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Reflective learning can assist a learner’s purposeful and conscious manipulation of ideas toward meaningful learning and knowledge
integration. Blogs have been used to support reflection, but Blogs usually do not provide overt mechanisms for students to
make connections between different parts of an experience, which is integral to reflective activity. A blogging-mapping tool
was designed to support the reflective learning process. The tool allowed students to write blog posts, attach up to five
keywords to each post, and link the keywords on a concept map. This study aimed to seek patterns of participants’ use of the
tool, including evidence of reflective learning, identified as integration between concept maps and blogs. Nine graduate students
participated in the study for a semester. Data analysis included examining concept maps for knowledge integration over time.
Participants’ various mapping activities implied different levels of thinking. Some participants’ final concept maps showed
signs that they tried to integrate knowledge around the content area. Yet, the inconsistent and inconclusive patterns of participants’
concept mapping activities signaled that more strategies were needed to sustain their commitment. 相似文献
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Anjalé D. Welton Tiffany Octavia Harris Priya G. La Londe Rachel T. Moyer 《Equity & Excellence in Education》2015,48(4):549-570
High school students who participate in social justice education have a greater awareness of inequities that impact their school, community, and society, and learn tools for taking action to address these inequities. Also, a classroom that consist of students with a diverse set of identities creates an ideal circumstance in which a teacher can build upon student differences in order to facilitate meaningful discussions about social justice, especially issues of race. Therefore, in this article we use qualitative case study approaches to examine a high school course on social justice education, paying specific attention to the classroom pedagogy and dialogue on issues of race, power, and privilege. The course was purposefully diverse in enrollment, which brought students together who might not have had interactions with each other prior to the class. We employ Hackman's (2005) five components of social justice education (SJE) as a framework for the analysis of the pedagogy and discussions constructed in the classroom, as well as a common language for what constitutes as social justice education in our research inquiry. Students in the course developed a facility for defining and identifying various forms of oppression and injustice. However, we questioned to what extent these very same issues played out in the class dialogue. Due to the level of student diversity, the course was a unique space to learn about racism and intersecting issues of social justice. However, there was still some student resistance to acknowledging certain aspects of racism. In conclusion, we discuss how social justice education is not absolved from, but rife with complex racial politics. 相似文献
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Difficulties in communication within Mind, Brain, and Education (MBE) can arise from several sources. One source is differences in orientation among the areas of research, policy, and practice. Another source is lack of understanding of the entrenched and unspoken differences across research disciplines in MBE—that is, recognition that research in MBE comes from many diverse disciplines, rather than some monolithic entity. A third challenge to communication in MBE arises from the nature of studying the mind and brain; we address the different levels of analysis in mind–brain research. Throughout our article, we emphasize that recognizing these differences—across areas (research, practice, and policy), disciplines, and levels of analysis—and making them explicit can facilitate effective communication in MBE. We illustrate these concepts with examples from the study of reading disorders across several disciplines. 相似文献
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Narrowing down the conditions for extinction of Pavlovian feature-positive discriminations in humans
Priya R. van Vooren Mathijs Franssen Tom Beckers Dirk Hermans Frank Baeyens 《Learning & behavior》2012,40(4):393-404
The aim of this study was to delineate the minimal conditions for extinction of Pavlovian modulation in humans. Previous experiments at our lab showed that, after X ? A+/A?C acquisition training, X?C trials did not extinguish differential X ? A+/A?C responding, while X ? A?C trials did. Additionally, X ? A?C extinction training seemed only to extinguish differential X ? A+/A?C responding, while leaving differential responding on a concurrently trained Y ? B+/B?C discrimination intact. It thus seemed that the X ? A+/A?C discrimination can only be extinguished by X ? A?C extinction trials. (Rescorla, Journal of Experimental Psychology: Animal Behavior Processes 12, 16?C24, 1986), on the other hand, found that the minimal conditions for extinction were broader in pigeons: Namely, he found that an acquired X ? A+/A?C discrimination could be extinguished by presenting the original feature X in combination with a different target (B) that was minimally trained as an exciter. We thus wanted to examine whether this was also the case in humans. We found that nonreinforced X ? B?C presentations did not abolish discriminative X ? A/A responding when target B was a nonreinforced stimulus. Nonreinforced X ? B?C trials did extinguish the X ? A+/A?C discrimination when target B had previously been trained as a target for modulation (X ? B+/B?C or Y ? B+/B?C training) or as a reinforced exciter (B+). Our results thusf parallel and extend those in nonhuman animals (Rescorla, Journal of Experimental Psychology: Animal Behavior Processes 12, 16?C24, 1986). 相似文献
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Angoff-based standard setting is widely used, especially for high-stakes licensure assessments. Nonetheless, some critics have claimed that the judgment task is too cognitively complex for panelists, whereas others have explicitly challenged the consistency in (replicability of) standard-setting outcomes. Evidence of consistency in item judgments and passing scores is necessary to justify using the passing scores for consequential decisions. Few studies, however, have directly evaluated consistency across different standard-setting panels. The purpose of this study was to investigate consistency of Angoff-based standard-setting judgments and passing scores across 9 different educator licensure assessments. Two independent, multistate panels of educators were formed to recommend the passing score for each assessment, with each panel engaging in 2 rounds of judgments. Multiple measures of consistency were applied to each round of judgments. The results provide positive evidence of the consistency in judgments and passing scores. 相似文献
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Abstract The purpose of the study was to investigate the effect of a 2-min. isometric exercise training program on force and fatigue in a skeletal muscle. The subjects (N=60) were divided into two equal groups, control and experimental. The control group was tested twice, once at the beginning of the experiment and again after 20 days. The subjects in the experimental group were tested before embarked on a 20-day period of isometric training. held the tension for 2 min. in the morning and again in the afternoon. Periodic tests were on the 5th, 10th, 15th, and 20th days. Large gains of initial strength were recorded on the 5th day. Isometric training continued beyond five days produced no significant gains in initial strength althoughe was a significant increase in isometric endurance. Isometric exercise continued longer than 15 days resulted in a significant decrease in initial strength and isometric endurance. 相似文献
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This article is about the moving toward a new instruction style—a transformative model of instruction. One university instructor attempts to change her teaching strategies, and she encounters her own belief as obstacles, self-labeled her pedagogical discrepancies. Through peer feedback, reflective journal writing, and readings she uncovers the obstacles and discovers how the beliefs need to change in order to implement transformative teaching strategies. The change is incorporated into five lessons: it is easier to tell than to listen; modeling needs to go beyond a monologue; be humble and learn from the students; there are more ways to the same end; and, grading the end product or acknowledging the risk. Her lessons take on a spiral nature of learning, and incorporate detailed emotional–psychological resistance. In doing so, she gains a deeper understanding of her instruction, and becomes better equipped to prepare other reflective practitioners. The study takes place in the continental United States of America. 相似文献
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Christopher Lubienski T. Jameson Brewer Priya Goel La Londe 《The Australian Educational Researcher》2016,43(1):55-73
While think tanks are a global phenomenon, their role in shaping US policy offers an instructive example of think tank influence on policymaking due to the immensity of resources directed towards those ends, with education policy serving as a prime example. Focusing on a distinct set of “incentivist” education policies, this analysis describes the think tank-philanthropy linkage in US education policymaking. We offer examples of how philanthropists provide financial, empirical and political resources to advance think tanks’ policy ideas through advocacy networks; describe the multiple functions performed through advocacy networks of intermediary organisations, noting the diffusion of form and function around tasks such as knowledge production, political and media support; and we highlight the ways in which US venture philanthropists and think tanks connect around “idea orchestration” in order to advance ideas in policy processes. We suggest that, especially in the realm of incentivist policies, think tanks do not appear to produce or incubate but rather promote ideas, and actually often only a single idea. The concluding discussion considers advantages evident in idea orchestration and the implications of private control of public policymaking. 相似文献
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Conclusion This paper has explored the impact of TPMS, a performance management and support tool for trainers, on the work of Training
Project Managers on the Customer Advocacy Training team within Cisco Systems. TPMS was shown to support the work of PMs through
all stages of the ADDIE model. While its focus on the management of the training development process makes it different from
other ID tools, TPMS is nonetheless a tool that supports the work of instructional designers. Depending on the route the CA
team chooses to follow, TPMS could evolve to a Knowledge Management System (KMS) ID that not only manages the development
process but also provides more advanced capabilities for collaboration. 相似文献