Project-based learning for middle school students monitoring standby power: replication of impact on stem knowledge and dispositions     

Knezek  Gerald  Christensen  Rhonda 《Educational technology research and development : ETR & D》2020,68(1):137-162

Educational technology research and development - Middle school students participating in energy-monitoring activities guided by their teachers during 2009–2011 gained...  相似文献   

Development of the Secure Counselor: Case Examples Supporting Pistole & Watkins's (1995) Discussion of Attachment Theory in Counseling Supervision     

Rhonda Neswald‐McCalip 《Counselor Education & Supervision》2001,41(1):18-27

The author clarifies key concepts and assumptions of attachment theory, emphasizing the importance of adult attachment relationships in counseling supervision. Case examples are presented of supervisee behaviors and subsequent supervision strategies used during a semester‐long practicum. The case examples illustrate how the application of theoretical constructs described in attachment theory can foster productive supervisor and supervisee alliances.  相似文献   

Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students     

Rhonda Christensen  Gerald Knezek  Tandra Tyler-Wood 《Journal of Science Education and Technology》2015,24(6):898-909

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Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students     

Alexander S. Yeung  Rhonda G. Craven  Gurvinder Kaur 《Asia-Pacific Journal of Teacher Education》2014,42(3):305-320

One’s self-concept and value perceptions can significantly influence one’s behaviours and beliefs. Australian teachers from urban and rural areas of the state of New South Wales were asked to respond to survey items on two predictors (teacher self-concept, valuing of learning) and three outcomes. Confirmatory factor analysis established the five latent factors. Structural equation modelling found significant paths from teacher self-concept to both student-centred and teacher-centred approaches but not beliefs about student ability. The positive path from valuing of learning to student-centred teaching was statistically significant but the path to teacher-centred teaching was not. The significant path from valuing of learning to beliefs about student ability was negative indicating that teachers who value student learning were less likely to believe in ability constraints. Therefore, teacher preparation programmes should enhance self-concept simultaneously with teaching skills and values and facilitate an advocacy for students’ learning.  相似文献   

The Religious Roots of Ernest L. Boyer's Educational Vision: A Theology of Public Pietism     

Douglas Jacobsen  Rhonda Hustedt Jacobsen 《Christian Higher Education》2014,13(1):17-28

The educational theories and policies promoted by Ernest L. Boyer (1928–1995), who served as chancellor of the SUNY system, U.S. Commissioner (Secretary) of Education, and president of the Carnegie Foundation for the Advancement of Teaching, were significantly influenced by his affiliations with the Brethren in Christ Church and the Society of Friends (Quakers) even though he rarely spoke about his faith publicly. Drawing on Anabaptist, pietistic, and apophatic (silence-oriented) theological traditions, Boyer's public career demonstrated a service-focused convictional theology that could be termed “public pietism.” Boyer's educational philosophy focused on human connectedness and called for all citizens to be active participants in improving their communities by living out nonsectarian “consensus virtues.” While Boyer was a strong proponent of the separation of church and state, his public service was imbued with deeply held Christian values.  相似文献   

Continuity,complexity, and change: teacher education in Mauritius     

Rhonda Di Biase 《师资教育杂志》2018,44(4):517-519

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Assessing approaches to learning with nonparametric multidimensional scaling     

Gerald Knezek  David Gibson  Rhonda Christensen  Ottavia Trevisan  Morgan Carter 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):126-141

This article reports on a trace-based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville, an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying measurement for planetary comparisons in the solar system. Trace data from 1361 interactions were analysed with nonparametric multidimensional scaling methods, which permitted visual examination and statistical validation, and provided an example and proof of concept for the multidimensional scaling approach to analysis of time-based behavioural data from a game or simulation. Differences in approach to learning were found illustrating the potential value of the methodology to curriculum and game-based learning designers as well as other creators of online STEM content for pre-college youth. The theoretical framework of the method and analysis makes use of the Epistemic Network Analysis toolkit as a post hoc data exploration platform, and the discussion centres on issues of semantic interpretation of interaction end-states and the application of evidence centred design in post hoc analysis.

Practitioner notes

What is already known about this topic

• Educational game play has been demonstrated to positively affect learning performance and learning persistence.
• Trace-based assessment from digital learning environments can focus on learning outcomes and processes drawn from user behaviour and contextual data.
• Existing approaches used in learning analytics do not (fully) meet criteria commonly used in psychometrics or for different forms of validity in assessment, even though some consider learning analytics a form of assessment in the broadest sense.
• Frameworks of knowledge representation in trace-based research often include concepts from cognitive psychology, education and cognitive science.

What this paper adds

• To assess skills-in-action, stronger connections of learning analytics with educational measurement can include parametric and nonparametric statistics integrated with theory-driven modelling and semantic network analysis approaches widening the basis for inferences, validity, meaning and understanding from digital traces.
• An expanded methodological foundation is offered for analysis in which nonparametric multidimensional scaling, multimodal analysis, epistemic network analysis and evidence-centred design are combined.

Implications for practice and policy

• The new foundations are suggested as a principled, theory-driven, embedded data collection and analysis framework that provides structure for reverse engineering of semantics as well as pre-planning frameworks that support creative freedom in the processes of creation of digital learning environments.

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