Education Commons^™

How Do Instructional Designers Use Theory? A Qualitative-Developmental Study Of The Integration Of Theory And Technology, Stephen Yanchar, Joseph South, David Williams, Brent Wilson

Brent Wilson

No abstract provided.

Co-Teaching An Online Action Research Class, Brent Wilson, Jennifer Linder-Vanberschot

Brent Wilson

Two instructors report our experience co-teaching an action research (AR) required as part of an elearning master’s degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an excellent learning experience for students. The case narrative describes the course and ways in which we have modified the course based on a variety of considerations. We also outline problems and areas still in need of improvement. We reflect on the role of theory in our own pursuit of excellence, and …

Computers And Instructional Design: Component Display Theory In Transition, Brent Wilson

Brent Wilson

Component display theory (CDT) is used as a working example in this examination of the relationship between instructional design theory and computer assisted instruction (CAI) models. Two basic approaches to instructional design--the analytic and the holistic methods--are reviewed, and four elements of CDT are described: (1) content types, including facts, concepts, procedures, and principles; (2) the performance outcomes of use and remember; (3) primary presentation forms, i.e., basic presentations of definitions, examples, and practice cases; and (4) secondary presentation forms such as "help" displays, elaboration, analogies, and advance organizers. Some of the rules and procedures tying these elements together are …

Constructivism And Instructional Design: Some Personal Reflections, Brent Wilson

Brent Wilson

Some personal reflections on instructional design and its relation to constructivism are explored. Instructional design in its present form is out of sync with the times in that its orientation, methods, and research base are behavioristic, or positivistic. However, a constructivist theory of instructional design is possible, particularly if constructivism is recognized as a philosophy rather than a strategy. To better fit the needs of practitioners, instructional design theories need to be better grounded in a broad understanding of learning and instructional processes. Generic principles and specific heuristics are needed for dealing with recurring problems and situations in instructional design …

Cognitive Approaches In Instructional Design [Book Chapter], Brent Wilson, David Jonassen

Brent Wilson

About this book: This handbook aims to provide trainers and managers with the information they need to select the most effective instructive technology for their training and development needs. It provides a practitioner's view of each area of instructional technology - analyzing the job and task; analyzing performance; designing instruction; identifying, selecting and training instructors; evaluating programs. Readers will find hundreds of basic techniques, valuable hints, checklists, graphic illustrations, and practical real-life examples to help them deal with the myriad of choices available and maximize training effectiveness.

Cognitive Apprenticeships: An Instructional Design Review, Brent Wilson, Peggy Cole

Brent Wilson

This discussion of the relationship between two related disciplines--cognitive psychology and instructional design (ID)--characterizes instructional design as a more applied discipline, which concerns itself more with prescriptions and models for designing instruction, while instructional psychologists conduct empirical research on learning and instructional processes. It is posited that a problem-solving orientation to education is needed if schoo]s are to achieve substantial learning outcomes, and the concept of cognitive apprenticeships, which emphasize returning instruction to settings where worthwhile problems can be worked with and solved, is proposed as a possible solution to this problem. A brief review of ID models focuses on …

Activity Theory And Web-Based Training [Book Chapter], D. Peal, Brent Wilson

Brent Wilson

No abstract provided.

Rti Success: Proven Tools And Strategies For Schools And Classrooms, Elizabeth Whitten, Kelli Esteves, Alice Woodrow

Kelli Esteves

Response to Intervention (RTI) helps schools raise student achievement for all adn address learning difficulties before sever academic problems requiring special education services can develop. Written by three experienced practitioners in the field, RTI Success is a one-stop resource for teachers, administrators, special educators, and other support staff putting this innovative model into practices. Throughout the book, "Spotlight' features illustrate how to carry out important RTI processes.

Transitioning From Students To Professionals: Using A Writing Across The Curriculum Model To Scaffold Portfolio Development, Lori Elliott, Nancy Daily, Lori Fredricks, Meadow Graham

Lori Elliott

Teacher educators have found portfolios to be a valuable way to judge readiness for student-teaching and initial certification as well as an effective means of examining and validating teacher preparation programs. Tension exists between using the portfolio as a product for evaluation and maintaining its focus as a personal examination, synthesis, and reflection on becoming a teacher. This qualitative action research study was designed to explore the effects of incorporating writing workshops built on Writing Across the Curriculum (WAC) principles into the initial portfolio process required of students during their first semester in an undergraduate middle-grades teacher-education pro- gram. Findings …

Struggling Reader To Struggling Reader: High School Students' Responses To A Cross-Age Tutoring Program, Patricia Paterson, Lori Elliott

Lori Elliott

This qualitative study examines the perceptions and responses of struggling ninth-grade readers who are teaching reading to struggling second- and third-grade students in a cross-age tutoring program. The program was designed to overcome the entrenched, negative affective barriers that older students often bring to the required reading class by placing them in a leadership role. It also intended simultaneously to improve their vocabulary, fluency, and comprehension.

Results indicate that the older students developed strong mirroring relationships with their younger counterparts based on shared community strengths and norms, shifted their perspective to see themselves as increasingly competent role models, and applied …

Context-Specific Achievement Goal Orientations In Cooperative Group Work, Jung-In Kim, Hyewon Chung, Myoungsook Kim, Marilla Svinicki

Jung-In Kim

This study explored how trichotomous achievement goal orientations in each of three contexts (i.e., individual, individual-within-a-group, and group; Kim, Kim, & Svinicki, 2012) play different roles in predicting college students' enjoyment, sense of group community, and evaluation of group work processes during laboratory cooperative group work. We asked 174 undergraduate students to complete individual and group-related achievement goal orientation measures before and after participating in group work. The results indicated that individual and group-related achievement goal orientations in a cooperative group work setting strongly predicted the affective and cognitive variables and that these associations varied among the goals. For example, …

Helping Students To Become Strategic Learners: The Roles Of Assessment, Teachers, Instruction And Students [Book Chapter], Claire Weinstein, T. Tomberlin, A. Julie, Jung-In Kim

Jung-In Kim

No abstract provided.

Issues Of Motivation And Identity Positioning: Two Teachers’ Motivational Practices For Engaging Immigrant Children In Learning Heritage Languages, Jung-In Kim

Jung-In Kim

This study investigates two Korean heritage language teachers’ motivational practices in relation to their identity positioning as heritage language (HL) teachers. Constant-comparative analyses of teachers’ interviews and classroom practices showed that the two teachers’ identity positioning as HL teachers was partially shaped by their earlier teaching experiences in specific cultural contexts and by the degree to which they understood their students as a result of their earlier interactions (or lack thereof). In addition, the teachers’ identity positioning of themselves and their students as well as their positioned relationships with students are closely tied to the teachers’ use of various classroom …

John Clare And The Art Of Politics, Jason Goldsmith

Jason Goldsmith

Jason Goldsmith's contribution to Volume 30 of the John Clare Society Journal. Article focuses on Clares poem, 'Don Juan' and its place in the University classroom.

Philosophical Adventures With Children, Michael Pritchard

Michael Pritchard

No abstract provided.

Multimodal Arguments, Technology, And Social Issues: A Formative Experiment, Emily Howell, Tracy Butler, David Reinking

Tracy Butler

No abstract provided.

Religion, The Elephant In The Asia-Focused Australian School Room, Cathy Byrne

Dr Cathy Byrne

No abstract provided.

Reasonable Children, Michael Pritchard

Michael Pritchard

The public outcry for a return to moral education in our schools has raised more dust than it's dispelled. Building upon his provocative ideas in On Becoming Responsible, Michael Pritchard clears the air with a sensible plan for promoting our children's moral education through the teaching of reasonableness.Pritchard contends that children have a definite but frequently untapped capacity for reasonableness and that schools in a democratic society must make the nurturing of that capacity one of their primary aims, as fundamental to learning as the development of reading, writing, and math skills. Reasonableness itself, he shows, can be best cultivated …

The Ethical Challenges Of Academic Administration, Elaine Englehardt, Michael Pritchard, Kerry Romesburg, Brian Schrag

Michael Pritchard

This book is an invitation to academic administrators, at every level, to engage in reflection on the ethical dimensions of their working lives. Academics are very good at reflecting on the ethical issues in other professions but not so interested in reflecting on those in their own, including those faced by faculty and administrators. Yet it is a topic of great importance. Academic institutions are value-driven; hence virtually every decision made by an academic administrator has an ethical component with implications for students, faculty, the institution, and the broader community. Despite this, they receive little systematic preparation for this aspect …

An Investigation Of Volunteer-Student Relationship Trajectories Within School-Based Youth Mentoring Programs, Thomas Keller, Julia Pryce

Julia Pryce

This prospective, mixed-method study investigates the development of school-based mentoring relationships using direct observations, in-depth interviews, and questionnaires from the perspective of mentors and students. A pattern-oriented analysis of qualitative data explores the diversity observed in the life-course of mentor-student relationships. Systematic variation in developmental trends across relationships revealed four distinctive groupings. Some relationships showed progressive improvement in strength and quality. Others started well but reached a plateau and did not become particularly close. A third group struggled throughout to make a connection. Finally, some relationships succeeded after a breakthrough to overcome their challenges. These inductively derived categories are corroborated …

From The Inside In: An Examination Of Common Core Knowledge & Communication In Schools, Jonathan Supovitz, Ryan Fink, Bobbi Newman

Bobbi Newman

In this report, CPRE researchers explore how Common Core knowledge and influence are distributed inside of schools and how these configurations may help teachers to engage with the Common Core and influence their understanding and implementation. To do so, we used a mixed-method approach to examine knowledge and influence in eight schools, including five elementary schools and three middle schools. Our central method was a survey of knowledge and influence of all faculty members in a sample of eight schools. These data are supplemented with interview data from a purposeful sample of teachers and administrators in the eight schools.

Sponsored …

Evaluation Of The Ge Foundation-Supported Demonstration Schools Initiative In Milwaukee Public Schools, Sy 2012-2013, Cecile Sam, Anne Darfler, Jonathan Supovitz, Daniella Hall, Bobbi Newman

Bobbi Newman

The Milwaukee Public School district (MPS) Demonstration Schools Initiative provided intensive support to 10 MPS elementary and middle schools implementing the Common Core State Standards (CCSS) in mathematics and English language arts. This evaluation report was designed to answer two overarching questions: How did MPS implement the Demonstration Schools Initiative in Year One, and what factors shaped the implementation? Is there evidence of teachers' adoption of the instructional shifts associated with the CCSS? This evaluation found that teachers in the Demonstration Schools ended the 2012-2013 school year with significantly higher CCSS knowledge in both mathematics and English language arts than …

The Role Of The Common Core In The Gubernatorial Elections Of 2014, Jonathan Supovitz, Bobbi Newman, Ariel Smith

Bobbi Newman

After the Spring 2014 primaries, the Common Core State Standards were viewed as a political hot potato. As former Arkansas Governor Mike Huckabee said, “the Common Core has become toxic, I think it’s radioactive…It has become an incredibly controversial topic on both the left and the right.” Even so, the Common Core turned out to play a role in some of the governor’s races in November 2014. In this analysis of candidate positions and the role of the Common Core across the 36 gubernatorial races of 2014, CPRE researchers Bobbi Newman, Jonathan Supovitz and Arial Smith used campaign websites, debate …

Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler

Bobbi Newman

This evaluation report summarizes the evidence of the implementation and early impacts of the General Electric Foundation’s (GEF) Demonstration Schools Initiative in the Erie Public School district (EPS) conducted by the Consortium for Policy Research in Education (CPRE) during the 2012-2013 school year. The Demonstration Schools Initiative provided intensive support to four schools (two elementary, one middle, and one high) implementing the Common Core State Standards (CCSS) in mathematics and English language arts. Concurrently during the 2012- 2013 school year, EPS also continued their implementation of another GEF-supported initiative— the Coaching Initiative—using a cadre of instructional coaches in mathematics, science, …

Formal English Education In Japan: What Causes ‘Unsuccessful’ English Language Learning?, Masanori Matsumoto

Masanori Matsumoto

Formal English education in Japanese high schools was examined on the basis of its unsuccessful outcome in the acquisition of communication skills in English despite the government's strong initiative to implement communication-oriented teaching and learning in its 2003 Action Plan. The primary cause of this is assumed to be the discrepancy between the official goal advocated in the Action Plan and the realistic goal that both teachers and students are forced to confront the entrance examinations to universities. Due to the severe gap between the dual objectives in the teaching/learning of English, high school teachers and students face pedagogical and …

Does Cultural Awareness Education Have An Impact On Students’ Attitudes?, Janie Smith, Sally Sargeant

Sally Sargeant

Background:

All over the world people are conducting cultural awareness programs in an effort to educate health professionals about working in a culturally safe way with their patients, in an effort to improve health outcomes. However there is little evidence that any of these programs have a long term impact on the cultural safety of the students practice once graduated. In fact recent research indicates that training programs have been largely ineffective in improving doctors cultural skills, their behaviour or health outcomes. In fact there is anecdotal evidence that some approaches to cross cultural education are having the reverse effect …

Developing Curricula, Resources And A Cultural Immersion To Prepare Medical Students To Work With And Improve The Health Of Indigenous Australians, Janie Smith, Shannon Springer, Bradley Murphy, Christina Wolfe, John Togno, M Martin, Sally Sargeant, Katrina Bramstedt, David Waynforth

Sally Sargeant

All medical, nursing and allied students require an understanding of different cultures to be able to work effectively and safely, with all of their patients, clients and other team members.

Immersion In Esl Culture: Oral Output Through Acting, Chamkaur Gill

Chamkaur Gill

Many ESL learners exhibit diffidence in situations where they are required to speak in English. They retreat into their shells because of the threat of embarrassment and a loss of face which are consequences of making errors in grammar and pronunciation. One effective method of inducing them to speak is drama. By putting them in imaginary situations and creating make-believe identities, teachers can give them incentives to participate in oral interaction, thereby increasing the quantity of speech produced and providing increased practice in speaking in the target language. Classroom activities imbued with drama are often enjoyable and evidence indicates that …

The Relationship Between A College Preparation Program And At-Risk Students' College Readiness, Jennifer Cates, Scott Schaefle

Scott Schaefle

This study evaluates the relationship between elements of a college preparation program and the college readiness of low-income and/or Latina/o students at the completion of 6 years of participation in the program. Hours of participation in tutoring, mentoring, advising, college campus visits, summer programs, and educational field trips are examined in relationship to students' college-track course completion and Preliminary SAT (PSAT) participation. In addition, the relationship between students' expectations for college and their ranking of program activities is examined. Results indicate that key program elements related to college readiness include advising, college campus visits, and college information through booklets and …

Expanding White Racial Identity Theory: A Qualitative Investigation Of Whites Engaged In Antiracist Action, Krista Malott, Tina Paone, Scott Schaefle, Jennifer Cates, Breyan Haizlip

Scott Schaefle

This article presents outcomes of a qualitative exploration of White racial identity. Ten participants whose characteristics were reflective of Helms's (1990) autonomy status defined their racial identities and related lifestyle choices. Findings are conceptualized within the framework of Helms's (1990, 1995) theory of White racial identity development. Suggestions are intended to enhance White racial identity theory and provide empirical support for characteristics of Whites who are engaged in antiracist activities.