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191.
ABSTRACT For the past two decades, there has been persistent debate around whether there is a difference between the fields of instructional design (ID) and learning design (LD). While differences in the two approaches are certainly apparent, there are cross-over points that can provide ID and LD researchers and practitioners with opportunities for dialogue about the purposes and remit of research-based practices for optimal design. Though potentially disruptive, initiating dialogues among learning and instructional designers could lead to more thorough and critical analyses of both ID and LD repertoires. Should boundary crossings occur, there is a potential for a third space for the contemplation, research, and practice of design. A goal of this article is to use the notion of Van Gogh’s Yellow House as an anchoring metaphor for the third space – a location for shared discourse, inspiration, collaboration, and challenge for a community of designers of/for learning. Using the impressionist and expressionist terminology to help elucidate the ways of thinking of designers of both traditions, this article examines the history, underlying philosophical approaches, methodologies, and design goals of ID and LD. We conclude that the emergence of a third space for design can help us move beyond the LD and ID dichotomies. We suggest that a socio-materialist perspective alleviates issues of incommensurability by acknowledging ontological multiplicity. 相似文献
192.
Michael J. Furlong Jennifer L. Greif Michael P. Bates Angela D. Whipple Terese C. Jimenez Richard Morrison 《Psychology in the schools》2005,42(2):137-149
Planning is essential to creating safe schools and it is required by the Federal No Child Left Behind legislation (U.S. Department of Education, 2004) and implemented via district local education action plans. The implementation of these plans involves continuous monitoring and reevaluation of information pertinent to each campus. As such, this process is facilitated by the availability of measures that are simple to administer, inexpensive, and whose psychometric properties have been evaluated. The California School Climate and Safety Survey (CSCSS), originally developed by M.J. Furlong, R. Morrison, and S. Boles (1991), was specifically developed for these purposes. The CSCSS is a student self‐report questionnaire created to measure general school climate and personal safety‐related experiences. In this article, we present the results of an evaluation of the CSCSS including exploratory and confirmatory factor analyses. These analyses reduced the original CSCSS research version from 102 items to 54 items. The psychometric properties of this CSCSS‐SF (Short Form) are presented. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 137–149, 2005. 相似文献
193.
Educational Philosophy and the Challenge of Complexity Theory 总被引:4,自引:0,他引:4
194.
195.
Morrison Jennifer R. Ross Steven M. Cheung Alan C. K. 《Educational technology research and development : ETR & D》2019,67(2):389-421
Educational technology research and development - School districts are adopting educational technology products at an increasing rate over the years. As more and more products become available,... 相似文献
196.
BACKGROUND: Government and state policy, irrespective of jurisdiction, increasingly require and indeed specify the nature of collaboration with regard to the delivery of child welfare services for maltreated children. The rationale for collaboration appears obvious in as much as it is aimed at promoting multidisciplinary practice in order to meet the needs of the vulnerable child. However, collaboration, whilst a useful and motivating concept, is in reality far from straightforward and contains complexities and ambiguities. AIM: The aim of this paper is to explore these complexities and ambiguities to provide an overview of key developmental frameworks relevant to the creation and maintenance of strategic high-level multiagency partnerships. COMMENTARY: The authors begin by exploring the characteristic features of different levels of multiagency collaboration that is communication, co-operation, co-ordination, coalition, and integration. As the emphasis in a variety of jurisdictions in the Western world is on the highest levels of collaboration namely coalition and service integration this is the focus of the paper. The authors synthesize the main literature in the field to consider the critical elements for effective collaborative endeavors at this level including predisposing factors, mandate, leadership, machinery, process, and outcomes. The paper concludes by recognizing that the drive towards integrated services is occurring in a climate of continuing change. The need to identify the impact of such an environment when managing multiagency partnerships is explored using five steps to change. 相似文献
198.
Andrew Morrison 《Educational Studies A Journal of the American Educational Studies Association》2017,53(3):233-246
This article discusses the concept of historical sociology in relation to the teaching of a module on an undergraduate degree in Education Studies at a university in the United Kingdom. The module examines the history of education policy in England from 1870 until the present day. Drawing upon comparisons with Social Foundations of Education programs in the United States, I examine some key epistemological and pedagogical issues raised by the interdisciplinary approach to teaching and learning followed within the module in which we combine historical and sociological perspectives as a means to understand the evolution of the English education system. In particular, using Bernstein's concept of the pedagogic device as an analytical framework, I consider the epistemological congruence of sociology and history as the contributory disciplines of the undergraduate module. From a discussion of the concept of historical sociology, I conclude that although sociology and history are distinct subjects, they share a large amount of analytical ground that thus facilitates the interdisciplinary approach pursued within the module. Following that, I examine some pedagogical issues that have arisen in my experience of teaching upon the module and I discuss how I have addressed these. I conclude the article by making comparisons to relevant examples from pedagogical practices in Social Foundations of Education programs in the United States. 相似文献
199.
Connor CM Morrison FJ Schatschneider C Toste J Lundblom E Crowe EC Fishman B 《Journal of research on educational effectiveness》2011,4(3):173-207
Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes. 相似文献
200.
Elisa Giuliani Andrea Morrison Carlo Pietrobelli Roberta Rabellotti 《Research Policy》2010,39(6):748-761
Research on University-industry (U-I) linkages and their determinants has increased significantly in the past few years. However, there is still controversy on the key factors explaining the formation of U-I linkages, and especially related to individual researcher characteristics. This paper provides new empirical evidence and, in particular, looks at the importance of researchers’ individual characteristics and their institutional environments in explaining the propensity to engage in different types of U-I linkages. Based on an original dataset, we present new evidence on three wine producing areas - Piedmont, a region of Italy, Chile and South Africa - that have successfully responded to recent structural changes in the industry worldwide. Empirical findings reveal that researchers’ individual characteristics, such as centrality in the academic system, age and sex, matter more than publishing records or formal degrees. Institutional specificities at country level also play a role in shaping the propensity of researchers to engage with industry. 相似文献