Implications of instructional psychology for the design of educational television

This article examines the implications of a cognitive model of learning for the design of educational broadcast television. Specifically examined are research studies with instructional implications for such functions as pacing, cueing, modeling, and transformation of the television presentation. Robert B. Kozma is Associate Professor at School of Education, Associate Research Scientist at the Center for Research on Learning and Teaching, and Project Director, National Center for Research to Improve Post Secondary Teaching and Learning, The University of Michigan, Ann Arbor, MI, 48109. An earlier version of this paper was presented at the American Educational Research Association Annual Conference, New Orleans, LA, 1984. Appreciation is expressed to Barbara Beath, Edward Saunders, anonymous reviewers, and students in the author’s seminar on educational television for their helpful comments.     

Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?

Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence, college student experience, and higher education finance. George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University. Her research focuses on college student learning and development.     

Scientific and technological training for traditional communities

The International Bureau of Education is launching a research project on the training of teachers for intercultural education. The project is called ‘Basic Education for Participation and Democracy: Key Issues in Human Resources Development (Teachers and Multicultural/Intercultural Education)’. The general objective of the project is to develop countries' capacities to improve basic education, especially in multicultural contexts, and particularly through teacher training. Another objective of the project is to improve teachers' capacities to educate minorities, which is an important element in the building of a more democratic society. This article summarizes the results of the project and integrates them with strategies and methods developed by the Laboratoire de didactique et épistémologie des sciences of the University of Geneva, the Department of Biology of the University of Pavia and other research and training centres in Europe and Latin America. Ph.D. Professor at the University of Pavia, Italy. Member of the Laboratoire de didactique et épistémologie des sciences, University of Geneva. Technical adviser to the UNESCO: International Bureau of Education's Project ‘Basic Education for Participation and Democracy: Key Issues in Human Resources Development (Teachers and Multicultural/Intercultural Education)’. His many publications includeTeacher training and multiculturalism: national studies (1995).     

Interpreting a Community of Practice Perspective in Discipline-Specific Professional Development in Higher Education

Through this study we explored a community of practice framework applied to faculty professional development at a mid-size state university in order to examine the issues unique to discipline-specific professional development in higher education. Through content-focused professional development activities conducted by the authors, several key areas were identified that point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development, (b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development, (d) challenging the “culture of service”, and (e) the need for a language to mediate thinking about practice. Maria Blanton  received a Ph.D. in Mathematics Education from North Carolina State University. She is currently a Senior Executive Research Associate in the Kaput Center and an Associate Professor in the Science, Technology, Engineering and Mathematics Dept at the University of Massachusetts Dartmouth. Her research interests focus on applications of sociocultural theory in understanding teaching and learning mathematics in both elementary grades and higher education. Despina Stylianou  received an Ed.D. in mathematics education from the University of Pittsburgh. She is Associate Professor in the Department of Secondary Education at the City College of New York. Her research interests are in the area of mathematical cognition; her work explores the mathematical skills, sensibilities, and habits of mind and action that are critical to doing, learning, and using mathematics proficiently.     

Protest Reconsidered: Identifying Democratic and Civic Engagement Learning Outcomes

Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest. The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development, and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of activism. J. Patrick Biddix  received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student uses of technology outside the classroom, career pathways in student affairs, and research methodology. Patricia A. Somers  received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans. She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests include college access, student persistence, student development theory, and two-year colleges. Joseph L. Polman  received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective.     

高效学习与理解性教学——对话《高效学习》作者Linda Darling-Hammond教授

琳达·达林一哈蒙德（Linda Darling—Hammond）,美国斯坦福大学教育学教授,教育学博士,美国当代教育改革分析家,美国教师专业化改革取向的领军人物,奥巴马政府现行教育政策改革团队领导人．斯坦福教育领导研究所和斯坦福教育机会政策中心联席主任。她和她的团队自20世纪90年代开始聚焦于教育教学改革及实践研究。2008年出版了《高效学习：我们所知道的理解性教学》一书,该书是琳达·达林一哈蒙德（Linda Darling—Hammond）与布里基·巴伦（Brigid Barron）等7位知名学者花了10多年进行学习研究的成果。作者基于人是如何学习的理论观点,聚焦于阅读与素养、数学、科学这三大主要学科领域,从理论和实践层面探索了“理解性教学”的教学形式：基于项目学习、设计的学习问题的学习,阐释了在新技术的强大支持下,革新课堂学习环境,促进高效学习的策略以及影响这些策略有效性的因素与条件。作者还提出了变革学校体系,为理解性教学重构学校的主张。2009年华东师范大学学习科学研究团队翻译了琳达·达林-哈蒙德的这部著作,并就该书中的高效学习与理解性教学的教育思想与作者进行了深度交流。琳达·达林-哈蒙德教授的思考给人们提供了认识21世纪学习的新视角,也会对21世纪学校体系变革带来启示。     

Curriculum Mapping in Higher Education: A Vehicle for Collaboration

This qualitative study makes the case for the implementation of curriculum mapping, a procedure that creates a visual representation of curriculum based on real time information, as a way to increase collaboration and collegiality in higher education. Through the use of curriculum mapping, eleven faculty members in a western state university Teacher Licensure program aligned and revised the teacher education curriculum across a sequence of courses. An increase in collaboration and collegiality among faculty emerged as an unintended outcome as a result of participation in the project. Kay Pippin Uchiyama  is currently the Assessment Coordinator for the Poudre School District in Fort Collins, Colorado. During this study, she was an Assistant Professor of Teacher Education at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s Teachers to Use Data grant. She received her Ph.D. in Instruction and Curriculum in the Content Areas with an emphasis on Teacher Education and Learning to Teach from the University of Colorado at Boulder. Her interests include data driven instruction, assessment for learning, teacher education, professional development schools, and mathematics education. Her email is kuchiyam@psdschools.org. Jean L. Radin  is an adjunct professor at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s Teachers to Use Data grant. She received her Ph.D. from Colorado State University. Her interests are brain-based teaching and learning, data driven instructional practices, teacher education and professional development schools. Her email is jradin@cahs.colorado.edu.     

A Breakpoint Moment: Leadership Visions and Values for Trustees of Collegiate Mission

American higher education is an enterprise of complex heritage, mission, and governance culture—an enterprise expected to serve as both cultural curator and cultural critic. Contemporary issues such as the call for accountability and the pressure of marketplace ideology present colleges and universities with a possible breakpoint change moment in both mission and leadership, as established policy and philosophic principles are challenged and leadership vision and values are similarly called to question. This article probes the particular effect of marketplace ideology on colleges and explores three metaphors of leadership role and value: the Servant/Exemplar Leader, the Steward/Trustee Leader, and the Artist/Designer Leader.This article is adapted from a keynote presentation given to the Association for Student Judicial Affairs 2005 Annual Meeting in Clearwater Beach, Florida.E. Grady Bogue is Professor of Higher Education at the University of Tennessee, is Chancellor Emeritus of Louisiana State University in Shreveport, and has also served as Interim Chancellor of Louisiana State University and A&M College. He holds B.S. in Mathematics, M.A. in Education, and Ed.D. in Educational Administration from the University of Memphis and was named a Distinguished Alumnus of the University in 1986     

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.     

Towards education for a sustainable future in Asia and the Pacific

Conclusion The second phase of education for a sustainable future (the widespread reorientation of educational practices, systems and structures) is not yet widespread in the Asia-Pacific region. This is a very large undertaking and one that the economically wealthy regions of the world have yet to make. Therefore it is not surprising that one of the world's economically poorer regions has yet to enact such reforms. However, there is sufficient leadership in the region (in the form of international and regional agencies and active NGOs) to indicate that if Member States can be convinced that a whole-of-government approach to sustainable development is desirable, the teacher educators, curriculum development officials and teachers of the region will have the requisite support to make the necessary reforms. Original language: English John Fien (Australia) Director of the Centre for Innovation and Research in Environmental Education, Griffith University. Teaching and research interests focus on the reorientation of education towards sustainability in the formal school sector, teacher education and community education. He is the author ofEnvironmental education: a pathway to sustainability and education for the environment andCritical curriculum theorising and environmental education. Editor of several UNESCO project publications, includingTeaching for a sustainable world (1995),Learning for a sustainable environment (1997) andTeaching and learning for a sustainable future (2000). Osamu Abe (Japan) Professor in Education at Saitama University in Japan and the Project Leader of the Environmental Education Project of the Institute for Global Environmental Strategies. A leading authority on conservation education and a well-known figure in both the environmental NGO and environmental education movements in Japan. Bishnu Bhandari (Nepal) Senior Research Fellow in the Environmental Education Project of the Institute for Global Environmental Strategies in Japan. Former Director of the International Union for the Conservation of Nature's conservation programme in Nepal. With Osamu Abe, he has convened a series of international conferences on environmental education in the Asia-Pacific region. They have publishedAn overview of environmental education in the Asia and Pacific region (1999) andA regional strategy on environmental education in Asia-Pacific (1999).     

Beyond Lip-service: An Operational Definition of “Learning-centered College”

Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other institutions. William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University, and his interests include teaching and learning in higher education and educational technology. Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests are American theatre history and dramaturgy. Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern Florida University; and her interests include special education, authentic learning, and classroom technology. James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease. T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping. James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management from the University of Denver; his interests include information literacy. Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology. Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse University, and her interests include information literacy and online learning. Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland; his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface processes. Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher education. Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests include family mediation and the ability of the poor to access the legal system. All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego.     

Preparing teachers to teach pupils with special educational needs in more inclusive schools: evaluating a PGCE development

As we move towards a more inclusive education system in the UK, there is a real need to equip teachers to work in more diverse classrooms from the start of their teaching careers. In this article, Gill Golder, teaching and research fellow (physical education), Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, and Phil Bayliss, senior lecturer in special educational needs and education studies, all based in the School of Education and Lifelong Learning at the University of Exeter, describe developments in Exeter's secondary phase Post Graduate Certificate in Education (PGCE) programme. The authors set their account in the context of policy requirements in England and international trends towards more inclusive teacher education. They report on an initiative designed to enhance the knowledge, skills and attitudes of trainee teachers and to equip them to differentiate their teaching to meet the individual needs of all pupils, including those with special educational needs. This initiative involved all trainees working intensively with one pupil, supported by the SENCo in their teaching practice school. Building towards a form of dispersed teacher preparation that may have applications in other contexts, the programme offered student teachers a systematic strategy for individualised teaching and the support of web-based resources. Gill Golder, Brahm Norwich and Phil Bayliss include evaluations from student teachers, SENCos and principal subject tutors in their report. They conclude that this is a promising way of working, which highlights the national and international need to develop practical ways of enhancing initial teacher education in relation to special educational needs and inclusion.     

Learning to ‘become somebody well’: Challenges for educational policy

This article argues that education has a role in promoting young people’s wellbeing. It draws on research on young people’s lives to highlight the changing world for which educators prepare young people. While older educational agendas such as literacies and numeracy remain significant, it is argued that education is increasingly important for its role in assisting young people to develop the capacities and skills that will enable them to live well and that will enhance social cohesion. Although these more recent social agendas are often acknowledged in significant policy documents, their enactment in schools is compromised by economistic policy imperatives that see young people primarily in terms of their capacities to attain labour market skills that will ensure Australia’s international competitiveness. I make a link between the work that young people do to make themselves, and wellbeing, highlighting the role that education plays in shaping identities — and in enabling them to ‘become somebody well’. The article concludes that health and wellbeing are marginalised in school curricula not because of a ‘crowded curriculum’ but because not all elements are given equal value within our current policy frameworks.     

论学习型社会构建中的职业教育

建设全民学习、终身学习的学习型社会是我国未来20年教育改革和发展的奋斗目标．教育尤其是职业教育是开发人力资源的重要手段,发展职业教育为全民学习、终身学习服务是学习型社会的题中之义。学习型社会中,职业教育具备全效性、全纳性、全程性三大功能。在学习型社会宏景下,树立“大职教观”,建立现代职业教育体系与培训体系,落实制度、经费、资助体系保障是职业教育的发展途径。     

Changing concepts of equity in transforming UK higher education: implications for future pedagogies and practices in global higher education

This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions of higher education, especially around notions of widening participation. Notions of widening participation in policy and practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in a range of higher education subjects and settings.     

Taking Teachers Out of the Equation: Constructions of Teachers in Education Policy Documents Over a Ten-year Period

Education policy documents recently have placed great emphasis on teacher quality in the belief that ‘education of the highest quality requires teachers of the highest quality’ (Department of Employment Education Training and Youth Affairs 2000). This paper traces the discourses on teachers constructed in policy documents in order to establish what is meant by ‘teachers of the highest quality’. It employs Critical Discourse Analysis to investigate the discursive construction of teachers’ professional identities in three policy documents released over the last decade. This analysis finds that, despite recognition being given to the importance of teachers in all three documents, teachers’ professional autonomy is effectively curtailed as they are increasingly being ‘taken out of the equation’ in education policy decision-making. The paper concludes with suggestions for ways in which teachers may challenge these constructions and work to reconstruct teachers as active voices in the policy-making process.     

Pacific elementary school teachers and language policy critique: Context, text and consequences

This article explores the issue of language policy analysis for elementary school teachers in the Oceania region, that is Polynesian nations in the southern and eastern, Melanesian nations in the western and Micronesian nations in the northern parts of the Pacific Ocean region. It is grounded in an understanding that education policy work of any kind is contested and political but nevertheless an exercise that elementary school teachers need to engage in. The ideas examined in the article are timely given recent ‘re-thinking’ language policy work across the region initiated in early 2005 by the Institute of Education at the University of the South Pacific and the Pacific Regional Initiatives for the Delivery of [basic] Education (PRIDE), in Fiji. This article draws on a template for education policy analysis that enables teachers in particular to ask critical key questions around language policy context, text and consequences (Taylor et al., 1997). These questions offer teachers a language for examining language and language policy issues that concern them in their everyday work and thus a possible way of accessing and contributing to debates from which they are often excluded.     

马里兰大学的目标：为全美服务的开放大学——专访国际知名远程教育专家尤金·鲁宾博士

尤金·鲁宾(Eugene Rubin)博士,现任美国马里兰大学大学学院(University of Maryland University College,UMUC)管理和技术研究生院远程教育硕士教学计划主任。此前,他曾经在加拿大阿萨巴斯卡大学(Athabasca University)担任研究生导师长达十二年之久。鲁宾博士在远程教育和培训、教育技术、教学设计和课程开发与实施等方面拥有宽厚的知识和经验。他负责主持的在线远程教育硕士学位教学计划已经赢得了多项荣誉奖励,其中包括2003年度远程教育实践界优秀教学计划UCEA奖(UCEA Award for Program of Excellencewithin the Distance Education Community of Practice)和2003年度斯隆-C(Sloan-C)最优异的在线教学项目奖(Sloan-C MostOutstanding Online Teaching ＆Learning Program)。马里兰大学大学学院也因此在2004年2月召开的国际开放与远程教育协会(ICDE)第21届世界大会上获得了成就突出机构奖(ICDE Prize of Excellence for Institutions)。     

网络时代远程教育在终身教育中的定位和作用——“第21届ICDE远程教育国际会议”评述

本文是一篇关于“第21届ICDE远程教育国际会议”的评述。作为本刊专家,受编辑部委托,通过评述方式向读者全面介绍了本次会议的情况。本评述包括五个部分:第一、会议的概述。其中包括会议的地点、主办单位、主题、主要内容、论文的征集、参会人员情况等;第二、主题报告的重点内容。其中包括联合国教科文组织助理总干事约翰·丹尼尔、中国科协副主席韦钰、英国开放大学校长布伦达·葛丽、加拿大英哥伦比亚大学教授托尼·贝茨等人的演讲;第三、专题核心观点:未来大学会消亡吗?第四、现代远程教育实践的创新;第五、总结部分。作者希冀本文能帮助读者全面了解会议之内容和精神,及国际远程教育领域学者的最新研究成果,吸收会议产生的有价值的理念、观点和方法,进而改善中国现代远程教育的实践。