An ecological approach to the on-line assessment of problem-solving paths: Principles and applications

In this paper, we propose a theoretical framework for designing on-line situated assessment tools for multimedia instructional systems. Based on an ecological psychology approach to situated learning, a graph theoretic methodology is applied to monitor students' performance (solution paths) throughout the learning activity. Deviation of the student's path from the target (expert) path generates indicators which can function as alerts to the student and to the instructor. The information collected in the dribble files and presented visually enables the instructor to identify problems quickly and intervene appropriately. The feasibility of the methodology is explored in case studies describing three instructional systems that teach (1) critical thinking and problem-solving skills, (2) principles of hemodynamic monitoring and treatment, and (3) orthodontic treatment, respectively.     

Core competencies: A systems approach for training and organizational development in extension

The authors present a rationale for developing core competencies for training and organizational development in extension. Core competencies are defined as “the basic knowledge, attitudes, skills, and observable behaviors that lead to excellence in the workplace.” Competency-based models can be used to create an infrastructure that promotes innovation and continuous learning in every dimension of an extension organization. Competency models are designed around the skills individuals and groups need to be effective now and in the future. Competencies must be tied directly to the mission and strategic issues of the organization. A ten-step model is offered for identifying, validating and developing core competencies for an extension training and organizational development system. The seven core competencies developed by North Carolina Cooperative Extension using this process are defined. These competencies are being used or adapted by several states in the Southern Extension Region of the United States, and extension organizations throughout the United States are beginning to develop competency-based models for training and development. Illustrations of the application of the core competencies in North Carolina are provided along with preliminary qualitative evidence of the impact of this approach.     

Predicting organizational commitment from organizational culture in Turkish primary schools

This study aims to describe organizational culture and commitment and to predict organizational commitment from organizational culture in Turkish primary schools. Organizational Culture Scale (İpek 1999) and Organizational Commitment Scale (Balay 2000) were used in the data gathering process. The data were collected from 415 primary teachers and analyzed to describe their organizational culture and organizational commitment perceptions by computing arithmetic means for each dimension constituting these scales. Moreover, the relationships between organizational culture and commitment perceptions were tried to be investigated through the regression analyses to predict the organizational commitment perceptions of primary teachers from their organizational culture perceptions. The study results revealed that primary school teachers perceived all four organizational culture dimensions at moderate levels, but they particularly perceived organizational commitment at internalization and identification levels. They rarely perceived organizational commitment at compliance level. The results revealed that organizational commitment at compliance level was predicted from power and role cultures, while organizational commitment at identification and internalization levels was predicted from achievement and support cultures.     

Leadership,partnerships, and organizational development: exploring components of effectiveness in three full-service community schools

Full-service community schools are viewed as an approach to improve educational opportunities and outcomes for underserved student populations. The realization of these goals, however, is not guaranteed. According to Richardson’s (2009) research-based model of highly effective community schools (HECS), the effectiveness of full-service community schools depends on 3 interrelated components: leadership, partnerships, and organizational development. This qualitative case study uses the HECS model to examine different levels of effectiveness among 3 full-service community schools in an urban district in the eastern United States. The article concludes with a discussion of the implications of Richardson’s model for practice and research.     

Dual identities: organizational negotiation in STEM-focused Catholic schools

In the last decade, STEM-focused schools have opened their doors nationally in the hope of meeting students’ contemporary educational needs. Despite the growth of these STEM-focused institutions, minimal research exists that follows how schools make a transition toward a STEM focus and what organizational structures are most conducive to a successful transition. The adoption of a STEM focus has clear implications for a school’s organizational identity. For Catholic schools, the negotiation of a new STEM focus is especially complex, as Catholic schools have been shown to generally possess a distinct religious and cultural organizational identity. The adoption of a second, STEM-focused identity raises questions about whether and how these identities can coexist. Framed by perspectives on organizational identity and existing conceptualizations of the cultural and religious hallmarks of Catholic schools, this study utilizes a multiple-case study design to explore the organizational transition of four Catholic K-8 institutions to Catholic STEM-focused schools. These cases demonstrate the particular challenges of negotiating multiple organizational identities. While variation existed in how the four schools accommodated these identities, the most promising environments for successful transition drew upon an aggregative model of identity negotiation, that is, when schools attended to both identities, but ensured that the original Catholic identity of the school remained foundational to all decisions. The least successful identity negotiations occurred when there was a lack of common understanding about what comprised a STEM-focused school, leading to minimal buy-in from stakeholders or when a school sought to make the transition for recruitment or marketing rather than mission-driven reasons. Discussion of the more successful identity aggregation provides a framework for schools within and beyond the religious sector that desire to adopt an additional STEM-focused identity.     

An approach to cost-effective courseware development

The limited quantity and quality of existing courseware restricts the use of computers in today's educational environment. Educators are often reluctant to become involved with the development of new courseware because of the high costs associated with courseware development. This article describes the evolution of courseware development and compares the advantages and disadvantages of existing development environments. The authors propose the use of an alternative environment: products which include customised courseware generators. This generator would allow the instructor to modify and expand the courseware to meet local needs. The development and subsequent use of a customised courseware generator is able to increase significantly the cost-effectiveness of courseware development. In order to illustrate the potential of the proposed development environment, the authors describe a customised generator which was developed as part of a courseware unit used to teach the human hormone regulatory system.     

Evaluation of special service delivery systems: An organizational domain-referenced approach

An organizational, domain-referenced approach to evaluation of public school special service delivery systems is offered. Derived from organizational and systems theory, related research in these areas, and the author's experience in special service delivery system evaluation, the framework focuses on the process of service delivery and is seen as useful to the improvement of service delivery within the context of Public Law 94–142. The paper delineates an organizational conception of a “School-Based Special Service Delivery System,” identifies several “Systemic Domains” in which evaluation can occur, outlines evaluation questions, methods, and procedures relative to each domain, and specifies evaluation information derived from evaluation in each domain. The paper is presented for consideration by school professionals with the hope that it can be adapted by them to their local circumstances.     

中小学"问题学生"产生的伦理文化探讨

中小学“问题学生”已是一个不可回避的事实，它的产生有极其复杂的社会性因素和心理性因素。从伦理化角度分析，“问题学生”产生的主观因素是道德理性无法驾驭本能情欲而引起的“人性蜕变”；客观因素是伦理化冲突导致价值流变。     

Factors contributing to mathematical problem-solving performance: An exploratory study

This paper describes differences in mathematical problem-solving performance of third-grade gifted and fifth-grade average students observed during an eight week period. Results indicated that such factors as attitude, motivation, and belief systems were important to performance. In addition there were major differences in problem-solving behavior between the girls and boys in this study. Because these results were incidental to the original questions of the study (Buchanan, 1984), they were deemed especially significant. Four groups, one of third-grade gifted boys, one of third-grade gifted girls, one of average boys and one of fifth-grade average girls met with the experimenter twice a week for eight weeks to solve a variety of mathematical problems. In the global analysis of video tapes of all sessions and post hoc statistical analysis of selected quantifiable variables, differences in problem-solving performance were best described in terms of motivation, beliefs about mathematics, problem-solving strategies, and means of achieving satisfaction. In addition, the girls' groups were more ego-involved and social; they completed fewer problems and had longer solution times than the boys' groups. Further holistic research is needed to describe the complex interaction that occurs during mathematical problem solving in group situations. Then, appropriate intervention might be designed to assure that both boys and girls have an opportunity to perform at optimum levels.     

中小学心理辅导(咨询)机构建设十问题

为了更好地建设学校心理辅导(咨询)机构,需要进一步明确学校心理辅导(咨询)机构的功能定位、组成与职能、环境与硬件建设、经费投入、人员配备、辅导(咨询)员的业务素质、服务模式以及规范管理等方面的问题。     

The development of a group consultation approach to service delivery

This paper outlines the development, within a small, rural educational psychology service in Wales, of a group consultation approach to service delivery. This involved educational psychologists offering consultation to small groups of teachers as an alternative to direct assessment work. The process of implementing the group consultation approach is described and the findings of a pilot evaluation in the northern area of the county are discussed. The evaluation is a report on initial findings. It is expected that further update reports will be submitted.     

Using clickers to facilitate development of problem-solving skills

Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams.     

Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development

Neoliberal policy objectives perpetuate an audit culture at both school and system levels. The associated focus on performativity and accountability can result in reductive and procedural interpretations of classroom assessment for learning (AfL) practices. Set in a New Zealand AfL professional development context, this research takes an ecological view of teacher learning as a ground-up approach to improving practice. As a framework, this paper brings together an intersubjective conception of professional learning that positions teachers as co-leaders, principles inherent in ‘the spirit of AfL’, and the notion of ‘intelligent accountability’ to illustrate evidence-informed teacher agency. It applies divergent and dialogic AfL practices to professional learning that can enable teachers to connect with issues that are most relevant to their practice. Dialogic feedback practices of this nature position teachers as capable, reflexive and resourceful practitioners and decision-makers.