of growth of knowledge for the community as a whole. Design strategies and challenges for collective idea improvement
are discussed.
相似文献
| Jianwei ZhangEmail: |
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Productive knowledge work and high-level literacy are essential for engagement in a Knowledge society.
In the research reported in this article, students were engaged in sustained collaborative knowledge building in science and
social studies. The vocabulary growth of 22 students over Grades 3 and 4 was traced, based on their entries to Knowledge Forum—a
knowledge building environment used as an integral part of classroom work. It is the communal space where knowledge work–ideas,
reference material, results of experiments, and so forth–is entered and continually improved. Analysis of lexical frequency
profiles indicated significant growth in productive written vocabulary, including academic words. In a Grade 4 inquiry, students
incorporated almost all the domain-specific terms at and below their current grade level, and most of those expected for upper
grade levels (5–8) based on the curriculum guidelines. Domain-specific and academic words were correlated with depth of understanding.
High correlations between student engagement in knowledge building and vocabulary growth suggest that productive vocabulary
can be developed through sustained knowledge building in subject areas. 相似文献
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ResumenSe analizan dos modelos de los procesos de composición escrita Decir el conocimiento y Transformar el conocimiento con el propósito de captar las diferencias esenciales entre escritores expertos y novatos. La idea básica que subyace a estos modelos es que la principal diferencia entre los procesos de composición de expertos y novatos radica en la manera que el conocimiento es introducido en el proceso de composición y en lo que posteriormente le sucede a ese conocimiento. Se presentan además investigaciones educativas, cuya finalidad fue la de fomentar el desarrollo del modelo Transformar el conocimiento. Se supone que la tarea del científico cognitivista debe ser no sólo la de describir los procesos cognitivos sino la de encontrar aquellas diferencias que son significativas desde un punto de vista educacional. Si queremos ayudar a los alumnos a adquirir una estructura de «transformar el conocimiento» en los procesos de composición, es necesario llegar a modelos explícitos de competencia madura y poder diseñar procedimientos que transformen la competencia que los alumnos traen a la tarea espontánea. Los resultados de aplicar diversas estrategias educacionales sugieren que es posible transmitir los procedimientos complejos de solución de problemas que poseen los expertos, y que al hacerlo se pueden ampliar las facultades de los alumnos para escribir. Sin embargo, los estudios educativos también indican que pasar de «decir el conocimiento» a «transformar el conocimiento» en la composición, no es un proceso de crecimiento sino de reconstrucción de una estructura cognitiva. 相似文献