Bridging the Research-to-Practice Gap in School-Based Consultation: An Example Using Case Studies     

David Barnett  Renee Hawkins  F. Edward Lentz Jr. 《Journal of educational and psychological consultation》2013,23(3):175-190

Intervention integrity or adherence describes qualities of carrying out an intervention plan and in research is fundamentally linked to experimental validity questions addressed by measurement of independent and dependent variables. Integrity has been well described in conceptual writing but has been a continuing thorny subject in research and practice with some possibility of misunderstandings. In consultation practice, in contrast to research, adherence questions may be best viewed as a triage situation in that teams examine risks and costs of decisions and plan for sufficient intervention implementation checks accordingly. Furthermore, in consultation practice the measurement of intervention adherence is not necessarily needed for internal validity arguments if internal validity evidence is a key characteristic of prior research used in problem solving. However, adherence estimates remain critical for many aspects of decision making. As much thought and resources may be dedicated to the measurement of intervention adherence as are dedicated to the measurement of dependent variables or outcome measures for both consultation practice and research depending on the decision purpose.  相似文献   

Accountability Steps for Highly Reluctant Speech: Tiered-Services Consultation in a Head Start Classroom     

Heather Howe  David Barnett 《Journal of educational and psychological consultation》2013,23(3):165-184

  相似文献   

Conceptualising Curriculum Change     

Ronald Barnett  Gareth Parry  Kelly Coate 《Teaching in Higher Education》2013,18(4):435-449

Recent developments in UK higher education are turning attention to the undergraduate curriculum. Drawing on Lyotard's concept of performativity, this paper explores broad patterns of curriculum change in five subject areas. The curriculum is understood as an educational project forming identities founded in three domains: knowledge, action and self. Curriculum models are proposed that identify these components and their relationships with each other. The evidence suggests that the weightings and levels of integration of these components vary between the sciences and technology subjects, the arts and humanities, and professional courses. Attempts to develop curriculum strategies should take account of the patterns of curriculum components as they vary between the subject areas.  相似文献   

‘RUSSIA WINS SPACE RACE’     

Nicholas Barnett 《Media History》2013,19(2):182-195

This article traces the development of the British press narrative from the launching of Sputnik in October 1957 to the Soviets' second satellite, containing a dog, in early November. It argues that there was an initial outpouring of surprise, combined with celebration of humankind's achievement. There was also a sense of loss of national prestige, due to Britain's lack of an equivalent space programme and the decline of her empire. The launch of the dog prompted widespread condemnation, mixed with frivolous popular coverage. The article provides an insight into how this moment impacted on British society and understanding of national identity in the 1950s with imperial superiority, religion and perceived decline being recurring themes.  相似文献   

Using higher order thinking questions to foster critical thinking: a classroom study     

Jerrold E. Barnett  Alisha L. Francis 《教育心理学》2012,32(2):201-211

To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an Educational Psychology course were assigned to one of three quizzing conditions. Quizzes contained factual multiple-choice questions, factual essay questions or essay items requiring higher order thinking. Critical thinking was measured with a pre-test–post-test design and the Watson–Glaser Critical Thinking Appraisal (Short Form). Classroom learning was assessed via multiple-choice and essay tests. Critical thinking increased equally across all sections. The section receiving higher order thinking quizzes performed significantly better than the other two sections on both the multiple-choice and essay portions of the classroom tests. The implications of these findings are discussed in the context of methodological approaches to encouraging critical thinking.  相似文献   

Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications     

Janette R. Hill  Liyan Song  Richard E. West 《The American journal of distance education》2013,27(2):88-103

Abstract

Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning. This review and analysis of the research related to social learning perspectives on WBLEs provides several implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.  相似文献   

The impact of three‐dimensional computational modeling on student understanding of astronomy concepts: a qualitative analysis     

John A. Hansen  Michael Barnett  James G. MaKinster  Thomas Keating 《International Journal of Science Education》2013,35(13):1555-1575

In this study, we explore an alternate mode for teaching and learning the dynamic, three‐dimensional (3D) relationships that are central to understanding astronomical concepts. To this end, we implemented an innovative undergraduate course in which we used inexpensive computer modeling tools. As the second of a two‐paper series, this report focuses on the qualitative differences of students' understandings of both spatial and declarative knowledge domains as reflected by their two distinct learning environments — a traditional astronomy classroom and an experimental astronomy course grounded in problem‐solving and modeling with dynamic, 3D, computational modeling software. We found that students who constructed 3D computational models tended to have a more scientifically sophisticated understanding of dynamic spatial relationships, whereas students in the traditional class developed more accurate understandings of the properties and general facts and figures regarding celestial bodies.  相似文献   

On the matter of understanding     

Ronald Barnett 《Educational Philosophy and Theory》2013,45(3):209-213

  相似文献   

Personal Well-Being of Gifted Students Following Participation in an Early College-Entrance Program     

Janette Boazman  Michael Sayler 《Roeper Review》2013,35(2):76-85

In this study, life satisfaction and its correlates were explored through analysis of the experiences and psychological traits of highly gifted students who were accelerated into an early college-entrance program. Happiness, fulfillment in life, assuredness, and good dispositions are constructs that point toward positive character development and thriving. These early college entrants expressed greater global satisfaction with their lives than age peers. They specifically reported elevated levels of satisfaction in their achievements, immediate standard of living, personal safety, and future security than age peers. They expressed powerful feelings of general self-efficacy and high levels of trait seriousness, two constructs related to facilitating success. The findings in this study suggest these early college entrants are on a path toward personal thriving and living a good life.  相似文献   

The coming of the ecological university     

Ronald Barnett 《牛津教育评论》2013,39(4):439-455

ABSTRACT

This paper aims to shed light on some of the issues raised in the often polarised debate around effective schooling by exploring the complexities involved in trying to uncover the determinants of the differential ‘success’ of schools. In doing so, the paper challenges the oversimplification which characterises many of the arguments around school improvement by demonstrating that it is not a question, of either management and teaching or the social context of schooling determining the success or otherwise of schools. Drawing on in‐depth qualitative research, the paper demonstrates the intricate and intimate connections between what school managers and teachers do and the socio‐economic and discursive environments within which they operate.  相似文献