- Romer Castillo added an answer:4Is there any recent research about the outcomes of political interventions in Public Education Systems?
Dear Colleagues, I am preparing a paper about the long term Socio-political effects due to political interventions in our Public Education System. I wish to find out if there are any similar researches from other countries especially western based democracies. (as so to enable better comparison) This could be based on intervention in curriculum, text books, funding, teacher training and posting.
Consider the following literature from the Philippines:Following
- Marcel Ruiz-Mejias added an answer:46Could we create a field of knowledge referring to the application of neuroeducation to the practice of teaching, such as 'Applied Neurodidactics'?
Yesterday I was discussing this with a friend.
I have notticed that the advances of the translation of neurodidactics theory and principles into classroom practice are still difficult to find and share in the literature, and this may be due to the lack of a recognised field for tagging and writing about these teaching experiences.
It could include teaching practice and methods based in the pinciples extracted in neuroeducation from the recent knowledge of the brain coming from neuroscience and cognitive psychology, and also research in secondary and university education (maybe also primary?) disseminating the results of applying these principles to teaching and eventual improvement in learning of students.
What is your opinion on that? Do you think it could be useful?
Thank you for your feedback.
Thank you Inkeri and Joaquín for those interesting resources.
For me are evident the parallelisms between your 'cognit' model and the constructivist theory formulated by Piaget, This is one example where neuroscience could give an underlying biological substrate to explain an educational theory with proven experimental evidence. Please, excuse my reductionism, I am aware that both your model and Piaget's theory have further dimensions.
I hope all these initiatives help to push up the Mind, Brain and Education emerging field, and let it flourish as expected.Following
- Jack Whitehead added an answer:3How can we build the European Teacher Model and a strong relationship with partner institutes?The VOICE of European Teachers (VOICES) network will give schools, teachers, students, teacher trainers, researchers and representatives of other institution in the field of education the possibility to stay in contact, work together, start new projects and share best practice. Collaboration during projects and reflection on our activities are the keys in the learning processes within the network.
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.Following
- Kevin Larkin added an answer:4Can someone provide me with the experience of universities applied BYOD methodology, and the policies adopted to employ this methodology?
You know the importance and benefits of using BYOD methodology (Bring Your Own Device) in universities and educational institutions, but there are several risks facing this methodology may make universities reluctant to apply
Please help us to provide me with the experience of universities applied BYOD methodology, and the policies adopted to employ this methodology?
with alot of thanks
dr / Mohamed. A. Ahmed
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, KevinFollowing
- Gad Ndaruhutse Ruzaaza added an answer:5Does anyone know of experimental research papers dealing with culturally relevant teaching or something with diversity and student achievement?
I have read a lot about diversity and its effect on effective teaching practice and student achievement, but I would like to see some actual experiments.
Kay Wotton and a team from Mbarara University of science and technology, Uganda that I lead have development learning modules that emphasize cultural sensitivity and participation of learners in the teaching and learning processes.Following
- Robert Cassen added an answer:22Greetings ! Does anyone have any articles about parental involvement/family engagement in education?
I am working on a professional paper on parental involvement models, particularly, Dr. Maria C. Paredes Academic Parent Teacher Teams (APTT) Model which takes the parent-teacher conferences a step further!
- There's a whole chapter on it in our recent book: Making a Difference in Education: What the evidence says, R. Cassen, S. McNally, A.Vignoles, Routledge 2015.
- Florencia Maldia added an answer:11What types of classroom feedback exist and how are they valued?
Supportive Teacher Talk: the Importance of the F-move
All the knowledge shared related to the posted question are substantive contributions. My understanding on the feedback in the posted question is the feedback that refers to the F-MOVE, the third move in the IRF exchanges derived from Sinclair and Coulthard Model. There are several significant sources of feedback. However in the IRF model the only source of feedback is the teacher. The IRF model I have mentioned above illustrates the effectiveness of communication on the part of the teacher in giving feedback. In the IRF model the main tool in the learning process is dynamics of communication. The feedback (F-MOVE) shows how the teacher communicate her comment or evaluation on student's participation in the learning process. Therefore, the value of feedback based on the IRF model depends on the dynamics of communication.Following
- Judith Behrens added an answer:13Which analytical framework is suitable for the study of school-based in-service education and training?
I am writing a research paper on the implementation of school-based professional development in my country. For quite a time I have struggled with developing the right theoretical framework to analyse the construct "continuous professional development:. I cant figure whether PD is a process, activity, a goal or an outcome. I was considering "socio-cultural perspective", "situated perspective" and "activity theory", they are so confusing. Should I pick one of these or find something else? Which would be more applicable? Please advise.
School teachers are "adult learners". Malcolm Knowles' adult learning theory is in alignment with your study. Merriam and Bierema's 2014 research on Adult Learning Theory is also another avenue to research and review for your study.
PD is an ongoing process for teachers who need and want to stay up to date on teaching theories and practice where a variety of learning experiences take place.. PD courses may be required as a part of a teacher's PD Plan goals. The facilitators scaffold the learning activities in the learning experience. The outcomes of the PD are based on the facilitator(s) of the learning experience and the learner's participation the course. Is the PD course or training involve teachers reflecting on past and current teaching experience? If so, you may want to look into the research of Jack Mezirow (1991) and Taylor and Cranton (2012) on Transformative Learning. I would limit your initial theories to three or four, otherwise you might get stuck on your Theory section of the research study. :)
I hope this helps you. Feel free to contact me with further questions of concern.
- Bruce Macleod added an answer:2Does anyone know about training institutes for Adult attachment interview AAI?
I want to research about adult attachment and reflexive function. The best way for it is with the RF scale and the AAI. But both intruments need training and I wonder if exist institutes for this in Colombia or Latin America or where?
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.Following
- Jonathan Belcher added an answer:13What is the cause of the lack of minority input theories; I was thinking deficit theory?
I am in the beginning stages of my dissertation. I am stuck on the theories or the causes from the lack of minority parent input during the IEP process? Am I on the right track when I look into Deficit Theory?
Lots of people touching the same elephant!Following
- Harshvardhan Singh added an answer:4Any suggestions on the effectiveness of observation using an Ipad for reception classroom?
Please any article or reading to help me in my research.
I am researching for the effectiveness of observation using IPad for reception children.
looking for the methodology and ethic
Thanks in advance
Canterbury Christ church university in Uk
This link talks about rigorous and more focussed classroom observation.
I hope you will get help from this.
- Ian Kennedy added an answer:5How can handling collections (ie: a collection of products, objects, artefacts, etc) best be used to support student's learning?
I am a trainee Design and Technology teacher in the UK conducting research on how active learning can be implemented in secondary school Design departments. I am particularly interested in how physical/active interactions are related to Kolb's theory of Experiential Learning but would be very happy to see how this kind of issue is perceived from a different perspective.
I bring a bag of rocks to the lecture theatre. I have collected them in my (rocky!) garden, and have selected those that might function as stone-age tools. I then get the students to classify them, and we pool the results in a spreadsheet or database as appropriate to get statistics on mock rock tools. You could try with semi-precious stones. The idea is not to have valuable artefacts walking out of the classroom.Following
- Todd Eistetter added an answer:6Do you know of a relationship between agency theory and K-12 principal evaluations?
Agency theory seems to have been incorporated into the education reformation in New Zealand schools from several years ago and to some degree in the UK. I am experiencing challenges determining its use in other countries, particularly in Canada where I am.
Thanks again Paul...the link worked.Following
- Dony Saputra added an answer:3Is structural learning necessarily category-oriented?
In my review of the literature, I've found that most structural learning research involves concept or category learning. Is structure necessarily categorical?
For unsupervise, fuzzy inference system or taxonomi it doesnt need categoryFollowing
- Leona M. Ungerer added an answer:47Can open-book tests/examinations address the problem of cheating? How about allowing students to 'Google' answers?
The embedded post from Faculty Focus points out that students may be tempted to cheat in instances where responses to a question can be easily 'Googled'. It is suggested that open-book tests, including challenging application questions that relate directly to the course material, may help overcome this problem.
Some even believe that students should be allowed to 'Google' information during examinations, for instance, because they have to demonstrate digital literacy (an opinion expressed in the post from The Guardian).
Which of these approaches (if any) are acceptable? What would serve as guidelines for good practice if either of these approaches are incorporated in teaching and learning? Would a particular approach be acceptable in different fields or at various levels of study?
Dear colleagues, interacting with your responses to these questions was indeed an enriching experience. Please see the feedback that I 'created'.Following
- Tom Maxwell added an answer:6Has anyone come across literature on the politics or micropolitics of the identification and use of 'models’ in school systems?
The idea of a ‘model school’ is quite common in Ethiopia, and I’m interested if this kind of model is used elsewhere in the world. For example, model schools, model classrooms, model teachers, model students. I’m interested in the function these models serve, and the processes of identification, as well as the political and micropolitical uses of models.
Hello Rafael, Thank you for your question. At the institution level you might be interested in:
Maxwell, T.W. & Namgay 2014. A Bhutanese tertiary education consultancy case study: Introducing the institutional zone of proximal development: International Journal for Educational Development 37, 32-39. http://authors.elsevier.com/sd/article/S073805931400011X
At the systems level you might look ap the phrase "policy borrowing". That might help too.
- Janet Hanson added an answer:14If mindset affects reaction to feedback, could it also affect the delivery of feedback?
Research by Carol Dweck suggests that fixed mindset individuals react negatively to feedback. With this in mind, if a mentor has a fixed mindset, would this affect their ability to deliver feedback that is active and constructive? Would they be more likely to respond with what Martin Seligman calls active and destructive; passive and destructive?
Yes Mark, that is what I thought. The powers that be did the same thing in the US in 2004 with the No Child Left Behind Act. The NCLB Act of 2004 changed education and the economics of education and government.
I left public education after that for five years because of it.
My research is on the very thing you describe. Results show that schools are learning organizations that learn similarly to learning processes in individuals. The organization is the product of reciprocal projections of the individuals and the group.
In order to create learning in the individuals and in the school collective the following malleable variables must be addressed:
(a) internal locus of control over the work environment
(b) the group must set their own goals (focus)
(c) that are within the zone of proximal development for that particular group
(d) support with resources, identification of specific tasks, and opportunity to practice the new learning.
The difficulties caused by external mandates comes from the requirements of uniformity across diverse groups (each school is different just as each student is different). The external control results in instability within groups and disrupts the process of reciprocal projection, goals setting, and work locus of control thus reducing the openness to change. Then resistance occurs within the group as a protective response to perceived threat.
What I understand you to say about your project was you created a learning organization environment, with increased safety, and provided a mutually agreed upon focus for your group that was specific to their needs. You also provided tasks, feedback, and opportunities for practice. Well done Mark!Following
- Robert Cassen added an answer:29When and where should we use technology for education--in the classroom, outside the classroom, or both?
I think most of us would agree that Technology Assisted Education (TAE), including both general technology and technology specifically for educational purposes, is of immense value for students of any age in any Learning Environment (LE). However, the attached article points out some serious impediments to learning when allowing free and open access to laptops, tablets, and smart phones in the classroom. Should these be "banned" from classrooms? Should technology for education be focused primarily on outside class activities--homework, research, group activities, reading, testing, and the like?
We have a chapter on ICT in the classroom, which will help to answer your question. Publication next week - see flyer attached.
- Antoon Van Wolferen added an answer:7Any scientific research on self-determination theory (Deci & Ryan, 2000 ?
I'm working on an introduction program voor students at the age of 14/ 15 years old in Veldhoven Holland. I use the self-determination theory (Deci & Ryan, 2000) as my fundament in the program. Is there any scientific research that proves that their concept is working. It is evident based, but I can't find any proof.
Antoon van Wolferen
Thank you very much I will read them
have a nice weekend
- Mark E Gould added an answer:4Does anyone know of a successful Academic Resource Centre set up in a school to support behaviour/reintegration etc?
I'm looking to set up an Academic Resource Centre in a UK secondary school and would like to find out as much as possible about others that have been set up as possible.
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.Following
- Rahimi Ali added an answer:10What are some of the implications of changing the mindset of teachers to their mission being to induce physical changes in their students brains?When people learn, new neural connections and new neurons are produced.
fascinating question indeed.
modification of neurological processes involving cerebral propensities, cognitive structures can be hugely effective in enhancing learning , human neurological structure and network is wired to favor some destructive habits like sluggishness, intellectual torpor, mental inertia and resistance to change nonetheless.Following
- Seema Singh added an answer:13Can anyone suggest how to measure the indication of the successful implementation of character education among students of secondary school?
I have am having some trouble regarding the measurement of such indication for the successful implementation of character education, mainly among adolescent in the level of secondary school; is there a standard form of its measurement?
It is highly appreciated for your cooperation to answer that question.
It will be difficult to measure impact of character education by quantitative methods only, Qualitative research methods will help you in assessing the real change in behavior .Avoid direct questions..Following
- Alice Sterling Honig added an answer:7What type of reflective practices can be used for practice teaching to train B.Ed. Students?
I am interested to know the modern reflective practices for B.Ed. practice teaching.
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.Following
- Fatima Mitchell added an answer:7Where can I find anything about inclusive practice for a specific learning environment for a child?
I would like to learn about a specific learning environment for a child in an inclusive context.
thank you all for your supports.Following
- Judith Gill added an answer:3Does someone know if Mael et al. have responded to the Pahlke et al. or the Signorella et al. studies?
In 2005, Mael et al. (see reference below) published a systematic review on the single-sex vs. coeducational schooling topic. They found a little advantage for single-sex schools. However, in 2014, Pahlke et al. contradicted their results through a meta-analysis. Also, Signorella et al. published a study specifically describing the weaknesses of the Mael et al. publication. Does someone know if the 2005 authors had answered any of them?
- Mael, F., Alonso, A., Gibson, D., Rogers, K., & Smith, M. (2005). Single-sex versus coeducational schooling: A systematic review. (No. 2005–01). Washington, DC: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.
- Pahlke, E., Hyde, J. S., & Allison, C. M. (2014). The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis. Psychological Bulletin. doi: 10.1037/a0035740
- Signorella, M., Hayes, A., & Li, Y. (2013). A Meta-Analytic Critique of Mael et al.’s (2005) Review of Single-Sex Schooling. Sex Roles, 69(7-8), 423-441. doi: 10.1007/s11199-013-0288-x
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.Following
- Anup Kumar Bandyopadhyay added an answer:19How would you define a "model" within a theoretical research?
For instance, if you have a particular strategy developed for addressing an education research issue, would you refer to it as a "model" or a "strategy"?
In terms of function definition can we say that
Theory <=> Function profile
Model <=> semantics definition
Strategy <=> implementation methodFollowing
- Suhasini Gazula added an answer:19Can anyone suggest any definitive texts on burnout in teachers?
I guess it's all in the title really...
I'm currently lookin in detail at Fried by Borysenko, and Understanding and PReventing Teacher Burnout by Vandenberghe and Huberman. I feel I should include some of Maslach's work and some of Freudenberger as the "masters" of the field, but they've both published lots and I'm trying to isolate key texts.
Check out this publication and also the references of this. It helps to get the key texts on Burnout of Teachers
Revisiting First-Year Teacher Burnout: New South Carolina Educators in the Era of Accountability
by Ilagan, Daniel J
ProQuest LLC, 2010, ISBN 1124384162,
- Julio Ernesto Rojas Mesa added an answer:6Is it possible to design environments / Networks of glocal agency to learning and knowledge, from to MOOC?
The MOOC phenomena is not exclusively an issue of Massive Online Open Course, on the conversely, it has become a scenario of new ways of getting learning and knowledge. This is radically affecting the processes of research, innovation and learning management in contemporary high education.
New constructions of social organization generate these emerging forms. These are our theoretical and methodological ideas. Then, these forms are associated to concepts such as “ciberculture, societies and learning and knowledge ecosystems”. In that sense, MOOCs become a methodological strategy to strengthen the cultural multiplicity and diversity in “glocal” contexts, as well as interface to democratize processes of certification and legitimation of knowledge and learning in great excluded population masses, facilitating their social projection.
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).
About Educational Theory
Educational theory can refer to either speculative educational thought in general or to a theory of education as something that guides, explains, or describes educational practice.