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The intention of the authors in this article is to contribute to the discussion concerning educational change by implementing the concept of social innovation. We argue that the application of the concept of social innovation makes it possible to better understand the process of implementation as well as sustainability and the social impact of educational changes. In the article, an integrated model of social innovation has been constructed and applied in conceptualising two consequent radical educational changes accompanying the post-communist changes in Estonia. As a result, the authors conclude that the concept of social innovation provides a promising framework, which facilitates the understanding and analysis of radical educational change. The social innovation approach is useful in identifying the different levels of change and assessing how deep the changes have been. However, in education systems in neo-liberal countries, where competition is one of the basic values, educational changes, even though becoming part of the everyday practices of actors, may redistribute power, rather than having an empowering effect for the majority of the main actors. 相似文献
73.
Although the identity formation model is widely used to assess adolescent ethnic identity development, the model propositions have rarely been tested. The existence of the identity statuses (diffuse, foreclosed, moratorium, achieved), the proposed developmental trajectories, and whether youth in the achieved status report higher levels of psychological well-being were examined among a longitudinal sample of 224 African American adolescents, aged 11-17. Cluster analyses were used to create 4 identity statuses consistent with the theoretical model at both time points. The findings indicate that some adolescents progressed, while others regressed or remained constant across time periods. Lastly, the results generally support the assumption that individuals in the achieved status had the highest levels of psychological well-being at both time periods. 相似文献
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This review synthesizes and critically examines 19 empirical studies that have addressed the domain-specificity/domain-generality issue in personal epistemology. We present an overview of traditional and more contemporary epistemological stances from philosophical perspectives to offer another basis from which to examine this issue. Explicit examples of academic domains are described and epistemological comparisons are made based on our synthesized definition. Given the epistemological similarities and differences across domains that we identified from empirical and philosophical considerations, we propose that beliefs are both domain general and domain specific. Accordingly, we present a theoretical framework of personal epistemology that incorporates both positions and hypothesize how the belief systems might interact in terms of the development of personal epistemology and relations to various facets of cognition, motivation, and achievement. The article ends with a discussion of educational implications.
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| Krista R. MuisEmail: |
75.
Nathan Lindsay Krista Harrell‐Blair Lindsey McDaniel Clifton Williams Diane Reed 《About Campus》2010,15(2):26-29
The authors describe the University of North Carolina Wilmington's Sustainability Film Series and the impact it has had on both the university and local communities. 相似文献
76.
Kyungbin Kwon Suhkyung Shin Thomas A. Brush Krista D. Glazewski Thomas Edelberg Su Jin Park 《Interactive Learning Environments》2018,26(6):839-855
This study examined the types of learning behaviors students demonstrated while performing inquiry tasks. It also explored the relationship between the learning behaviors and students’ domain knowledge. We observed fourteen students in five groups during a ninth-grade biology course. Three types of learning behaviors (inquiry, collaborative, and minimally productive behaviors) were identified and time on each type was measured. The results suggest that students demonstrated different patterns according to the types of learning behaviors. Correlation analysis revealed that learning outcomes had a strong positive correlation with the inquiry behaviors but a strong negative correlation with the minimally productive behaviors. The results suggest that attention should be paid to facilitate the more meaningful inquiry behaviors while reducing minimally productive behaviors. 相似文献
77.
Austin KG Daigle KA Patterson P Cowman J Chelland S Haymes EM 《Research quarterly for exercise and sport》2005,76(4):440-449
Near-infrared spectroscopy is currently used to assess changes in the oxygen saturation of the muscle during exercise. The primary purpose of this study was to assess the reliability of near-infrared spectroscopy in determining muscle oxygen saturation (StO2) in the vastus lateralis during cycling and the gastrocnemius during running for exercise intensities at lactate threshold and maximal effort. Test-retest reliability was determined from an intraclass correlation coefficient obtained from a one-way analysis of variance. Reliability of muscle StO2 for the gastrocnemius at lactate threshold was R = .87, and R = .88 at maximal effort. Reliability of muscle StO2 for the vastus lateralis at lactate threshold was R = .94 and R = .99 at maximal effort. 相似文献
78.
Brian R. Belland Krista D. Glazewski Jennifer C. Richardson 《Educational technology research and development : ETR & D》2008,56(4):401-422
Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured
problem, and must (1) define, generate and pursue learning issues to understand the problem, (2) develop a possible solution,
(3) provide evidence to support their solution, and (4) present their solution and the evidence that supports it (Barrows,
How to design a problem-based curriculum for the preclinical years. Springer Publishing, New York, 1985). However, research has shown that novice problem-solvers and learners without deep content knowledge have difficulty developing
strong evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998a; Reiser, J Lear Sci 13(3):273–304, 2004). In this paper, we discuss the components of (e.g., claims and evidence) and processes of making (e.g., define problem and
make claim) evidence-based arguments. Furthermore, we review various scaffolding models designed to help students perform
various tasks associated with creating evidence-based arguments (e.g., link claims to evidence) and present guidelines for
the development of computer-based scaffolds to help middle school students build evidence-based arguments.
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| Brian R. BellandEmail: |
79.
Krista Mattern Justine Radunzel Maria Bertling Andrew D. Ho 《Educational Measurement》2018,37(3):11-23
The percentage of students retaking college admissions tests is rising. Researchers and college admissions offices currently use a variety of methods for summarizing these multiple scores. Testing organizations such as ACT and the College Board, interested in validity evidence like correlations with first‐year grade point average (FYGPA), often use the most recent test score available. In contrast, institutions report using a variety of composite scoring methods for applicants with multiple test records, including averaging and taking the maximum subtest score across test occasions (“superscoring”). We compare four scoring methods on two criteria. First, we compare correlations between scores and FYGPA by scoring method. We find them similar (). Second, we compare the extent to which test scores differentially predict FYGPA by scoring method and number of retakes. We find that retakes account for additional variance beyond standardized achievement and positively predict FYGPA across all scoring methods. Superscoring minimizes this differential prediction—although it may seem that superscoring should inflate scores across retakes, this inflation is “true” in that it accounts for the positive effects of retaking for predicting FYGPA. Future research should identity factors related to retesting and consider how they should be used in college admissions. 相似文献
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Shin Suhkyung Brush Thomas A. Glazewski Krista D. 《Educational technology research and development : ETR & D》2020,68(5):2423-2447
Educational technology research and development - The purpose of this study was to examine how students’ academic achievement and group performance related to their perceptions of the... 相似文献