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Joel Windle 《The Australian Educational Researcher》2011,38(3):311-327
This paper explores some of the processes through which an educational policy agenda can be generated in the media sphere. It casts light on the roles of journalists and various types of expert in these processes as they pertain to critical literacy. I argue for the usefulness of cross-field performance as a concept which helps to illuminate the special place of individuals who position themselves across journalistic, academic and political fields. The analysis is supported by examination of patterns in newspaper reporting and academic publication, which suggests that contestation of critical literacy serves as a staging device for a team of policy entrepreneurs, whose performances work to discredit and exclude other players. 相似文献
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Despite the impact of genetics on daily life, biology undergraduates understand some key genetics concepts poorly. One concept requiring attention is dominance, which many students understand as a fixed property of an allele or trait and regularly conflate with frequency in a population or selective advantage. We present the Dominance Concept Inventory (DCI), an instrument to gather data on selected alternative conceptions about dominance. During development of the 16-item test, we used expert surveys (n = 12), student interviews (n = 42), and field tests (n = 1763) from introductory and advanced biology undergraduates at public and private, majority- and minority-serving, 2- and 4-yr institutions in the United States. In the final field test across all subject populations (n = 709), item difficulty ranged from 0.08 to 0.84 (0.51 ± 0.049 SEM), while item discrimination ranged from 0.11 to 0.82 (0.50 ± 0.048 SEM). Internal reliability (Cronbach''s alpha) was 0.77, while test–retest reliability values were 0.74 (product moment correlation) and 0.77 (intraclass correlation). The prevalence of alternative conceptions in the field tests shows that introductory and advanced students retain confusion about dominance after instruction. All measures support the DCI as a useful instrument for measuring undergraduate biology student understanding and alternative conceptions about dominance. 相似文献
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Journeys to a sustainable future have become important to industry, government and research. In this paper, we examine evolutionary, relational and durational perspectives on sustainability journeys. Each perspective emphasizes different facets of sustainability - shifts in selection environments, reconfigurations of emergent networks, and intertemporal comparisons and contrasts. Drawing on our analysis, we discuss implications for sustainability policy, strategy and research. 相似文献
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Daniel H. Robinson Joel R. Levin Gregory Schraw Erika A. Patall Earl B. Hunt 《Educational Psychology Review》2013,25(2):291-302
To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate about the educational policy implications of their research. We believe that this change will be beneficial for maintaining a separation between evidence and opinion concerning the legitimate warrants of empirical research. We suggest viable accompaniments and alternatives to authors offering practical recommendations and policy speculations in primary-research journal articles. Among these is to rely on all sources of evidence, including systematic research syntheses based on the aggregated contribution of multiple research studies from different sources, with recommendations for practice tailored to specific situations so that both their validity and utility will be increased. It is hoped that our proposed policy change will initiate a conversation among researchers, editors, reviewers, and educational-policy experts with respect to the scope and purpose of primary research journal articles. 相似文献
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Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities 总被引:1,自引:0,他引:1
Joel J. Mintzes Bev Marcum Christl Messerschmidt-Yates Andrew Mark 《Journal of Science Teacher Education》2013,24(7):1201-1218
Emerging from Bandura’s Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion. 相似文献
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Brian R. Belland Joel Drake 《Educational technology research and development : ETR & D》2013,61(6):903-925
One way to help students engage in higher-order thinking is through scaffolding, which can be defined as support that allows students to participate meaningfully in and gain skill at a task that is beyond their unassisted abilities. Most research on computer-based scaffolds assesses the average impact of the tools on learning outcomes. This is problematic in that it assumes that computer-based scaffolds impact different students in the same way. In this conceptual paper, we use activity theory and the theory of affordances to build an initial theoretical framework on how and why K-12 students use computer-based scaffolds. Specifically, we argue that affordances and motives drive how and why K-12 students use computer-based scaffolds. Then we examine empirical studies to gather preliminary support for the framework. Implications for research on and the design of computer-based scaffolds are explored. 相似文献
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Educational Psychology Review - Previous simulation studies of randomization tests applied in single-case educational intervention research contexts have typically focused on A-to-B phase changes... 相似文献