Using social theory in educational research: a practical guide

In Flanders, action research as a means of enhancing quality in initial teacher training and in teaching practice is not as widespread as in some of the neighbouring countries. In this article the authors argue for trainees and qualified teachers setting up and conducting research in their teaching practice. Rather than perceiving this as an additional assignment for the parties involved, this is put forward as an inherent part of the profession, just as it is the general medical practitioner’s duty to keep up with the latest scientific developments, implement new approaches, and confer and exchange experiences with confreres. The authors suggest that such an approach could contribute to a stronger tie between theory and practice in teacher training itself, and to a reinforcement of the knowledge basis in the teacher training curriculum and the teaching profession. They discuss how research can be conceived in the teacher training curriculum and subsequent professional setting, and propose establishing a narrow link between action research and the learning cycle intrinsic to experiential learning. The article draws on the authors’ experiences at the Department of Teacher Training of the Vrije Universiteit Brussel (Free University of Brussels), where action research is a compulsory subject in the curriculum.     

以教师科研立项促进本科学生科研的实践研究

贯彻以人为本、培养创新精神和创新能力的人才培养目标，充分利用学校科技优势，实施教师指导本科生科研项目，以教师科研立项促进本科生科研工作，取得了好的效果。     

The third generation Logical Framework Approach: dynamic management for agricultural research projects

Abstract

The Logical Framework Approach (LFA) is a project design and management tool which has been used by many foreign assistance agencies during the past 20 years. Recent innovations in LFA theory and practice have led to a Third Generation of LFA use resulting in its increased effectiveness and practicality as a tool for designing, implementing and evaluating agricultural research projects. Amongst these innovations are: 1) team-based (or participatory) use of the LFA; 2) guidelines for applying the LFA to research projects; 3) LFA software, enabling much more dynamic use of the approach; 4) better integration of the LFA with other project implementation tools; 5) better understanding of practical indicators for project performance and supporting monitoring and evaluation methods and; 6) a better understanding of the critical success factors required for sustainable and effective LFA use within institutions. Lessons are derived from efforts to introduce the Third Generation LFA to the National Institute for Agricultural Research (INRA) in Morocco.     

The social construction of reading strategies: new directions for research

In recent decades reading research has moved from predominantly quantitative work to more qualitative studies in which individual readers are observed in interaction with texts. Considerable differences have been found in the strategies employed by these readers, especially by those of different social and cultural backgrounds. These diverse strategies can be partly attributed to the different processes by which people learn to read and through the different ways in which they see written texts used in their own social environments; the contrasting situations and strategies of Japanese and Nigerian readers are used to illustrate the point. If teachers are to deal effectively with readers of various cultural backgrounds—as they must do in ESL and EFL classes—they need to know more about such contrasts; more work is therefore needed on the relationship between the literacy practices of cultural communities and the reading strategies of particular individuals.     

The development of a video database for language educational research projects

The analysis of classroom observation data is seen as increasingly important in research on the impact of high‐stakes language tests or new foreign‐language programmes on students, teachers and other stakeholders. Video‐recordings of language teaching and learning in classrooms impacted by such tests or programmes can provide revealing data, which, however, may be difficult to analyse in raw recorded form. The organisation of video‐recordings into an interactive database facilitates the retrieval and analysis of data in response to particular research questions. Informed by current research on the use of video in education, especially educational research, and by the relevant video database literature, this paper describes a video database developed by the University of Cambridge English for Speakers of Other Languages (Cambridge ESOL) Examinations operation, part of Cambridge Assessment, the new identity of the University of Cambridge Local Examinations Syndicate (UCLES). This paper describes three Cambridge ESOL impact studies for which the data were collected, and discusses the video‐recording equipment used, approaches adopted and decisions made. It then outlines the aims, principles and approaches involved in the development of the impact research video database, including software selection, main design features and envisaged future uses. A step‐by‐step account for the likely video database user is included, along with sample screenshots.     

教育科研课题的结题及实际操作

从教育科研课题管理的角度，结合北京市教育科学规划课题的管理实践，论述和介绍了结题的意义、结题的方式、结题的具体操作等。     

全国教育科学"九五"规划课题成果简介(二)

课题名称：《中小学生阅读过程的心理加工模式与阅读能力的培养》 课题类别：教育部重点 学科分类：教育心理 课题承担人：华南师范大学莫雷 联系地址：广州石牌 510631 　　课题主要进行了三方面的研究。 　　(1)关于文章宏观阅读的信息加工过程的研究。内容包括文章自然阅读理解、任务阅读、快速阅读、概括文章主题的信息加工过程以及文章阅读过程的精加工推理过程等。系统揭示了文章阅读的信息加工机制，中小学生阅读过程信息加工方式。例如，研究表明，快速阅读文章的过程，主要是一个更多地利用概念推动，较少地需要材料信息的“预期—…     

Learning for the professions: lessons from linking international research projects

At the core of higher education is the experience of students whose focus for learning is often directed towards their future employability. In this paper, we explore the intersections between two large international research projects involving over 500 students. Interviews with students yielded their conceptions of learning and work in specific discipline and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students’ individual ideas about learning and future work with their workplace. A meta-analysis of the two projects highlights the utility of higher education for students’ future working life and suggests ways in which institutions and policy makers can critique current practice in a way that will incline curriculum and teaching development towards professional formation.     

The effect of extra credit projects on learning: A research note

This study explores the effect of extra credit projects (ECPS) on specific (paper) and general (final exam) learning. ECPS involved the demonstration of mastery of a specific course objective, using selected criminological theories to critically evaluate a current journal article. The term paper also required the application of two criminological theories to a problem. Data were drawn from a large (N?=?222) criminology lecture class. The results of a multiple regression analysis indicated that completion of ECPS was positively associated with grades on the term paper but not with generalized learning. The full models explained between 20 and 40% of the variance in outcome measures.     

浅谈社会项目评估中的需求评估

在进行项目评估的过程中,需求评估对项目目标的明确、项目具体计划的制定、项目可行性的分析至关重要。因而一直被视为评估过程的关键环节。随着项目评估向社会公共事业领域的拓展,外部环境的不断复杂化,需求评估的难度已不断增大。因此需要明晰需求评估的定义、重新认识需求评估的意义与价值、了解需求评估的具体步骤。     

A knowledge management technology architecture for educational research organisations: Scaffolding research projects and workflow processing

There is growing recognition that the economic climate of the world is shifting towards a knowledge‐based economy where knowledge will be cherished as the most prized asset. In this regard, technology can be leveraged as a useful tool in effectually managing the knowledge capital of an organisation. Although several research studies have advanced knowledge management frameworks catering to the requirements of organisations specialising in diverse fields of expertise, no comprehensive knowledge‐management architecture has been found that is technology mediated and orientated towards the emergent needs of an educational research organisation. In this paper, we review a knowledge management technology approach modeled as a web portal that was developed to create a repository and to facilitate shared resources in a research organisation. This technology‐based framework encapsulates the knowledge management processes that capture and augment the explicit knowledge resources of the research organisation. The framework also supports social networks that enable the sharing and encoding of tacit knowledge by facilitating online exchanges and feedback.     

Student teachers’ collaborative research: Small-scale research projects during teacher education

Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher education program, focussing on elaboration and decision making. In one group, group members had different preferences, which led to balancing elaboration and decision making. The other group, however, did not engage in these processes in a conscious way, leading to an arduous research process. We contend that a balanced approach, alternating elaboration and decision making, is desirable.