• Marcel Ruiz-Mejias added an answer:
    Could 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.

    Marcel Ruiz-Mejias

    Thank you Inkeri and Joaquín for those interesting resources. 

    Dear Joaquín,

    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. 

  • Nikolaos Pellas added an answer:
    Is there any research on the pedagogy around the use of smartphones as a collaborative tool during class for answering questions asked by teachers?

    I'm a master degree student and a teacher for middle school students.

    I wish to research how letting students use smartphones in class as a tool to answer questions by the teacher effects the pedagogy of the lesson. Does it have a positive effect on the wait time students process the question in their mind? What effect does it have for the class dynamics where the teacher doesn't choose who answers but rather let everyone answer on a collaborative board.

    Could you assist me by letting me know what kind of keywords should I search for? Are you familiar with researchers who deal with this subject?

    Thank you

    Nikolaos Pellas


    Please see some publications in my profile. You may find something interesting.

    Kind regards


  • Joana Romanowski added an answer:
    Is it just me, or are most of the results reported in recent PCK research more generic pedagogy than discipline-specific pedagogy?

    Teachers are always teaching something, and this provides the context for their pedagogy. This does not automatically make a question asked in one context an example of PCK

    Joana Romanowski

    Thanks for the information. We have survey data that need analysis. It would be great to have access to books 'Understanding Science Teachers’ Professional Knowledge Growth.

  • Abhijit Mitra added an answer:
    How can I enhance Self-Esteem/ Self-Concept of students in Classroom?

    Self-concept is a major component in determining success or failure. High self-concept leads to happy, gratifying and purposeful life. Self-concept gives you internal drive. Whenever a teacher selects any topic for teaching in the classroom, the teacher before hand plan out well which method he/she will adopt? What teaching aids will be used? etc. But if a teacher uses different psychological 'tactics', which can enhance the self-esteem/self-concept of the child, the results can be quite profitable.   

    Which methods, techniques a teacher should use to enhance the self-concept/self -esteem of students to get profitable results? 


    Abhijit Mitra

    By providing a distinct objective and a clear cut road map to hit the target. This may vary from student to student

  • Charles Madembo added an answer:
    Can anyone share resources on training children to be disciplined?

    discipline /discipling as others would call it. I'm studying this from a school chaplaincy context.

    Charles Madembo

    I appreciate all your answers because they reflect numerous perspectives to the question, which have the potential to enrich my study. I also appreciate the resource links. Thank you.

  • Rajendra R Aparnathi added an answer:
    Why are Technology, Engineering, and Science not being taught as core subjects as fundamental rights since childhood?
    Right to STE..
    Rajendra R Aparnathi


  • Harshvardhan Singh added an answer:
    What role does standardized testing play in a child’s achievement? How could you make sure children obtain high standards?

    Hilliard (2000) brings up the point that standardized tests only “measure a very narrow range of behaviors, many of them at a very low level of thinking” something we, as a society, don’t question. He also brought up the point that the main reason on why we may not question the tests is because the technical manuals for these tests only show those people who have a correlation between high test scores and achievement. Showing that there should not be anything wrong with the test since excellence can be achieved. As a society, we fail to see those students that were able to succeed even after failing tests due to the help the students received from an educator. We fail to see that the “most successful educators are ‘invisible’, unknown or not featured” (Hilliard, p. 293). We only tend to hear about those educators who followed the curriculum and made their students obtain high test grades. Making us stay in this cycle of wanting to obtain high test grades in order to show that we are capable of succeeding. To Hilliard (2000) the biggest problem with high-stakes testing is not that the tests are difficult, rather he can see that the tests do not represent everyone; the tests just represent “enormous profits for the corporations that make them” (p. 302). At the end, he suggested that we need to stop making children take these tests since they crush their hope and pride.

    Please share your views on the role of standardized tests in child's achievement? How could you make sure children obtain high standards?


    Hilliard, A. (2000). Excellence in education versus high-stakes standardized testing.Journal of Teacher Education, 51(4), 293-304.

    Harshvardhan Singh

    Dear Colleagues,

    Thank you very much for your opinions.

    Your opinions are appreciated.

    Best regards,


  • Simhachalam Thamarana added an answer:
    What are the pedagogical practices in teaching English?

    I study about learner autonomy and I really need to have more information about pedagogical practices that promote learner autonomy. I hope I have your help

    Simhachalam Thamarana

    Dear Hang Nguyen,

    I am herewith attaching some articles and relevant material on pedagogical practices in teaching English language. I hope that you would get useful information.

    Best Wishes

    + 5 more attachments

  • Harshvardhan Singh added an answer:
    Factors affecting Achievement ?

    The question seems very simple, even though I am discussing it  due to higher concerns of it's relevance and applicability in day to day classroom teaching. 

    Possible classification may be

    • Cognitive factors
    • Affective factors
    • Home/ family related factors 
    • School related factors
    • Misc. factors

    So as to gather information on every single possible factor, what according to you are the factors influencing academic achievement?


    Harshvardhan Singh

    Dear   Hazim Hashim Tahir sir,

    and Gianrocco Tucci sir.

    Thank you very much for opinions.

    Your opinions are appreciated.

    Best regards,


  • Harshvardhan Singh added an answer:
    Any advice on my investigation of models Community Research by author Garrison and collaborators?

    My interest is to understand strengths and weaknesses Garrison model, its applicability and experiences in educational contexts in higher education. I know the application of the model in virtual courses at the University of Guadalajara. Any additional information will be of great help.

    Harshvardhan Singh

    Dear Colleagues, 

    Good Day,

    Merry Christmas and Happy New Year 2016.

    May New Year Bring Happiness, prosperity, Good Health and Academic Achievements for you.



  • Laurence A.J. Smith added an answer:
    Why are science teachers reluctant to use drama as a learning tool?
    I just wondered if it is something about being a science teacher teacher rather than a teacher of any other subject? I would be very grateful of any research data that shows positive and negative sides to these questions and indeed evidence of successes in the field.
    Laurence A.J. Smith

    Barry. I think Newton was having fun with his science too? 

    "I was like a boy playing on the sea-shore, and diverting myself now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me."

    Isaac Newton

  • Hyewon Jang added an answer:
    Is anyone familiar with papers on competence in STEM education research?

    I am looking for studies focused on competence in STEM (Science, Technology, Engineering, Mathematics) education research. Help will be appreciated.

    Hyewon Jang

    Recently I worked for this topic. Title is "Identifying 21st Century STEM Competencies Using Workplace Data"

  • Pascal Charroin added an answer:
    Can someone provide a Syllabus on Visual Media Education/ Media Education/ Media Studies?

    Good to get connected for knowledge sharing. I'm a academician and film maker. Would be great any of the scholars can mail me the syllabus copy of visual media education/ film training model or syllabus/ pedagogy of the course . That would be a lot of help in getting the reference of International syllabus. Regards, Prashanth Gururaj Malur

    Pascal Charroin


    In Irland there is a specialist of traditionnal Irish games Sean Crosson Seán Crosson <h2020sport@gmail.com>

    Three colleagues and i published a book which talk about fixed movies on physical education and sports but it's written in French

    If you know more say me

    Good research

  • Kenneth S. Bigel added an answer:
    Should ethics be taught to undergraduate students?
    Ethical principles as a special subject is taught to all graduate students. Typical coverage in our curriculum is as follows:

    Survey of the issues, values, principles, and ethics of a technological society. Emphasis on the leadership principles, behaviors, and normative ethics of the technologist to practice the ethical decision-making process within a technological or institutional organization.

    However at undergraduate level it is not included. What is your opinion? Should ethics be taught at undergraduate level? If yes what could form part of the coverage? If not can you explain the reasons for the same?
    Kenneth S. Bigel

    Of course it should!  My own research has shown that teaching ethics has a positive impact on undergraduates' ethical development as measured by James Rests's Defining Issues Test.

  • Sheryl Lee Ferguson added an answer:
    Is critical theory culturally, socially, emotionally and educationally emancipatory for adult learners in an indigenous tertiary organisation?

    Heutagogy and critical theory in an indigenous context.

    Sheryl Lee Ferguson

    Kia ora

    Thank you to everyone who responded to my question.

  • Frank Hummer added an answer:
    To whom does "education" or "teaching and learning" belong to?
    Does education belong to the society or even to the world? Does education belong to the parents paying for it? Does education belong to the students? Or is education Profit and rightfully belong to the school engaging it for profit? If we know who owns education, probably we would know how to deal with education from a pedagogical viewpoint or from a curriculum design viewpoint.
    Frank Hummer

    Hi Daniel.  Actually I think you did characterize my views very accurately and fairly. I don't think that you have oversimplified my views.

    I think you are correct, in your second paragraph, in pointing out the many ways in which education is more complex than many of the things ("commodities") that we do allow (in some countries!) to simply be 'regulated' by market forces alone. I agree that a good school or good educational product isn't easily captured by student test results or school reputation (I know that I was the one who first mentioned reputation though, as a basis for choosing). But I think that things like test results and reputations are going to be in the mix of many pieces of information that people will decide upon in choosing a school. But it's very complex. 

    But in spite of my sincere agreement with you about these things you are talking about, I just don't reach the same conclusion that there is any benefit to organizing education "on a societal level".  In a free market for education, of course you while have organizations -- grass roots public interest groups large and small, as well as publishing companies and schools themselves -- promoting different kinds of visions of what education should be like. Now if these kinds of entities are what we mean by "organizing at a societal level", then I think that level of organizing is just fine with me. These different organization are likely to all have experts in support of their separate visions.  And sometimes these experts will make claims which strongly disagree with each other. The only thing I would want to ensure is that all decisions regarding any particular individual's choice among these different educational offerings is made only by that individual or by an agent of that individual (parent or guardian.  The decision should never be made by anybody else.   I'm happy to have experts try to persuade individuals, but they should have no power to compel anyone to do anything about their education.   Summarizing, I just don't think that the complexity of education (complex in comparison to many other choices we make) changes that fact that people should be able to make their own choices regarding it.

    Your example of food production is good. Yes, the interests of the food producers is not always in line with the interests of consumers.  That's why good food shopping requires a lot of vigilance.  I think that when shoppers are vigilant, you do see food producers trying to bring their offerings more in line with what consumers want (of course consumer preferences vary).

    The thing I don't want is any kind of central control by a group of people (experts or not) who -- do not merely just have an influence on some of the educations services offered -- but who actually have governance over all of the educational services offered.  In the United States, we do have that sort of central control.

  • Mark Smythers added an answer:
    What is the best way to identify low achievers in the classroom? Is there an instrument for that?

    What is the best way to identify low achievers in the classroom? Is there an instrument for that? I mean low achievers not persons living with learning disabilities.

    Mark Smythers

    Even more problems with the term ¨under achieving¨ I fear. What are the levels that are being achieved - what are you comparing them to, what is the population and along with this who sets the levels and are they SMART as in objectives? Once you have identified these parameters then you have to look into the statistical analysis of the results obtained, if you are judging level by grades, and have to decide what is acceptable variance and how to compare this with other subjects or student populations. There are many level indicators as referenced above first establish what you see as low and then take it from there.

  • Valerio Ferro Allodola added an answer:
    What are the educational practices to enhancing the contribution of transformational theory to facilitate a transformation of distorted assumptions?

    Mezirow's transformation theory and the concept of distorted assumptions

    Valerio Ferro Allodola

    Dear Debra,

    sure! Thanks for this note ;)



  • Manuel Morales added an answer:
    How much science should a person study in order to teach it? (a) primary level?, (b) junior high school?

    There's an idea that pedagogy only approaches to teaching science is enough to facilitate constructivist forms of learning.  My observations are that teachers who have adopted this idea merely repeat procedural tasks, albeit with efficiency and a certain degree of effectiveness, but without solid evidence that that is the approach to take.

    Manuel Morales

    For those of you who would like to see how I am inviting the public to help science to self-correct, please feel free to visit: http://temptdestiny.com

    A revised "Flawed Scientific Method" document has been uploaded to replace the previous version. This version is designed to go with the public invitation to help science self-correct. In essence, this one page document illustrates for the public the mechanics of the discovery of Einstein's nonlocal hidden variables which in turn revealed how the scientific method is flawed (see link below).

    • Source
      [Show abstract] [Hide abstract]
      ABSTRACT: Albert Einstein held the belief that quantum mechanics was an incomplete theory and that there were local hidden variables that would give us a complete sense of reality. As the findings show, he was correct about there being hidden variables. However, he was incorrect as to where to find them. The basketball examples serve to illustrate the findings of the Tempt Destiny experiment and the mechanics involved. The "Flawed Scientific Method" illustrations were designed to go with the public invitation to help science self-correct. In essence, this one page document illustrates for the public the mechanics of the discovery of Einstein's nonlocal hidden variables which in turn revealed how the scientific method is fundamentally flawed and how to fix it.
      Full-text · Dataset · Nov 2015
  • Marcel M. Lambrechts added an answer:
    Should a profile photo as a form of 'publicity' in communication networks be honest, reliable, dynamic...?
    People's phenotype changes every day (clothes, hair cuts, face expressions, etc...) and therefore does not (always) reflect what is exposed as a profile photo in social networks? Accepting that a profile photo is a form of publicity, should this type of publicity be honest, reliable, dynamic...... or is this not important from a communication point of view?
    Marcel M. Lambrechts

    Dear PPSR,

    Whatever you name it. Some people don't wish to be in the arena all the time. By the way, the Microsoft site you indicated above is not handled by me. I also noticed for instance that I worked with Goelen, which is not true. Some of the oldest publications are missing (see RG History of publications plus later for the visible collaborations), ....


  • Wilkinson Daniel Wong Gonzales added an answer:
    Do you consider how the student interacts with his fellows/teachers/parents/friends as part of the student's Learning Styles?

    Studies in Learning Styles are quite different in the way they conceive the scope of Learning Styles. For examples, Coffield et al. (2004) identified 5 families of learning styles:

    • constitutionally-based learning styles and preferences
    • cognitive structure stable
    • stable personality type
    • ‘flexibly' stable personality type
    • learning approaches and strategies.

    In each family, there are many models and inventories to examine student's Learning Styles. Coffield et al. gathered these models which are counted to 71 model. I already studied many of these models but I couldn't find any inventory that consider how the students interact in their social network (real life and online) as part of their learning styles. First, do you know any inventory that include this factor? If not, do you consider this thought worth studying?

    Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Trowbridge, Wiltshire: Learning & Skills Research Centre.

    Wilkinson Daniel Wong Gonzales

    You could try Neo et al's study, which has a survey on Cooperative Learning. 


  • Mark E Gould added an answer:
    How much is one year's worth of learning?

    One of John Hattie's suggestions is to decide how much a year's learning is for each student and then you can judge that student's success against that amount. While this seems like a good idea in theory, it leaves me none the wiser. How much exactly is one year's worth of learning. How can it be measured? What would the metric be? Content is the easiest to measure because it could conceivably be defined by an amount or quantity, but what about conceptual understanding? What would a metric be for that?

    Mark E Gould

    Kevin, Can you elaborate on your post please?

  • Sizwe Dlalisa added an answer:
    Should a teacher focus on 'rigorous learning' or 'learning with entertainment'?
    It has been seen that many teachers in universities have become entertainers rather than focusing mainly on value-addition and learning. A lot of time gets devoted to pleasing the students; knowing them personally; building good relations with them; and telling jokes and creating humour; the focus becomes more of good feedback than rigor. Keeping the audience motivated is good for effective teaching; but since a lot of time goes in entertainment less time remains for analysis and conceptualization. What is your preference and why?
    Sizwe Dlalisa

    I think the trick is to try and strike a balance between the two as the 'rigorous learning' or 'learning with entertainment in an educational context' complement each other.

  • Christine Woodrow added an answer:
    Who are the leading scholars currently working on the intersection between education and poverty?
    I mean those whose work you MUST be aware of if you want to understand the relation between poverty and education, or some aspect of that relation.
    Christine Woodrow

    The Centre for Educational Research is very focussed on this topic and is looking to form a network of scholars researching in this area. We are hosting a 2 day symposium and public lecture in late October in Sydney. See- www.uws.edu.au/cer/events

    This is the public lecture being presented:

    'Rearticulating and Contesting Equity in Education Policy' 
     presented by Professor Bob Lingard, University of Queensland 

    facilitated by Professor Michele Simons, Dean of the School of Education, Western Sydney University

    Date:      29 October 2015

    Time:      5.00 pm - 6.30 pm

    Venue:    Kingswood Campus Lecture Theatre K.1.04

    Please register your interest in attending. 

    For further information please contact Tracy Buckridge at t.buckridge@westernsydney.edu.au

    or visit www.uws.edu.au/cer/events

  • John K. Marco Pima added an answer:
    What is the difference between a framework and a model in Educational research?

    Can any one help me to find the right definition of the framework and model ?

    Im working in a study investigating the use of ICT in Arabs schools and I would like to create a model or (Framework) that help to improve the use of ICT in education.

    before I start I would like to know whats is the difference between Model and framework and what you think is much suitable from your opinion 

    John K. Marco Pima

    I agree with the meaning provided by Robert Costello. We have a concept to describe something (Model) and we have a guideline to design/make something (Framework)

  • Crisaidi Bento Sodré added an answer:
    eEducation - forty years of promises?

    Instructional computer programs (or the usage of computers in education) are being developed since the early ‘70s. Rapid development of Information Communication Technology, introduction of computers into schools, and daily use of computers by people of different vocation, education and age, has made education a very important field to researchers. Their main goals have been to develop programs that can teach humans and to achieve individualization of the educational process.

    The methods and techniques of Artificial Intelligence have been successfully used in these systems, since the end of last century. Hierarchical modeling, interoperable and reusable software components, and ontology are modeling techniques that have only recently penetrated into the eLearning. In addition, these Artificial Intelligence methods are used in "new field” I called it "eEducation", a new approach to education with the help of Information and Communication Technologies, Computer Science and Artificial Intelligence.

    And, of course the "new wave": mLerning and uLearning are "knocking on the heavens door", such as Bob Dylan sings.

    Your thoughts on:

    Could we described "eEducation" = "eLearning" + "eTeaching", by this “simple” equation? Alternatively, do we need more "+"?

    Are we all (researchers, teachers and students) have succeeded in eEducation (eLearning) so far? Do "users" of eEducation (eLearning) systems are "better" than traditional students are, in terms of learning achievements?

    Do we have right pedagogy (teaching methods/strategies) for eEducation (eLearning)?

    Do we have right learning strategies (models/theories) for eEducation (eLearning)?

    What about mLearning, uLearning?

    At the end, what is the future of e/m/u/Education (e/m/u/Learning)?

    Crisaidi Bento Sodré


    I have taught online.

    It is tiring, very tiring.

    You need to check every word twice, three times... before you post - you never know what impressions the recipient will have.

    Believe it or not when correcting homework you will need paper and pencil next to your computer - much quicker (!) - it is important to take notes about each student's work and compare all works to write good comments.

    I like to compare all the works done by 'each' student to better understand their needs 'and' compare all the students' works.

    I feel safe (and pleased) when 75% of the class have answered 75% of the exercises correctly.

    I used to control the average and the middle of the scores - this is useful to know if you are expecting too much (or the contrary).

    The best of e-education: 'anyone' can have the benefit of it. Anyone! Disable people, parents of babies, people living too far from school... THAT is marvelous.

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