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1.
Learning analytics (LA) offers new opportunities to enrich feedback practices in higher education, but little is understood about the ways different LA can enhance feedback practices for educators and students. This systematic literature review maps the current state of implementation of LA to improve feedback practices in technology-mediated learning environments in higher education. We used strict inclusion criteria to select relevant studies that have investigated the role of LA on feedback practices. To identify common features of LA for feedback studies, we coded relevant publications using an analytical framework that identifies four key dimensions of LA systems: what (types of data), how (analytic methods), why (objectives), and how educators and students are served by LA (stakeholders). Based on findings, we propose a conceptual framework that can guide the implementation of LA for feedback systems and also suggest future empirical research in this area. 相似文献
2.
The focus of the present paper is on the contribution of the research in the student approaches to learning tradition. Several studies in this field have started from the assumption that students’ approaches to learning develop towards more deep approaches to learning in higher education. This paper reports on a systematic review of longitudinal research on how students’ approaches to learning develop during higher education. A total of 43 studies were included in the review. The results give an unclear picture of the development of approaches to learning and, thus, do not provide clear empirical evidence for the assumption that students develop towards more deep approaches during higher education. Neither methodological nor conceptual aspects of the studies investigated explained the ambiguity of the research results. Both theoretical and empirical implications for further research are discussed. 相似文献
3.
Michael Dezuanni 《课程研究杂志》2013,45(3):416-439
This article outlines the knowledge and skills students develop when they engage in digital media production and analysis in school settings. The metaphor of ‘digital building blocks’ is used to describe the material practices, conceptual understandings and production of knowledge that lead to the development of digital media literacy. The article argues that the two established approaches to media literacy education, critical reading and media production, do not adequately explain how students develop media knowledge. It suggests there has been too little focus on material practices and how these relate to the development of conceptual understanding in media learning. The article explores empirical evidence from a four-year investigation in a primary school in Queensland, Australia using actor–network theory to explore ‘moments of translation’ as students deploy technologies and concepts to materially participate in digital culture. A generative model of media learning is presented with four categories of building blocks that isolate the specific skills and knowledge that can be taught and learnt to promote participation in digital media contexts: digital materials, conceptual understandings, media production and media analysis. The final section of the article makes initial comments on how the model might become the basis for curriculum development in schools and argues that further empirical research needs to occur to confirm the model’s utility. 相似文献
4.
This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities. 相似文献
5.
This article suggests how we should study media and information literacies (MIL) and do so at a time, when young people nurture these literacies through multiple media practices and across spaces of learning. Our basic argument is this: in order to gain a robust knowledge base for the development of MIL we need to study literacy practices beyond print literacy and numeracy, and we need to study these practices beyond formal spaces of learning. The argument is unfolded with particular focus on ethnic minority youth since this group routinely figures as under-achieving in studies of school literacy, such as Programme for International Student Assessment. Based on a brief overview of literacy studies in view of digitization and a critical examination of recent studies of youthful media practices and ethnicity, the argument is illustrated through an empirical analysis that draws on results from a nationally representative survey of media uses among Danes aged 13–23 years. The analysis demonstrates that ethnic minority youth offer the most serious challenge to existing literacy hierarchies found in formal education. We discuss the implications of these results for educational policy-making and for future research on MIL, advocating inclusive approaches in terms of media for learning and spaces of learning. 相似文献
6.
This article focuses on the idea of entrepreneurial subjectivity and the ways in which it is shaped by the entrepreneurial discourse in adult education. As a result, we argue that educational practices related to adults form a particular kind of ideal subjectivity that we refer to as entrepreneurial. In order to understand how this entrepreneurial discourse in adult education works, we will analyse how the young adults we have interviewed engage in the discourse and what effects this has for the construction of their subjectivities. Our joint empirical analysis is based on discourse-analytic methodology and on our previous empirical studies. Our research results suggest that participants in adult education end up constructing their subjectivities within the limits and possibilities of the entrepreneurial discourse that are made available to them. Embracing the entrepreneurial discourse construed in terms of autonomy and freedom, young people are expected to make a project out of their own subjectivities. As an effect, education as well as young adults’ autonomy is limited to a question of speaking in accordance with what is expected. 相似文献
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8.
Marco Romito 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):773-788
ABSTRACTCurrent social policy discourse defines educational and career guidance as a key tool to enhance individual self-realisation while pursuing collective social objectives (economic growth, reduction of drop-out rate, social inclusion). Relying on Foucault’s concept of governmentality, critical research has long destabilised this mainstream narrative by stressing that guidance polices constitute a technology of government through which the political ambition to govern is realised by shaping citizens’ desires and ambitions. This article aims to provide an in-depth empirical analysis of how governing practices unfold within a concrete guidance setting. Based on ethnographic data, the essay focuses on guidance practices addressing 13–14-year-old students in Italy moving from comprehensive education to a tracked educational level. Particular emphasis is given to the role played by guidance forms, questionnaires and exercises. These materials, it is argued, enable particular technologies of the self that are key to involving individual in practices of self-government. 相似文献
9.
Simone DeVore Robin Fox Lucy Heimer Brooke Winchell 《Early Years: An International Journal of Research and Development》2015,35(4):394-410
As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling. 相似文献
10.
Katrien Van Poeck 《Environmental Education Research》2019,25(4):472-491
This article focuses on environmental and sustainability education (ESE) in the context of the topical post-truth debate. It aims to progress theoretical research as well as empirical investigations on how ESE practices can avoid the pitfalls involved in an objectivist as well as a relativist approach to teaching and learning. After elaborating the problems implied in both these approaches, the article explores concepts developed in science and technology studies (STS) that have the potential to inspire ESE research and practice to move beyond this problematic dichotomy: Latour’s ‘matters of concern’ and ‘compositionism’ and Jasanoff’s ‘co-production’ and ‘socio-technical imaginaries’. Drawing on pragmatist educational theory the author develops a conceptual framework that serves as a theoretical model for investigations of how ESE subject matter and teaching methods can be introduced, handled and experienced in a way that moves beyond the dualism of objectivism versus relativism. Building on the work of scholars who have connected Dewey’s pragmatic, transactional perspective to the domain of didactical research, it is shown how this theoretical model can be operationalised for empirical studies with the help of well-chosen analytical methods. The article is concluded with some reflections on the limitations and potential of the presented framework. 相似文献
11.
AbstractThis paper explores how young people of diverse genders and sexualities share information about sex, sexualities and genders. Formal approaches to education often fail to consider young people’s communication and information exchange practices, including the circulation of peer knowledge through social media. In the wake of recent Australian backlash against the Safe Schools Coalition, we can observe how homophobia and queerphobia in the broader community can impact upon young peoples’ ability to learn about themselves and their bodies through formal education. Yet young people of diverse genders and sexualities can be observed to support each other in peer spaces, utilising their knowledge networks. This paper explores young people’s informal learning practices, the capacity of peer networks to support and educate young people, and the challenges of recognising such networks in a culture in which health and education discourses present them as ‘risk subjects’ rather than ‘health agents’. These issues are discussed in relation to our own experiences in research and health promotion, including one author’s role as a youth peer educator. Drawing on our workplace experiences, we provide a number of anecdotal examples which highlight the complexities of informal knowledge practice and information circulation, and the ways these can challenge and reform professional health, education, and research approaches. 相似文献
12.
Research indicates that school discipline policies and practices have a significant influence on both student and school functioning. The purpose of this article is to uncover how the ethical standards guiding the field of school psychology inform school decisions about discipline in a three‐tiered approach. Various discipline approaches, empirical research evaluating the effectiveness of these approaches, and the role of school psychologists in school discipline decision making are reviewed. Ultimately, this integration of theory, empirical research, and ethical standards points to the importance of creating comprehensive and individualized school discipline policies that apply ethically sound practices at all three tiers of intervention. Implications for practicing school psychologists are discussed. 相似文献
13.
Dennis Alonzo Negin Mirriahi Chris Davison 《Assessment & Evaluation in Higher Education》2019,44(4):636-652
The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding of what constitutes SBA practices, we explored the construct of academic SBA practices using both theoretical and empirical approaches. We developed a tool, based on the principles of SBA emerging from practices noted in the literature and identified from focus groups. We used factor analysis to extract the dimensions of the construct and to establish empirical evidence for the utilisation of the tool using a data set of 410 academics who engaged in self-assessment. Results showed that a six-factor model is the most parsimonious among other models. We used these dimensions to develop a framework for describing academic SBA practices. The use of the framework and tool has critical implications for curriculum design, professional practice and development, and policy articulation. 相似文献
14.
While university‐level education is increasingly recognized as an important component of sustainable approaches to development, little empirical research has been done on the impact of sustainability education on student behavior. This study relies on an evidence‐based research approach to better understand how graduate coursework on sustainable development can facilitate learning and transform the perceptions and reported behavior of class participants. Specifically, the authors use ecological footprint analysis in an interdisciplinary graduate‐level course on sustainable development to make statistical conclusions about the degree to which education on sustainability influences students’ daily consumption patterns. The results of this study suggest that graduate‐level education can significantly increase the degree to which students behave in a sustainable manner as measured by their ecological footprints. 相似文献
15.
This article addresses how methodological approaches relying on video can be included in literacy research to capture changing literacies. In addition to arguing why literacy is best studied in context, we provide empirical examples of how small, head‐mounted video cameras have been used in two different research projects that share a common aim: understanding the complex ways in which literacy is a part of school practices. The complexity of literacy practices taking place in classrooms, where students draw on a number of texts for a variety of purposes and different literacy discourses co‐exist in the same setting, poses a serious challenge for those who wish to study literacy in educational settings. The methodology presented in this article is our attempt to meet this challenge. Our approach relies on using video equipment in innovative ways to capture multiple perspectives, involving research participants in the data collection process and the early stages of analysis, and analysing video data with digital coding software. These methods are combined to obtain a more systematic and detailed insight into the contexts in which literacy takes place. 相似文献
16.
The purpose of this article is to describe published scholarly and research work to determine the extent to which they contributed to the physical education reform during 2000–2010 in China. Using an analytical reasoning approach, we analyzed 730 scholarly articles on K–12 physical education published in the 6 top kinesiology scholarly journals. Both conceptual synthesis and statistical reasoning approaches were used in the analysis. It is clear that variation in the number of empirical research fluctuated corresponding in time to important decisions made by the central government. The number of empirical research declined sharply after the central government published its initial guidelines for K–12 physical education. Statistical evidence suggests that empirical research should have made more contribution to formulating the new 2012 guidelines. 相似文献
17.
Jane Haggis 《Sex education》2014,14(1):57-66
This paper aimed to problematise what is meant by ‘difference’ and consider what such a reinterpretation might mean for methodological interventions in sex education research. Our concern is the tendency for sex education research to treat difference as a set of categories to be ‘added-on’, such as religious difference, cultural difference and sexual plurality. The danger of this is that it leaves the normative unchallenged, confirming the hegemony of the heteronormative, unraced subject. Constructing difference as an ‘add-on’ fails to address how young people locate themselves in a world in which they negotiate their sexualities through complex ‘glocal’ routes in popular and youth culture. We argue that decentring methodological strategies are required which draw on critiques made by post-colonial and decolonising methodologies. In the first section of the paper, we review the problem of difference, and how it is considered within current debates in youth and sexualities research. This frames a reflection on rethinking our own methodological practices through a consideration of two research moments. In the conclusion, we propose a metaphorical framework to scaffold a reimagining of methodological approaches to ensure that the normative is always a question mark. 相似文献
18.
We examined novice teachers’ beliefs about grading and constructivist teaching approaches. Adapting an existing instrument designed to assess preservice teachers’ grading beliefs that deviate from recommended practices, we administered the Survey of Grading Beliefs to 203 inservice teachers. Exploratory factor analysis resulted in a 3-factor model with a structure similar to that found in prior research; differences between the 2 samples were noted. Teachers who endorsed grading beliefs characterized as “academic enabling” tended to endorse constructivist teaching approaches. To better understand the underlying reasoning of the academic enabling factor, we conducted qualitative research with 6 additional teachers. Results revealed that teachers’ reasons for grading judgments were strategic, analytical, and thoughtful, not haphazard. This study provides empirical evidence about the nature of novice teachers’ beliefs about grading, how they relate to constructivist teaching beliefs, and how they may compare to the beliefs of preservice teachers. 相似文献
19.
Researchers in the field of gifted education are becoming increasingly aware that a variety of research approaches can make contributions to research on giftedness. This paper describes task analysis, a research methodology derived from counseling process research. Task analysis appears to be a useful research approach for building theoretical models of how therapeutic and educational interventions can facilitate positive changes in gifted children. The paper traces the historical development of task analysis methodology, describes the steps involved in conducting a rational‐empirical task analysis of change processes, and provides an example of how task analysis methodology might be applied to investigations of change processes in the field of gifted education. 相似文献
20.
Ernesto Panadero Juan Fraile Javier Fernández Ruiz David Castilla-Estévez Miguel A. Ruiz 《Assessment & Evaluation in Higher Education》2019,44(3):379-397
Classroom assessment is crucial to understand how students approach course materials, even more so in a competitive environment such as higher education. Our aim was to explore the current situation of assessment in higher education to consider further institutional and training actions. Every syllabus from all public universities in Spain was entered into a database, from which 1,693 syllabi were selected completely at random for a content analysis. It was found that: (1) university teachers use a greater variety and number of assessment instruments than did their counterparts of decades ago, (2) final examination score is still the highest-weighted source of information for the final grade, (3) the cluster of assessment practices show that conventional approaches are still the most prevalent ones, (4) formal peer and self-assessment practices are still extremely rare in the classroom, (5) assessment practices barely change between first and fourth-year courses, and (6) most variations in assessment are explained by differences on faculty/academic divisions. This research has implications for European legislation, university regulation and university teacher training programmes. 相似文献