A cross-cultural validity of the E-learning Acceptance Measure (ElAM) in Lebanon and England: A confirmatory factor analysis

Despite the prevalence and significance of e-learning in education, there is a dearth of published instruments for educational researchers and practitioners that measure users’ acceptance of e-learning. To meet this need, Teo (2010) developed the E-learning Acceptance Measure (ElAM). The main objective of this paper is to validate the ElAM (Teo, 2010) across two cultures, one is from a European country: England, and the other from Asia: Lebanon. A total sample of 461 university students from two private universities in Lebanon (n?=?209) and one university in England (n?=?252) participated in this study. Using confirmatory factor analyses, our findings revealed that the original 3-factor solution for ElAM (Teo, 2010) was supported and found to be adequate for the British sample, whereas the results revealed a bad fit for the Lebanese sample. Despite the differences, the ElAM was found to possess an acceptable level of internal consistency and item reliability for the pooled sample. Theoretical and practical implications are discussed at the end of the paper.     

Integrating Response to Intervention (RTI) with neuropsychology: A scientific approach to reading

This article integrates the fundamental components of both Response to Intervention (RTI) and cognitive neuropsychology when identifying reading disorders in children. Both proponents of RTI and cognitive neuropsychology agree the discrepancy model is not a reliable or valid method to identify learning disorders in school. In addition, both proponents of RTI and cognitive neuropsychology agree that earlier intervention and the use of evidence‐based intervention techniques must permeate the thinking behind any educational reform. Lastly, both proponents of RTI and cognitive neuropsychology concur with the National Reading Panel's (2000) five core components of the reading process. Given the similarities between RTI and neuropsychological models of reading, a more integrative assessment model will be introduced to better diagnose and remediate subtypes of reading disorders in children. In summary, it is the author's belief that cognitive neuropsychology will emerge as the leading discipline in forging the inevitable alliance between science and education. © 2008 Wiley Periodicals, Inc.     

A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice

There has been brief but important discussion regarding the concepts of “oppression” and “anti-oppression” in the educational psychology professional practice literature. This article aims to both further and focus this discussion. In particular, the concept of “epistemological oppression” is introduced and the significance it has for the meaning-making and knowledge construction activities of educational psychology practice is explored. A conceptual application of two predominant theories of epistemological oppression, Standpoint Theory and the Three Levels of Epistemological Oppression theory, is made with regard to the psychological assessment of special educational needs (SEN). It is posited that as psychological assessment of SEN is fundamentally an epistemological endeavour these two theories provide a crucial framework through which educational psychologist (EPs) may base reflective practice in order to realise and ameliorate potential oppression. It is concluded that EPs have a responsibility to orient themselves toward the potential for epistemological oppression in their work and help towards its amelioration.     

On engaging with others: A Wittgensteinian approach to (some) problems with deeply held beliefs

Abstract

My starting point for this paper is a problem in critical thinking pedagogy—the difficult of bringing students to a point where they are able, and motivated, critically to evaluate their own deeply held beliefs. I first interrogate the very idea of a deeply held belief, drawing upon Wittgenstein’s idea of a framework belief—a belief that forms part of a ‘scaffolding’ for our thoughts—or of a belief that functions as a hinge around which other beliefs pivot. I then examine the role of deeply held beliefs, thus conceived, in our ways of being in the world, exploring the extent to which engagement with others whose deeply held beliefs differ from ours may be possible through imaginative ‘travel’. Finally, I reflect upon the extent to which these imaginative moments also offer up opportunities for critical reflection upon our own deeply held beliefs and, thus, the possibility of changing or adapting those beliefs.     

ESCOT: Coordinating the Influence of R&D and Classroom Practice to Produce Educational Software From Reusable Components

In a 3-year project, a consortium of university, nonprofit and commercial educational software developers formed a testbed for the rapid assembly of educational software from reusable component tools. This testbed incorporated interactive learning tools from a variety of university, nonprofit, and commercial developers, and hosted decentralized authoring teams consisting of teachers, developers and educational technologists. Within its testbed, the Educational Software Components of Tomorrow (ESCOT) project achieved notable success in (a) producing a large collection of technology-rich learning activities with reuse rates estimated at 90% and (b) scaffolding authoring teams in successful and rewarding collaborative development experiences. Fortunately, since ESCOT was funded as a National Science Foundation research project, we have had time to reflect on the conditions that led to our achievements. In this article, we reflect on the three activities of the project that we believe were most responsible for its success: (1) the selection of a unit of software production (2) the development of a strategy to allow reuse of interoperable software components and (3) the structuring of a distributed, team-based authoring process. We observe that a common characteristic across these activities was reciprocal influence from both the fields of research-based software development and teaching practice.     

A confirmatory factor analysis of the Stanford–Binet Intelligence Scales,Fifth Edition,with a high‐achieving sample

The Stanford–Binet Intelligence Scale, Fifth Edition (SB5), is a recently published, multidimensional measure of intelligence based on Cattell–Horn–Carroll (CHC) theory. The author of the test provides results from confirmatory factor analyses in the technical manual supporting the five‐factor structure of the instrument. Other authors have examined this factor structure through EFA using the standardization sample, and have not found evidence of a five‐factor model. The purpose of the current study was to examine the internal construct validity of the SB5 using an independent sample of high‐functioning students. Participants included 201 high‐functioning, third‐grade students ranging in age from 8 years, 4 months to 10 years, 11 months. Five models of the SB5 were analyzed using Analysis of Moment Structures (AMOS). Our findings indicated that a hierarchical, four‐factor, post‐hoc model provided the best fit to the data. Generally, implications for school psychologists include a better understanding of the factor structure of the SB5, especially as it relates to high‐achieving children. Directions for future research are also discussed. © 2010 Wiley Periodicals, Inc.     

Getting to the heart of the problem: Using the problems of practice approach as a starting place for creating problem‐centered instruction

It is often difficult to transfer learning from one situation to another. Learning is more likely to be transferred if instruction is situated within a realistic context, using a problem‐centered instructional approach. However, it can be challenging to create problem‐centered instruction that authentically represents the needs and activities of the workplace and profession. This article describes the problems of practice approach––an iterative, guided process for developing problems for problem‐centered instruction.     

Using generalizability analysis to estimate parameters for anatomy assessments: A multi‐institutional study

With integrated curricula and multidisciplinary assessments becoming more prevalent in medical education, there is a continued need for educational research to explore the advantages, consequences, and challenges of integration practices. This retrospective analysis investigated the number of items needed to reliably assess anatomical knowledge in the context of gross anatomy and histology. A generalizability analysis was conducted on gross anatomy and histology written and practical examination items that were administered in a discipline‐based format at Indiana University School of Medicine and in an integrated fashion at the University of Alabama School of Medicine and Rush University Medical College. Examination items were analyzed using a partially nested design in which items were nested within occasions (i:o) and crossed with students (s). A reliability standard of 0.80 was used to determine the minimum number of items needed across examinations (occasions) to make reliable and informed decisions about students' competence in anatomical knowledge. Decision study plots are presented to demonstrate how the number of items per examination influences the reliability of each administered assessment. Using the example of a curriculum that assesses gross anatomy knowledge over five summative written and practical examinations, the results of the decision study estimated that 30 and 25 items would be needed on each written and practical examination to reach a reliability of 0.80, respectively. This study is particularly relevant to educators who may question whether the amount of anatomy content assessed in multidisciplinary evaluations is sufficient for making judgments about the anatomical aptitude of students. Anat Sci Educ 10: 109–119. © 2016 American Association of Anatomists.     

Education for children with a chronic health condition: an evidence‐informed approach to policy and practice decision making

Children managing chronic health conditions face many obstacles which can impede their learning during periods of hospitalisation. In one particular hospital, a team of educators deemed it necessary to take a personalised learning approach in order to maintain students’ educational progress, namely making use of individual learning plans (ILPs). This team adopted an evidence‐informed practice (EIP) approach to the issue in order to persuade administrators of the need for change. The successful implementation of the EIP approach led to the inclusion of the ILP form in patients’ medical records, which is thought to be a first for Australia. Although EIP is regarded highly by practitioners and policy makers, there can be difficulties when implementing this approach. This study aims to identify the enabling features that permit EIP to be successfully implemented and to examine the ways in which EIP can lead to improved practice.     

Defining Personal Epistemology: A Response to Hofer & Pintrich (1997) and Sandoval (2005)

Some researchers, including B. K. Hofer and P. R. Pintrich (1997) Hofer, B. K. and Pintrich, P. R. 1997. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning.. Review of Educational Research, 67(1): 88–140. [Crossref], [Web of Science ®] , [Google Scholar] and W. A. Sandoval (2005) Sandoval, W. A. 2005. Understanding students' practical epistemologies and their influence on learning through inquiry.. Science Education, 89: 634–656. [Crossref], [Web of Science ®] , [Google Scholar], argue for defining personal epistemology as views about the nature of knowledge and knowing but not views about the nature of learning. Others continue using a more expansive definition of personal epistemology that includes views about learning. I argue that the scope of personal epistemology should not be decided entirely a priori. If people's views about the nature of knowing and knowledge turn out to be separable from (despite being intertwined with) their views about the nature of learning, then it makes sense to define 2 separate areas of study corresponding to those 2 separable sets of psychological constructs. From some theoretical perspectives, however, empirical results may support the interpretation that views about knowledge are inseparably entangled with views about learning. In that case, excluding views about learning from personal epistemology obscures rather than elucidates the content and cognitive structure of students' views. To be clear, I do not think the community should decide, now, to etch “views about the nature of learning” into the definition of personal epistemology. I argue instead that it is more productive not to converge on a definition until further empirical and theoretical progress points us toward the best way to “cut up [nature] … along its natural joints” (Plato, 1995 Plato. 1995. Phaedrus, Edited by: Nehamas, A. and Woodruff, P. Indianapolis, IN: Hackett.  [Google Scholar], p. 64).     

Using values clarification to develop the creative potential of students: A practical approach for classroom teachers

Much progress has taken place to identify and provide services for the gifted and talented. Yet, the problems that existed ten years ago still prevail and require continuing efforts to find viable solutions.     

A Peer Assisted Learning (PAL) approach to pre-service teacher professional experiences in Australia: organisational friendships

This study explored how students (pre-service teachers) benefit from the support of having a peer with them during their first professional experience in preschool contexts, utilising a PAL (Peer Assisted Learning) approach. International students at a large Australian University were interviewed as part of this qualitative study. We found that peer engagement facilitated the development of friendships and social support among participants. Discussion is situated within a sociological framework of organisational friendship. This study extends conceptions of organisational friendships beyond managerial imperatives and peer relationships are highlighted as supportive, not competitive, engagements. The PAL approach highlights the benefit of collaborative professional learning.     

Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform

This article traces the roots of narrative research in the social sciences and education, then centers on ‘story constellations,’ a version of narrative inquiry that uncovers teachers’ knowledge of school reform in context. A fluid form of investigation that unfolds in a three-dimensional inquiry space, story constellations consists of a flexible matrix of paired narratives that are broadened, burrowed, and restoried over time. The adaptability of this narrative inquiry approach is then made visible through introducing four story constellations separately, then laying sketches of the individual story constellations side-by-side. When analyzed in a conjoined fashion, these sketches illustrate how the particularities of place and human agency in the living of school reform played out differently in differing school contexts, despite the fact that the four school sites had one story of reform in common. In the end result, the illustrations demonstrate how the use of the malleable approach drew distinctive story constellations to the surface, spotlighting teachers’ knowledge of school reform as it developed in context over time. In this way, ‘story constellations’ as a method and as a form of inquiry is illuminated.