Between eclecticism and orthodoxy in instructional design     

Stephen C. Yanchar  Bruce W. Gabbitas 《Educational technology research and development : ETR & D》2011,59(3):383-398

This paper presents the concept of critical flexibility as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical orthodoxy (i.e., rigid use of a single perspective or process) due to the openness and flexibility it purports to offer. In contrast, the authors argue that eclecticism ignores or discourages critical reflection regarding background understanding (e.g., implicit assumptions and values) and perpetuates the lack of openness and flexibility commonly associated with orthodoxy. Critical flexibility, as an alternative to eclecticism, emphasizes an awareness of background understanding, but construes it as capable of being explicated, critically examined, adjusted in specific contexts, and refined or developed over time to facilitate increasingly flexible and effective design practices. The authors clarify the nature of critical flexibility as a general way of being involved in the design process, suggest how it helps overcome the traditional theory–practice split, and discuss several of its implications for scholarship and training.  相似文献   

Development of a set of scales to measure selected scientific attitudes     

Bruce Jones  Bill Butts 《Research in Science Education》1983,13(1):133-140

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Help‐Seeking and Non‐Help‐Seeking Students' Perceptions of Own and Peers' Mental Health Functioning     

Bruce S. Sharkin  Paula M. Plageman  Lisa P. Coulter 《Journal of College Counseling》2005,8(1):65-73

Help‐seeking (HS) students and non‐help‐seeking (NHS) students were compared on their perceptions of (a) their own level of mental health functioning and (b) the average level of mental health functioning of their (NHS or HS) peers. Results showed that NHS students' perceptions of HS students' self‐ratings were similar to HS students' self‐ratings of functioning but that HS students underestimated the level of functioning of their NHS peers. Implications of the findings for campus outreach and future research are discussed.  相似文献   

Book reviews     

Bruce Williams  John Hardin Best  J. R. Hough 《Higher Education》1992,23(2):209-214

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Informed learning design: teaching and learning through engagement with information     

Clarence Maybee  Christine Susan Bruce  Mandy Lupton  Ming Fai Pang 《高等教育研究与发展》2019,38(3):579-593

ABSTRACT

While higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content.  相似文献   

Conceptual ecologies for educational research through Deleuze,Guattari and Whitehead     

David R. Cole  Mehri Mirzaei Rafe 《International journal of qualitative studies in education》2017,30(9):849-862

This article will explore the increasing interest in the application of the philosophy of Gilles Deleuze, Félix Guattari and Alfred North Whitehead to educational research, for example, as a conceptual underpinning for inquiry in the new materialisms, and/or educational posthumanism. The exploration of this paper is complicated by the fact that Deleuze and Guattari changed their philosophical position in their dual publications, with, for example, their last book: What is Philosophy? representing a substantial departure from their rhizomatic work in, A Thousand Plateaus: Capitalism and Schizophrenia. This article will explain the changes in position with reference to the mapping of conceptual ecologies that Deleuze and Guattari are describing through their philosophy, and not dualism. Concept creation appears in the analysis of Western philosophy in: What is Philosophy? and as the job of philosophy. In contrast, A Thousand Plateaus presents a whole raft of interrelated concepts that help explain the connections between capitalism and schizophrenia, but do not present ‘concept creation’ as a positive task as such, even though one could impute that they are successfully doing it. This article will explain these changes in positioning of Deleuze and Guattari as a mode of sophisticated conceptual ecology, which takes into account the work that they want their concepts to perform. Transcribed to educational research, ‘concept creation’ is an importantly non-methodological task, which is augmented and expanded with reference to the metaphysics of Whitehead’s process philosophy (a non-method), and how it has been taken up, for example, by Isabelle Stengers in terms of research positioning and science.  相似文献   

Personality structure,instructional outcomes,and instructional preferences     

Bruce W. Tuckman  Dominick S. Orefice 《Interchange》1973,4(1):43-48

Four instructional treatments differing in structure and student responsibility were used with 60 abstractthinking and 60 concrete-thinking students. As predicted, abstract students preferred those treatments with less structure and more responsibility; however, abstract and concrete students showed similar achievement levels as a result, of each treatment. The differentiated outcomes hypothesis is offered to account for the findings.

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Résumé Quatre méthodes de traitement pédagogique de structure et de responsabilité des étudiants ont été employées avec 60 étudiants pensant abstraitement et 60 étudiants pensant de manière concrète. Ainsi que prévu, les étudiants pensant abstraitement préféraient les méthodes ayant moins de structure et plus de responsabilité. Les deux catégories d'étudiants ont toutefois obtenu des niveaux d'accomplissement pareils avec chaque méthode de traitement. L'hypothèse des aboutissements différenciés est offerte comme explication des conclusions.

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This study was based in part on the doctoral dissertation of the junior author. The authors would like to thank the students and staff of the County College of Morris, Morristown, N.J., for their cooperation.  相似文献   

Does maternal employment influence poor children’s social development?     

Bruce Fuller  Gretchen Caspary  Sharon Lynn Kagan  Christiane Gauthier  Danny Shih-Cheng Huang  Judith Carroll  Jan McCarthy 《Early childhood research quarterly》2002,17(4):240

Various initiatives over the past 40 years have aimed to strengthen children’s early learning and social development. One policy theory—manifest in recent welfare reforms—postulates that requiring single mothers to work more outside the home will advance children’s well-being. We first examine whether young children’s social development is related to maternal employment among 405 women who entered welfare-to-work programs in 1998. For girls, age 24–42 months, we found that their mother’s recent employment duration was significantly associated with a lower incidence of aggressive behavior and inattentiveness, measured by two scales from the Child Behavior Checklist (CBCL 2/3). Yet these relationships with employment were weaker than more robust associations observed for proximal child-rearing practices, including the frequency of reading with the child, enforcing a regular bedtime, the propensity to spank the child, as well as levels of maternal depression. We then assess whether broader measures of the mother’s economic security help to predict these proximal determinants of development. We observed that food security and indicators of job quality consistently predicted the proximal factors. Structural equation models (SEM) provided additional evidence that these broader indicators of economic security, but not recent employment per se, operated through parenting practices and maternal depression to influence girls’ and boys’ social development. These results are consistent with recent findings from random-assignment experiments, showing that employment gains rarely affect child outcomes unless mothers’ income and broader economic security also improve.  相似文献   

Village Elders’ and Secondary School Students’ Explanations of Natural Phenomena in Papua New Guinea     

Soikava?Pauka  David?F.?TreagustEmail author  Bruce?Waldrip 《International Journal of Science and Mathematics Education》2005,3(2):213-238

This research investigated the sources of explanations and understanding of natural phenomena in terms of the students’ cultural and school science experiences. The first phase involved interviews with eight village elders that probed their explanations and understanding of natural phenomena. The second phase involved the design, development and administration of two questionnaires on natural phenomena to 179 students in a rural boarding high school in Papua New Guinea (PNG). Most village elders gave explanations of many of the phenomena in terms of spirits, spells, magic, religion, and personal experiences. Most school-aged students choose scientific explanations of natural phenomena in terms of what they had learned in school or from personal experiences. However, many choose explanations of the same phenomena about spirits, spells and magic that came from the village, family or home. The study revealed that students’ ideas about natural phenomena are strongly governed and controlled by their school science knowledge in the school setting. It is likely that their own traditional knowledge cannot be identified in a school setting but that questionnaires in the students’ local language be given to students in their villages (as opposed to school). In addition, so as not to diminish the value of this traditional knowledge, science education programs are needed that are able to consider and harmonise traditional knowledge with school science.  相似文献   

Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being          下载免费PDF全文

Keith A. Crnic  Cameron L. Neece  Laura Lee McIntyre  Jan Blacher  Bruce L. Baker 《Child development》2017,88(2):436-445

Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.  相似文献