Educational Theory - Science topic

Please contact prof. Kim Schildkamp, University of Twente. She is a specialist in this field.

Zinathi Mbambalala In my view, inclusive education theories in higher education equate/s to multiculturalism and multicultural/intercultural education theories in the global educational communities of practice. . . .

Secondly, here are the projects I am engaged in, though ultimately, to go even beyond Heidegger's mindset, I think the most fruitful way forward is to renounce the WESTERN METAPHYSICS of MIND BODY CARTESIAN FRAME, and venture into CHINESE METAPHYSICS.

Hi Stefan,

This may not directly relate to your question but I found this interesting. I am not sure if you have seen this paper or not.

Leahy, W., & Sweller, J. (2019). Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect. Educational psychology review, 31(2), 457-478. https://doi.org/10.1007/s10648-019-09476-2

Regards,

James

Academic achievement: the completion of studies and the acquisition of the corresponding degree.

Academic performance: passing and passing the subjects in the time foreseen for the studies.

David Gillespie Actually, what I meant by this question was the publications in the literature always focused on one approach to handle learning activities individually and the researchers were usually obsessed with making sure that the one relevant approach they were taking was working well and in another study the one relevant approach was working well. The efforts were somehow in vain, which in the end makes Douglas R. Daugherty right, unfortunately. I actually think not taking a whole approach to all the methods and techniques in education of any kind cripples the science of education and creates losses more than it creates contributing individuals. Kind Regards and thank you for your answers.

Yes, I agree with Wendy. But I would also add other factors. It depends also on the context one is referring to with about 74 countries classified as conflict zones, and also depending on the kind of political system involved. Also depends on what kind of university programme is involved. From a number of postcolonial perspectives, many university programmes are not teaching the constitution, laws, values, cultural norms, the design of social institutions that many people have to work in - a fundamental problem of policy transfer with a lot of the globalised education systems.

Mathematics is the driving force behind this theory. Mathematics is the queen of science, and it is employed in all different fields of knowledge.

I would suggest you work on the above-mentioned topic using Prosser’s Sixteen Theorems on Vocational Education.

I think that can be answered in two ways - destructive and creative. The first involves making the practices of what we call education intolerable and not as necessary as all that. The latter involves work done in the space thus created to think differently about what it means to be educated. Thinking without the basic paraphernalia of curriculum. pedagogy and assessment and experimenting with practices of self formation - work on our relation to ourselves and to others.

Dear Rey Segundo Guerrero-Proenza

You ask the following: What are those theories, or set of ideas, you think would be considered an emerging pedagogy?

As I see it, one of these pedagogies is a constructivist approach to education and pedagogy.  Even though this type of pedagogy relies at the heart of the Suiss psychologist Jean Piaget's views on education or the process of teaching/learning, the constructivist pedagogy is now very much in vogue.

A key idea in a constructivist approach to education is that teachers are more mentors and organizers of learning experiences and situations than simple transmitters of ready made and established truths. When teachers are mentors and organizers of learning experiences and situations, not mere transmitters of established truths, students come up to understand, reinvent, and reconstruct, not to simply memorize, what they learn qua learners.

The idea that sudents are highly responsible for what they learn is another key idea in a constructivist approach to pedagogy and education.

A constructivist approach also espouses the idea that students learn more by doing than listening to.

More to the point, a constructivist approach to pedagogy and education makes use of the active methods. Contrary to the traditional and conservative methods, the active methods aim to give rise to creative and innovative, not to conformist, students.

Another central idea in a constructivist approach to education is the idea that teachers should master what they teach but also be well versed in the details of the individual's psychological development. If the former is not the case, teachers are no teachers at all. If the latter is not the case teachers risk teaching to their students material that is much above or below their cognitive capacities. For exemple, it would be a pure waste of time to try to teach the proportionality concept to a 6/7-year-old child, In the same vein, no learning takes place when a teacher "teaches" to his/her students material they already know.

To my understanding, these are central points in a constructivist approach to pedagogy, eduaction and development.

I hope I has got your question and that this helps.

Best regards,

Orlando

My rule of thumb is that eclectic, as a general rule, is usually effective. Such an approach keeps both instructor and students engaged.

Looks like this question has already been asked on Research Gate, with lots of great answers. You may want to check out:

May I recommend you to have a look at the following link.

Dear Kazem,

I know the relation between LA and self-regulated learning, meta-cognition, self-directed learning etc. Additionally, in several studies these concepts were investigated by LA researchers. However, I heard the concept of "constructivist LA" for the first time.

Hello Mohammed. The conceptual framework is a construct where you discuss concepts and theories that are involved in your research work. This conceptual framework is like the first step in your research. In order to define your problem statement, objectives, justification and methodology you need a preliminary conceptual basis. In order words, this conceptual basis helps you to delimitate your object of study and the general scope of your research. However, along your investigation, you have to keep building this conceptual framework, and keep in mind this: it won't be finished at all because it is only a small component of all the conceptual and theoretical discussion in your research field. 

On the other hand, an operational framework is from methodological nature. This framework provides you specific criteria, steps, methods depending of what you want to do. For instance, my master thesis work was about the assessment of competencies for sustainability in secondary education. For that, besides the conceptual framework I needed to develop an assessment framework: To establish and define the specfic performance indicators that allowed me to design the proper assessment tools and to interpret the results of the instrument application. 

Regarding your research, you must develop a conceptual framework that articulates the SDG's, Enviromental Education (EA), and curriculum theory. You have to detect the connections and gaps between them, for example, how EA is incorporating the SDG's in its different approaches, discourses and so on; what did EA do about the MDG's and how could this help to the articulate SDG's and EA; how do curriculum development theory and experiences say about the integration of EA in the primary education curriculum? What has it been done in that respect? 

So, when constructing a conceptual framework, you ask some important questions, either in an explicit or implicti way, and the same time you answer them. That's why a preliminary conceptual framework is needed in order to state the problem. 

I don't know what your research objectives are or what research outcomes you are expecting, because your operational framework depends on that. But, if you want to integrate the SDG's in the primary education curriculum, well, you will need an operational framework that tells what criteria you are going to use.

Kind regards

Participatory Action Research is Participatory Action Research. It's intention is emancipation at the organisational and community level. For me, race, colour, creed, faith, religion etc is not the main issue. Far more, it is that 'all' who wish for or require representation and advocacy are represented. 

The attached chapter may assist my worldview - related to the action research part of it. 

I recently defended a dissertation regarding identity negotiation and student retention. One of the perspectives I found interesting concerned the importance if the transactional involvement of students in their program of study - transactional as a means to involvement, not just integrational as an outcome of involvement. I would suggest looking at how students respond to feedback from professors regarding their work in a program. What is the nature and quality of feedback, is it timely, is it personal, and so forth.  Also, how does the feedback corroborate the sense the student has about their work. For example, if the student felt that they did not give 100% to an assignment, yet the feedback was excellent, they often did not feel that the feedback was accurate, or warranted. I used identity theory (Burke, 1991) as a perspective in a structural symbolic interationist framework (Stryker, 1980).  

thank you

Inclusive teaching strategies refer to teaching approaches that address the needs of students with their own backgrounds, learning styles, and abilities. These strategies contribute to an overall inclusive learning environment, in which students feel equally valued.  

So before teaching, how do you record, analyze, reflect on the individual needs of students?  Does the IFSP and IEP contribute anything to your understanding of a teacher in a classroom designed to homogenize and create obedient subjects and employees and good, non-protesting citizens? (institutional and contexts and cultural norms vary)

When engaged in teaching, how do you observe interactions that set off an ADS student's buttons or become aware of how a deaf student is processing information or whether the one in the wheelchair with CP over in the 3rd row by the door can do a cluster activity or find accommodation for a team assignment?  

Finally, assessment (the holy of hollies in neoliberal capitalist societies) Is about what the teacher learned about a student's learning style and how they produce knowledge. Then passing it on to other teachers working with the student. The narrative of the student about what they learned and how this changes them is key.  Assessment that is individualized cannot at the same time be standardized, in spite of what the yes we canners wish to say on the subject.  Either the students are exploring a field with coaching and lively discussion or they are being fed what the state educational standards people say is necessary and appropriate at an age level.

So when comments above recommend looking at Finish models, I am not surprised.  The Finns gave up on state-mandated standards and they are doing wonderfully.

Thank you both for your support.

The idea of Curriculum Sequencing Algorithm is more popular than I expected, I have found, mainly in the medical field. Currently, I am categorising my areas of research in the clearest posible way while at the same time archiving foundation data on the topic. Essentially, I will be researching the educational elements that inspired this research, the content the curriculum could cover and algorithm designs and applications in an educational context. Again thank for your contribution, I will update you next week on the progress made.

Dear Martina, Hendrika and Jim,

Thank you so much for your comments.

They were really helpful.

Here are a few from PsycInfo: 

Exploring resilience of war-affected and internally displaced widows in Nepal "theorizing integrative system model of resilience"

By Chen, Michael Yangjen

Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol 75(2-A(E)), 2014, No Pagination Specified.

This qualitative study conducted in Nepal between 2007 and 2010 explored resilience among 33 war-affected and internally displaced widows in Nepal and probed how they conceptualized experiences of displacement and widowhood. With a mix of grounded-theory and phenomenology approaches, the thematic findings of these widows' emic perspectives provided insight into their context of vulnerability, their internal mechanism for capacity development, and their motivations for livelihood strategies and activities as they coped with or even thrived under adversities. The findings of this study offered clues that theorizing resilience needed to consider conceptual frameworks and models of resilience from psychosocial, ontological, and ecological perspectives. A post hoc literature review provided the basis for the development and proposal of the Integrative System Model of Resilience from the aforementioned perspectives and knowledge domains. This model acknowledges the systemic risk factors for less-resilient outcomes and the need to minimize their effects while assuming that adaptive change is possible without decreasing risk factors necessarily. Moreover, the model proposes that it is possible to influence and induce adaptive change in each individual and in clusters of individuals to lead to resilient outcomes. Results from focus groups and in-depth interviews among 33 widows suggested that this model could be a helpful tool to explain the adaptive cycle of individuals facing adversity. The narratives of 5 widows who demonstrated relatively high degrees of resilience tested the model. This model adds to the growing body of theoretical and empirical research on the concept of resilience. Additionally, the model may serve as a helpful framework for educational intervention strategies to help individuals develop resilience in settings of adversity. Keywords: resilience, adaptability, adversity, educational intervention, widows. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Time use and well-being in older widows: Adaptation and resilience.

doi: http://dx.doi.org/10.1080/08952841.2011.561139

By Hahn, Elizabeth A.; Cichy, Kelly E.; Almeida, David M.; Haley, William E.

Journal of Women & Aging, Vol 23(2), Apr 2011, 149-159.

Research on widowhood mostly emphasizes negative outcomes, but some studies suggest widows are resilient. This study evaluated the in-depth daily experiences of older widows compared to married women. Participants included 75 widows and 125 married women from the National Study of Daily Experiences II, who completed daily diaries over 8 days. For long-term widows, there were no differences compared to married women in daily and general well-being, and a few differences in time use. Results add to the literature by using daily diary data to illustrate the general resilience of older women many years after the death of a spouse. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Psychosocial resources as predictors of resilience and healthy longevity of older widows.

doi: http://dx.doi.org/10.1017/CBO9780511763151.009

By Fry, Prem S.; Debats, Dominique L.

Fry, Prem S. (Ed); Keyes, Corey L. M. (Ed). (2010). New frontiers in resilient aging: Life-strengths and well-being in late life , (pp. 185-212). New York, NY, US: Cambridge University Press, xxii, 365 pp.

Many factors affect the observed increase of mortality following loss of a spouse. In the research reported in this chapter, we focus on the influence of recently recognized psychosocial resource factors in enhancing the resilience and healthy longevity of older widows. We conducted a 6.5-year longitudinal study of the mortality risk of 385 older widows, who were assessed at baseline on measures of perceived psychosocial resources, health-related self-reports, and psychological traits of challenge and control. A Cox regression analysis of predictor variables was used to examine the mortality risk related to the baseline measures of psychosocial resources and psychological trait measures. Those widows who survived longer were mainly those with higher scores on spiritual resources, and on resources of family stability, social engagement, and commitment to life tasks. In contrast, high scores on control and challenge traits had an unexpected negative effect on longevity. Our findings confirm that psychosocial resource factors have a significant effect on resilience and longevity. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Widows' Narratives of Spiritual Resilience and Related Well-Being Following Spousal Loss

doi: http://dx.doi.org/10.1037/e613682009-001

By Fry, Prem S.

2009 [American Psychological Association (APA)].

The term resilience in prior research generally refers to social, emotional, and religious patterns of functioning indicative of positive adaptation in the context of adversity and stress. Using broadening, buffering and recovery hypotheses, the central focus of the present research was on analyzing widows' narratives to explore the meaning of spirituality and the spiritual underpinnings of their resilience in adapting to widowhood. (PsycEXTRA Database Record (c) 2013 APA, all rights reserved)

Risk and resilience: Ghanaian (Akan) widows and property rights.

By Korang-Okrah, Rose

Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol 73(8-A(E)), 2013, No Pagination Specified.

This qualitative phenomenological study investigated Akan widows' lived experiences of widowhood, widowhood rites, violations against their property rights and the protective resources they employ to survive. The dissertation also explored how the widows make meaning out of their experiences. Twenty widows were selected. They ranged in age from 30 to 81, rural/urban dwelling, education, monogamous/polygamous marriage, different widowhood experiences, Christian/Muslim and employed/unemployed status. Participants were drawn from 2 towns and 2 cities in 2 regions in Ghana. Through collaborative, communicative interviewing tools, the widows provided descriptions, perspectives and the meaning they make out of their lived experiences. Findings confirm that Akan widows' vulnerability is directly connected with the social location of Akan women based on the gendered socialization and culturally asymmetrical roles in marriage; culturally gendered challenges they face during widowhood, lack of property and poverty; and the conflicting stipulations of the plural legal systems in Ghana. Factors identified as supportive resources for widows' continuous survival include religiosity/spirituality, economic stability, social capital/networks and self-sufficiency. The findings also show that, all but 5 widows were struggling financially and personally. The implications of the findings in relation to policy and practice are discussed, as well as the strengths and limitations of the study. KEYWORDS: Widowhood, widowhood rites, social location, property rites, matrilineal lineage. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

"It's only by God's grace": Capturing Ghanaian (Akan) widows' perspectives on risk and resilience.

By Korang-Okrah, Rose

Social Work & Christianity, Vol 42(1), 2015, 7-27.

This article, part of a larger ethnographic study, describes the ways in which spiritual themes and rituals become sources of resilience for Ghanaian (Akan) widows who face the immediate trauma of bereavement and complex trauma resulting from human rights violations. The violation of property rights and gendered-structured customary rituals are challenges facing many Akan widows. In-depth interviews and participant observations were conducted with 20 widows from four towns in two regions in Ghana. All 20 widows, seventeen Christians and three Muslims, reported active involvement in spiritual and religious activities and practices. They combine both intrinsic and extrinsic religious activities in their quest for meaning, purpose and survival. Understanding pre-existing sources of resilience for vulnerable individuals and groups, like the Akan widows, provides important clues and starting points for effective culturally-competent interventions. Implications for Christians in social work are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

science an technology both are inter_related.I think we should create interest of children towards science and teach them how to implement it on so they think creatively.

This question was rather directed to Dr. Jakline Elliot for her views. She is part of the project. 

Sorry!!

Avoiding a militaristic approach to learning is very important as the two do not mix.

Dear David,

I would recommend that you consider self-regulated learning as it is a wider construct that metacognition and appears to be relevant to your research question. There is a list of references attached to one of my projects: https://www.researchgate.net/project/The-relationship-between-self-regulated-learning-learning-development-academic-achievement-and-life-long-learning

This was a very challenging search! But here's a little information. I hope it is helpful.

The editor of that book, John J. Randolph, also wrote many of the chapters. He would seem to be your best resource. Maybe he has a copy he would be willing to donate to a colleague in a struggling nation - or maybe he has it in electronic form, as a PDF file. He is at Dartmouth University's Medical School, attached to the Department of Psychiatry. This should be a current email address: John.J.Randolph@Dartmouth.edu

A psychologist named Robert Bilder has also spoken on this subject. He is at the University of California in Los Angeles (UCLA), and his email address is rbilder@mednet.ucla.edu

I must say that very little has actually been written on this subject, other than this one single book. It looks to be a field in its infancy. Whether it will "grow up and come of age" remains to be seen. But it is a very interesting concept! There have been a couple of book reviews in journals, but they are pretty brief.

Good luck in your future endeavors.

Dear Ania: There is nonetheless one book from the category of philosophy of science that I like to recommend, as I am currently reading it, or rather, just finished reading. It is remarkably different from anything else I have encountered soforth. Unfortunately, it is only in german language, so you may not be able to read it. Its title is a tongue-in-cheek reference to the well-known QED (quod erat demonstrandum) at the end of mathematical proofs: "What had to be doubted" with the rather bold subtitle "The lie of objective science". 

As a working teacher, I am happy to give a working definition. Firstly I would avoid any of the implied meanings in DI that seem to appear in US schools as I think that would confound your research. So:

Direct instruction is when the specific learnings, knowledge, concepts and skills are explicitly taught in face to face lessons with students learning and practicing those learnings in a formal setting. Mostly the teachers engages in whole class lessons but talks with small groups or individuals during practice.

Inquiry learning is when students engage in 'inquiries', ie questions, problems, or contexts to learn the knowledge concepts and skills while creating a product, solution, or performance. The settings will usually be informal with students working independently or in groups. The teacher spends most time talking with individuals or small groups explicating what has been learned during the inquiry process.

My caveat is that I rarely engage in pure inquiry. I usually mix it up with DI as the content suits to maximise outcomes and efficiency. Students also seemed to appreciate the change.

PS Lorraine's rubric for Inquiry is very good.

I agree with Leo, it would be measuring the knowledge on the topic of the simulation/lecture.  If you look at Clinical Simulation in Nursing, there is a wealth of articles on this exact topic.

Terrific! If you don't already know Freedberg's landmark book The Power of Images, do check it out. It's an extraordinary combination of anthropological, ethnographic, and art historical study that focuses on response.  

Dear Espinosa, it depends on the educational/instructional objectives of a course through which the policy makers/educators/state aims to observe in a person's behaviors, abilities etc. As such, these objectives act as the prerequisites for a course content that serves as a comprehensive knowledge and or skill basis for those who want to become, for example, an engineer, medical doctor etc. However, within a larger picture of any formal education program, the content of, for example, an engineering program is not without its objectives, content (or knowledge domains; courses that serve as a proxy for the domain knowledge etc.), teaching-learning processes, and assessment and evaluation. I strongly suggest that you should read relevant books to learn more things regarding these issıes (e.g., curriculum development books). 

For example, Studies in new teaching methods in mathematics in primary school

Andrew, the Diamond model is ideal for doing such assessment:

Best regards,

Debra

In this article we can find a good example of how to propose a conceptual framework to analyse the learning of students in an experimental setting.

Define Thinking.  

I do so in my dissertation titled: A Grounded Theory Investigation of Thinking and Reasoning with Multiple Representational Systems for Epistemological Change in Introductory Physics

Moreover, I provide definitions of, and ways to measure: Thinking, Reasoning, and Understanding in terms of the way that concepts are actually constructed.  It is called the TRU Learning Theory.

Given that it took an entire dissertation to explain, I would gladly provide guidance or even collaboration on a study using the theory and its models.  Even if you choose not to use the theory, my literature review of thinking and reasoning will provide some useful articles for how to capture student thinking.

Thanks so much Leona - Google scholar is a wonderful resource! I appreciate your assistance.

Dear Roland Grüttner

please check the resources apart from above

regards

www.hodderplus.co.uk/.../Sociology-AQA-AS-Unit-2-workbook-answer.

Hi again, Adel.

In my long teaching practice in EFL, EAP and EFL exam classes, I have never come across the term 'fluency' as a criterion for writing; might be a controversial one. Anyway, you got me thinking and exploring and I found an article which you might find useful. Hope it helps.

Regards,

Mariana Gotseva

For me the biggest challenge is not in the complexity or accuracy of the writing in grammatical terms.  I struggle more with any analysis of the depth of the ideas within the writing.  L2 learners struggle with having their writing reflect their actual cognitive understanding.  Does anyone have a measure for this?

Sorry this took so long to answer!

Instructional design is common in k-12 and higher ed. It's a professional that can create or coach learning materials for faculty in terms of activities and course structure. With online, they can assist in designing and or creating online course content. e-Learning centers and Teaching and Learning centers on college campuses have Instructional design staff.  One of the big things they do these days is help faculty put their face to face course into an online environment, or make a flipped classroom.

If you know anyone who has designed or developed an online course, could you pass along my survey? http://bongersstudy.com

You will need to consider the process of teaching and learning.

The teaching-learning process has been recently transformed. The traditional teaching-learning paradigm is linear, outcome driven and it is a teacher focused.  However, the new perspective offered a different view of the teaching-learning process. Parse (2004) developed the perspective of “Human becoming paradigm” which focused on what means to be a human. This made the teaching-learning process as a human endeavor (Parse, 2004). In the human becoming paradigm, the individual is recognized as holistic, unitary being and ever changing. The teaching-learning process is a never-ending journey that encompasses of giving-receiving knowing. As per the new paradigm of teaching-learning, the learning is seen as “co-created journey”. Despite the traditional teaching-learning paradigm, learning is viewed as “teaching is telling”.  Moving to the new perspective of human becoming paradigm, the teaching-learning process has become bi-directional that focuses on the teacher and learner instead of the teacher designed learning opportunities. This has transformed the role of teaching in this process to be facilitators of learning and that the learning is more  student centered. This process has added more creativity to the teaching methods that have become more interactive, cooperative, and integrated various innovative techniques (e-learning, simulation, conceptual teaching and case-based teaching) to facilitate learning and satisfy the learners’ styles and needs. Teaching and learning must go together, one cannot succeed without the success of the other.

I am not sure if my research is exactly what you're looking for but I use debating as a method for developing critical thinking (more complex way rather than description) as a 21st Century skill among higher education students. If you think it might be of some help, you can look at the attached.

Best regards,

Debra

I cannot say anything about engagement anthropology, but as far as history is concerned, advocacy is not a task for historian. He is not called upon to defend a cause at any cost, distorting even a truth known to be against the client. The historian needs to be more of a judge, who takes into account all the evidence available / accessible and pronounces a judgement.

In our research group we developed a model for competence-based vocational education. It probably suits your interests: http://link.springer.com/article/10.1007/s12186-011-9059-4/fulltext.html

Sintayehu:

 I am mostly into technology, so I can share examples of how to vary the use of tech tools for teaching and learning as found in the attached. I also looked up RG and found several studies that can be helpful in finding answers to your question. Please see attached.

Best regards,

Debra

Thank you a lot, Debra!

A conceptual framework is the model or theory on which you base your study. 

For example, my work in computer assisted language learning is based on a conceptual framework of Constructivism.

Depending on your study, you might have more than one model or theory that plays a role in the goals, design, or analysts of your study. 

But a conceptual framework is not just a rubric.  It is the concepts or ideas on which your study is based.

Consider the following literature from the Philippines:

Dear Stefan - I'm excited by your question, How can we build the European Teacher Model and a strong relationship with partner institutes? I've attached my response with a proposal to create a profession of Master Educators for Europe.

Hi Mohamed,

I have just completed a project with colleagues regarding the use of technology in higher education. One of the issues we looked at was BYOD - I have provided the link below. Regards, Kevin

Hello, please take a look on my publications.

Kind regards

NP

This question is really important.Except for the ideas and strategies that everyone suggested ,I think there is another point for F.That is  ,teacher should really care the students .When students express their opion ,teachers should listen carefully ,judge the condition of the students and then feedback to them suitably.In other words ,the   precondition of teaching feedback is that teachers should pay attention to the children .

There is a good amount of research on the cognitive psychology of learning and memory that has some translations in educational applications. See this synthesis by John Kihlstrom for an introduction http://socrates.berkeley.edu/~kihlstrm/GSI_2011.htm 

I would be more careful regarding the applications of neuroscience in education, because the level of analysis is quite different in these two fields ( see here: https://www.researchgate.net/publication/46149279_Neuroscience_Viable_Applications_in_Education ) and, also, because current educational programes that claim to be neuro-based are quite unsuported empirically ( https://drive.google.com/a/psychology.ro/file/d/0B5JyY7bDUjP_ZWdrSEloZmVUVGc/edit ) and often lead to propagation of neuro-myths, rather than accurate knowledge ( http://journal.frontiersin.org/article/10.3389/fpsyg.2012.00429/full#B5 ). Thus, I believe that bridging the gap between neuroscience and education has to start with clarifying, for everybody involved in educational process, what neuroscience is and isn't and what it can and cannot offer. Otherwise, many unsupported practices could hide under the “neuro umbrella”.

For the Dynamic Maturation Model  you can google Family Relations Institute  or Patricia Crittenden.  it is more difficult to learn than the ABCD model, but more precise and useful in the information it yields.

Hi Fatima,

I have just completed a number of conference presentations and articles where we used iPads as a data collection tool. The youngest of our students were 8 years old, but the same methodology may work for younger students - they may just need some help initially.

Hope the articles help,

Kevin

Larkin, K., & Jorgensen, R. (2015). ‘I Hate Maths: Why Do We Need to Do Maths?’ Using iPad Video Diaries to Investigate Attitudes and Emotions Towards Mathematics in Year 3 and Year 6 Students. International Journal of Science and Mathematics Education, 1-20. doi: 10.1007/s10763-015-9621-x

Larkin, K. & Jorgensen, R. (2015). Using ipad digital diaries to investigate attitudes towards mathematics. Beswick, K., Muir, T., & Wells, J. (Eds.) (2015). Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3) pp. 177-184. Hobart, Australia: PME.

Jorgensen, R. & Larkin, K. (2015). Differentiated Success: Combining Theories to Explain Learning. In M. Marshman, V. Geiger & A. Bennison (Eds.) Mathematics Education in the Margins. (Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia). Sunshine Coast, QLD: MERGA

In additional to clarifying what minority means, I think clarification on what parental input to IEP means is needed.  Does the parent feel that they have made sufficient input when they convey their desires for their  child since they may designate the teacher as representative agent for the school and school board and may feel that they have met their obligation. Another place to begin is an objective consideration of barriers parents face which may lead to certain questions and hypothesis.  Possibly consider  a Likert scale to determine the parents' value of IEP in relationship to other life tasks and events.

It is important look at language, culture, and perspective in this research endeavor.

Thanks again Paul...the link worked.

Hi Krista,

Additionally, there are some theoretical/empirical approaches to perceptual-motor learning that do not posit categorical processing. The concepts of attunement (Jacobs et al., 2000; Michaels et al., 2008; Vicente & Wang, 1998) and calibration (Fajen, 2007; Rieser et al., 1995) might be useful. 

Dear Rafael,

I guess most of the countries, at least the ones that are active in improving their education system through reforms propose model schools with model curriculum, model methods, model teachers and so on. Model are often fine tuned in experimental settings before being introduced to the other schools; hence chances of their success is high.

Although models might be useful, still a thorough understanding of the context should be made and necessary adjustments to suit the context should be carried out to ensure its success.

¿What would serve as guidelines for good practice?  I would suggest that one theoretical frame to approach this question would be that of “distributed cognition”

As an example, I often tell my students in my statistics classes that it is more often important to know where to find an answer instead of being able to instantly recall the answer.  Additionally, I would suggest that the social component can be very valuable as a potential learning outcome (e.g., too vast a body of knowledge to memorize it all vs. joining a community with shared expertise).

At our school we use a double layered approach (or did, funding for the second layer disappeared this year)

Layer 1 is based on the positive behaviour framework, which treats behaviour as just another thing to learn, and at our school we take judgenent out of the equation as much as possible and treat dysfunctional behaviours as a problem to be solved in the social context of the classroom. Some teachrs fid this very difficult and others love it.

For those students who do not respond well to this for whatever reason, we have a withdrawn classroom, where an appropriate teacher Ispecific skill set) looks after 5 - 10 students who can' fit into the 'normal' classroom working on a self paced  semi individualised curriculum. This seems to allow these students to relax and some return to the mainstram after a year or 2 but others move on the external education or jobs. Depending on what you choose to measure, the success rate is small to moderate but acceptable.

I am on the same page with Dr. Marek and Dr. Greenhead. I cannot give you any citations but I can share one of my memories. I am not sure if it fits in this context, though.

When I was a Grade 9 student, I always treated chemistry questions as mathematics problems. Therefore, I solved in-class examples by using different approaches than formal ones. At first, my teacher said that I found the answers by chance due to my different solution procedures. After a few questions and answers, I gave up mentioning that I solved the problems, and she realized that I usually solved problems, but I did not say that I found the answer anymore. Afterwards, she pushed my to learn formal problem solution steps. As a result, I got 35 out of 100 from midterm, because I was sure that even though I was able to solve problems without following formal procedures, I would not get any points from these solutions.

In my experience, both my chemistry teacher and I were a fixed minded. She tried to teach me the formal problem procedure, because she thought that it was the best and easiest way of solving problems. According to my teacher, her feedback was active and constructive, yet I perceived given feedback as active and destructive.

 Teacher reflection is particularly urgent when a child has behaved in a worrisome way for the class and for the teacher. First reflect:,think inside your head: What could be the reason for the behavior?  This will  help cool down a first feeling of anger or indignation or irritation. Also, try compassion .. Think how you could reward the child when wished-for behaviors  DO occur. Think how you can encourage self-reflection  for this child so that he or she can better inhibit unwanted behaviors.  . Reflect on  how you can help decrease stress for this student. Once  you succeed in making  a positive relationship with a troubling child,and this child trusts in your caring  and support, then there may be fewer distressing episodes in the classroom. Your words, your body language, your voice tone, convey your caring or your constant disapproval of a child. You need to practice reflection to help  decrease own stress and conjure  creative ideas to reduce a child's inappropriate or disruptive  behaviors.

Take a look at this article: Development of social-moral reasoning among Kibbutz adolescents: A longitudinal cross-cultural study.

Snarey, John R.; Reimer, Joseph; Kohlberg, Lawrence

Developmental Psychology, Vol 21(1), Jan 1985, 3-17. http://dx.doi.org/10.1037/0012-1649.21.1.3

The abstract: Studied the development of social-moral judgments in 92 Israeli kibbutz adolescents (64 of whom were interviewed longitudinally over 2–9 yrs from ages 12 yrs to 24–25 yrs) from the perspective of L. Kohlberg's theory (1958, 1981) of moral judgment development. The study evaluated the validity of Kohlberg's model and moral judgment interview in a cross-cultural context. In addition, it assessed the cultural uniqueness of social-moral reasoning among kibbutzniks. Findings support the validity of Kohlberg's structural-developmental understanding of moral judgment. Stage change was found to be upward, gradual, and without significant regressions. Analyses showed internal consistency of the stages as operationally defined in the standardized scoring manual. The distribution of stage scores among Ss, overall, was unusually high when compared to the results of parallel studies in the US and Turkey. The most important cultural variation involved the use of Stages 4/5 and 5 (global stage and postconventional stage). While all the stages were present among Ss, not all elements of kibbutz postconventional reasoning were present in Kohlberg's model or scoring manual (e.g., the communal emphasis and collective moral principles). (25 ref) (PsycINFO Database Record (c) 2012 APA

Comparison between schooling outcomes and school gender context must always attend to time and cultural context. Meta analyses tend to disregard both these features as they assemble numbers of studies across time and place, thus assuming sex differences comprise a constant variable. To some degree this complication explains some of the different outcomes in studies of single sex vs Coeducation and is the reason this old chestnut keeps recurring in research. Fifty years ago many western nations single sex schooling produced higher achievement levels for male and female students. Nowadays in societies less marked by gender differentiated culture one is less likely to find differences in schooling outcomes related to school gender context.

Strategy is A plan of action designed to achieve a long-term or overall aim. A theoretical model on the other hand gives an abstract description of a given system. Depending on the requirement a model may highlight one single aspect of the system and hide the other details. A model normally contains enough formalism such that it is not ambiguous. Because of this property theoretical experiments can be designed to estimate the performance of the system in different environments. Given a good theoretical model I believe the performance of a strategy can also be evaluated.

Hello. So sorry for my late answer. I'm building a Knowledge agency concept. This concept is on a glocal context (a simultaneously local and global knowledge) inside of learning process. I will do it through a cyberculture course. In this course, I will research about the affordances proposal by Cope&Kalantzis (2009). 

Thanks

Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers and The Maslach Burnout Inventory: Testing for factorial validity and invariance across elementary, intermediate and secondary teachers by BM Byrne.

these papers might be of some use

I will be doing some research in this area this coming year.

Dear ResearchGate Colleague

           Please see my publications page on how

to make a serious inquiry.

Respectfully, Dr. William N. Moore, DBA, MBA

I think the "socio-cultural perspective" method is the most proper method.....