A review and new framework for instructional design practice variation research     

Hillary N. Leigh  Monica W. Tracey 《Performance Improvement Quarterly》2010,23(2):33-46

This article reviews practice variation in the field of instructional design. First, it compares instructional designer practice as reported or observed in several classic research studies. This analysis is framed by the standards established by the International Board for Training, Performance, and Instruction competencies for planning and analysis, design and development, implementation, and management. Although no certain causal linkages exist, we briefly review some of the reasons posited in the literature to explain instructional design practice variation (lack of time and resources, control in decision making, the designer's perception of a task, underlying philosophical beliefs, and designer expertise). Limitations of the literature base are explored, followed by a proposal for an alternative view of instructional design practice variation and recommendations.  相似文献   

Writing Autobiographies on Brown in the History Classroom     

Tracey M. Weis 《History of education quarterly》2004,44(1):120-124

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Discovering Music: Small-Scale,Web-Scale,Facets, and Beyond     

Rebecca Belford  Tracey Snyder  Kevin M. Randall 《期刊图书馆员》2014,66(1-4):174-181

In this presentation, two music librarians addressed the issues related to the discovery of library music resources. Rebecca Belford talked about the Music Library Association’s “Music Discovery Requirements” (MLA MDR) document, and how it applies to some contexts. Tracey Snyder then described the incorporation of MLA MDR into the development of a specific discovery interface. The presenters identified some of the challenges characteristic of music resources and ways in which those challenges may be met, reasoning that a tool capable of handling music will be capable of handling most things in a general collection.  相似文献   

Instructional designers as reflective practitioners: developing professional identity through reflection     

Monica W. Tracey  Alisa Hutchinson  Tamme Quinn Grzebyk 《Educational technology research and development : ETR & D》2014,62(3):315-334

As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of change who use reflective thinking to navigate the design space and develop solutions to ill-structured problems. Graduate programs in ID will also need to prepare students to manage the complexities they will encounter in their professional practice, including the establishment of design precedents, reflective thinking skills, and the foundations of professional identity. This research explored the use of reflective writing assignments in an introductory ID graduate course, with results indicating that most students are able to engage in meaningful reflection in relation to prompts concerning design concepts, experiences, and identity attributes, although no clear patterns of improvement emerged over time. Future directions for research include the use of feedback and the structure of prompts (including frequency of writing assignments and wording of prompts) to support improved student performance.  相似文献   

An examination of the decision-making process used by designers in multiple disciplines     

Jill E. Stefaniak  Monica W. Tracey 《TechTrends》2014,58(5):80-89

Design-thinking is an inductive and participatory process in which designers are required to manage constraints, generate solutions, and follow project timelines in order to complete project goals. The researchers used this exploration study to look at how designers in various disciplinary fields approach design projects. Designers were asked to describe a project and a decision that they had to make previously. Decisions were analyzed to determine whether they were ready-made versus custom-made solutions. The process by which the designers arrived at the decisions was categorized as idea-imposition or discovery. Results indicated that designers work with multiple constraints while designing, and the majority used a custom-made solution following a discovery process.  相似文献   

Minor Hassles in Community College Student Life     

Tracey E. Ryan 《Community College Journal of Research & Practice》2013,37(6):502-509

Over the past several decades, academic stress—the pressures, frustrations and hassles associated with all aspects of college life—has gained increased attention in the literature. In this grant-funded study, a group of 161 students at an urban Northeastern community college took a comprehensive survey. The survey included questions about their academic stressors, their reactions to the stressors, and their coping strategies. In this survey, minor hassles emerged as the most prominent stressor experienced by these students. This paper describes the minor hassles experienced by the students, relates the findings to current and past literature on stress, and presents implications for community college administrators.  相似文献   

Reading and Integrated Literacy Strategies (RAILS): An Integrated Approach to Early Reading     

Robert J. Stevens  Peggy N. Van Meter  Joanna Garner  Nicholas Warcholak  Cindy Bochna  Tracey Hall 《Journal of Education for Students Placed at Risk》2013,18(4):357-380

The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed.  相似文献   

‘Teaching could be a fantastic job but …’: three stories of student teacher withdrawal from initial teacher preparation programmes in England     

Gary N. Chambers  Andrew J. Hobson  Louise Tracey 《Teachers and Teaching》2013,19(1):111-129

Retention in initial teacher preparation (ITP) and the teaching profession, in England and elsewhere, has been the subject of numerous articles in academic and professional journals. Whilst a number of common findings are beginning to emerge from research on this subject, notably on the causes of student teacher withdrawal, studies have tended to neglect the difficulties experienced by the individuals who have lived through the process of embarking upon and withdrawing from ITP programmes. Having conducted in‐depth interviews, the authors attempt in this paper to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision are numerous and complex. The impact on each individual was considerable. The experience was painful.  相似文献   

Representing the Middle East and Africa in social studies education: Teacher discourse and otherness     

Tracey Kumar 《Curriculum Journal》2019,30(1):96-98

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Examining students’ perspectives on gender bias in their work-integrated learning placements     

Tracey Bowen 《高等教育研究与发展》2020,39(3):411-424

ABSTRACT

Work-integrated learning (WIL) affords students opportunities to apply skills and knowledge to practical work placements. Students potentially learn professional behaviours appropriate to their chosen industry sector. However, students may also face challenges they may not be prepared to navigate. One of these is gender bias due to assumptions about women and work, particularly within STEM sectors. This article presents findings from a pilot study that explores WIL students’ perspectives on gender bias related to experiences at their internship placements or other jobs. The findings suggest that the potential lack of gender neutrality within organizations such as WIL placements, is nuanced through an underlying bias around thinking about gender, women and work, and demonstrated through institutional structures such as branded recruitment campaigns or the individual micro aggressions of co-workers and supervisors. Further research needs to focus on the impact of gender bias on students’ sense of value within different organizations, and the strategies they employ to navigate bias. In the short-term, all students need tools to help them understand how gender is constructed within organizational processes and how to develop strategies to help them confront gender bias within the organizations in which they work.  相似文献