Parents' Participation in the Sexuality Education of Their Children in Namibia: A Framework and an Educational Programme for Enhanced Action.

PubMed

Nghipondoka-Lukolo, Linda Ndeshipandula; Charles, Kimera Lukanga

2015-08-18

The purpose of the study was to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children's sexuality education, and the need for parental participation in their children's sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles: one: parent's participation in sexuality education of their children: a situational analysis; two: parent's participation in sexuality education of their children: a conceptual framework and an educational programme to enhance action, and three: parent's participation in sexuality education of their children: programme implementation and evaluation. The previous paper dealt with parent's participation in sexuality education of their children: a situational analysis: the results from the in-depth interviews and focus group discussions on sexuality education with children and parents were presented. This paper focuses on describing Phase 2 and 3, namely the process of devising a conceptual framework for the development of an educational programme to empower parents to participate in the sexuality education of their children. Discussions included a description of the conceptual framework, based on the researcher's paradigmatic assumptions, and the focus group and individual in-depth interviews results. The survey list suggested by Dickoff et al. (1968) consists of various elements which were employed in the conceptual framework, namely the context, agent, recipients, dynamics, procedure and a terminus. These elements were reflected in the "thinking map".

Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks

ERIC Educational Resources Information Center

You, Hye Sun

2017-01-01

This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards.…

The Model of Transformational Change for Moral Action: A Conceptual Framework to Elevate Student Conduct Practice in Higher Education

ERIC Educational Resources Information Center

Neumeister, James R.

2017-01-01

Higher education faces heightened scrutiny regarding student misconduct, but collegiate disciplinary processes often have minimal impact on students. Their ineffectiveness is partially attributable to the absence of a conceptual framework that guides conduct administration by linking theory, practice, and outcomes. This article presents a…

PIRPOSAL Model of Integrative STEM Education: Conceptual and Pedagogical Framework for Classroom Implementation

ERIC Educational Resources Information Center

Wells, John G.

2016-01-01

The PIRPOSAL model is both a conceptual and pedagogical framework intended for use as a pragmatic guide to classroom implementation of Integrative STEM Education. Designerly questioning prompted by a "need to know" serves as the basis for transitioning student designers within and among multiple phases while they progress toward an…

Institutional Variables, Collegial Relationships, and Occupational Satisfaction: Testing the Conceptual Framework of Faculty Job Satisfaction among Counselor Educators

ERIC Educational Resources Information Center

Michel, Rebecca E.

2012-01-01

Occupational satisfaction is the extent to which individuals are fulfilled by their employment. The Conceptual Framework of Faculty Job Satisfaction (Hagedorn, 2000) describes how aspects of work impact occupational satisfaction, yet researchers have not previously used this model with counselor educators. This study investigated the applicability…

Social Media as Space for Peace Education: Conceptual Contours and Evidence from the Muslim World

ERIC Educational Resources Information Center

Naseem, M. Ayaz; Arshad-Ayaz, Adeela; Doyle, Sophie

2017-01-01

In this research, we present a conceptual framework to examine the potential of social media as an educational space for peace education. In particular, we examine the characteristics and dynamics of social media that set it apart from other traditional media and educational spaces. Specifically, we conceptualize features of social media such as:…

Intercultural Historical Learning: A Conceptual Framework

ERIC Educational Resources Information Center

Nordgren, Kenneth; Johansson, Maria

2015-01-01

This paper outlines a conceptual framework in order to systematically discuss the meaning of intercultural learning in history education and how it could be advanced. We do so by bringing together theories of historical consciousness, intercultural competence and postcolonial thinking. By combining these theories into one framework, we identify…

Conceptual Frameworks in Didactics--Learning and Teaching: Trends, Evolutions and Comparative Challenges

ERIC Educational Resources Information Center

Ligozat, Florence; Almqvist, Jonas

2018-01-01

This special issue of the "European Educational Research Journal" presents a series of research papers reflecting the trends and evolutions in conceptual frameworks that took place within the EERA 27 "Didactics--Learning and Teaching" network during its first ten years of existence. Most conceptual tools used in this field were…

Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments

ERIC Educational Resources Information Center

Kind, Per Morten

2013-01-01

The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP). The assessments have a shared history, but have developed different conceptualizations. The…

Graduate Employability: A Conceptual Framework for Understanding Employers' Perceptions

ERIC Educational Resources Information Center

Cai, Yuzhuo

2013-01-01

This study provides a conceptual framework for understanding what employers think about the value of graduates with similar educational credentials in the workplace (their employability), using insights from the new institutionalism. In this framework, the development of employers' beliefs about graduates' employability is broken into a number of…

Exploring Frameworks to Integrate Globalization, Mission, and Higher Education: Case Study Inquiry at Two Higher Education Institutions in the Pacific Northwest

ERIC Educational Resources Information Center

Gustafson, Jacqueline N.

2011-01-01

The purpose of this study was to explore the merits of three conceptual frameworks that emerged from a synthesis of literature related to globalization, mission, and higher education. The first framework, higher education and mission, included three frames: important, not important, and emergent. The second framework, globalization and higher…

Towards a Novel Conceptual Framework for Understanding Mergers in Higher Education

ERIC Educational Resources Information Center

Cai, Yuzhuo; Pinheiro, Rómulo; Geschwind, Lars; Aarrevaara, Timo

2016-01-01

This paper tries to develop a conceptual framework for a comprehensive understanding of the merger process, which is regarded as a matter of institutionalization of organizational innovation. In the framework, a number of factors affecting merger process or institutionalization of merger are identified, such as those related to environmental…

Synthesizing Middle Grades Research on Cultural Responsiveness: The Importance of a Shared Conceptual Framework

ERIC Educational Resources Information Center

Kennedy, Brianna L.; Brinegar, Kathleen; Hurd, Ellis; Harrison, Lisa

2016-01-01

In conducting a literature review of 133 articles on cultural responsiveness in middle level education, we identified a lack of shared definitions, theoretical frameworks, methodological approaches, and foci, which made it difficult to synthesize across articles. Using a conceptual framework that required: a) clear definitions of terms; b) a…

Integrating the fundamentals of care framework in baccalaureate nursing education: An example from a nursing school in Denmark.

PubMed

Voldbjerg, Siri Lygum; Laugesen, Britt; Bahnsen, Iben Bøgh; Jørgensen, Lone; Sørensen, Ingrid Maria; Grønkjaer, Mette; Sørensen, Erik Elgaard

2018-06-01

To describe and discuss the process of integrating the Fundamentals of Care framework in a baccalaureate nursing education at a School of Nursing in Denmark. Nursing education plays an essential role in educating nurses to work within healthcare systems in which a demanding workload on nurses results in fundamental nursing care being left undone. Newly graduated nurses often lack knowledge and skills to meet the challenges of delivering fundamental care in clinical practice. To develop nursing students' understanding of fundamental nursing, the conceptual Fundamentals of Care framework has been integrated in nursing education at a School of Nursing in Denmark. Discursive paper using an adjusted descriptive case study design for describing and discussing the process of integrating the conceptual Fundamentals of Care Framework in nursing education. The process of integrating the Fundamentals of Care framework is illuminated through a description of the context, in which the process occurs including the faculty members, lectures, case-based work and simulation laboratory in nursing education. Based on this description, opportunities such as supporting a holistic approach to an evidence-based integrative patient care and challenges such as scepticism among the faculty are discussed. It is suggested how integration of Fundamentals of Care Framework in lectures, case-based work and simulation laboratory can make fundamental nursing care more explicit in nursing education, support critical thinking and underline the relevance of evidence-based practice. The process relies on a supportive context, a well-informed and engaged faculty, and continuous reflections on how the conceptual framework can be integrated. Integrating the Fundamentals of Care framework can support nursing students' critical thinking and reflection on what fundamental nursing care is and requires and eventually educate nurses in providing evidence-based fundamental nursing care. © 2018 John Wiley & Sons Ltd.

A Conceptual Framework for Digital Libraries for K-12 Mathematics Education: Part 1, Information Organization, Information Literacy, and Integrated Learning

ERIC Educational Resources Information Center

Chen, Hsin-liang; Doty, Philip

2005-01-01

This article is the first of two that present a six-part conceptual framework for the design and evaluation of digital libraries meant to support mathematics education in K-12 settings (see also pt. 2). This first article concentrates on (1) information organization, (2) information literacy, and (3) integrated learning with multimedia materials.…

A view of the tip of the iceberg: revisiting conceptual continuities and their implications for science learning

NASA Astrophysics Data System (ADS)

Brown, Bryan A.; Kloser, Matt

2009-12-01

We respond to Hwang and Kim and Yeo's critiques of the conceptual continuity framework in science education. First, we address the criticism that their analysis fails to recognize the situated perspective of learning by denying the dichotomy of the formal and informal knowledge as a starting point in the learning process. Second, we address the critique that students' descriptions fail to meet the "gold standard" of science education—alignment with an authoritative source and generalizability—by highlighting some student-expert congruence that could serve as the foundation for future learning. Third, we address the critique that a conceptual continuity framework could lead to less rigorous science education goals by arguing that the ultimate goals do not change, but rather that if the pathways that lead to the goals' achievement could recognize existing lexical continuities' science teaching may become more efficient. In sum, we argue that a conceptual continuities framework provides an asset, not deficit lexical perspective from which science teacher educators and science educators can begin to address and build complete science understandings.

Conceptual framework alignment between primary literature and education in animal behaviour

NASA Astrophysics Data System (ADS)

Bierema, Andrea Marie-Kryger

In 1963, Tinbergen revolutionized the study of animal behaviour in his paper On aims and methods of ethology (Zeitschrift Tierpsycholgie, 20, 410-433) by revamping the conceptual framework of the discipline. His framework suggests an integration of four questions: causation, ontogeny, survival value, and evolution. The National Research Council Committee (U.S.) on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century published BIO2010: Transforming Undergraduate Education for Future Research Biologists (Washington, DC: The National Academies Press, 2003), which suggests alignment between current research and undergraduate education. Unfortunately, alignment has been rarely studied in college biology, especially for fundamental concepts. The purpose of this study, therefore, is to determine if the conceptual framework used by animal behaviour scientists, as presented in current primary literature, aligns with what students are exposed to in undergraduate biology education. After determining the most commonly listed textbooks from randomlyselected animal behaviour syllabi, four of the most popular textbooks, as well as the course descriptions provided in the collected syllabi, underwent content analysis in order to determine the extent that each of Tinbergen's four questions is being applied in education. Mainstream animal behaviour journal articles from 2013 were also assessed via content analysis in order to evaluate the current research framework. It was discovered that over 80% of the textbook text covered only two of Tinbergen's questions (survival value and causation). The other two questions, evolution and ontogeny, were rarely described in the text. A similar trend was found in journal articles. Therefore, alignment is occurring between primary literature and education, but neither aligns with the established conceptual framework of the discipline. According to course descriptions, many instructors intend to use an integrated framework in their courses. Utilizing an integrated framework within textbooks and teaching this framework is recommended in order to increase the number of scientists in the next generation that study evolution and ontogeny of behaviour. In order to use an integrated framework in animal behaviour textbooks and courses primary literature from mainstream and less mainstream behaviour journals, as well as broader biology journals, are necessary.

Education for Sustainable Development: A Framework for Nigeria

ERIC Educational Resources Information Center

Oni, Adesoji A.; Adetoro, J. A.

2012-01-01

This paper proposed a framework for conceptualizing, planning for and implementing an education agenda for sustainable development within the Nigerian context. The strategic questions informing this framework are: What is the context within which sustainable development is being proposed? What are the educational needs that arise within the given…

Promoting Excellence in Nursing Education (PENE): Pross evaluation model.

PubMed

Pross, Elizabeth A

2010-08-01

The purpose of this article is to examine the Promoting Excellence in Nursing Education (PENE) Pross evaluation model. A conceptual evaluation model, such as the one described here, may be useful to nurse academicians in the ongoing evaluation of educational programs, especially those with goals of excellence. Frameworks for evaluating nursing programs are necessary because they offer a way to systematically assess the educational effectiveness of complex nursing programs. This article describes the conceptual framework and its tenets of excellence. Copyright 2009 Elsevier Ltd. All rights reserved.

The Development of a Conceptual Framework and Tools to Assess Undergraduates' Principled Use of Models in Cellular Biology

ERIC Educational Resources Information Center

Richmond, Gail; Merritt, Brett; Urban-Lurain, Mark; Parker, Joyce

2010-01-01

Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool--a taxonomy--which, unlike existing…

How Does Learning in Leadership Work? A Conceptual Change Perspective

ERIC Educational Resources Information Center

Grimes, Matthew W.

2015-01-01

As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is…

Borrowing from Business and Equitable Transformation in Education.

ERIC Educational Resources Information Center

Van Der Bijl, Andre

This paper, by focusing on the application of marketing principles from the business environment to the educational environment, illustrates how educational management theorists have taken a generally accepted conceptual framework to maximize consumer satisfaction and competitive advantage and created a conceptual quagmire. The use of principles…

Teaching for clinical reasoning - helping students make the conceptual links.

PubMed

McMillan, Wendy Jayne

2010-01-01

Dental educators complain that students struggle to apply what they have learnt theoretically in the clinical context. This paper is premised on the assumption that there is a relationship between conceptual thinking and clinical reasoning. The paper provides a theoretical framework for understanding the relationship between conceptual learning and clinical reasoning. A review of current literature is used to explain the way in which conceptual understanding influences clinical reasoning and the transfer of theoretical understandings to the clinical context. The paper argues that the connections made between concepts are what is significant about conceptual understanding. From this point of departure the paper describes teaching strategies that facilitate the kinds of learning opportunities that students need in order to develop conceptual understanding and to be able to transfer knowledge from theoretical to clinical contexts. Along with a variety of teaching strategies, the value of concept maps is discussed. The paper provides a framework for understanding the difficulties that students have in developing conceptual networks appropriate for later clinical reasoning. In explaining how students learn for clinical application, the paper provides a theoretical framework that can inform how dental educators facilitate the conceptual learning, and later clinical reasoning, of their students.

A Conceptual Framework for Educational Design at Modular Level to Promote Transfer of Learning

ERIC Educational Resources Information Center

Botma, Yvonne; Van Rensburg, G. H.; Coetzee, I. M.; Heyns, T.

2015-01-01

Students bridge the theory-practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive…

A Conceptual Framework for the Future of Successful Research Administration

ERIC Educational Resources Information Center

Lintz, Elizabeth M.

2008-01-01

Research administration has experienced dramatic changes over the past decades. As scientific research has evolved, higher education institutions have tried to adapt, with varying degrees of success. This paper presents a conceptual framework based on six cornerstones of research administration: mission, information, communication, collaboration,…

Biology Student Teachers' Conceptual Frameworks regarding Biodiversity

ERIC Educational Resources Information Center

Dikmenli, Musa

2010-01-01

In recent years, biodiversity has received a great deal of attention worldwide, especially in environmental education. The reasons for this attention are the increase of human activities on biodiversity and environmental problems. The purpose of this study is to investigate biology student teachers' conceptual frameworks regarding biodiversity.…

Developing a Conceptual Framework: The Case of MAGICC

ERIC Educational Resources Information Center

Natri, Teija; Räsänen, Anne

2015-01-01

This paper reports the steps taken to develop the conceptual framework of the MAGICC project (2013), which aimed to provide action-oriented descriptions of multilingual and multicultural academic and professional communication competence, instructional designs to promote these in higher education language teaching, and multidimensional forms of…

A Conceptual Framework Curriculum Evaluation Electrical Engineering Education

ERIC Educational Resources Information Center

Imansari, Nurulita; Sutadji, Eddy

2017-01-01

This evaluation is a conceptual framework that has been analyzed in the hope that can help research related an evaluation of the curriculum. The Model of evaluation used was CIPPO model. CIPPO Model consists of "context," "input," "process," "product," and "outcomes." On the dimension of the…

Analyzing prospective teachers' images of scientists using positive, negative and stereotypical images of scientists

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan; Esprívalo Harrell, Pamela; Wojnowski, David

2013-04-01

Background and purpose : This study details the use of a conceptual framework to analyze prospective teachers' images of scientists to reveal their context-specific conceptions of scientists. The conceptual framework consists of context-specific conceptions related to positive, stereotypical and negative images of scientists as detailed in the literature on the images, role and work of scientists. Sample, design and method : One hundred and ninety-six drawings of scientists, generated by prospective teachers, were analyzed using the Draw-A-Scientist-Test Checklist (DAST-C), a binary linear regression and the conceptual framework. Results : The results of the binary linear regression analysis revealed a statistically significant difference for two DAST-C elements: ethnicity differences with regard to drawing a scientist who was Caucasian and gender differences for indications of danger. Analysis using the conceptual framework helped to categorize the same drawings into positive, stereotypical, negative and composite images of a scientist. Conclusions : The conceptual framework revealed that drawings were focused on the physical appearance of the scientist, and to a lesser extent on the equipment, location and science-related practices that provided the context of a scientist's role and work. Implications for teacher educators include the need to understand that there is a need to provide tools, like the conceptual framework used in this study, to help prospective teachers to confront and engage with their multidimensional perspectives of scientists in light of the current trends on perceiving and valuing scientists. In addition, teacher educators need to use the conceptual framework, which yields qualitative perspectives about drawings, together with the DAST-C, which yields quantitative measure for drawings, to help prospective teachers to gain a holistic outlook on their drawings of scientists.

K-12 Energy Education Program: A Conceptual Guide To K-12 Energy Education in Wisconsin.

ERIC Educational Resources Information Center

Wisconsin Univ., Stevens Point. Energy Center of Wisconsin.

In addition to presenting concepts that can help students understand and make decisions about energy issues, this guide provides guidance for teachers to incorporate energy education into their curricula. The guide is divided into two major sections: (1) the Energy Education Conceptual Framework and (2) the Suggested Scope and Sequence. The…

Review of the National Research Council's Framework for K-12 Science Education

ERIC Educational Resources Information Center

Gross, Paul R.

2011-01-01

The new "Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" is a big, comprehensive volume, carefully organized and heavily documented. It is the long-awaited product of the Committee on a Conceptual Framework for New K-12 Science Education Standards. As noted, it is a weighty document (more than 300…

Using Evidence-Centered Design to Create a Special Educator Observation System

ERIC Educational Resources Information Center

Johnson, Evelyn S.; Crawford, Angela R.; Moylan, Laura A.; Zheng, Yuzhu

2018-01-01

The Evidence-Centered Design (ECD) framework was used to create a special education teacher observation system, Recognizing Effective Special Education Teachers (RESET). Extensive reviews of research informed the domain analysis and modeling stages, and led to the conceptual framework in which effective special education teaching is…

Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

ERIC Educational Resources Information Center

Dimick, Alexandra Schindel

2012-01-01

Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

Educating Prospective Teachers of Biology: Introduction and Research Methods.

ERIC Educational Resources Information Center

Hewson, Peter W.; Tabachnick, B. Robert; Zeichner, Kenneth M.; Blomker, Kathryn B.; Meyer, Helen; Lemberger, John; Marion, Robin; Park, Hyun-Ju; Toolin, Regina

1999-01-01

Introduces an issue that details a complex study of a science-teacher-education program whose goal was to graduate teachers who held conceptual change conceptions of teaching science and were disposed to put them into practice. Presents a conceptual framework for science-teacher education, and describes the context and major questions of the…

Long-Term Outcomes of Early Childhood Science Education: Insights from a Cross-National Comparative Case Study on Conceptual Understanding of Science

ERIC Educational Resources Information Center

Tao, Ying; Oliver, Mary; Venville, Grady

2012-01-01

The purpose of this research was to explore the long-term outcomes of either participating or not participating in early childhood science education on grade 6 students' conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and…

A Conceptual Framework for Measuring R&D Product Impact.

ERIC Educational Resources Information Center

Hull, William L.; And Others

A framework to aid in estimating the impact from educational research and development (R&D) products was developed at the National Center for Research in Vocational Education at the Ohio State University. The dimensions of the framework (product development, distribution, implementation, utilization and effects) are explained in detail. The…

Conceptualizing Emotions in Social Studies Education

ERIC Educational Resources Information Center

Sheppard, Maia; Katz, Doran; Grosland, Tanetha

2015-01-01

This review of research investigates how the field of social studies education conceptualizes emotions within its literature. Analysis indicates a lack of theoretical and empirical engagement with emotions, even when the presence of emotions is explicitly acknowledged. Drawing on Michalinos Zembylas's framework for researching emotions in…

Care, Thoughtfulness, and Tact: A Conceptual Framework for University Supervisors

ERIC Educational Resources Information Center

Cuenca, Alexander

2010-01-01

The pedagogical work of university supervisors has received little attention in teacher education literature. Based on this concern, this paper provides a conceptual framework for university supervisors, recasting their role as teacher pedagogues focused on responding to the particular contextual needs of student teachers as they learn to teach.…

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

ERIC Educational Resources Information Center

Reeves, Todd D.; Marbach-Ad, Gili; Miller, Kristen R.; Ridgway, Judith; Gardner, Grant E.; Schussler, Elisabeth E.; Wischusen, E. William

2016-01-01

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD)…

Broadening Rehabilitation Education and Research through Cultural Humility: A Conceptual Framework for Rehabilitation Counseling

ERIC Educational Resources Information Center

Hampton, Nan Zhang; Guillermo, Mari S.; Tucker, Mark; Nichols, Tayler

2017-01-01

Purpose: The purpose of this conceptual article is to present a framework that incorporates the concept of culture humility into effective rehabilitation services. Method: Based on a comprehensive literature review and theoretical integration, this article provides the reader with the basic concept of cultural humility, similarities and…

Using the Multimodal Approach as a Framework for Eclectic Counselor Education.

ERIC Educational Resources Information Center

Greenburg, Sharon L.

1982-01-01

Shows how counselor educators may use the multimodal approach of Lazarus to provide students with a conceptual framework for integrating and evaluating various counseling theories and making systematic choices about appropriate interventions for their clients. (Author)

Using the Biology Card Sorting Task to Measure Changes in Conceptual Expertise during Postsecondary Biology Education

PubMed Central

Bissonnette, Sarah A.; Combs, Elijah D.; Nagami, Paul H.; Byers, Victor; Fernandez, Juliana; Le, Dinh; Realin, Jared; Woodham, Selina; Smith, Julia I.; Tanner, Kimberly D.

2017-01-01

While there have been concerted efforts to reform undergraduate biology toward teaching students to organize their conceptual knowledge like experts, there are few tools that attempt to measure this. We previously developed the Biology Card Sorting Task (BCST), designed to probe how individuals organize their conceptual biological knowledge. Previous results showed the BCST could differentiate between different populations, namely non–biology majors (NBM) and biology faculty (BF). In this study, we administered the BCST to three additional populations, using a cross-sectional design: entering biology majors (EBM), advanced biology majors (ABM), and biology graduate students (BGS). Intriguingly, ABM did not initially sort like experts any more frequently than EBM. However, once the deep-feature framework was revealed, ABM were able to sort like experts more readily than did EBM. These results are consistent with the conclusion that biology education enables advanced biology students to use an expert-like conceptual framework. However, these results are also consistent with a process of “selection,” wherein students who persist in the major may have already had an expert-like conceptual framework to begin with. These results demonstrate the utility of the BCST in measuring differences between groups of students over the course of their undergraduate education. PMID:28213584

The Biological Framework of Environmental Education

ERIC Educational Resources Information Center

Smyth, J. C.

1977-01-01

While the need for environmental education is now widely recognized, there is still a need for a clearer definition of a conceptual framework. Biological aspects of man's relationship with his environment are reviewed, and areas of stress identified, ecological, physiological, and behavioral, which environmental education may help to counteract.…

Expanding Marketing Principles for the Sale of Higher Education

ERIC Educational Resources Information Center

Rudd, Denis; Mills, Richard

2008-01-01

This paper will develop and explain a conceptual framework for the use of business industry marketing techniques within the higher educational spectrum. This framework will demonstrate how sound marketing management can help higher education increase its effectiveness and improve student interest, as well as encourage the development of managerial…

Education Funding and Student Outcomes: A Conceptual Framework for Measurement of the Alignment of State Education Finance and Academic Accountability Policies

ERIC Educational Resources Information Center

Knoeppel, Robert C.; Della Sala, Matthew R.

2015-01-01

The conceptualization and measurement of education finance equity and adequacy has engaged researchers for more than three decades. At the same time, calls for increased academic accountability and higher student achievement in K-12 public education have reached new levels at both the national and state levels. Aligning these represents an…

Technosciences in Academia: Rethinking a Conceptual Framework for Bioinformatics Undergraduate Curricula

NASA Astrophysics Data System (ADS)

Symeonidis, Iphigenia Sofia

This paper aims to elucidate guiding concepts for the design of powerful undergraduate bioinformatics degrees which will lead to a conceptual framework for the curriculum. "Powerful" here should be understood as having truly bioinformatics objectives rather than enrichment of existing computer science or life science degrees on which bioinformatics degrees are often based. As such, the conceptual framework will be one which aims to demonstrate intellectual honesty in regards to the field of bioinformatics. A synthesis/conceptual analysis approach was followed as elaborated by Hurd (1983). The approach takes into account the following: bioinfonnatics educational needs and goals as expressed by different authorities, five undergraduate bioinformatics degrees case-studies, educational implications of bioinformatics as a technoscience and approaches to curriculum design promoting interdisciplinarity and integration. Given these considerations, guiding concepts emerged and a conceptual framework was elaborated. The practice of bioinformatics was given a closer look, which led to defining tool-integration skills and tool-thinking capacity as crucial areas of the bioinformatics activities spectrum. It was argued, finally, that a process-based curriculum as a variation of a concept-based curriculum (where the concepts are processes) might be more conducive to the teaching of bioinformatics given a foundational first year of integrated science education as envisioned by Bialek and Botstein (2004). Furthermore, the curriculum design needs to define new avenues of communication and learning which bypass the traditional disciplinary barriers of academic settings as undertaken by Tador and Tidmor (2005) for graduate studies.

Towards a Conceptualization of Dialogic Leadership

ERIC Educational Resources Information Center

Padrós, Maria; Flecha, Ramón

2014-01-01

In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. Different social and educational movements have granted dialogue a significant role for leading change. Educational research has…

Conceptual Resources for Questioning "Child as Educator"

ERIC Educational Resources Information Center

Burman, Erica

2013-01-01

This paper critically evaluates the ways we look to children to educate us and explores how we might depart from that dynamic, exploring how a range of conceptual frameworks from historical and cultural studies and psychoanalysis might contribute to understanding the problematic of childhood, its problems and its limitations. While "child as…

Evaluating Organizational Change Strategies for University Continuing Education.

ERIC Educational Resources Information Center

Votruba, James C.

The development of a conceptual framework for the design and management of planned institutional change for continuing education programs is described, based on a change project developed by Hanna and Pollicita. Conceptual approaches to planned change in complex organizations and the views of Havelock and Lindquist are considered. The importance…

Institutional Theory and Educational Change.

ERIC Educational Resources Information Center

Hanson, Mark

2001-01-01

Integrates three key segments of research literature (organizational memory, organizational learning, and institutional theory) into an overall conceptual framework. Argues that the framework lends insight into three progressively comprehensive types of educational change: homogenization, evolution, and reform. (Contains 1 figure and 32…

A Conceptual Framework for Evaluating Attrition in Online Courses

ERIC Educational Resources Information Center

Laing, C. Linda; Laing, Gregory K.

2015-01-01

The purpose of this paper is to develop a conceptual framework that considers the role that the sense of isolation and alienation play in contributing to attrition in online courses in the higher education sector. The approach adopted in this paper is a theoretical study aimed at synthesizing existing theories. The ultimate contribution of this…

Towards Systems that Care: A Conceptual Framework Based on Motivation, Metacognition and Affect

ERIC Educational Resources Information Center

du Boulay, Benedict; Avramides, Katerina; Luckin, Rosemary; Martinez-Miron, Erika; Rebolledo-Mendez, Genaro; Carr, Amanda

2010-01-01

This paper describes a Conceptual Framework underpinning "Systems that Care" in terms of educational systems that take account of motivation, metacognition and affect, in addition to cognition. The main focus is on "motivation," as learning requires the student to put in effort and be engaged, in other words to be motivated to learn. But…

Looking for Conceptual Frameworks in History: The Accounts of Portuguese 12-13 Year-Old Pupils

ERIC Educational Resources Information Center

Barca, Isabel; Castro, Julia; Amaral, Claudia

2010-01-01

A great deal of research in history education has focused on students' ideas about the concepts and methodology of the discipline, which is seen as central to consistent development in historical thinking. Recently, studies of adolescents' conceptual frameworks have highlighted some concerns about the coherence and substance of pictures of the…

A Conceptual Framework for Systematic Reviews of Research in Educational Leadership and Management

ERIC Educational Resources Information Center

Hallinger, Philip

2013-01-01

Purpose: The purpose of this paper is to present a framework for scholars carrying out reviews of research that meet international standards for publication. Design/methodology/approach: This is primarily a conceptual paper focusing on the methodology of conducting systematic reviews of research. However, the paper draws on a database of reviews…

University Students' Academic Performance: An Integrative Conceptual Framework and Empirical Analysis

ERIC Educational Resources Information Center

Fenollar, Pedro; Roman, Sergio; Cuestas, Pedro J.

2007-01-01

Background: The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education. Aims: The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of…

Reframing Teach for America: A Conceptual Framework for the Next Generation of Scholarship

ERIC Educational Resources Information Center

Scott, Janelle; Trujillo, Tina; Rivera, Marialena D.

2016-01-01

In this article, we advance a conceptual framework for the study of Teach For America (TFA) as a political and social movement with implicit and explicit ideological and political underpinnings. We argue that the second branch of TFA's mission statement, which maintains that TFA's greatest point of influence in public education is not in…

Developing Portfolios in Education: A Guide to Reflection, Inquiry, and Assessment [with CD-ROM

ERIC Educational Resources Information Center

Johnson, Ruth S.; Mims, J. Sabrina; Doyle-Nichols, Adelaide

2006-01-01

Within a conceptual and research framework about the usefulness of portfolios, this book suggests methods to organize the process, and provides tools that will be used not only during preparation programs but also for professional and academic advancement. Key features include: (1) Provides a conceptual framework for portfolio development: Readers…

When Playing Meets Learning: Methodological Framework for Designing Educational Games

NASA Astrophysics Data System (ADS)

Linek, Stephanie B.; Schwarz, Daniel; Bopp, Matthias; Albert, Dietrich

Game-based learning builds upon the idea of using the motivational potential of video games in the educational context. Thus, the design of educational games has to address optimizing enjoyment as well as optimizing learning. Within the EC-project ELEKTRA a methodological framework for the conceptual design of educational games was developed. Thereby state-of-the-art psycho-pedagogical approaches were combined with insights of media-psychology as well as with best-practice game design. This science-based interdisciplinary approach was enriched by enclosed empirical research to answer open questions on educational game-design. Additionally, several evaluation-cycles were implemented to achieve further improvements. The psycho-pedagogical core of the methodology can be summarized by the ELEKTRA's 4Ms: Macroadaptivity, Microadaptivity, Metacognition, and Motivation. The conceptual framework is structured in eight phases which have several interconnections and feedback-cycles that enable a close interdisciplinary collaboration between game design, pedagogy, cognitive science and media psychology.

Mutual Parasitism and Symbiosis: Interaction between Media Professionals and Sources with a Stake in Education Policy.

ERIC Educational Resources Information Center

Wallace, Mike

This paper explores ways in which the press influences the generation and implementation of education policy. An associated purpose was to conceptualize an education policy that incorporates the media's role. The paper is divided into four parts. First, it outlines the details of the research design and the conceptual framework for the study. It…

Exploring Nurse Leaders' Policy Participation Within the Context of a Nursing Conceptual Framework.

PubMed

Waddell, Ashley; Adams, Jeffrey M; Fawcett, Jacqueline

2017-11-01

This study was designed to describe and quantify the experiences of nurse leaders working to influence policy and to build consensus for priority skills and knowledge useful in policy efforts within the context of a nursing conceptual framework. The conceptual model for nursing and health policy and the Adams influence model were combined into a conceptual framework used to guide this two-round modified Delphi study. Twenty-two nurse leaders who were members of a state action coalition participated in the Round 1 focus group; 15 of these leaders completed the Round 2 electronic survey. Round 1 themes indicated the value of a passion for policy, the importance of clear communication, and an understanding the who and when of policy work. Round 2 data reinforced the importance of clear communication regarding policy engagement; knowing the who and when of policy closely followed, and having a passion for policy work was identified as least important. These themes inform learning objectives for nursing education and preparation for interactions with public officials because influencing policy requires knowledge, skills, and persistence. Study findings begin to describe how nurse leaders influence policy within the context of a nursing conceptual framework and generate implications for research, education, and professional practice.

Evaluation in Cross-Cultural Contexts: Proposing a Framework for International Education and Training Project Evaluations.

ERIC Educational Resources Information Center

bin Yahya, Ismail; And Others

This paper focuses on the need for increased sensitivity and responsiveness in international education and training project evaluations, particularly those in Third World countries. A conceptual-theoretical framework for designing and developing models appropriate for evaluating education and training projects in non-Western cultures is presented.…

Development of a Framework for MOOC in Continuous Training

ERIC Educational Resources Information Center

Amado, Carolina; Pedro, Ana

2017-01-01

Inserted in the area of education in the field of specialty of the technologies of information and communication in the education, the focus of this research is the production of knowledge about the MOOC (Massive Open Online Courses) within the educational community, through the formulation of a conceptual framework for the continuous training.…

Enacting a Social Justice Leadership Framework: The 3 C's of Urban Teacher Quality

ERIC Educational Resources Information Center

Khalil, Deena; Brown, Elizabeth

2015-01-01

The purpose of this study was to conceptualize a social justice leadership framework that identifies essential urban teacher qualities. This framework serves to benefit education leaders seeking teachers best suited for urban schools and urban educators seeking to improve their praxis. The study used a critical approach to analyze data collected…

Using a Theoretical Framework of Institutional Culture to Analyse an Institutional Strategy Document

ERIC Educational Resources Information Center

Jacobs, Anthea Hydi Maxine

2016-01-01

This paper builds on a conceptual analysis of institutional culture in higher education. A theoretical framework was proposed to analyse institutional documents of two higher education institutions in the Western Cape, for the period 2002 to 2012 (Jacobs 2012). The elements of this theoretical framework are "shared values and beliefs",…

Integration of Behaviour-Based Safety Programme into Engineering Laboratories and Workshops Conceptually

ERIC Educational Resources Information Center

Koo, Kean Eng; Zain, Ahmad Nurulazam Md; Zainal, Siti Rohaida Mohamed

2012-01-01

The purpose of this conceptual research framework is to develop and integrate a safety training model using a behaviour-based safety training programme into laboratories for young adults, during their tertiary education, particularly in technical and vocational education. Hence, this research will be investigating the outcome of basic safety…

Toward a Conceptual Synthesis and Ecological Approach to Case Studies of Curricular Innovation Implementation and University Restructuring in Russian HE

ERIC Educational Resources Information Center

Savelyeva, Tamara

2013-01-01

This study addresses the methodological and conceptual challenges associated with the application of disconnected frameworks of organizational theory and case studies, focused on "efficiency, effectiveness, and economy" to investigate complex educational phenomena in post-Soviet higher education systems under the condition of…

Balancing Detailed Comprehensiveness with a Big Vision: A Suggested Conceptual Framework for Teacher Education Courses

ERIC Educational Resources Information Center

Ormond, Christine A.

2012-01-01

Current Australian teacher accreditation processes are impacting significantly on the expectations of teacher education courses, particularly in relation to graduate resilience, flexibility and capability. This paper uses a logical conceptual format to explain how writers at a Western Australian university prepared a new Secondary Degree course,…

A conceptual framework for developing a critical thinking self-assessment scale.

PubMed

Nair, Girija G; Stamler, Lynnette Leeseberg

2013-03-01

Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS. Copyright 2013, SLACK Incorporated.

PIAAC Problem Solving in Technology-Rich Environments: A Conceptual Framework. OECD Education Working Papers, No. 36

ERIC Educational Resources Information Center

Rouet, Jean-Francois; Betrancourt, Mirelle; Britt, M. Anne; Bromme, Rainer; Graesser, Arthur C.; Kulikowich, Jonna M.; Leu, Donald J.; Ueno, Naoki; van Oostendorp, Herre

2009-01-01

Governments and other stakeholders have become increasingly interested in assessing the skills of their adult populations for the purposes of monitoring how well prepared they are for the challenges of the new information world. The current paper provides an overview of the conceptual framework developed for the assessment of problem solving in…

Youth Oppression as a Technology of Colonialism: Conceptual Frameworks and Possibilities for Social Justice Education Praxis

ERIC Educational Resources Information Center

DeJong, Keri; Love, Barbara J.

2015-01-01

In this article, we conceptualize youth oppression as a social justice issue using SJE frameworks including Adams' levels of oppression, Bell's defining features of oppression, Hardiman et al.'s matrix of oppression, Young's Five Faces, and Love's internalized oppression. We examine youth as a social identity group, and youth oppression as a…

A Conceptual Framework for the Mission of the NIE Research and Development Center for Teacher Quality and Effectiveness: Final Report.

ERIC Educational Resources Information Center

Hawley, Willis D.; And Others

This report presents a conceptual framework for the mission of the National Institute of Education (NIE) Research and Development Center for Teacher Quality and Effectiveness. Several important issues that should be the focus of the Center are identified, and the theoretical foundations to guide the research and development activities to study…

Exploring conceptual and theoretical frameworks for nurse practitioner education: a scoping review protocol.

PubMed

Wilson, Rosemary; Godfrey, Christina M; Sears, Kim; Medves, Jennifer; Ross-White, Amanda; Lambert, Natalie

2015-10-01

The objective of this review is to examine conceptual and/or theoretical frameworks that are relevant to nurse practitioner education.The specific review question is: What conceptual and/or theoretical frameworks are available that are relevant to the structuring of nurse practitioner education? The use of conceptual and theoretical frameworks to organize the educational curriculum of nursing programs is essential to protect and preserve the focus and clarity of nursing's distinct contribution to health care. Conceptual frameworks of nursing provide a means to look at nursing in relationship to external factors, thereby assigning meaning to the practice. Graduate level nursing education in the preparation of Nurse Practitioners (NPs) specifically and Advanced Practice Nurses (APNs) in general, is significantly compromised by the tendency to conceptualize the learning in these complex programs as being primarily related to skills-based tasks and competencies alone. According to Baumann, advanced nursing education must focus on the uniqueness of the NP position, in contrast to other health care professions. To do this, Baumann suggests using a conceptual nursing model and nursing theory as opposed to a strictly biomedical model. This allows NPs to interpret information in a way that differs from the strict biomedical model, providing opportunities for the NPs to be truly present in the lives of their patients.Canadian Nurse Practitioner (NP) practice competency documents are based primarily on the Canadian Nurses Association (CNA) Nurse Practitioner (NP) Core Competency Framework. This document defines the core set of entry-level competencies required for all NPs to practice in all Canadian jurisdictions, settings and client populations. The Core Competencies in the CNA NP Framework are organized within four main categories: professional role, responsibility and accountability; health assessment and diagnosis; therapeutic management; and health promotion and prevention of illness and injury. Although vital to the organization of provincial entry-level registration standards, this framework provides little direction to educational providers for curricula organization and philosophical perspectives.The Canadian Association of Schools of Nursing developed a national framework for NP education following a multi-phase consultation and literature and curriculum synthesis project. While the task force addressed the guiding principles and essential components of NP education along with contextual factors that impact on the delivery of curricula in Canadian jurisdictions, the philosophical approaches guiding and organizing the education were not addressed.A similar set of documents has been created in the United States by the National Organization of Nurse Practitioner Faculties (NONPF). These documents are organized by six population level foci (including the specialty of family/individual across the lifespan) and outline core competencies for entry to practice and registration and educational standards. The Core Competency documents provided by the NONPF are presented in the same manner as the CNA NP Framework and likewise, do not provide a guiding or organizing framework or philosophy for NP education.A full curriculum overhaul based on the NONPF competency requirements was performed at a university center in Oregon. The new curriculum was based on competencies that students must acquire, rather than learning objectives. While the NONPF Framework does provide an extensive list of entry-level requirements for NPs, the challenges faced by the institution as it aimed to incorporate the framework into the curriculum clearly provide evidence that these overarching frameworks need to include both a philosophical and organizational component to help guide educators.Conceptual frameworks are useful for establishing a congruent relationship between program curricula, objectives and content. Walker and Avant advance the utility of conceptual frameworks as providing the logic behind the interrelationships of terms and variables, and improving explanation and understanding. Gold, Haas & King assert that conceptual frameworks facilitate grounding of a nursing lens in the curricula of advanced practice nursing programs. It has been noted that newly practicing NPs have demonstrated an allegiance withmedical model thinking, second only in importance to wellness/health promotion considerations. Blasdell and colleagues surveyed 188 practicing NPs to investigate the relationship between education and the use of theory in clinical practice. Educated graduate NPs rated the importance of nursing theory to the NP practice role significantly higher than did diploma and baccalaureate degree NPs (4.05±2.06 versus 2.65±1.69, p<.001) but both groups rated the nursing models as less important for practice than a medical model approach.Huckabay highlighted the need for the use of a harmonized nursing model at the undergraduate level to ensure that students have a thorough understanding of what nursing is and what nursing care entails. At the graduate level, Huckabay suggested the use of multiple nursing models, depending on specialty. Regardless of the educational level, a conceptual framework used for education must enable nurse educators to have sufficient guidelines to construct a curriculum and determine what knowledge and skills are needed by the nursing students. Further, Furlong identified the need for Advanced Practice Nursing (APN) curriculae to be innovative and critically reflective, preparing students to be readily adaptable to challenges in the work place. Furlong suggests that to do this, the curriculum must rely upon an interdisciplinary framework to deliver content. Gold, Haas & King suggest that core curricula based on a medical model or a skill-related task list do not reflect the critical thinking of nurses, nor the uniqueness of the profession. Thus, conceptual models used for curricula development must: encompass the distinct nursing worldview, promote learning, and be efficient and comprehensive.Frameworks have been proposed and tested to guide the development and implementation of inter-professional education (IPE) and collaborative practice curricula for NP and medical students. A qualitative assessment of a framework guided IPE module illustrated the benefit of improving the focus on role awareness in participating students. However, this particular curriculum was limited to a two-week period and not presented as a pervasive approach to the educational programs of each discipline.In education, an overarching philosophy can provide a road map for goal identification, teaching material development and the formulation of evaluation methods. For instance, when creating a curriculum that was a result of the collaboration of three different post-secondary institutions, the SHARE (students, humor, administrative support, resources, and educational technology) model was used. This model brings together resources, students and faculty, surrounding them with humor, which was viewed as a fundamental part of the process while the program was still in its early stages. According to the authors, the program has been widely successful and the reliance on humor as an underlying philosophy has enabled the students and faculty to deal with problems arising in the new program.Focusing on evaluation, Kapborg & Fischbein promoted the use of the Education Interaction Model. The model identifies how educational influences can interact with abilities of students and how the consequences of this interaction can be evaluated by observing changes in both students and programs. The authors argue that, while the educational interaction model is effective, it is not the only model that can be used to carry out evaluations. The authors stress that the model chosen to perform an evaluation should be based upon what or who is going to be evaluated.The standards outlined in the CNA NP framework are an essential part of organizing the education process for NPs and ensuring that NPs have acquired the necessary skills to practice in Canada as an NP. However, the framework is lacking philosophy and organization regarding NP education programs to ensure that the curriculum is preparing the NPs for the ever-changing work environment.An Australian survey of NP education documents from relevant universities as well as interviews with NPs and academic conveners from Australia and New Zealand found that, while NP educational programs need to have strong clinical and science based learning components, student directed and flexible learning models act to ensure the capability of NPs as they strive to adapt to practice situations. Capability, as an approach to the learning process, includes the flexibility to respond to the specific, self-identified learning needs of students. Knowing how to learn, having high self-efficacy, applying competencies to new tasks, collaborating with others, and being creative are all signs of a capable practitioner. Gardner et al. emphasized the need for a program that fosters both competent and capable NPs. In a follow-up study, using the same data, Gardner et al. confirmed that NPs viewed the attributes of a capable NP as imperative to practice. Thus, a framework for NP education must include both competency building elements, such as those currently found in the CNA NP framework and capability building elements which can be fostered through self-directed learning.Similarly, Schaefer investigated the role of caring in nursing practice through a class for APN students in which the students reflected on their narratives of caring for patients. This qualitative study revealed that when APN students provide care by meeting the complex needs of suffering patients, the art and science of nursing combine. (ABSTRACT TRUNCATED)

Validation of a Conceptual Quality Framework for Online and Blended Learning with Success Factors and Indicators in Adult Education: A Qualitative Study

ERIC Educational Resources Information Center

Blieck, Yves; Ooghe, Ilse; Zhu, Chang; Depryck, Koen; Struyven, Katrien; Pynoo, Bram; Van Laer, Hilde

2017-01-01

This qualitative study was designed to identify a framework for the quality of OBL in adult education (AE), which are of interest to the needs of students. Following a review of the literature, we opted for the theoretical framework as proposed by Ossiannilsson and Landgren (2012). This framework suggests success factors for OBL that are of…

Developing a Framework for the Dissemination of Educational and R&D Products.

ERIC Educational Resources Information Center

Cresap, McCormick, and Paget, Inc., New York, NY.

An indepth study was performed to assess the present status of dissemination in the Education Division of the Department of Health, Education and Welfare, to develop a conceptual framework that would provide a rational base for a dissemination policy, and to recommend an organizational plan for the management of the dissemination activity within…

Transdisciplinarity and Art Integration: Toward a New Understanding of Art-Based Learning across the Curriculum

ERIC Educational Resources Information Center

Marshall, Julia

2014-01-01

Art integration is a rich and complex approach to teaching and learning that not only aligns with new initiatives in education that prioritize conceptual and procedural skills but could also contribute to education's transformation. Framing art integration as a transdisciplinary field with a distinct conceptual framework, epistemology, and…

Design in Context: A Conceptual Framework for the Study of Computer Software in Higher Education.

ERIC Educational Resources Information Center

Kozma, Robert B.; Bangert-Drowns, Robert L.

The conceptual groundwork needed to examine the impact of technology, primarily microcomputers, on student learning is presented. Medium, method, and context are tied with a science of design. In section I, research on technology in higher education is reviewed, medium and method are defined, and interaction with context is discussed. Taxonomies…

Structured feedback on students' concept maps: the proverbial path to learning?

PubMed

Joseph, Conran; Conradsson, David; Nilsson Wikmar, Lena; Rowe, Michael

2017-05-25

Good conceptual knowledge is an essential requirement for health professions students, in that they are required to apply concepts learned in the classroom to a variety of different contexts. However, the use of traditional methods of assessment limits the educator's ability to correct students' conceptual knowledge prior to altering the educational context. Concept mapping (CM) is an educational tool for evaluating conceptual knowledge, but little is known about its use in facilitating the development of richer knowledge frameworks. In addition, structured feedback has the potential to develop good conceptual knowledge. The purpose of this study was to use Kinchin's criteria to assess the impact of structured feedback on the graphical complexity of CM's by observing the development of richer knowledge frameworks. Fifty-eight physiotherapy students created CM's targeting the integration of two knowledge domains within a case-based teaching paradigm. Each student received one round of structured feedback that addressed correction, reinforcement, forensic diagnosis, benchmarking, and longitudinal development on their CM's prior to the final submission. The concept maps were categorized according to Kinchin's criteria as either Spoke, Chain or Net representations, and then evaluated against defined traits of meaningful learning. The inter-rater reliability of categorizing CM's was good. Pre-feedback CM's were predominantly Chain structures (57%), with Net structures appearing least often. There was a significant reduction of the basic Spoke- structured CMs (P = 0.002) and a significant increase of Net-structured maps (P < 0.001) at the final evaluation (post-feedback). Changes in structural complexity of CMs appeared to be indicative of broader knowledge frameworks as assessed against the meaningful learning traits. Feedback on CM's seemed to have contributed towards improving conceptual knowledge and correcting naive conceptions of related knowledge. Educators in medical education could therefore consider using CM's to target individual student development.

Supporting Instruction By Defining Conceptual Relevance Of Materials: Alignment Of Resources To An Earth Systems Framework

NASA Astrophysics Data System (ADS)

Menicucci, A. J.; Bean, J. R.

2017-12-01

Environmental, geological, and climatological sciences are important facets of physical science education. However, it is often difficult for educators to acquire the necessary resources to facilitate content explanations, and demonstration of the conceptual links between individual lessons. The Understanding Global Change (UGC) Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley is aligning new and existing Earth systems educational resources that are high-quality, interactive and inquiry based. Learning resources are organized by the UGC framework topics (Causes of Change, How the Earth System Works, and Measurable Changes), and focus on exploring topic relationships. Resources are currently aligned with both the UGC framework and the Next Generation Science Standards (NGSS), facilitating broad utility among K-16 educators. The overarching goal of the UGC Project is to provide the necessary resources that guide the construction of coherent, interdisciplinary instructional units. These units can be reinforced through system models, providing visual learning scaffolds for assessments of student content knowledge. Utilizing the central framework of UGC alleviates the long-standing problem of creating coherent instructional units from multiple learning resources, each organized and categorized independently across multiple platforms that may not provide explicit connections among Earth science subjects UGC topic cross listing of learning modules establishes conceptual links. Each resource is linked across several Earth system components, facilitating exploration of relationships and feedbacks between processes. Cross listed topics are therefore useful for development of broad picture learning goals via targeted instructional units. We also anticipate cultivating summaries of the explicit conceptual links explored in each resource from both current teachers and content specialists. Insructional units currated and aligned under the UGC framework therefore have the potential for users to develop and impliment inderdisciplinary lesson plans, including multi-segmented units designed to function as independent educational segments, that combine to provide broader subject exploration and deeper understanding of Earth system relationships.

Art as Critical Public Pedagogy: A Qualitative Study of Luis Camnitzer and His Conceptual Art

ERIC Educational Resources Information Center

Zorrilla, Ana; Tisdell, Elizabeth J.

2016-01-01

This qualitative study explored the connection between art and adult education for critical consciousness from the perspective and work of conceptual artist, Luis Camnitzer. The theoretical framework is grounded in the critical public pedagogy literature. Data collection methods included interviews with conceptual artist Luis Camnitzer and with…

Conceptual Change in Understanding the Nature of Science Learning: An Interpretive Phenomenological Analysis

NASA Astrophysics Data System (ADS)

DiBenedetto, Christina M.

This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Council. The study takes aim at the existing gap between the vision for science learning as an active process of inquiry and current pedagogical practices in K-12 science classrooms. For students to understand and explain everyday science ideas and succeed in science studies and careers, the means by which they learn science must change. Focusing on this change, the study explores the significance of educator attitudes, beliefs and values to science learning through interpretive phenomenological analysis around the central question, "In what ways do educators understand and articulate attitudes and beliefs toward the nature of science learning?" The study further explores the questions, "How do educators experience changes in their understanding of the nature of science learning?" and "How do educators believe these changes influence their pedagogical practice?" Study findings converge on four conceptions that science learning: is the action of inquiry; is a visible process initiated by both teacher and learner; values student voice and changing conceptions is science learning. These findings have implications for the primacy of educator beliefs, attitudes and values in reform efforts, science teacher leadership and the explicit instruction of both Nature of Science and conceptual change in educator preparation programs. This study supports the understanding that the nature of science learning is cognitive and affective conceptual change. Keywords: conceptual change, educator attitudes and beliefs, framework for K-12 science education, interpretive phenomenological analysis, nature of science learning, next generation science standards, science professional development, secondary science education.

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research.

PubMed

Reeves, Todd D; Marbach-Ad, Gili; Miller, Kristen R; Ridgway, Judith; Gardner, Grant E; Schussler, Elisabeth E; Wischusen, E William

2016-01-01

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework's outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level. © 2016 T. D. Reeves et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Conceptual Ecology of the Evolution Acceptance among Greek Education Students: Knowledge, Religious Practices and Social Influences

ERIC Educational Resources Information Center

Athanasiou, Kyriacos; Papadopoulou, Penelope

2012-01-01

In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship…

Modeling Student Choice of STEM Fields of Study: Testing a Conceptual Framework of Motivation, High School Learning, and Postsecondary Context of Support. WISCAPE Working Paper

ERIC Educational Resources Information Center

Wang, Xueli

2012-01-01

This study draws upon social cognitive career theory and higher education literature to propose and test a conceptual framework for understanding the selection of postsecondary STEM fields of study by recent high school graduates who attend four-year institutions. Results suggest that high school math achievement, exposure to math and science…

A conceptual curriculum framework designed to ensure quality student health visitor training in practice.

PubMed

Hollinshead, Jayne; Stirling, Linda

2014-07-01

This paper describes the challenges faced by a trust in England following the introduction of the Health Visitor Implementation Plan. Two practice education facilitators designed a conceptual curriculum framework to ensure quality student health visitor education in practice. This curriculum complimented the excellent academic course already delivered by the University. A justification is provided for the design of the curriculum framework, including a rationale for the introduction of specific training sessions. Student and practice teacher feedback demonstrate the success of the introduction of this programme to ensure the development of student health visitors fit for practice. The conclusion places emphasis on the importance of continuous evaluation of the training programme to meet the needs of the students and the service.

The Oregon Studies in Educational Research, Development, Diffusion, and Evaluational Volume III: Conceptual Frameworks for Viewing Educational RDD&E. Final Report.

ERIC Educational Resources Information Center

Schalock, H. Del, Ed.; Sell, G. Roger, Ed.

This volume represents the output of a yearlong effort to clarify and firm the conceptual base that underlies educational RDD&E. It contains three commissioned papers authored by Drs. Hendrik D. Gideonse, Gene V Glass and Blaine R. Worthen, and by Leslie J. Briggs and one paper prepared by H. Del Schalock and G. Roger Sell of the staff of the…

Social Capital as a Framework in Music Education Research

ERIC Educational Resources Information Center

Prest, Anita

2016-01-01

In recent years, an increasing number of researchers have chosen to examine various sociological dimensions of music education (e.g., inclusion, civic engagement) through the lens of social capital. Yet, there has been no systematic discussion of the capacity and limitations of this conceptual framework to shed light on these sociological…

General System Theory: Toward a Conceptual Framework for Science and Technology Education for All.

ERIC Educational Resources Information Center

Chen, David; Stroup, Walter

1993-01-01

Suggests using general system theory as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics, the ability to represent the relationship between microlevel and…

Eco-Literacy Development through a Framework for Indigenous and Environmental Educational Leadership

ERIC Educational Resources Information Center

Kulnieks, Andrejs; Longboat, Dan Roronhiakewan; Young, Kelly

2013-01-01

In response to the call of curriculum reforms at the international, national, and local levels, we conceptualize an eco-mentorship program and envision a learning garden alternative practica. We aim to advance a framework enabling the innovation of Indigenous environmental studies, eco-justice education, and Western scientific environmental…

Conceptual Change, History, and Science Stories.

ERIC Educational Resources Information Center

Stinner, Arthur; Williams, Harvey

1993-01-01

Science teachers implementing educational research findings must choose between instructional prescriptions from Piaget's theory of cognitive development and from alternative conceptual frameworks theory. Contextual teaching using large context problems or science stories addresses both. The paper outlines a program that designs historically based…

Cross-cultural medical education: conceptual approaches and frameworks for evaluation.

PubMed

Betancourt, Joseph R

2003-06-01

Given that understanding the sociocultural dimensions underlying a patient's health values, beliefs, and behaviors is critical to a successful clinical encounter, cross-cultural curricula have been incorporated into undergraduate medical education. The goal of these curricula is to prepare students to care for patients from diverse social and cultural backgrounds, and to recognize and appropriately address racial, cultural, and gender biases in health care delivery. Despite progress in the field of cross-cultural medical education, several challenges exist. Foremost among these is the need to develop strategies to evaluate the impact of these curricular interventions. This article provides conceptual approaches for cross-cultural medical education, and describes a framework for student evaluation that focuses on strategies to assess attitudes, knowledge, and skills, and the impact of curricular interventions on health outcomes.

Building blocks for social accountability: a conceptual framework to guide medical schools.

PubMed

Preston, Robyn; Larkins, Sarah; Taylor, Judy; Judd, Jenni

2016-08-26

This paper presents a conceptual framework developed from empirical evidence, to guide medical schools aspiring towards greater social accountability. Using a multiple case study approach, seventy-five staff, students, health sector representatives and community members, associated with four medical schools, participated in semi-structured interviews. Two schools were in Australia and two were in the Philippines. These schools were selected because they were aspiring to be socially accountable. Data was collected through on-site visits, field notes and a documentary review. Abductive analysis involved both deductive and inductive iterative theming of the data both within and across cases. The conceptual framework for socially accountable medical education was built from analyzing the internal and external factors influencing the selected medical schools. These factors became the building blocks that might be necessary to assist movement to social accountability. The strongest factor was the demands of the local workforce situation leading to innovative educational programs established with or without government support. The values and professional experiences of leaders, staff and health sector representatives, influenced whether the organizational culture of a school was conducive to social accountability. The wider institutional environment and policies of their universities affected this culture and the resourcing of programs. Membership of a coalition of socially accountable medical schools created a community of learning and legitimized local practice. Communities may not have recognized their own importance but they were fundamental for socially accountable practices. The bedrock of social accountability, that is, the foundation for all building blocks, is shared values and aspirations congruent with social accountability. These values and aspirations are both a philosophical understanding for innovation and a practical application at the health systems and education levels. While many of these building blocks are similar to those conceptualized in social accountability theory, this conceptual framework is informed by what happens in practice - empirical evidence rather than prescriptions. Consequently it is valuable in that it puts some theoretical thinking around everyday practice in specific contexts; addressing a gap in the medical education literature. The building blocks framework includes guidelines for social accountable practice that can be applied at policy, school and individual levels.

Using the Biology Card Sorting Task to Measure Changes in Conceptual Expertise during Postsecondary Biology Education.

PubMed

Bissonnette, Sarah A; Combs, Elijah D; Nagami, Paul H; Byers, Victor; Fernandez, Juliana; Le, Dinh; Realin, Jared; Woodham, Selina; Smith, Julia I; Tanner, Kimberly D

2017-01-01

While there have been concerted efforts to reform undergraduate biology toward teaching students to organize their conceptual knowledge like experts, there are few tools that attempt to measure this. We previously developed the Biology Card Sorting Task (BCST), designed to probe how individuals organize their conceptual biological knowledge. Previous results showed the BCST could differentiate between different populations, namely non-biology majors (NBM) and biology faculty (BF). In this study, we administered the BCST to three additional populations, using a cross-sectional design: entering biology majors (EBM), advanced biology majors (ABM), and biology graduate students (BGS). Intriguingly, ABM did not initially sort like experts any more frequently than EBM. However, once the deep-feature framework was revealed, ABM were able to sort like experts more readily than did EBM. These results are consistent with the conclusion that biology education enables advanced biology students to use an expert-like conceptual framework. However, these results are also consistent with a process of "selection," wherein students who persist in the major may have already had an expert-like conceptual framework to begin with. These results demonstrate the utility of the BCST in measuring differences between groups of students over the course of their undergraduate education. © 2017 S. A. Bissonnette et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Using computer simulations to facilitate conceptual understanding of electromagnetic induction

NASA Astrophysics Data System (ADS)

Lee, Yu-Fen

This study investigated the use of computer simulations to facilitate conceptual understanding in physics. The use of computer simulations in the present study was grounded in a conceptual framework drawn from findings related to the use of computer simulations in physics education. To achieve the goal of effective utilization of computers for physics education, I first reviewed studies pertaining to computer simulations in physics education categorized by three different learning frameworks and studies comparing the effects of different simulation environments. My intent was to identify the learning context and factors for successful use of computer simulations in past studies and to learn from the studies which did not obtain a significant result. Based on the analysis of reviewed literature, I proposed effective approaches to integrate computer simulations in physics education. These approaches are consistent with well established education principles such as those suggested by How People Learn (Bransford, Brown, Cocking, Donovan, & Pellegrino, 2000). The research based approaches to integrated computer simulations in physics education form a learning framework called Concept Learning with Computer Simulations (CLCS) in the current study. The second component of this study was to examine the CLCS learning framework empirically. The participants were recruited from a public high school in Beijing, China. All participating students were randomly assigned to two groups, the experimental (CLCS) group and the control (TRAD) group. Research based computer simulations developed by the physics education research group at University of Colorado at Boulder were used to tackle common conceptual difficulties in learning electromagnetic induction. While interacting with computer simulations, CLCS students were asked to answer reflective questions designed to stimulate qualitative reasoning and explanation. After receiving model reasoning online, students were asked to submit their revised answers electronically. Students in the TRAD group were not granted access to the CLCS material and followed their normal classroom routine. At the end of the study, both the CLCS and TRAD students took a post-test. Questions on the post-test were divided into "what" questions, "how" questions, and an open response question. Analysis of students' post-test performance showed mixed results. While the TRAD students scored higher on the "what" questions, the CLCS students scored higher on the "how" questions and the one open response questions. This result suggested that more TRAD students knew what kinds of conditions may or may not cause electromagnetic induction without understanding how electromagnetic induction works. Analysis of the CLCS students' learning also suggested that frequent disruption and technical trouble might pose threats to the effectiveness of the CLCS learning framework. Despite the mixed results of students' post-test performance, the CLCS learning framework revealed some limitations to promote conceptual understanding in physics. Improvement can be made by providing students with background knowledge necessary to understand model reasoning and incorporating the CLCS learning framework with other learning frameworks to promote integration of various physics concepts. In addition, the reflective questions in the CLCS learning framework may be refined to better address students' difficulties. Limitations of the study, as well as suggestions for future research, are also presented in this study.

Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts

PubMed Central

Cary, Tawnya; Branchaw, Janet

2017-01-01

The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework. The CE Framework was developed using a grassroots approach of iterative revision and incorporates feedback from more than 60 biologists and undergraduate biology educators from across the United States. The final validation step resulted in strong national consensus, with greater than 92% of responders agreeing that each core concept list was ready for use by the biological sciences community, as determined by scientific accuracy and completeness. In addition, we describe in detail how educators and departments can use the CE Framework to guide and document reformation of individual courses as well as entire curricula. PMID:28450444

Changing Boundaries in Israeli Higher Education.

ERIC Educational Resources Information Center

Guri-Rosenblit, Sarah

1999-01-01

Analyzes changes that have occurred in Israeli's higher education system over the decades, accounting for the reconstruction of its external and internal boundaries. Provides a conceptual framework for comparing national higher education systems. Examines developments characterizing the restructuring of Israeli higher education from a…

The 'global health' education framework: a conceptual guide for monitoring, evaluation and practice

PubMed Central

2011-01-01

Background In the past decades, the increasing importance of and rapid changes in the global health arena have provoked discussions on the implications for the education of health professionals. In the case of Germany, it remains yet unclear whether international or global aspects are sufficiently addressed within medical education. Evaluation challenges exist in Germany and elsewhere due to a lack of conceptual guides to develop, evaluate or assess education in this field. Objective To propose a framework conceptualising 'global health' education (GHE) in practice, to guide the evaluation and monitoring of educational interventions and reforms through a set of key indicators that characterise GHE. Methods Literature review; deduction. Results and Conclusion Currently, 'new' health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term 'global health'. The lack of a common definition of this term complicates attempts to analyse global health in the field of education. The proposed GHE framework addresses these problems and presents a set of key characteristics of education in this field. The framework builds on the models of 'social determinants of health' and 'globalisation and health' and is oriented towards 'health for all' and 'health equity'. It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce. Ten indicators are deduced for use in monitoring and evaluation. PMID:21501519

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research

PubMed Central

Reeves, Todd D.; Marbach-Ad, Gili; Miller, Kristen R.; Ridgway, Judith; Gardner, Grant E.; Schussler, Elisabeth E.; Wischusen, E. William

2016-01-01

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework’s outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level. PMID:27193291

Changing Hearts and Minds: The Quest for Open Talk about Race in Educational Leadership

ERIC Educational Resources Information Center

Rusch, Edith A.; Horsford, Sonya Douglass

2009-01-01

Purpose: The purpose of this paper is to seek to conceptualize a theory of self-contribution as a framework for understanding and demonstrating the dispositions and skills academics and educational leaders need to break the silence and engage in constructive talk about race across color lines. Design/methodology/approach: Brian Fay's framework for…

Two Frameworks for Preparing Teachers for the Shift from Local to Global Educational Environments

ERIC Educational Resources Information Center

Craig, Barbara; Stevens, Ken

2012-01-01

The research outlined in this paper is based on the convergence of two conceptual frameworks that guide the transfer of knowledge and skills from traditional teacher education, which focused on teaching in single classrooms, to open networked learning environments that include both inter-institutional teaching and learning and local and global…

Applying a Conceptual Design Framework to Study Teachers' Use of Educational Technology

ERIC Educational Resources Information Center

Holmberg, Jörgen

2017-01-01

Theoretical outcomes of design-based research (DBR) are often presented in the form of local theory design principles. This article suggests a complementary theoretical construction in DBR, in the form of a "design framework" at a higher abstract level, to study and inform educational design with ICT in different situated contexts.…

An Exploration of Transformational Leadership and Its Role in Strategic Planning: A Conceptual Framework.

ERIC Educational Resources Information Center

Turan, Selahattin; Sny, Christopher L.

The literature on transformational leadership is reviewed to provide a theoretical framework for leaders in educational organizations. Our rapidly changing society calls for a new type of educational leadership. Drawing on the work of J. M. Burns (1978) and B. M. Bass (1985) among others, transactional leaders are distinguished from…

The Case for Higher Education Marketing: Scouting the Higher Ground.

ERIC Educational Resources Information Center

O'Brien, Peter

1987-01-01

A discussion of strategies marketing in higher education focuses on the social marketing approach, outlining a conceptual framework, and looking at specific concerns and costs. The issue of entrepreneurialism's effect on higher education institutions is considered. (MSE)

A Conceptual Framework for Studying Knowledge Utilization.

ERIC Educational Resources Information Center

Paul, Douglas

This paper, written from an organizational perspective, begins with an examination of the deficiencies of knowledge utilization and educational change literature. It suggests the explication of descriptive and heuristic conceptual dimensions as one approach for facilitating a descriptive perspective of knowldge utilization. The efficacy of three…

How Can Brain Research Inform Academic Learning and Instruction?

ERIC Educational Resources Information Center

Mayer, Richard E.

2017-01-01

This paper explores the potential of neuroscience for improving educational practice by describing the perspective of educational psychology as a linking science; providing historical context showing educational psychology's 100-year search for an educationally relevant neuroscience; offering a conceptual framework for the connections among…

Family Life Education for Remarriage: Focus on Financial Management.

ERIC Educational Resources Information Center

Lown, Jean M.; And Others

1989-01-01

Reviews literature on family financial management of remarried couples and describes educational workshop on financial management in remarriage. Proposes five premises based on family developmental conceptual framework. Encourages family life educators to include financial management in remarriage education programs and presents outline for…

Learning theory and its application to the use of social media in medical education.

PubMed

Flynn, Leslie; Jalali, Alireza; Moreau, Katherine A

2015-10-01

There is rapidly increasing pressure to employ social media in medical education, but a review of the literature demonstrates that its value and role are uncertain. To determine if medical educators have a conceptual framework that informs their use of social media and whether this framework can be mapped to learning theory. Thirty-six participants engaged in an iterative, consensus building process that identified their conceptual framework and determined if it aligned with one or more learning theories. The results show that the use of social media by the participants could be traced to two dominant theories-Connectivism and Constructivism. They also suggest that many medical educators may not be fully informed of these theories. Medical educators' use of social media can be traced to learning theories, but these theories may not be explicitly utilised in instructional design. It is recommended that formal education (faculty development) around learning theory would further enhance the use of social media in medical education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The ACTIVE conceptual framework as a structural equation model.

PubMed

Gross, Alden L; Payne, Brennan R; Casanova, Ramon; Davoudzadeh, Pega; Dzierzewski, Joseph M; Farias, Sarah; Giovannetti, Tania; Ip, Edward H; Marsiske, Michael; Rebok, George W; Schaie, K Warner; Thomas, Kelsey; Willis, Sherry; Jones, Richard N

2018-01-01

Background/Study Context: Conceptual frameworks are analytic models at a high level of abstraction. Their operationalization can inform randomized trial design and sample size considerations. The Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) conceptual framework was empirically tested using structural equation modeling (N=2,802). ACTIVE was guided by a conceptual framework for cognitive training in which proximal cognitive abilities (memory, inductive reasoning, speed of processing) mediate treatment-related improvement in primary outcomes (everyday problem-solving, difficulty with activities of daily living, everyday speed, driving difficulty), which in turn lead to improved secondary outcomes (health-related quality of life, health service utilization, mobility). Measurement models for each proximal, primary, and secondary outcome were developed and tested using baseline data. Each construct was then combined in one model to evaluate fit (RMSEA, CFI, normalized residuals of each indicator). To expand the conceptual model and potentially inform future trials, evidence of modification of structural model parameters was evaluated by age, years of education, sex, race, and self-rated health status. Preconceived measurement models for memory, reasoning, speed of processing, everyday problem-solving, instrumental activities of daily living (IADL) difficulty, everyday speed, driving difficulty, and health-related quality of life each fit well to the data (all RMSEA < .05; all CFI > .95). Fit of the full model was excellent (RMSEA = .038; CFI = .924). In contrast with previous findings from ACTIVE regarding who benefits from training, interaction testing revealed associations between proximal abilities and primary outcomes are stronger on average by nonwhite race, worse health, older age, and less education (p < .005). Empirical data confirm the hypothesized ACTIVE conceptual model. Findings suggest that the types of people who show intervention effects on cognitive performance potentially may be different from those with the greatest chance of transfer to real-world activities.

Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher

ERIC Educational Resources Information Center

Yang, Kai-Lin; Hsu, Hui-Yu; Lin, Fou-Lai; Chen, Jian-Cheng; Cheng, Ying-Hao

2015-01-01

This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs--communication, reasoning, and…

Creative Survival in Educational Bureaucracies.

ERIC Educational Resources Information Center

Brubaker, Dale L.; Nelson, Roland H., Jr.

In order to survive creativity in and change educational organizations, the decision-maker needs to understand how these organizations presently function. Educational organizations are discussed as sociopolitical systems and a conceptual framework is proposed for analysis, planning, implementation, and evaluation. The five functions that…

Learners' strategies for reconstructing cognitive frameworks and navigating conceptual change from prior conception to consensual genetics knowledge

NASA Astrophysics Data System (ADS)

Parrott, Annette M.

Problem. Science teachers are charged with preparing students to become scientifically literate individuals. Teachers are given curriculum that specifies the knowledge that students should come away with; however, they are not necessarily aware of the knowledge with which the student arrives or how best to help them navigate between the two knowledge states. Educators must be aware, not only of where their students are conceptually, but how their students move from their prior knowledge and naive theories, to scientifically acceptable theories. The understanding of how students navigate this course has the potential to revolutionize educational practices. Methods. This study explored how five 9th grade biology students reconstructed their cognitive frameworks and navigated conceptual change from prior conception to consensual genetics knowledge. The research questions investigated were: (1) how do students in the process of changing their naive science theories to accepted science theories describe their journey from prior knowledge to current conception, and (2) what are the methods that students utilize to bridge the gap between alternate and consensual science conceptions to effect conceptual change. Qualitative and quantitative methods were employed to gather and analyze the data. In depth, semi-structured interviews formed the primary data for probing the context and details of students' conceptual change experience. Primary interview data was coded by thematic analysis. Results and discussion. This study revealed information about students' perceived roles in learning, the role of articulation in the conceptual change process, and ways in which a community of learners aids conceptual change. It was ascertained that students see their role in learning primarily as repeating information until they could add that information to their knowledge. Students are more likely to consider challenges to their conceptual frameworks and be more motivated to become active participants in constructing their knowledge when they are working collaboratively with peers instead of receiving instruction from their teacher. Articulation was found to be instrumental in aiding learners in identifying their alternate conceptions as well as in revisiting, investigating and reconstructing their conceptual frameworks. Based on the assumptions generated, suggestions were offered to inform pedagogical practice in support of the conceptual change process.

Conceptual and Adoption of Technology Acceptance Model in Digital Information Resources Usage by Undergraduates: Implication to Higher Institutions Education in Delta and Edo of Nigeria

ERIC Educational Resources Information Center

Urhiewhu, Lucky Oghenetega; Emojorho, Daniel

2015-01-01

The article paper was on conceptual and theoretical framework of digital information resources usage by undergraduates: Implication to higher institutions education in Delta and Edo of Nigeria. It revealed the concept of digital information resources [DIRs] and model theory that related to the study. Finding shows that DIRs are use to low extent…

Conceptualizing Diversity and Leadership: Evidence from 10 Cases

ERIC Educational Resources Information Center

Lumby, Jacky

2006-01-01

This article uses the theoretical framework of broad and narrow ways of conceptualizing diversity, the latter focusing primarily on those characteristics that are likely to lead to disadvantage, ethnicity, gender and disability, and the broader encompassing many more characteristics of "difference", such as educational background,…

Knowledge Management: A Tripartite Conceptual Framework for Career and Technical Teacher Educators

ERIC Educational Resources Information Center

Lee, Hae-Young; Roth, Gene L.

2008-01-01

Researchers and practitioners consider knowledge management to be a strategic intervention that integrates organizational resources such as technologies and human resources. This conceptual paper focuses on the foundational contributions of economics, sociology, and psychology to knowledge management. Select theories from each foundational area…

Postmodern Feminism and Educational Policy Development.

ERIC Educational Resources Information Center

Wallin, Dawn C.

This paper presents a postmodern feminist conceptual framework for policy development within educational institutions. It first outlines major concepts of postmodern feminism, after which it begins to focus specifically on postmodern feminism and education. The paper contends that a goal of all educators should be to provide an educational…

Doing Educational Development Ambivalently: Applying Post-Colonial Metaphors to Educational Development?

ERIC Educational Resources Information Center

Manathunga, Catherine

2006-01-01

Post-colonial theories about liminality, hybridity, unhomeliness, and identity form a novel lens through which to re-theorise educational development work. Applying these conceptual frameworks allows practitioners and the academics they work with the opportunity to problematise some of educational development's colonial underpinnings and…

Parent-to-parent support for parents with children who are deaf or hard of hearing: a conceptual framework.

PubMed

Henderson, Rebecca J; Johnson, Andrew; Moodie, Sheila

2014-12-01

Parent-to-parent support for parents with children who are deaf or hard of hearing (D/HH) is identified as an important component of Early Hearing Detection and Intervention (EHDI) programs for children with hearing loss. The specific aim of this review was to identify the constructs and components of parent-to-parent support for parents of children who are D/HH. An extensive scoping literature review identified 39 peer-reviewed articles published from 2000 to 2014. Studies were selected and reviewed based on standardized procedures. Data were identified, extracted, and organized into libraries of thematic and descriptive content. A conceptual framework of parent-to-parent support for parents of children who are D/HH was developed and presented in a comprehensive, bidirectional informational graphic. The constructs and components of the conceptual framework are (a) well-being: parent, family, and child; (b) knowledge: advocacy, system navigation, and education; and (c) empowerment: confidence and competence. The findings from this scoping review led to the development of a structured conceptual framework of parent-to-parent support for parents of children who are D/HH. The conceptual framework provides an important opportunity to explore and clearly define the vital contribution of parents in EHDI programs.

A conceptual framework for the use of illness narratives in medical education.

PubMed

Kumagai, Arno K

2008-07-01

The use of narratives, including physicians' and patients' stories, literature, and film, is increasingly popular in medical education. There is, however, a need for an overarching conceptual framework to guide these efforts, which are often dismissed as "soft" and placed at the margins of medical school curricula. The purpose of this article is to describe the conceptual basis for an approach to patient-centered medical education and narrative medicine initiated at the University of Michigan Medical School in the fall of 2003. This approach, the Family Centered Experience, involves home visits and conversations between beginning medical students and patient volunteers and their families and is aimed at fostering humanism in medicine. The program incorporates developmental and learning theory, longitudinal interactions with individuals with chronic illness, reflective learning, and small-group discussions to explore the experience of illness and its care. The author describes a grounding of this approach in theories of empathy and moral development and clarifies the educational value that narratives bring to medical education. Specific pedagogical considerations, including use of activities to create "cognitive disequilibrium" and the concept of transformative learning, are also discussed and may be applied to narrative medicine, professionalism, multicultural education, medical ethics, and other subject areas in medical education that address individuals and their health care needs in society.

Exploring the Concepts of Knowledge Adoption and Conceptual Impact: Implications for Educational Research Submissions to the Research Excellence Framework (2014)

ERIC Educational Resources Information Center

Brown, Chris

2011-01-01

This article examines how research(ers) can impact upon policy, a pertinent issue in light of England's 2014 Research Excellence Framework. It presents the findings of a literature review and interviews with educational researchers and policymakers in England and Wales. The projects' aims were (i) to understand the actions researchers should…

Constructive Alignment and the Research Skills Development Framework: Using Theory to Practically Align Graduate Attributes, Learning Experiences, and Assessment Tasks in Undergraduate Midwifery

ERIC Educational Resources Information Center

Pretorius, Lynette; Bailey, Carolyn; Miles, Maureen

2013-01-01

Midwifery educators have to provide students with stimulating curricula that teach academic and vocational content, as well as transferable skills. The Research Skills Development (RSD) framework provides a conceptual model that allows educators to explicitly scaffold the development of their students' research skills. This paper aims to…

A Conceptual Framework for Determining Training Needs of Extension Agents Applied to Dairy Science. The Findings from Extension Studies.

ERIC Educational Resources Information Center

Verma, Satish

A summary of an Extension Education dissertation on a study to develop a framework of curriculum and learning theory features, to determine needs of Extension agents, and to show its application to dairy science is presented. Tyler's rationale for deriving educational objectives (curriculum theory) and Bloom's taxonomy of cognitive behavior…

Learning Cities for All: Directions to a New Adult Education and Learning Movement

ERIC Educational Resources Information Center

Scott, Leodis

2015-01-01

This chapter features a conceptual framework that considers the practical characteristics of learning cities, pointing to the field of adult and continuing education to lead a movement for the purposes of education, learning, and engagement for all.

The Macro- and Micropolitics of Personnel Evaluation: A Framework.

ERIC Educational Resources Information Center

Bridges, Edwin M.; Groves, Barry R.

1999-01-01

Explicates a conceptual framework for analyzing the politics of personnel evaluation in an educational context. Using several elements of the framework, discusses the politics of teacher evaluation in California in relation to the types of personnel evaluation decisions, the actors, their access to these decisions, sources and levels of power, and…

Conceptual Frame for Selecting Individual Psychotherapy in the Schools

ERIC Educational Resources Information Center

Hughes, Tammy L.; Theodore, Lea A.

2009-01-01

Psychotherapy is a service-delivery that is provided for both general and special education students. This manuscript examines a conceptual framework for determining when to employ psychotherapy within the school-based setting. Decisions are informed by the relationship between problem behavior, therapeutic techniques, short-term outcomes, and…

A Relational Hermeneutical Approach to Human Rights Education

ERIC Educational Resources Information Center

Al-Daraweesh, Fuad

2010-01-01

This research is an effort to transcend the debate of universalism and cultural relativism by offering a new conceptualization of human rights. The conceptualization is presented through the development of a theoretical framework in the form of an epistemology. The research articulates and defends the epistemology, which is grounded on…

Three Phase Ranking Framework for Assessing Conceptual Understanding in Algebra Using Multiple Representations

ERIC Educational Resources Information Center

Panasuk, Regina M.

2010-01-01

Algebra students may often demonstrate a certain degree of proficiency when manipulating algebraic expressions and verbalizing their behaviors. Do these abilities imply conceptual understanding? What is a reliable indicator that would provide educators with a relatively trustworthy and consistent measure to identify whether students learn…

Re-Conceptualizing the Organizing Circumstance of Learning

ERIC Educational Resources Information Center

Spear Ellinwood, Karen Courtenay

2011-01-01

This study explores the web-navigation practices of adult learners in higher education and re-conceptualizes the concept of the organizing circumstance of self-managed learning, originated by Spear and Mocker (1984). The theoretical framework draws on funds of knowledge theory from a cultural historical perspective and elaborates a Vygotskian…

Writing-to-learn in undergraduate science education: a community-based, conceptually driven approach.

PubMed

Reynolds, Julie A; Thaiss, Christopher; Katkin, Wendy; Thompson, Robert J

2012-01-01

Despite substantial evidence that writing can be an effective tool to promote student learning and engagement, writing-to-learn (WTL) practices are still not widely implemented in science, technology, engineering, and mathematics (STEM) disciplines, particularly at research universities. Two major deterrents to progress are the lack of a community of science faculty committed to undertaking and applying the necessary pedagogical research, and the absence of a conceptual framework to systematically guide study designs and integrate findings. To address these issues, we undertook an initiative, supported by the National Science Foundation and sponsored by the Reinvention Center, to build a community of WTL/STEM educators who would undertake a heuristic review of the literature and formulate a conceptual framework. In addition to generating a searchable database of empirically validated and promising WTL practices, our work lays the foundation for multi-university empirical studies of the effectiveness of WTL practices in advancing student learning and engagement.

Evaluating the effectiveness of intercultural teachers.

PubMed

Cox, Kathleen

2011-01-01

With globalization and major immigration flows, intercultural teaching encounters are likely to increase, along with the need to assure intercultural teaching effectiveness.Thus, the purpose of this article is to present a conceptual framework for nurse educators to consider when anticipating an intercultural teaching experience. Kirkpatrick's and Bushnell's models provide a basis for the conceptual framework. Major concepts of the model include input, process, output, and outcome.The model may possibly be used to guide future research to determine which variables are most influential in explaining intercultural teaching effectiveness.

Development and Validation of the Educational Technologist Multimedia Competency Survey

ERIC Educational Resources Information Center

Ritzhaupt, Albert D.; Martin, Florence

2014-01-01

The purpose of this research study was to identify the multimedia competencies of an educational technologist by creating a valid and reliable survey instrument to administer to educational technology professionals. The educational technology multimedia competency survey developed through this research is based on a conceptual framework that…

An Environmental Ethical Conceptual Framework for Research on Sustainability and Environmental Education

ERIC Educational Resources Information Center

Kronlid, David O.; Ohman, Johan

2013-01-01

This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an…

The Perils of Repressive Tolerance in Music Education Curriculum

ERIC Educational Resources Information Center

Perrine, William M.

2017-01-01

In recent years, philosophers of music education have called for a greater degree of political engagement by music education practitioners. Using Marcuse's discussion of "repressive tolerance" as a conceptual framework, I argue that a politicized curriculum in music education works against the liberal ideas of free speech and a free…

Design and Discovery in Educational Assessment: Evidence-Centered Design, Psychometrics, and Educational Data Mining

ERIC Educational Resources Information Center

Mislevy, Robert J.; Behrens, John T.; Dicerbo, Kristen E.; Levy, Roy

2012-01-01

"Evidence-centered design" (ECD) is a comprehensive framework for describing the conceptual, computational and inferential elements of educational assessment. It emphasizes the importance of articulating inferences one wants to make and the evidence needed to support those inferences. At first blush, ECD and "educational data…

On the Decision-Making Process in Music Education.

ERIC Educational Resources Information Center

Jorgensen, Estelle R.

1985-01-01

Sketches a conceptual framework for the systematic description of decision-making processes in music education. Refers to existing formulations in education, management, marketing, and economics. Lists decision-making phases in music education, each exhibiting the characteristics of a social system. Offers a historical example of each phase. (AYC)

Educating the United States Army.

ERIC Educational Resources Information Center

Anderson, Clinton L.

The United State Army has an education/training strategy that provides the conceptual framework for planning, programming, budgeting, and conducting and/or overseeing all education and training necessary to accomplish its military needs and to care for the human needs of soldiers and their family members. This strategy includes education and…

Special Education in Transition: Concepts to Guide the Education of Experienced Teachers.

ERIC Educational Resources Information Center

Corrigan, Dean C., Ed.; Howey, Kenneth R., Ed.

Eleven papers focus on issues in inservice education for helping experienced teachers accommodate handicapped children in the regular school setting. Two introductory chapters ("Overview" and "The School Based Teacher Educator: Developing a Conceptual Framework" both by K. Howey and D. Corrigan) make a case for developing a…

Understanding Global Change: A New Conceptual Framework To Guide Teaching About Planetary Systems And Both The Causes And Effects Of Changes In Those Systems

NASA Astrophysics Data System (ADS)

Levine, J.; Bean, J. R.

2016-12-01

Goals of the Next Generation Science Standards include understanding climate change and learning about ways to moderate the causes and mitigate the consequences of planetary-scale anthropogenic activities that interact synergistically to affect ecosystems and societies. The sheer number and scale of both causes and effects of global change can be daunting for teachers, and the lack of a clear conceptual framework for presenting this material usually leads educators (and textbooks) to present these phenomenon as a disjointed "laundry list." But an alternative approach is in the works. The Understanding Global Change web resource, currently under development at the UC Berkeley Museum of Paleontology, will provide educators with a conceptual framework, graphic models, lessons, and assessment templates for teaching NGSS-aligned, interdisciplinary, global change curricula. The core of this resource is an original informational graphic that presents and relates Earth's global systems, human and non-human factors that produce changes in those systems, and the effects of those changes that scientists can measure.

A Conceptual Framework for Consumers' Education: Teacher Education Module 2.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The document is the second in a series of four competency-based inservice teacher education modules in consumer education. The main objective of the program is to assist curriculum developers and elementary and secondary classroom teachers as they plan, develop, implement, and evaluate a multidisciplinary consumer education program. The present…

Healing the Wounds: St. Augustine, Catechesis, and Religious Education Today

ERIC Educational Resources Information Center

Franchi, Leonardo

2011-01-01

St. Augustine of Hippos' writing on education offers a fresh lens through which the conceptual framework of religious education in the Catholic school can be understood. Recent teaching of the Magisterium of the Catholic Church on the distinctive nature of religious education and catechesis has challenged religious educators to find an alternative…

Intersectionality as a Framework for Transformative Research in Special Education

ERIC Educational Resources Information Center

García, Shernaz B.; Ortiz, Alba A.

2013-01-01

Multicultural and bilingual special education scholars have long advocated that research and practice situate (dis)ability in its social, cultural, racial/ethnic, linguistic, historical, legal, and political contexts. Still, the special education literature reflects more restricted conceptualizations of culture, language, and diversity than…

Living Citizenship: Transcending the Cultural Divide

ERIC Educational Resources Information Center

Coombs, Steven; Potts, Mark

2013-01-01

Living citizenship emerging from reflection on an international educational partnership makes a unique contribution to the field and importantly fulfils the British Educational Research Association aim of improving educational practice for the public benefit. This paper explores the conceptual framework of 'living citizenship' as a means for…

Conceptualizing Critical Feminist Theory and Emancipatory Education

ERIC Educational Resources Information Center

de Saxe, Jennifer

2012-01-01

This theoretical paper analyzes the relationship between critical feminist theory and emancipatory education as it relates to transformative educational practices. The first section will discuss how the author understands critical feminist theory by looking to Chela Sandoval's theoretical framework of oppositional resistance. The author discusses…

Exploring the components of physician volunteer engagement: a qualitative investigation of a national Canadian simulation-based training programme

PubMed Central

Sarti, Aimee J; Sutherland, Stephanie; Landriault, Angele; DesRosier, Kirk; Brien, Susan; Cardinal, Pierre

2017-01-01

Objectives Conceptual clarity on physician volunteer engagement is lacking in the medical literature. The aim of this study was to present a conceptual framework to describe the elements which influence physician volunteer engagement and to explore volunteer engagement within a national educational programme. Setting The context for this study was the Acute Critical Events Simulation (ACES) programme in Canada, which has successfully evolved into a national educational programme, driven by physician volunteers. From 2010 to 2014, the programme recruited 73 volunteer healthcare professionals who contributed to the creation of educational materials and/or served as instructors. Method A conceptual framework was constructed based on an extensive literature review and expert consultation. Secondary qualitative analysis was undertaken on 15 semistructured interviews conducted from 2012 to 2013 with programme directors and healthcare professionals across Canada. An additional 15 interviews were conducted in 2015 with physician volunteers to achieve thematic saturation. Data were analysed iteratively and inductive coding techniques applied. Results From the physician volunteer data, 11 themes emerged. The most prominent themes included volunteer recruitment, retention, exchange, recognition, educator network and quasi-volunteerism. Captured within these interrelated themes were the framework elements, including the synergistic effects of emotional, cognitive and reciprocal engagement. Behavioural engagement was driven by these factors along with a cue to action, which led to contributions to the ACES programme. Conclusion This investigation provides a preliminary framework and supportive evidence towards understanding the complex construct of physician volunteer engagement. The need for this research is particularly important in present day, where growing fiscal constraints create challenges for medical education to do more with less. PMID:28645956

Exploring the components of physician volunteer engagement: a qualitative investigation of a national Canadian simulation-based training programme.

PubMed

Sarti, Aimee J; Sutherland, Stephanie; Landriault, Angele; DesRosier, Kirk; Brien, Susan; Cardinal, Pierre

2017-06-23

Conceptual clarity on physician volunteer engagement is lacking in the medical literature. The aim of this study was to present a conceptual framework to describe the elements which influence physician volunteer engagement and to explore volunteer engagement within a national educational programme. The context for this study was the Acute Critical Events Simulation (ACES) programme in Canada, which has successfully evolved into a national educational programme, driven by physician volunteers. From 2010 to 2014, the programme recruited 73 volunteer healthcare professionals who contributed to the creation of educational materials and/or served as instructors. A conceptual framework was constructed based on an extensive literature review and expert consultation. Secondary qualitative analysis was undertaken on 15 semistructured interviews conducted from 2012 to 2013 with programme directors and healthcare professionals across Canada. An additional 15 interviews were conducted in 2015 with physician volunteers to achieve thematic saturation. Data were analysed iteratively and inductive coding techniques applied. From the physician volunteer data, 11 themes emerged. The most prominent themes included volunteer recruitment, retention, exchange, recognition, educator network and quasi-volunteerism. Captured within these interrelated themes were the framework elements, including the synergistic effects of emotional, cognitive and reciprocal engagement. Behavioural engagement was driven by these factors along with a cue to action, which led to contributions to the ACES programme. This investigation provides a preliminary framework and supportive evidence towards understanding the complex construct of physician volunteer engagement. The need for this research is particularly important in present day, where growing fiscal constraints create challenges for medical education to do more with less. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Cost, Price and Public Policy: Peering into the Higher Education Black Box. New Agenda Series[TM], Volume 1, Number 3.

ERIC Educational Resources Information Center

Stringer, William L.; Cunningham, Alisa F.

This report contains a conceptual framework for analyzing costs and prices by evaluating the higher education production function and the determinants of both prices and costs. The framework can be used to strengthen understanding of costs and prices within individual institutions and to inform macro level investments at state and national levels.…

Midwife-physician collaboration: a conceptual framework for interprofessional collaborative practice.

PubMed

Smith, Denise Colter

2015-01-01

Since the passage of the Affordable Care Act, collaborative practice has been cited as one method of increasing access to care, decreasing costs, and improving efficiency. How and under what conditions might these goals be achieved? Midwives and physicians have built effective collaborative practice models over a period of 30 years. Empirical study of interprofessional collaboration between midwives and physicians could be useful in guiding professional education, regulation, and health policy in women's health and maternity care. Construction of a conceptual framework for interprofessional collaboration between midwives and physicians was guided by a review of the literature. A theory derivation strategy was used to define dimensions, concepts, and statements of the framework. Midwife-physician interprofessional collaboration can be defined by 4 dimensions (organizational, procedural, relational, and contextual) and 12 concepts (trust, shared power, synergy, commitment, and respect, among others). The constructed framework provides the foundation for further empirical study of the interprofessional collaborative process. The experiences of midwife-physician collaborations provide solid support for a conceptual framework of the collaborative process. A conceptual framework provides a point from which further research can increase knowledge and understanding about how successful outcomes are achieved in collaborative health care practices. Construction of a measurement scale and validation of the model are important next steps. © 2014 by the American College of Nurse-Midwives.

Developing a cultural context for conducting a neuropsychological evaluation with a culturally diverse client: the ECLECTIC framework.

PubMed

Fujii, Daryl E M

2018-02-20

With the increasing diversification of the American population, the discipline of neuropsychology is challenged to develop appropriate tools and conceptual models to meet its evolving client base. Thus far, the focus has been on developing appropriate tests and norms to obtain accurate testing data. By contrast, far less attention has been paid to the contextual impact of culture on an evaluation. This paper attempts to address this shortcoming. This manuscript introduces the ECLECTIC framework for conceptualizing different facets of culture pertinent for understanding a culturally diverse client when conducting a neuropsychological evaluation. Individual components of the framework (E: education and literacy; C: culture and acculturation; L: language; E: economics; C: communication; T: testing situation: comfort and motivation; I: intelligence conceptualization; and C: context of immigration) are introduced and potential biases to fairness in testing are described. In this manner, the framework specifies how individual facets of culture can impact neuropsychological test performance. Clinical implementation of the framework will be illustrated with a case sample. Strengths and weaknesses of the framework are discussed as well as recommendations for implementation.

Illuminating the Black Box of Entrepreneurship Education Programs

ERIC Educational Resources Information Center

Maritz, Alex; Brown, Christopher R.

2013-01-01

Purpose: The aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed. Design/methodology/approach: The paper presents an extensive literature review of the…

Disability in Higher Education: A Social Justice Approach

ERIC Educational Resources Information Center

Evans, Nancy J.; Broido, Ellen M.; Brown, Kirsten R.; Wilke, Autumn K.

2017-01-01

"Disability in Higher Education: A Social Justice Approach" examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text…

Reflections on Education and Medicine.

ERIC Educational Resources Information Center

Tomlinson, John

1981-01-01

This article probes the similarities and connections between health and education, reflects on the present political and professional state of preventive health services, and sketches a conceptual framework involving principles of good practice for cooperation between the two professions. (Author/DB)

Interdisciplinary Expansion of Conceptual Foundations: Insights from beyond Our Field

ERIC Educational Resources Information Center

Ambrose, Don

2005-01-01

The field of gifted education is very complex, covering broad and deep conceptual terrain. Insights about giftedness and talent are available from diverse academic disciplines and at multiple levels of analysis. These levels are captured in an interpretive framework that moves from the macrolevels of broad sociopolitical, cultural, and economic…

Continuing Education Leadership Matrix: A Model for Practitioners in Higher Education

ERIC Educational Resources Information Center

Moroney, Peter

2007-01-01

Continuing education (CE) units are a diverse blend of philosophical and pedagogical approaches, personal aptitudes, and professional knowledge and skills. The Continuing Education Leadership Matrix model is presented as a conceptual framework for understanding and managing CE practice. The model is useful to leaders and managers working within CE…

A Conceptual Framework for Tiered Intervention in Physical Education

ERIC Educational Resources Information Center

Dauenhauer, Brian; Keating, Xiaofen; Lambdin, Dolly; Knipe, Robert

2017-01-01

Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full…

Interest Groups and Governmental Institutions: The Politics of State Funding of Public Higher Education

ERIC Educational Resources Information Center

Tandberg, David

2010-01-01

In attempting to explain state support of public higher education, this study develops a theory-driven, comprehensive conceptualization of the state political system within a larger theoretical framework that consists of state economic and demographic factors and higher education system attributes. Furthermore, although the higher education policy…

Can We Have a "Second Spring" of Catholic Higher Education?

ERIC Educational Resources Information Center

Franchi, Leonard

2011-01-01

The challenges facing Catholic higher education today offer the Church an opportunity to rethink the conceptual framework within which it operates. The educational vision found in the relevant writings of Blessed John Henry Cardinal Newman, Pope John Paul II, and Pope Benedict XVI offer possibilities for an educational project centered on the role…

Understanding Students' Emotional Reactions to Entrepreneurship Education: A Conceptual Framework

ERIC Educational Resources Information Center

Jones, Sally; Underwood, Sarah

2017-01-01

Purpose: The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the…

The Force of Habit: Channelling Young Bodies at Alternative Education Spaces

ERIC Educational Resources Information Center

Kraftl, Peter

2016-01-01

This article develops a novel conceptual framework for examining the (re)formulation of habits in education spaces. It is based on the premise that education spaces are key sites for channelling and intervening in children's habits, to various ends. The article focuses on the ways educators at alternative education spaces in the United Kingdom…

Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science

ERIC Educational Resources Information Center

Groß Ophoff, Jana; Schladitz, Sandra; Leuders, Juliane; Leuders, Timo; Wirtz, Markus A.

2015-01-01

The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and…

Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators

ERIC Educational Resources Information Center

Hsieh, Feng-Jui; Law, Chiu-Keung; Shy, Haw-Yaw; Wang, Ting-Ying; Hsieh, Chia-Jui; Tang, Shu-Jyh

2011-01-01

The Teacher Education and Development Study in Mathematics, sponsored by the International Association for the Evaluation of Educational Achievement, is the first data-based study about mathematics teacher education with large-scale samples; this article is based on its data but develops a stand-alone conceptual framework to investigate the…

Re-Conceptualizing Student Success in Higher Education: Reflections from Graduate Student Affairs Educators Using Anti-Deficit Achievement Framework

ERIC Educational Resources Information Center

Pérez, David, II.; Ashlee, Kyle C.; Do, Virginia H.; Karikari, Shamika N.; Sim, Colby

2017-01-01

Fostering student success in higher education requires a paradigm shift. Instead of "fixing" students, efforts must center on preparing college educators. In this study, journal entries from a graduate-level course were used to explore how exposing Graduate Student Affairs Educators to anti-deficit perspectives on student success…

Postcolonial Perspectives on Global Citizenship Education. Routledge Research in Education

ERIC Educational Resources Information Center

de Oliveira Andreotti, Vanessa, Ed.; de Souza, Lynn Mario T. M., Ed.

2011-01-01

This volume bridges the gap between contemporary theoretical debates and educational policies and practices. It applies postcolonial theory as a framework of analysis that attempts to engage with and go beyond essentialism, ethno- and euro-centrisms through a critical examination of contemporary case studies and conceptual issues. From a…

Culturally Responsive Pedagogy for Teacher Candidates of Color in Teacher Education Programs

ERIC Educational Resources Information Center

Gist, Conra D.

2011-01-01

This dissertation study uses culturally responsive pedagogy as a conceptual framework for exploring how teacher educators structure content, pedagogy, and classroom communities for teacher candidates of color at two model teacher education programs. Using multiple data sources including interviews, focus groups, classroom observations, faculty and…

An Institutional Approach to the Evaluation of Educational Technology.

ERIC Educational Resources Information Center

Kennedy, Gregor E.

2003-01-01

Outlines an institutional approach that guides the evaluation of educational technology in the Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne (Victoria, Australia). Roles for an internal evaluator and educational technology practitioners are proposed, and a conceptual framework that guides the evaluation process…

Translating Neuroscience, Psychology and Education: An Abstracted Conceptual Framework for the Learning Sciences

ERIC Educational Resources Information Center

Donoghue, Gregory M.; Horvath, Jared C.

2016-01-01

Educators strive to understand and apply knowledge gained through scientific endeavours. Yet, within the various sciences of learning, particularly within educational neuroscience, there have been instances of seemingly contradictory or incompatible research findings and theories. We argue that this situation arises through confusion between…

Concept-Based Content of Professional Linguistic Education

ERIC Educational Resources Information Center

Makshantseva, Nataliia Veniaminovna; Bankova, Liudmila Lvovna

2016-01-01

The article deals with professional education of future linguists built on the basis of conceptual approach. The topic is exemplified by the Russian language and a successful attempt to implement the concept-based approach to forming the content of professional language education. Within the framework of the proposed research, the concept is…

The Threat of Unexamined Secondary Data: A Critical Race Transformative Convergent Mixed Methods

ERIC Educational Resources Information Center

Garcia, Nichole M.; Mayorga, Oscar J.

2018-01-01

This article uses a critical race theory framework to conceptualize a Critical Race Transformative Convergent Mixed Methods (CRTCMM) in education. CRTCMM is a methodology that challenges normative educational research practices by acknowledging that racism permeates educational institutions and marginalizes Communities of Color. The focus of this…

A Feminist Posthumanist Multispecies Ethnography for Educational Studies

ERIC Educational Resources Information Center

Lloro-Bidart, Teresa

2018-01-01

The "animal" or "more-than-human" turn in the humanities and social sciences has challenged nature/culture binaries in the fields of environmental education and early childhood studies, yet the field of educational studies has yet to confront its humanist roots. In this article, I sketch a nascent conceptual framework that…

New Dimensions for the Multicultural Education Course

ERIC Educational Resources Information Center

Gay, Richard

2011-01-01

For the past sixteen years, the Five Dimensions of Multicultural Education, as proposed by James A. Banks (1995), have been accepted in many circles as the primary conceptual framework used in teaching multicultural education courses: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy and an empowering…

Lifelong Learning: Conceptualizations in European Educational Policy Documents

ERIC Educational Resources Information Center

Alves, Mariana Gaio; Neves, Claudia; Gomes, Elisabete Xavier

2010-01-01

Over recent years, lifelong learning has been a central and guiding principle in the formulation of European educational policies. Within this general framework, the authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of…

Entrepreneurship and Educational Leadership Development: Canadian and Australian Perspectives

ERIC Educational Resources Information Center

Webber, Charles F.; Scott, Shelleyann

2008-01-01

This article reports the entrepreneurial activities of two university faculties, one Canadian and the other Australian, that were designed to meet the educational needs of students and to garner the resources necessary for program delivery. A conceptual framework for educational entrepreneurship, containing six dimensions, is proposed. The…

Using Student Development Theories as Conceptual Frameworks in Leadership Education

ERIC Educational Resources Information Center

Owen, Julie E.

2012-01-01

Theories of student learning and development are particularly important in leadership education because they make prescriptions about how people can adopt increasingly complex ways of being, knowing, and doing--essential forms of development for leadership learning. Increasingly, there is a call for leadership educators to adopt interdisciplinary…

Internationalization Remodeled: Definition, Approaches, and Rationales

ERIC Educational Resources Information Center

Knight, Jane

2004-01-01

The world of higher education is changing and the world in which higher education plays a significant role is changing. The international dimension of higher education is becoming increasingly important, complex, and confusing. It is therefore timely to reexamine and update the conceptual frameworks underpinning the notion of inter-nationalization…

Transmedia Dynamics in Education: The Case of Robot Heart Stories

ERIC Educational Resources Information Center

Gambarato, Renira Rampazzo; Dabagian, Lilit

2016-01-01

This article discusses the potentiality and risks of applying transmedia storytelling strategies in the realm of education. The empirical approach is used to analyze the experiential education project Robot Heart Stories, developed in 2011 in Canada and the United States. The theoretical framework focuses on the conceptualization of transmedia…

Quantitative Theoretical and Conceptual Framework Use in Agricultural Education Research

ERIC Educational Resources Information Center

Kitchel, Tracy; Ball, Anna L.

2014-01-01

The purpose of this philosophical paper was to articulate the disciplinary tenets for consideration when using theory in agricultural education quantitative research. The paper clarified terminology around the concept of theory in social sciences and introduced inaccuracies of theory use in agricultural education quantitative research. Finally,…

Student Mobility and Doctoral Education in South Africa

ERIC Educational Resources Information Center

Sehoole, Chika Trevor

2011-01-01

This article analyses doctoral education programmes in South Africa with a particular focus on student mobility. It investigates pull and push factors as a conceptual framework, arguing that the patterns of student mobility in doctoral education programmes in South Africa follow the patterns of international student mobility elsewhere, which are…

Special Education's Role in Preparing Responsive Leaders for Inclusive Schools.

ERIC Educational Resources Information Center

Crockett, Jean B.

2002-01-01

This article examines special education's role in preparing leaders for inclusive schools that serve a wide range of students. A conceptual framework for special education leadership is presented, with suggestions for its use in planning cooperative leadership development. Key principles include ethical practice, individual consideration, equity,…

English in China's Language Policies for Higher Education

ERIC Educational Resources Information Center

Xu, Hongmei

2012-01-01

Taking ecological language planning and policy as its conceptual orientation and interpretive policy analysis as its methodological framework, and following an embedded single-case study design, this study explores the role of English, as compared with the role of Chinese, in China's educational language planning and policy for higher education.…

Viewing Agricultural Education Research through a Qualitative Lens

ERIC Educational Resources Information Center

Dooley, Kim E.

2007-01-01

The Journal of Agricultural Education has primarily published research that uses quantitative research methods. Perhaps this is due partly to the lack of a qualitative research conceptual framework to guide our profession. Most researchers in agricultural education were academically prepared to conduct empirical research. Those who are in the…

Education in the Rural American Community: A Lifelong Process.

ERIC Educational Resources Information Center

Galbraith, Michael W., Ed.

This book provides a conceptual and practical framework for understanding lifelong education in the context of the multifaceted rural community. The goal of the discussion is to develop educational programs involving new combinations of services and new organizational arrangements so that individuals will become resourceful, autonomous, and…

Intercultural Education and Academic Achievement: A Framework for School-Based Policies in Multilingual Schools

ERIC Educational Resources Information Center

Cummins, Jim

2015-01-01

The paper reviews quantitative and qualitative research evidence regarding the relationship between intercultural education and academic achievement among students from socially marginalized communities. Intercultural education is conceptualized as including a focus both on generating understanding and respect for diverse cultural traditions and…

Exploring the usefulness of two conceptual frameworks for understanding how organizational factors influence innovation implementation in cancer care.

PubMed

Urquhart, Robin; Sargeant, Joan; Grunfeld, Eva

2013-01-01

Moving knowledge into practice and the implementation of innovations in health care remain significant challenges. Few researchers adequately address the influence of organizations on the implementation of innovations in health care. The aims of this article are to (1) present 2 conceptual frameworks for understanding the organizational factors important to the successful implementation of innovations in health care settings; (2) discuss each in relation to the literature; and (3) briefly demonstrate how each may be applied to 3 initiatives involving the implementation of a specific innovation-synoptic reporting tools-in cancer care. Synoptic reporting tools capture information from diagnostic tests, surgeries, and pathology examinations in a standardized, structured manner and contain only the information necessary for patient care. The frameworks selected were the Promoting Action on Research Implementation in Health Services framework and an organizational framework of innovation implementation; these frameworks arise from different disciplines (nursing and management, respectively). The constructs from each framework are examined in relation to the literature, with each construct applied to synoptic reporting tool implementation to demonstrate how each may be used to inform both practice and research in this area. By improving our understanding of existing frameworks, we enhance our ability to more effectively study and target implementation processes. Copyright © 2013 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

Fostering Students' Conceptual Knowledge in Biology in the Context of German National Education Standards

NASA Astrophysics Data System (ADS)

Förtsch, Christian; Dorfner, Tobias; Baumgartner, Julia; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2018-04-01

The German National Education Standards (NES) for biology were introduced in 2005. The content part of the NES emphasizes fostering conceptual knowledge. However, there are hardly any indications of what such an instructional implementation could look like. We introduce a theoretical framework of an instructional approach to foster students' conceptual knowledge as demanded in the NES (Fostering Conceptual Knowledge) including instructional practices derived from research on single core ideas, general psychological theories, and biology-specific features of instructional quality. First, we aimed to develop a rating manual, which is based on this theoretical framework. Second, we wanted to describe current German biology instruction according to this approach and to quantitatively analyze its effectiveness. And third, we aimed to provide qualitative examples of this approach to triangulate our findings. In a first step, we developed a theoretically devised rating manual to measure Fostering Conceptual Knowledge in videotaped lessons. Data for quantitative analysis included 81 videotaped biology lessons of 28 biology teachers from different German secondary schools. Six hundred forty students completed a questionnaire on their situational interest after each lesson and an achievement test. Results from multilevel modeling showed significant positive effects of Fostering Conceptual Knowledge on students' achievement and situational interest. For qualitative analysis, we contrasted instruction of four teachers, two with high and two with low student achievement and situational interest using the qualitative method of thematic analysis. Qualitative analysis revealed five main characteristics describing Fostering Conceptual Knowledge. Therefore, implementing Fostering Conceptual Knowledge in biology instruction seems promising. Examples of how to implement Fostering Conceptual Knowledge in instruction are shown and discussed.

A picture is worth a thousand words: helping students visualize a conceptual model.

PubMed

Johnson, S E

1989-01-01

Communicating the functional applicability of a conceptual framework to nursing students can be a challenge of considerable magnitude. Nurse educators are convinced that nursing practice and process should stem from theory. However, when attempting to teach this, many educators have struggled with the expressions of confused, skeptical students. To provide a better understanding of a nursing model, the author uses a visual representation of the Neuman Systems Model variables. The student can then visualize application of the Model to nursing practice.

The ACTIVE conceptual framework as a structural equation model

PubMed Central

Gross, Alden L.; Payne, Brennan R.; Casanova, Ramon; Davoudzadeh, Pega; Dzierzewski, Joseph M.; Farias, Sarah; Giovannetti, Tania; Ip, Edward H.; Marsiske, Michael; Rebok, George W.; Schaie, K. Warner; Thomas, Kelsey; Willis, Sherry; Jones, Richard N.

2018-01-01

Background/Study Context Conceptual frameworks are analytic models at a high level of abstraction. Their operationalization can inform randomized trial design and sample size considerations. Methods The Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) conceptual framework was empirically tested using structural equation modeling (N=2,802). ACTIVE was guided by a conceptual framework for cognitive training in which proximal cognitive abilities (memory, inductive reasoning, speed of processing) mediate treatment-related improvement in primary outcomes (everyday problem-solving, difficulty with activities of daily living, everyday speed, driving difficulty), which in turn lead to improved secondary outcomes (health-related quality of life, health service utilization, mobility). Measurement models for each proximal, primary, and secondary outcome were developed and tested using baseline data. Each construct was then combined in one model to evaluate fit (RMSEA, CFI, normalized residuals of each indicator). To expand the conceptual model and potentially inform future trials, evidence of modification of structural model parameters was evaluated by age, years of education, sex, race, and self-rated health status. Results Preconceived measurement models for memory, reasoning, speed of processing, everyday problem-solving, instrumental activities of daily living (IADL) difficulty, everyday speed, driving difficulty, and health-related quality of life each fit well to the data (all RMSEA < .05; all CFI > .95). Fit of the full model was excellent (RMSEA = .038; CFI = .924). In contrast with previous findings from ACTIVE regarding who benefits from training, interaction testing revealed associations between proximal abilities and primary outcomes are stronger on average by nonwhite race, worse health, older age, and less education (p < .005). Conclusions Empirical data confirm the hypothesized ACTIVE conceptual model. Findings suggest that the types of people who show intervention effects on cognitive performance potentially may be different from those with the greatest chance of transfer to real-world activities. PMID:29303475

Understanding the Greenhouse Effect by Embodiment--Analysing and Using Students' and Scientists' Conceptual Resources

ERIC Educational Resources Information Center

Niebert, Kai; Gropengießer, Harald

2014-01-01

Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding…

The Coconstruction of Congruency: Investigating the Conceptual Metaphors of Carl Rogers and Gloria.

ERIC Educational Resources Information Center

Wickman, Scott A.; Campbell, Cynthia

2003-01-01

The counseling session between Carl Rogers and Gloria is one of the most widely used teaching tools in the field of counselor education. This article explores a framework for investigating conceptual metaphor, which provided a useful method for understanding how meaning negotiation took place within the session as well as how Rogers and Gloria…

Goals for Teaching: Towards a Framework for Examining Motivation of Graduating Teachers

ERIC Educational Resources Information Center

Mansfield, Caroline; Wosnitza, Marold; Beltman, Susan

2012-01-01

Teacher motivation is an important field of research, especially in countries where teacher retention and quality have become prominent concerns. This paper presents a conceptual framework for understanding the stage appropriate "goals for teaching" of graduating teacher education students. Generated from empirical data and grounded in…

Organizational Justice as a Framework for Understanding Union-Management Relations in Education

ERIC Educational Resources Information Center

Poole, Wendy L.

2007-01-01

In this article, I have conceptualized union-management relations using an organizational justice framework. I consider organizational justice theory, including distributive, procedural, interactional, and what I call relational justice perspectives. Utilizing examples from my experience and research, I illustrate and discuss various forms of…

Preparing Teachers for Technology Based Teaching-Learning Using TPACK

ERIC Educational Resources Information Center

Padmavathi, M.

2017-01-01

Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework for teachers to teach effectively using technology. This framework originates from the opinion that use of technology in educational context would be effective only if content, pedagogy and technology are aligned carefully. It implies that for teachers to use technology…

Two Concepts of Radiation: A Case Study Investigating Existing Preconceptions

ERIC Educational Resources Information Center

Plotz, Thomas; Hopf, Martin

2016-01-01

Conceptual Change is a widely accepted theoretical framework for science education. Setting up successful learning and teaching arrangements in this framework necessarily entails including students´ preconceptions into the construction of those arrangements. In order to provide a basis for such arrangements this study investigated and explored…

Technological Pedagogical Content Knowledge -- A Review of the Literature

ERIC Educational Resources Information Center

Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

2013-01-01

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

Integrating Technology in Education: Moving the TPCK Framework towards Practical Applications

ERIC Educational Resources Information Center

Hechter, Richard P.; Phyfe, Lynette D.; Vermette, Laurie A.

2012-01-01

This theoretical paper offers a conceptual interpretation of the Technological, Pedagogical, and Content Knowledge (TPCK) framework to include the role of context within practical classroom applications. Our interpretation suggests that the importance of these three knowledge bases fluctuate within each stage of teachers' planning and instruction,…

Peril or Promise of Computer-Based Education: The Conceptual Framework for Evaluation and Selection of Educational Software.

ERIC Educational Resources Information Center

Barrett, Renee C.; McCann, Shirley J.

High technology has begun to dominate many aspects of life, and educators face the difficult challenge of its integration into curriculum and instructional practices. Computer based instruction (CBI) is becoming an increasingly popular form of instruction. Educators are often reluctant, however, to incorporate CBI into their courses due to limited…

Preparing Novice Teacher Educators in the Pedagogy of Teacher Education

ERIC Educational Resources Information Center

Conklin, Hilary G.

2015-01-01

In this article, the author provides a conceptual framework to guide the design of coursework to prepare teacher educators. Given the absence of a stronger research base to inform the preparation of novice teacher educators, the author argues that theoretical perspectives focused on K-12 preservice teacher learning can be a useful heuristic for…

A Study of the Implementation of Sex Education in Hong Kong Secondary Schools

ERIC Educational Resources Information Center

Che, Fok Shui

2005-01-01

Sex education is not treated as an important subject in the school curriculum of Hong Kong. The Hong Kong Education Department issued in 1986 and 1997, respectively, two guidelines on sex education for schools' reference. The 1997 Guidelines cover a broader conceptual framework relating to different aspects of human sexuality and also include…

In Quest of Indigeneity, Quality, and Credibility in Aboriginal Post-Secondary Education in Canada: Problematic, Contexts, and Potential Ways Forward

ERIC Educational Resources Information Center

Paquette, Jerald; Fallon, Gerald

2014-01-01

Learning involves conceptual frameworks embedded in worldviews and values. The overarching problematic of Aboriginal post-secondary education is complex and multifaceted. Normative and institutional forces as well as the credentialing and certification agenda of post-secondary education limit the degree to which Aboriginal education at any level…

Technical Efficiency and Primary Education in South Africa: Evidence from Sub-National Level Analyses

ERIC Educational Resources Information Center

Boateng, Nana Adowaa

2014-01-01

The paper examines the extent to which sub-national public officials are efficient in delivering basic education services and argues that technical inefficiencies, especially in the management of public funds for education, could potentially contribute to poor education service delivery in South Africa. A conceptual framework is proposed to show…

Conceptual Ecology of the Evolution Acceptance among Greek Education Students: Knowledge, religious practices and social influences

NASA Astrophysics Data System (ADS)

Athanasiou, Kyriacos; Papadopoulou, Penelope

2012-04-01

In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship between the acceptance and parents' education level, thinking dispositions and frequency of religious practice as independent variables. Students' moderate acceptance of evolution theory is positively correlated with the frequency of religious practices and thinking dispositions. Our findings indicate that studying a controversial issue such as the acceptance of evolution theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. They also indicate the differences that exist between societies and how socio-cultural factors such as the nature of religion, as part of the conceptual ecology, influence acceptance of evolution and have an influence on evolution education.

Defining Information Quality Into Health Websites: A Conceptual Framework of Health Website Information Quality for Educated Young Adults

PubMed Central

LeRouge, Cynthia; Smith, K Jody; De Leo, Gianluca

2017-01-01

Background Today’s health care environment encourages health care consumers to take an active role in managing their health. As digital natives, young educated adults do much of their health information management through the Internet and consider it a valid source of health advice. However, the quality of information on health websites is highly variable and dynamic. Little is known about the understandings and perceptions that young educated adults have garnered on the quality of information on health websites used for health care–related purposes. Objective To fill this gap, the aim of this study was to develop a conceptual framework of health website information quality with quality dimensions (ie, criteria) and associated quality drivers (ie, attributes) specified in the context of young educated adults’ use of health websites for health care–related purposes. This aim was achieved by (1) identifying information quality dimensions of health websites from the perspective of young educated adults; (2) identifying the importance ratings of these quality dimensions; and (3) constructing a framework of health website information quality with quality dimensions and associated drivers specified in the context of young educated adults’ use of health websites for health care–related purposes. Methods The study employed both qualitative and quantitative methods. Methods included semistructured group interviews and an individual quality assessment exercise grounded in visiting various websites and responding to Likert scale questions regarding the importance ratings of information quality dimensions and open-ended questions with specifying website quality drivers. Study participants included junior and senior undergraduate and graduate students in business, allied health, and public health majors. Qualitative, open-coding procedures were used to develop the conceptual framework reflecting the participants’ means of assessing information quality on health websites. Results Five dimensions of information quality for health websites were identified: Completeness of information, Understandability of information, Relevance of information, Depth of information, and Accuracy of information. Completeness of information and Understandability of information were rated as the two most important quality dimensions by the study participants. Results indicated that these five information quality dimensions for health websites were supported by the following main driver themes: Content, Design, Links, Consumer resources, Search functionality, Supporting references, User focus, Content FAQ, Open access, Policy statements, and Site performance. Conclusions This study contributes to the literature by developing a health website information quality conceptual framework with quality dimensions and associated drivers specified for a young educated adult population. The detailed quality drivers supporting the corresponding quality dimensions provide a rich picture of young educated adults’ perceptions on health website information quality. This framework can be used to guide the development of health websites, as well as the foundation for a means to evaluate health information from existing health websites with young educated adults as the target audience. PMID:28986336

Defining Information Quality Into Health Websites: A Conceptual Framework of Health Website Information Quality for Educated Young Adults.

PubMed

Tao, Donghua; LeRouge, Cynthia; Smith, K Jody; De Leo, Gianluca

2017-10-06

Today's health care environment encourages health care consumers to take an active role in managing their health. As digital natives, young educated adults do much of their health information management through the Internet and consider it a valid source of health advice. However, the quality of information on health websites is highly variable and dynamic. Little is known about the understandings and perceptions that young educated adults have garnered on the quality of information on health websites used for health care-related purposes. To fill this gap, the aim of this study was to develop a conceptual framework of health website information quality with quality dimensions (ie, criteria) and associated quality drivers (ie, attributes) specified in the context of young educated adults' use of health websites for health care-related purposes. This aim was achieved by (1) identifying information quality dimensions of health websites from the perspective of young educated adults; (2) identifying the importance ratings of these quality dimensions; and (3) constructing a framework of health website information quality with quality dimensions and associated drivers specified in the context of young educated adults' use of health websites for health care-related purposes. The study employed both qualitative and quantitative methods. Methods included semistructured group interviews and an individual quality assessment exercise grounded in visiting various websites and responding to Likert scale questions regarding the importance ratings of information quality dimensions and open-ended questions with specifying website quality drivers. Study participants included junior and senior undergraduate and graduate students in business, allied health, and public health majors. Qualitative, open-coding procedures were used to develop the conceptual framework reflecting the participants' means of assessing information quality on health websites. Five dimensions of information quality for health websites were identified: Completeness of information, Understandability of information, Relevance of information, Depth of information, and Accuracy of information. Completeness of information and Understandability of information were rated as the two most important quality dimensions by the study participants. Results indicated that these five information quality dimensions for health websites were supported by the following main driver themes: Content, Design, Links, Consumer resources, Search functionality, Supporting references, User focus, Content FAQ, Open access, Policy statements, and Site performance. This study contributes to the literature by developing a health website information quality conceptual framework with quality dimensions and associated drivers specified for a young educated adult population. The detailed quality drivers supporting the corresponding quality dimensions provide a rich picture of young educated adults' perceptions on health website information quality. This framework can be used to guide the development of health websites, as well as the foundation for a means to evaluate health information from existing health websites with young educated adults as the target audience. ©Donghua Tao, Cynthia LeRouge, K Jody Smith, Gianluca De Leo. Originally published in JMIR Human Factors (http://humanfactors.jmir.org), 06.10.2017.

Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach

PubMed Central

Reynolds, Julie A.; Thaiss, Christopher; Katkin, Wendy; Thompson, Robert J.

2012-01-01

Despite substantial evidence that writing can be an effective tool to promote student learning and engagement, writing-to-learn (WTL) practices are still not widely implemented in science, technology, engineering, and mathematics (STEM) disciplines, particularly at research universities. Two major deterrents to progress are the lack of a community of science faculty committed to undertaking and applying the necessary pedagogical research, and the absence of a conceptual framework to systematically guide study designs and integrate findings. To address these issues, we undertook an initiative, supported by the National Science Foundation and sponsored by the Reinvention Center, to build a community of WTL/STEM educators who would undertake a heuristic review of the literature and formulate a conceptual framework. In addition to generating a searchable database of empirically validated and promising WTL practices, our work lays the foundation for multi-university empirical studies of the effectiveness of WTL practices in advancing student learning and engagement. PMID:22383613

The Development of a Conceptual Framework for New K-12 Science Education Standards (Invited)

NASA Astrophysics Data System (ADS)

Keller, T.

2010-12-01

The National Academy of Sciences has created a committee of 18 National Academy of Science and Engineering members, academic scientists, cognitive and learning scientists, and educators, educational policymakers and researchers to develop a framework to guide new K-12 science education standards. The committee began its work in January, 2010, released a draft of the framework in July, 2010, and intends to have the final framework in the first quarter of 2011. The committee was helped in early phases of the work by consultant design teams. The framework is designed to help realize a vision for science and engineering education in which all students actively engage in science and engineering practices in order to deepen their understanding of core ideas in science over multiple years of school. These three dimensions - core disciplinary ideas, science and engineering practices, and cross-cutting elements - must blend together to build an exciting, relevant, and forward looking science education. The framework will be used as a base for development of next generation K-12 science education standards.

Dreams Deferred? The Relationship between Early and Later Postsecondary Educational Aspirations among Racial/Ethnic Groups

ERIC Educational Resources Information Center

Cooper, Michelle Asha

2009-01-01

This study uses data from the Educational Longitudinal Study of 2002 to test a conceptual model that integrates aspects of sociological and econometric frameworks into a traditional status attainment model for educational aspirations. Using descriptive and logistic analyses, this study advanced understanding of the patterns and stability of…

Non-Formal Education and Rural Development. Supplementary Paper No. 7.

ERIC Educational Resources Information Center

Axinn, George H.; And Others

Based on five working papers developed as part of the Program of Studies in Nonformal Education at Michigan State University, this monograph suggests a conceptual framework for analysis of rural development and nonformal education and the relationship which exists between them. The four sections of this monograph are titled and subtitled as…

Implementing Competency-Based Education: Challenges, Strategies, and a Decision-Making Framework

ERIC Educational Resources Information Center

Dragoo, Amie; Barrows, Richard

2016-01-01

The number of competency-based education (CBE) degree programs has increased rapidly over the past five years, yet there is little research on CBE program development. This study utilized conceptual models of higher education change and a qualitative methodology to analyze the strategies and challenges in implementing CBE business degree programs…

Exploring "Shunyata" (Emptiness) and the Cultivation of Mindfulness Practices: Educators Finding Their Zero-Point Balance

ERIC Educational Resources Information Center

Bliss, S. A.

2017-01-01

Drawing from the conceptual framework of "shunyata" (emptiness), this article elucidates mindfulness practices and detachment from identity labels, offering a turn toward educators' and students' well-being. With a call for educators to consider a personal mindfulness practice prior to implementing techniques with children, the author…

Multimedia Competencies for an Educational Technologist: A Survey of Professionals and Job Announcement Analysis

ERIC Educational Resources Information Center

Ritzhaupt, Albert; Martin, Florence; Daniels, Katharine

2010-01-01

This paper examines the multimedia competencies of an educational technologist via a job announcements analysis and survey of professionals within the field. A conceptual framework is provided involving the new definition of the field of educational technology and associated knowledge, skill, and ability statements. Two hundred five unique job…

Conceptualizing Mathematics as Discourse in Different Educational Settings

ERIC Educational Resources Information Center

Güçler, Beste; Wang, Sasha; Kim, Dong-Joong

2015-01-01

In this work, we focus on a relatively new theory in mathematics education research, which views thinking as communication and characterizes mathematics as a form of discourse. We discuss how this framework can be utilized in different educational settings by giving examples from our own research to highlight the insights it provides in the…

Validation of a Teachers' Achievement Goal Instrument for Teaching Physical Education

ERIC Educational Resources Information Center

Wang, Jian; Shen, Bo; Luo, Xiaobin; Hu, Qingshan; Garn, Alex C.

2018-01-01

Purpose: Using Butler's teacher achievement goal orientation as a conceptual framework, we developed this study to validate a teachers' achievement goal instrument for teaching physical education. Methods: A sample of 322 Chinese physical education teachers participated in this study and completed measures of achievement goal orientations and job…

Analysis of Public Policies for Sexuality Education in Germany and The Netherlands

ERIC Educational Resources Information Center

Aronowitz, Teri; Fawcett, Jacqueline

2015-01-01

The purpose of this article is to present an analysis of the philosophical, historical, sociological, political, and economic perspectives reflected in the public policies about lifespan sexuality education of Germany and The Netherlands. A new conceptual framework for analysis and evaluation of sexuality education policies that integrates the…

Teachers' Experience of the Implementation of Values in Education in Schools: "Mind the Gap"

ERIC Educational Resources Information Center

Ferreira, C.; Schulze, S.

2014-01-01

In many societies violence, crime and intolerance have become an everyday reality. In this context teachers are responsible for facilitating values in education. The study aimed to investigate teachers' experiences of the implementation of values in education in classroom praxis. Constructivism was used as conceptual framework. Data were collected…

Education for Rural Development towards New Policy Responses

ERIC Educational Resources Information Center

Atchoarena, David, Ed.; Gasperini, Lavinia, Ed.

2003-01-01

An international joint study by the Food and Agriculture Organization of the United Nations (FAO) and UNESCO's International Institute for Educational Planning (IIEP) was conducted on education and rural development to review the status of the topic from the standpoint of public policies and the conceptual frameworks on which they are based and…

Building a Conceptual Framework for Online Educator Dispositions

ERIC Educational Resources Information Center

Kirwan, Jeral R.; Roumell, Elizabeth Anne

2015-01-01

It has been argued that online instruction is distinctive from the conventional classroom. If an effective online practice is to emerge, the roles, characteristics and dispositions of the educators themselves should be studied more closely. The aim of this paper was to present an online educator dispositions model that addresses the underlying…

An Appraisal of the Internationalisation of Higher Education in Sub-Saharan Africa

ERIC Educational Resources Information Center

Alemu, Sintayehu Kassaye

2014-01-01

Over the past decades, the development of the internationalisation of higher education has revised the conceptual framework of higher education, enhanced its scope, scale and importance, and transformed its world, as well as reshaping relationships between countries. More powerful universities play a central role and are suppliers of knowledge,…

Empowering Adolescent Girls in Developing Countries: The Potential Role of Education

ERIC Educational Resources Information Center

Murphy-Graham, Erin; Lloyd, Cynthia

2016-01-01

This article proposes a conceptual framework for how education can promote adolescent girls' empowerment and, by mapping the field, highlights promising examples of empowering education programs. We conclude by identifying both research and programmatic opportunities for the future that will harness the expertise of a range of specialists from the…

The Rhythms of Pedagogy: An Ethnographic Study of Parenting Education Practices

ERIC Educational Resources Information Center

Hopwood, Nick

2014-01-01

Educational research is increasingly turning to conceptual frameworks from a range of disciplines in order to enrich understandings of education, pedagogy and learning. This paper draws on the work of Henri Lefebvre, specifically rhythmanalysis, to explore the nature and the function of pedagogy. The context is an ethnographic study of parenting…

Learning to Redesign Teacher Education: A Conceptual Framework to Support Program Change

ERIC Educational Resources Information Center

Anagnostopoulos, Dorothea; Levine, Thomas; Roselle, Rene; Lombardi, Allison

2018-01-01

University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their…

Economic Analysis of Education: A Conceptual Framework. Theoretical Paper No. 68.

ERIC Educational Resources Information Center

Rossmiller, Richard A.; Geske, Terry G.

This paper discusses several concepts and techniques from the areas of systems theory and economic analysis that can be used as tools in an effort to improve the productivity of the educational enterprise. Several studies investigating productivity in education are reviewed, and the analytical problems in conducting cost-effectiveness studies are…

Pennsylvania Adult and Continuing Education Research Conference Proceedings (Monroeville, Pennsylvania, October 8, 1994).

ERIC Educational Resources Information Center

Dean, Gary J., Ed.; Ferro, Trenton R., Ed.

This document contains 5 invited papers, 11 refereed papers, and 3 symposium papers from an adult and continuing education research conference. The invited papers are: "Community and Adult Education: A Conceptual Framework for Theory and Practice" (Gary J. Dean); "Understanding the Control of Learning within Grassroots Initiatives" (Joyce S.…

Research Trends in Turkish Distance Education: A Content Analysis of Dissertations, 1986-2014

ERIC Educational Resources Information Center

Bozkurt, Aras; Kumtepe, Evrim Genc; Kumtepe, Alper Tolga; Aydin, Irem Erdem; Bozkaya, Müjgan; Aydin, Cengiz Hakan

2015-01-01

This paper presents a content analytic approach on doctoral dissertations in the field of distance education in Turkish Higher Education context from the years of 1986 through 2014. A total of 61 dissertations were examined to explore keywords, academic discipline, research areas, theoretical/conceptual frameworks, research designs, research…

Tensions of Teaching Media Literacy in Teacher Education

ERIC Educational Resources Information Center

Ngomba-Westbrook, Nalova Elaine

2013-01-01

This study investigates the tensions a teacher educator faces in facilitating a media literacy teacher education course at the university level. Teaching tensions are conceptualized as a three-tier framework. At the first level, tensions may arise in the selection and application of pedagogies associated with critical and new/21st century…

Evaluation of the Implementation of Culturally Relevant and Responsive Education. Publication No. 218

ERIC Educational Resources Information Center

Maddahian, Ebrahim

2004-01-01

The main purpose of this study was to gather evidence regarding the existence of a Culturally Relevant and Responsive Educational program (CRRE) in schools and especially classrooms. The CRRE conceptual framework presents a comprehensive model dealing with all aspect of instruction and education (Maddahian, and Bird, 2004). To examine the…

The development of a digital logic concept inventory

NASA Astrophysics Data System (ADS)

Herman, Geoffrey Lindsay

Instructors in electrical and computer engineering and in computer science have developed innovative methods to teach digital logic circuits. These methods attempt to increase student learning, satisfaction, and retention. Although there are readily accessible and accepted means for measuring satisfaction and retention, there are no widely accepted means for assessing student learning. Rigorous assessment of learning is elusive because differences in topic coverage, curriculum and course goals, and exam content prevent direct comparison of two teaching methods when using tools such as final exam scores or course grades. Because of these difficulties, computing educators have issued a general call for the adoption of assessment tools to critically evaluate and compare the various teaching methods. Science, Technology, Engineering, and Mathematics (STEM) education researchers commonly measure students' conceptual learning to compare how much different pedagogies improve learning. Conceptual knowledge is often preferred because all engineering courses should teach a fundamental set of concepts even if they emphasize design or analysis to different degrees. Increasing conceptual learning is also important, because students who can organize facts and ideas within a consistent conceptual framework are able to learn new information quickly and can apply what they know in new situations. If instructors can accurately assess their students' conceptual knowledge, they can target instructional interventions to remedy common problems. To properly assess conceptual learning, several researchers have developed concept inventories (CIs) for core subjects in engineering sciences. CIs are multiple-choice assessment tools that evaluate how well a student's conceptual framework matches the accepted conceptual framework of a discipline or common faulty conceptual frameworks. We present how we created and evaluated the digital logic concept inventory (DLCI).We used a Delphi process to identify the important and difficult concepts to include on the DLCI. To discover and describe common student misconceptions, we interviewed students who had completed a digital logic course. Students vocalized their thoughts as they solved digital logic problems. We analyzed the interview data using a qualitative grounded theory approach. We have administered the DLCI at several institutions and have checked the validity, reliability, and bias of the DLCI with classical testing theory procedures. These procedures consisted of follow-up interviews with students, analysis of administration results with statistical procedures, and expert feedback. We discuss these results and present the DLCI's potential for providing a meaningful tool for comparing student learning at different institutions.

Systematic Planning for Educational Facilities.

ERIC Educational Resources Information Center

McGuffey, Carroll W.

This monograph provides a systematic approach to the problem of planning educational facilities. It first presents a conceptual framework for a general facilities planning and management system called Facilities Resource Allocation Management Evaluation System (FRAMES). The main components of FRAMES are identified as: (1) needs assessment, (2)…

Music Education for All through Participatory Ensembles

ERIC Educational Resources Information Center

Thibeault, Matthew D.

2015-01-01

This article explores how the participatory field can complement and enhance even successful music education programs. The participatory field, part of Thomas Turino's four-field framework, conceptualizes the musical values and practices of societies where musical participation is nearly universal. The participatory field contrasts with the…

Transition to Postsecondary: New Documentation Guidance for Access to Accommodations

ERIC Educational Resources Information Center

Klotz, Mary Beth

2012-01-01

The Association on Higher Education and Disability (AHEAD) recently developed a conceptual framework that substantially revises its guidance for disability documentation for accommodations in higher education settings. This new document, "Supporting Accommodation Requests: Guidance on Documentation Practices," was written in response to the…

The Contingency Theory of Education.

ERIC Educational Resources Information Center

Goodnow, Wilma Elizabeth

1982-01-01

Develops a conceptual framework for determining the appropriateness of various methodologies. Concludes that educators should stop switching from one to another and recognize that the best methodology is contingent upon the circumstances. (Falmer Press, Falmer House, Barcombe, Nr Lewes, East Sussex, BN8 5DL, UK) (JOW)

Establishing a conceptual framework for handoffs using communication theory.

PubMed

Mohorek, Matthew; Webb, Travis P

2015-01-01

A significant consequence of the 2003 Accreditation Council for Graduate Medical Education duty hour restrictions has been the dramatic increase in patient care handoffs. Ineffective handoffs have been identified as the third most common cause of medical error. However, research into health care handoffs lacks a unifying foundational structure. We sought to identify a conceptual framework that could be used to critically analyze handoffs. A scholarly review focusing on communication theory as a possible conceptual framework for handoffs was conducted. A PubMed search of published handoff research was also performed, and the literature was analyzed and matched to the most relevant theory for health care handoff models. The Shannon-Weaver Linear Model of Communication was identified as the most appropriate conceptual framework for health care handoffs. The Linear Model describes communication as a linear process. A source encodes a message into a signal, the signal is sent through a channel, and the signal is decoded back into a message at the destination, all in the presence of internal and external noise. The Linear Model identifies 3 separate instances in handoff communication where error occurs: the transmitter (message encoding), channel, and receiver (signal decoding). The Linear Model of Communication is a suitable conceptual framework for handoff research and provides a structured approach for describing handoff variables. We propose the Linear Model should be used as a foundation for further research into interventions to improve health care handoffs. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A conceptual framework to assess effectiveness in wheelchair provision.

PubMed

Kamaraj, Deepan C; Bray, Nathan; Rispin, Karen; Kankipati, Padmaja; Pearlman, Jonathan; Borg, Johan

2017-01-01

Currently, inadequate wheelchair provision has forced many people with disabilities to be trapped in a cycle of poverty and deprivation, limiting their ability to access education, work and social facilities. This issue is in part because of the lack of collaboration among various stakeholders who need to work together to design, manufacture and deliver such assistive mobility devices. This in turn has led to inadequate evidence about intervention effectiveness, disability prevalence and subsequent costeffectiveness that would help facilitate appropriate provision and support for people with disabilities. In this paper, we describe a novel conceptual framework that can be tested across the globe to study and evaluate the effectiveness of wheelchair provision. The Comparative Effectiveness Research Subcommittee (CER-SC), consisting of the authors of this article, housed within the Evidence-Based Practice Working Group (EBP-WG) of the International Society of Wheelchair Professionals (ISWP), conducted a scoping review of scientific literature and standard practices used during wheelchair service provision. The literature review was followed by a series of discussion groups. The three iterations of the conceptual framework are described in this manuscript. We believe that adoption of this conceptual framework could have broad applications in wheelchair provision globally to develop evidence-based practices. Such a perspective will help in the comparison of different strategies employed in wheelchair provision and further improve clinical guidelines. Further work is being conducted to test the efficacy of this conceptual framework to evaluate effectiveness of wheelchair service provision in various settings across the globe.

A Conceptual Analytics Model for an Outcome-Driven Quality Management Framework as Part of Professional Healthcare Education.

PubMed

Hervatis, Vasilis; Loe, Alan; Barman, Linda; O'Donoghue, John; Zary, Nabil

2015-10-06

Preparing the future health care professional workforce in a changing world is a significant undertaking. Educators and other decision makers look to evidence-based knowledge to improve quality of education. Analytics, the use of data to generate insights and support decisions, have been applied successfully across numerous application domains. Health care professional education is one area where great potential is yet to be realized. Previous research of Academic and Learning analytics has mainly focused on technical issues. The focus of this study relates to its practical implementation in the setting of health care education. The aim of this study is to create a conceptual model for a deeper understanding of the synthesizing process, and transforming data into information to support educators' decision making. A deductive case study approach was applied to develop the conceptual model. The analytics loop works both in theory and in practice. The conceptual model encompasses the underlying data, the quality indicators, and decision support for educators. The model illustrates how a theory can be applied to a traditional data-driven analytics approach, and alongside the context- or need-driven analytics approach.

Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-Study to Understand Teaching Practice and Aspects of Knowledge

ERIC Educational Resources Information Center

Fransson, Goran; Holmberg, Jorgen

2012-01-01

This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to…

Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts.

PubMed

Cary, Tawnya; Branchaw, Janet

2017-01-01

The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework. The CE Framework was developed using a grassroots approach of iterative revision and incorporates feedback from more than 60 biologists and undergraduate biology educators from across the United States. The final validation step resulted in strong national consensus, with greater than 92% of responders agreeing that each core concept list was ready for use by the biological sciences community, as determined by scientific accuracy and completeness. In addition, we describe in detail how educators and departments can use the CE Framework to guide and document reformation of individual courses as well as entire curricula. © 2017 T. Cary and J. Branchaw. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Theorizing Privatization in Education: Comparing Conceptual Frameworks and the Value of the Capability Approach

ERIC Educational Resources Information Center

Menashy, Francine

2013-01-01

The past decade has witnessed a notable shift in the international education policy environment, characterized by a rapid growth in private educational provision. In the context of a divisive debate on the role of the non-state sector in primary and secondary education, this paper grapples with the theoretical underpinnings of both advocacy and…

Diffusion of the Internet within a Graduate School.

ERIC Educational Resources Information Center

Sherry, Lorraine

This paper reports the results of a five-year case study of the use of online tools: Internet, e-mail, and the World Wide Web, within a Graduate School of Education. The conceptual framework was independently developed, but because of the striking parallel with activity theory, activity theory became the overall framework for interpreting…

Computers and Cultural Diversity. Restructuring for School Success. SUNY Series, Computers in Education.

ERIC Educational Resources Information Center

DeVillar, Robert A.; Faltis, Christian J.

This book offers an alternative conceptual framework for effectively incorporating computer use within the heterogeneous classroom. The framework integrates Vygotskian social-learning theory with Allport's contact theory and the principles of cooperative learning. In Part 1 an essential element is identified for each of these areas. These are, in…

An Analytic Framework to Support E.Learning Strategy Development

ERIC Educational Resources Information Center

Marshall, Stephen J.

2012-01-01

Purpose: The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development. Design/methodology/approach: After reviewing and discussing the research literature on e.learning in higher education institutions from…

A Validation Study of the Leadership Styles of a Holistic Leadership Theoretical Framework

ERIC Educational Resources Information Center

Brauckmann, Stefan; Pashiardis, Petros

2011-01-01

Purpose: The overall purpose of the European Union-funded Leadership Improvement for Student Achievement (LISA) project was to explore how leadership styles, as conceptualized in the developed dynamic holistic leadership framework, directly or indirectly affect student achievement at the lower secondary level of education in seven European…

Assessment of School-Based Management. [Volume I: Findings and Conclusions.] Studies of Education Reform.

ERIC Educational Resources Information Center

Wohlstetter, Priscilla; Mohrman, Susan Albers

This document presents findings of the Assessment of School-Based Management Study, which identified the conditions in schools that promote high performance through school-based management (SBM). The study's conceptual framework was based on Edward E. Lawler's (1986) model. The high-involvement framework posits that four resources must spread…

Characteristics and Conceptual Framework of the Easy-Play Model

ERIC Educational Resources Information Center

Lu, Chunlei; Steele, Kyle

2014-01-01

The Easy-Play Model offers a defined framework to organize games that promote an inclusive and enjoyable sport experience. The model can be implemented by participants playing sports in educational, recreational or social contexts with the goal of achieving an active lifestyle in an inclusive, cooperative and enjoyable environment. The Easy-Play…

Higher Education: Handbook of Theory and Research. Volume XI.

ERIC Educational Resources Information Center

Smart, John C., Ed.

This volume contains 10 papers on higher education theory and research. "Variation Among Academic Disciplines: Analytical Frameworks and Research" (John M. Braxton and Lowell L. Hargens) reviews work on disciplinary differences and proposed conceptual schemes for explaining these differences. "Public Policy and Public Trust: The Use…

Higher Education Institutions: A Strategy towards Sustainability

ERIC Educational Resources Information Center

Casarejos, Fabricio; Frota, Mauricio Nogueira; Gustavson, Laura Morten

2017-01-01

Purpose: The purpose of this paper is to guide higher education institutions (HEIs) in accomplishing sustainability goals while strengthening their associated systems and processes. Pursuing this goal, this study proposes a conceptual framework for modeling the HEI organizational environment; a set of strategic sustainability actions to drive…

A Conceptual Framework for Evaluating Higher Education Institutions

ERIC Educational Resources Information Center

Chinta, Ravi; Kebritchi, Mansureh; Ellias, Janelle

2016-01-01

Purpose: Performance evaluation is a topic that has been researched and practiced extensively in business organizations but has received scant attention in higher education institutions. A review of literature revealed that context, input, process, product (CIPP) model is an appropriate performance evaluation model for higher education…

Absenteeism in Undergraduate Business Education: A Proposed Model and Exploratory Investigation

ERIC Educational Resources Information Center

Burke, Lisa A.

2010-01-01

One issue in undergraduate business education remaining underexamined is student absenteeism. In this article, the literature on undergraduate absenteeism is reviewed culminating in a proposed conceptual framework to guide future research, and an exploratory investigation of management students' attitudes about absenteeism is conducted.…

Conceptualizing a Comparative Educational Research Framework.

ERIC Educational Resources Information Center

Plomp, Tjeerd

1992-01-01

Presents reasons why nations should participate in international survey research. Reviews the mission and history of the International Association for the Evaluation of Educational Achievement (IEA). Discusses the design of a typical IEA study and includes five graphic figures and one table illustrating results of previous international surveys.…

A Conceptual Framework for Building UDL in a Special Education Distance Education Course

ERIC Educational Resources Information Center

Scott, LaRon; Temple, Peter

2017-01-01

Online graduate programs have been increasing in number and attendance over the past decade. Ensuring that the quality of teacher preparation programs is maintained in an online learning environment is essential. After reviewing the pedagogies of both special education and online learning, it was determined that Universal Design for Learning (UDL)…

Conceptual Framework for Civic Education in Developing Societies.

ERIC Educational Resources Information Center

Anderson, C. Arnold

There is increasing evidence that what we call civic education embraces only a part of the influences operating on a people, and may well be among the less important. There are a number of practical obstacles to the success of civic education in political socialization. The multifunctionality that allows schools to have so many favorable effects,…

Awakening Vision: Examining the Reconceptualization of Aboriginal Education in Canada via Kaupapa Maori Praxis

ERIC Educational Resources Information Center

Rico, Braden

2013-01-01

Kaupapa Maori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of…

Education in Emergencies: A Review of Theory and Research

ERIC Educational Resources Information Center

Burde, Dana; Kapit, Amy; Wahl, Rachel L.; Guven, Ozen; Skarpeteig, Margot Igland

2017-01-01

In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in…

Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

ERIC Educational Resources Information Center

Jaffee, Ashley Taylor

2016-01-01

This study examines how teachers in 4 urban newcomer high schools conceptualized and implemented social studies education for Latino/a newcomer youth through an emerging framework of culturally and linguistically relevant citizenship education. Through a multi-site, collective case study design, the perspectives and decision making of social…

Crossing Borders, Breaking Boundaries. Research in the Education of Adults. An International Conference. Proceedings of the Annual SCUTREA Conference (27th, London, England, United Kingdom, July 1997).

ERIC Educational Resources Information Center

Armstrong, Paul, Ed.; And Others

The following are among the 104 papers included: "Vocational Education and Training Partnerships in Remote Aboriginal Communities" (Arnott, Dembski); "Participation in Adult Education" (Benn); "Learning Organisations" (Bierema); "A Conceptual Framework for Understanding the Institutional Dynamics Involved in a…

Exploring Advertising in Higher Education: An Empirical Analysis in North America, Europe, and Japan

ERIC Educational Resources Information Center

Papadimitriou, Antigoni; Blanco Ramírez, Gerardo

2015-01-01

This empirical study explores higher education advertising campaigns displayed in five world cities: Boston, New York, Oslo, Tokyo, and Toronto. The study follows a mixed-methods research design relying on content analysis and multimodal semiotic analysis and employs a conceptual framework based on the knowledge triangle of education, research,…

Influence of the Globalized and Globalizing Sustainable Development Framework on National Policies Related to Environmental Education

ERIC Educational Resources Information Center

Sauve, Lucie; Brunelle, Renee; Berryman, Tom

2005-01-01

This article presents and discusses some results of the authors' analysis of international and national institutional documents related to environmental education from the 1970s to the present day. The aim of the study is to present a critical characterization of how environmental education is conceptualized and introduced through the ongoing…

Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings

ERIC Educational Resources Information Center

Dafouz, Emma; Smit, Ute

2016-01-01

At a time of increasing internationalization in tertiary education, English-Medium Education in Multilingual University Settings (EMEMUS) has become a common practice. While there is already ample research describing this phenomenon at a local level (Smit and Dafouz 2012a), the theoretical side needs to be elaborated. This article thus aims to…

Towards a Topological Re-Assemblage of Education Policy? Observing the Implementation of Performance Data Infrastructures and "Centers of Calculation" in Germany

ERIC Educational Resources Information Center

Hartong, Sigrid

2018-01-01

The ongoing trend towards educational globalisation has brought about various dynamics of education policy "rescaling," resulting in a growing number of governmental arrangements, which are operating across traditional scales, levels or sectors of policy. This contribution takes up the conceptual frameworks of topological spatialisation…

Primary School Teachers' Views about Global Education in Social Studies Courses

ERIC Educational Resources Information Center

Bozkurt, Mahmut; Yasar, Sefik

2016-01-01

Problem Statement: In recent years in Turkey, studies have been conducted that focus on the effects that globalisation has on education, but there have not been any papers based on the historical and conceptual framework of global education. Examining the literature, it can be argued that social studies courses have played a role in preparing…

A Conceptualisation of Available Trust-Building Mechanisms for International Quality Assurance of Higher Education

ERIC Educational Resources Information Center

Stensaker, Bjørn; Maassen, Peter

2015-01-01

While external quality assurance in higher education was originally developed to cater for various domestic needs, recent decades have seen various attempts in the use of quality assurance also as a mechanism for creating more trust in cross-national higher education activities. In this article, a conceptual framework for analysing available…

A Conceptual Analytics Model for an Outcome-Driven Quality Management Framework as Part of Professional Healthcare Education

PubMed Central

Loe, Alan; Barman, Linda; O'Donoghue, John; Zary, Nabil

2015-01-01

Background Preparing the future health care professional workforce in a changing world is a significant undertaking. Educators and other decision makers look to evidence-based knowledge to improve quality of education. Analytics, the use of data to generate insights and support decisions, have been applied successfully across numerous application domains. Health care professional education is one area where great potential is yet to be realized. Previous research of Academic and Learning analytics has mainly focused on technical issues. The focus of this study relates to its practical implementation in the setting of health care education. Objective The aim of this study is to create a conceptual model for a deeper understanding of the synthesizing process, and transforming data into information to support educators’ decision making. Methods A deductive case study approach was applied to develop the conceptual model. Results The analytics loop works both in theory and in practice. The conceptual model encompasses the underlying data, the quality indicators, and decision support for educators. Conclusions The model illustrates how a theory can be applied to a traditional data-driven analytics approach, and alongside the context- or need-driven analytics approach. PMID:27731840

Children's moral emotions and moral cognition: towards an integrative perspective.

PubMed

Malti, Tina; Latzko, Brigitte

2010-01-01

This chapter presents a brief introduction to the developmental and educational literature linking children's moral emotions to cognitive moral development. A central premise of the chapter is that an integrative developmental perspective on moral emotions and moral cognition provides an important conceptual framework for understanding children's emerging morality and designing developmentally sensitive moral intervention strategies. The subsequent chapters present promising conceptual approaches and empirical evidence linking children's moral emotions to moral cognition. Examples of integrated educational interventions intended to enhance children's moral development are presented and discussed. © Wiley Periodicals, Inc.

Collaborating on global priorities: science education for everyone—any time and everywhere

NASA Astrophysics Data System (ADS)

Tobin, Kenneth

2016-03-01

Building on the key ideas from Dana Zeidler's paper I expand the conversation from the standpoint that the challenges facing humanity and the capacity of Earth to support life suggest that changes in human lifestyles are a priority. Accordingly, there is an urgent need to educate all humans about some of the science-related grand challenges, such as global warming and wellness. The key is to enact programs that have relevance to all citizens, irrespective of: age, location, language proficiency, economic resources, religion, gender, sexual preference, and level of prior education. Since significant changes are needed in human lifestyles the current emphasis on preK-12 science education needs to be expanded to cover all humans and the places in which education occurs should be everywhere. I explore the use of a multilogical framework to conceptualize science and thereby transform science education in ways that better relate to priorities of wellness and harmony in the ecosystems that sustain life on Earth. I illustrate the potential of multilogicality in a context of complementary medicine, using three frameworks: Jin Shin Jyutsu, an ancient system of medicine; a diet to reduce inflammation; and iridology. Use of a multilogical framework to conceptualize science provides opportunities for science education to focus on education for literate citizenry (birth-death) and responsible action, connect to the massive challenges of the present, and select content that has high relevance to sustainability, wellness, and well-being at local, national, and global levels.

Leadership: Underrepresentation of Women in Higher Education

ERIC Educational Resources Information Center

Krause, Susan Faye

2017-01-01

In 2014, statisticians at the Bureau of Labor Statistics found that women constitute 45% of the workforce. Women's participation in high-level organizational leadership roles remains low. In higher education, women's representation in top-ranking leadership roles is less than one-third at colleges and universities. The conceptual framework for…

Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education

ERIC Educational Resources Information Center

Howard, Kimberly J.; Turner-Nash, Kindel

2011-01-01

This conceptual paper suggests ways in which pedagogical practices, curriculum, and mentorship could foster democracy in doctoral education. Building upon critical, dialogic, caring, anti-colonial, and engaged pedagogies, we propose a framework for examining marginal spaces of teacher and student relationships that build upon life-projects…

Validating for Use and Interpretation: A Mixed Methods Contribution Illustrated

ERIC Educational Resources Information Center

Morell, Linda; Tan, Rachael Jin Bee

2009-01-01

Researchers in the areas of psychology and education strive to understand the intersections among validity, educational measurement, and cognitive theory. Guided by a mixed model conceptual framework, this study investigates how respondents' opinions inform the validation argument. Validity evidence for a science assessment was collected through…

Culturally Responsive Pedagogy for Teachers of Color

ERIC Educational Resources Information Center

Gist, Conra D.

2017-01-01

This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator's and teacher candidates' of color teaching and learning experiences in a…

You Gotta Be Determined to Get in There: Voices of Women Higher Education Technology Leaders

ERIC Educational Resources Information Center

Drury, Marilyn

2010-01-01

Three women higher education Chief Information Officers (CIOs) provided their lived experiences and perspectives on barriers they encountered and methods used to overcome the barriers as they pursued and achieved their current positions. The conceptual framework intersects gendered organizational theory, feminist standpoint theory, and…

Planned Organizational Change in Higher Education: Dashboard Indicators and Stakeholder Sensemaking--A Case Study

ERIC Educational Resources Information Center

Smulowitz, Stacy

2014-01-01

This dissertation examined the introduction and implementation of an organizational Dashboard as a planned organizational change within four educational support service departments and the senior leadership group within a large, Northeastern university. General systems theory provides a theoretical framework for conceptualizing planned…

Leading Dynamic Schools: How to Create and Implement Ethical Policies

ERIC Educational Resources Information Center

Rallis, Sharon F.; Rossman, Gretchen B.; Cobb, Casey D.; Reagan, Timothy G.; Kuntz, Aaron

2007-01-01

This companion book to "Principals of Dynamic Schools" and "Dynamic Teachers" brings to life the process of making and enacting educational policy and helps decision makers evaluate, interpret, and analyze the policies that govern their schools. In accessible language, this book presents educational leaders with a conceptual framework for…

Support for Assessment Practice: Developing the Assessment Design Decisions Framework

ERIC Educational Resources Information Center

Bearman, Margaret; Dawson, Phillip; Boud, David; Bennett, Sue; Hall, Matt; Molloy, Elizabeth

2016-01-01

There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a…

Skill Acquisition in Physical Education: A Speculative Perspective

ERIC Educational Resources Information Center

Smith, Wayne W.

2011-01-01

How we learn motor skills has always been of interest to physical educators. Contemporary conceptual frameworks about motor skill learning draw from earlier behavioral and cognitive psychology learning theories. As a point of departure this paper foregrounds complexity theorizing, arguing that skill is contingent upon the performer's physical and…

Limitations on Change: Current Conditions Influencing Academic Intransigence in Educational Administration Programs.

ERIC Educational Resources Information Center

Logan, Connie Stokes; Pounder, Diana G.

An analysis of academic intransigence (resistance to change) in educational administrative preparation programs is presented in this paper. Drawing upon two conceptual frameworks, the stakeholder perspective and Porter's (1980) five-force model of industry structure and competitive influence, two factors contributing to academic intransigence are…

A Conceptual Framework for Energy Education, K-12.

ERIC Educational Resources Information Center

1982

Following a discussion of goals of energy education and a list of characteristics describing an energy-literate citizen, 13 sections are presented identifying generalizations which might form the basis for the development of energy curricula, whether for infusion or course development. In some cases, commentary follows the generalization. Titles…

Dealing with Disruptive Behavior of Adult Learners

ERIC Educational Resources Information Center

Dobmeier, Robert; Moran, Joseph

2008-01-01

The adult education literature on disruptive behavior of adult learners was reviewed and a survey on disruptive behavior of adult learners was conducted with adult educators. The findings are synthesized in a conceptual framework for understanding the types and causes of disruptive behavior, which fall into the categories of inattention,…

Characterising the Perceived Value of Mathematics Educational Apps in Preservice Teachers

ERIC Educational Resources Information Center

Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter

2016-01-01

This study validated the semantic items of three related scales aimed at characterising the perceived worth of mathematics-education-related mobile applications (apps). The technological pedagogical content knowledge (TPACK) model was used as the conceptual framework for the analysis. Three hundred and seventy-three preservice students studying…

Quasi-Communities: Rethinking Learning in Formal Adult and Vocational Education

ERIC Educational Resources Information Center

Emad, Gholam Reza; Roth, Wolff-Michael

2016-01-01

Situated learning theories such as communities of practice provide a rich conceptual framework for analyzing the processes by which newcomers become full participants in the communities they enter. However, some research shows that these concepts have shortcomings for theorizing learning in formal educational settings especially when it comes to…

A Mystagogical View of "Withness" in Entrepreneurship Education

ERIC Educational Resources Information Center

Refai, Deema; Higgins, David

2017-01-01

This article provides a philosophical conceptualization of how learners engage in entrepreneurial learning from within by focusing on the role of the inner identity and mission of the learner. Klapper and Neergaard add "withness" to the learning frameworks of entrepreneurship education (EE), but there is scant literature discussing the…

The Need for Technology Management Education for Undergraduate Programs: A Conceptual Framework

ERIC Educational Resources Information Center

Tas, Murat; Yeloglu, H. Okan

2018-01-01

As the National Research Council [17] described the technology management as "a process, which includes planning, directing, control and coordination of the development and implementation of technological capabilities to shape and accomplish the strategic and operational objectives of an organization'', Technology Management education is…

Improving Conceptual Understanding and Representation Skills through Excel-Based Modeling

ERIC Educational Resources Information Center

Malone, Kathy L.; Schunn, Christian D.; Schuchardt, Anita M.

2018-01-01

The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental…

Education: Barrier or Boon to Changing Occupational Roles of Women

ERIC Educational Resources Information Center

Wirtenberg, T. Jeana; Nakamura, Charles

1976-01-01

Research on the ontogeny of the occupational aspirations of young women is reviewed, and three major sex-biased educational practices which may be contributing to the restriction of these aspirations are discussed. A conceptual framework is suggested for designing policy relevant research which is aimed at maximizing womens' occupational…

A Conceptual Model of Spirituality in Music Education

ERIC Educational Resources Information Center

van der Merwe, Liesl; Habron, John

2015-01-01

This article aims to describe the phenomenon of spirituality in music education by means of a model derived from the academic literature on the topic. Given the centrality of lived experience within this literature, we adopted a hermeneutic phenomenological theoretical framework to describe the phenomenon. The NCT (noticing, collecting, and…

Are Black Girls Not Gifted? Race, Gender, and Resilience

ERIC Educational Resources Information Center

Evans-Winters, Venus E.

2014-01-01

Current research and theoretical models that address racial inequity or gender disparities in gifted education often overlook the underrepresentation of Black girls in gifted programs. Race-based conceptual frameworks and methodologies that focus on gifted education often fail to critically examine and interpret the multiple identities of Black…

Integrated STEM: A New Primer for Teaching Technology Education

ERIC Educational Resources Information Center

Asunda, Paul A.; Mativo, John

2017-01-01

Part One of this article ("Technology and Engineering Teacher," 75(4), December/January, 2016) presented a process that science, math, engineering, and technology teachers could use to collaborate and design integrated STEM courses. A conceptual framework was discussed that could provide a premise that educators interested in delivery of…

A Conceptual Model of Observed Physical Literacy

ERIC Educational Resources Information Center

Dudley, Dean A.

2015-01-01

Physical literacy is a concept that is gaining greater acceptance around the world with the United Nations Educational, Cultural, and Scientific Organization (2013) recognizing it as one of several central tenets in a quality physical education framework. However, previous attempts to understand progression in physical literacy learning have been…

Relationships between Student Cognitions and Their Effects on Study Strategies

ERIC Educational Resources Information Center

Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

2008-01-01

Using Vermunt's model [Vermunt, J. D. (1998). "The regulation of constructive learning processes". "British Journal of Educational Psychology", 68, 149-171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating…

Making the Shift in 21st Century Teaching

ERIC Educational Resources Information Center

Girlando, Gina

2013-01-01

Although educational systems have emphasized the importance of teaching 21st century skills and technology to prepare students for a successful future, educators often have difficulty using these skills in their daily teaching practices. The conceptual frameworks that guided this case study were constructivism, which postulates that development of…

Target: Disarmament Education

ERIC Educational Resources Information Center

Haavelsrud, Magnus

2004-01-01

Departing from UNESCO disarmament education guidelines, a conceptual framework is presented in which disarmament is seen in relation to the overall question of peace, which also includes problems of development and human rights. The need for disarmament is based on arguments related not only to disarmament "per se", but also to the need for…

Preparing Leaders to Anticipate and Manage the Future: Part I: Society and Education: Educational Management for the 1980's and Beyond.

ERIC Educational Resources Information Center

Mackett, Muriel; Steele, Donald

A Rubik's cube analogy provides a perspective on the complexity of managing educational futures and the purposes, language, and assumptions of this monograph. A broad commentary on the relationship between society and education and an overview of the conceptual framework used to examine this relationship is followed by a comprehensive review of…

The Development of a Conceptual Framework and Tools to Assess Undergraduates' Principled Use of Models in Cellular Biology

PubMed Central

Merritt, Brett; Urban-Lurain, Mark; Parker, Joyce

2010-01-01

Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool—a taxonomy— which, unlike existing frameworks and tools, is grounded firmly in a framework that considers the critical role that models play in science. It also provides instructors a resource for assessing students' ability to reason about models that are central to the organization of key scientific concepts. We describe preliminary data arising from the application of our tool to exam questions used by instructors of a large-enrollment cell and molecular biology course over a 5-yr period during which time our framework and the assessment tool were increasingly used. Students were increasingly able to describe and manipulate models of the processes and systems being studied in this course as measured by assessment items. However, their ability to apply these models in new contexts did not improve. Finally, we discuss the implications of our results and the future directions for our research. PMID:21123691

A View of the Tip of the Iceberg: Revisiting Conceptual Continuities and Their Implications for Science Learning

ERIC Educational Resources Information Center

Brown, Bryan A.; Kloser, Matt

2009-01-01

We respond to Hwang and Kim and Yeo's critiques of the conceptual continuity framework in science education. First, we address the criticism that their analysis fails to recognize the situated perspective of learning by denying the dichotomy of the formal and informal knowledge as a starting point in the learning process. Second, we address the…

A conceptual framework to assess effectiveness in wheelchair provision

PubMed Central

Kankipati, Padmaja

2017-01-01

Background Currently, inadequate wheelchair provision has forced many people with disabilities to be trapped in a cycle of poverty and deprivation, limiting their ability to access education, work and social facilities. This issue is in part because of the lack of collaboration among various stakeholders who need to work together to design, manufacture and deliver such assistive mobility devices. This in turn has led to inadequate evidence about intervention effectiveness, disability prevalence and subsequent costeffectiveness that would help facilitate appropriate provision and support for people with disabilities. Objectives In this paper, we describe a novel conceptual framework that can be tested across the globe to study and evaluate the effectiveness of wheelchair provision. Method The Comparative Effectiveness Research Subcommittee (CER-SC), consisting of the authors of this article, housed within the Evidence-Based Practice Working Group (EBP-WG) of the International Society of Wheelchair Professionals (ISWP), conducted a scoping review of scientific literature and standard practices used during wheelchair service provision. The literature review was followed by a series of discussion groups. Results The three iterations of the conceptual framework are described in this manuscript. Conclusion We believe that adoption of this conceptual framework could have broad applications in wheelchair provision globally to develop evidence-based practices. Such a perspective will help in the comparison of different strategies employed in wheelchair provision and further improve clinical guidelines. Further work is being conducted to test the efficacy of this conceptual framework to evaluate effectiveness of wheelchair service provision in various settings across the globe. PMID:28936421

A Conceptual Framework for Detecting Cheating in Online and Take-Home Exams

ERIC Educational Resources Information Center

D'Souza, Kelwyn A.; Siegfeldt, Denise V.

2017-01-01

Selecting the right methodology to use for detecting cheating in online exams requires considerable time and effort due to a wide variety of scholarly publications on academic dishonesty in online education. This article offers a cheating detection framework that can serve as a guideline for conducting cheating studies. The necessary theories and…

Have a Heart: Challenges for Lead Vocational Teachers in the Changing VET Landscape. Occasional Paper

ERIC Educational Resources Information Center

Davids, Jennifer

2012-01-01

This paper investigates the personal and career development needs of TAFE (Technical And Further Education) Queensland's lead vocational teachers through the conceptual framework of Spirituality at Work (SAW), which is a framework for looking at workplace relations. This research was conducted through four focus group meetings held in November…

Coping with Hard Times: Budget Cutbacks in Human Service Organizations. Part 1: An Analysis of the Emergence and Recognition of Cutbacks.

ERIC Educational Resources Information Center

Murray, Victor; Jick, Todd D.

This paper presents a conceptual framework for analyzing the impact of funding cutbacks on human services organizations (HSOs). HSOs include publicly-funded educational, health, welfare, and cultural organizations. The framework identifies five categories of variables which influence an organization's reaction to cutbacks. Category one, "objective…

Seeping Deficit Thinking Assumptions Maintain the Neoliberal Education Agenda: Exploring Three Conceptual Frameworks of Deficit Thinking in Inner-City Schools

ERIC Educational Resources Information Center

Sharma, Manu

2018-01-01

This article draws awareness to the subtle and seeping "common sense" mentality of neoliberalism and deficit thinking assumptions about racially marginalized students in inner-city schools. From a literature review conducted on deficit thinking and deficit practices in schools, I developed three different frameworks for understanding the…

The Teaching Alliance in Multicultural Counseling Course Education: A Framework for Examining and Strengthening the Student-Instructor Relationship

ERIC Educational Resources Information Center

Estrada, Fernando

2015-01-01

This article explores the idea of the teaching alliance as a framework to help instructors of multicultural counseling courses advance student learning by attending to and strengthening the student-instructor relationship. To this end, and drawing on extant literature, two questions are conceptually addressed: (1) what relational qualities…

The Artist-Led Pedagogic Process in the Contemporary Art Gallery: Developing a Meaning Making Framework

ERIC Educational Resources Information Center

Pringle, Emily

2009-01-01

Drawing on recent research which examined how selected artist educators perceive themselves as arts practitioners and analysed how these constructions inform their pedagogy, this article proposes a framework of meaning making in the art gallery. Art practice is defined as a process of conceptual and experiential enquiry which embraces inspiration,…

An HBCU-Based Educational Approach for Black College Student Success: Toward a Framework with Implications for All Institutions

ERIC Educational Resources Information Center

Arroyo, Andrew T.; Gasman, Marybeth

2014-01-01

This conceptual study builds an institution-focused, non-Eurocentric, theoretical framework of black college student success. Specifically, the study synthesizes the relevant empirical research on the contributions historically black colleges and universities (HBCUs) have made for black student success, leading to an original model that all…

Using an interdisciplinary approach to identify factors that affect clinicians' compliance with evidence-based guidelines.

PubMed

Gurses, Ayse P; Marsteller, Jill A; Ozok, A Ant; Xiao, Yan; Owens, Sharon; Pronovost, Peter J

2010-08-01

Our objective was to identify factors that affect clinicians' compliance with the evidence-based guidelines using an interdisciplinary approach and develop a conceptual framework that can provide a comprehensive and practical guide for designing effective interventions. A literature review and a brainstorming session with 11 researchers from a variety of scientific disciplines were used to identify theoretical and conceptual models describing clinicians' guideline compliance. MEDLINE, EMBASE, CINAHL, and the bibliographies of the papers identified were used as data sources for identifying the relevant theoretical and conceptual models. Thirteen different models that originated from various disciplines including medicine, rural sociology, psychology, human factors and systems engineering, organizational management, marketing, and health education were identified. Four main categories of factors that affect compliance emerged from our analysis: clinician characteristics, guideline characteristics, system characteristics, and implementation characteristics. Based on these findings, we developed an interdisciplinary conceptual framework that specifies the expected interrelationships among these four categories of factors and their impact on clinicians' compliance. An interdisciplinary approach is needed to improve clinicians' compliance with evidence-based guidelines. The conceptual framework from this research can provide a comprehensive and systematic guide to identify barriers to guideline compliance and design effective interventions to improve patient safety.

Application of the Technological Pedagogical Content Knowledge framework in integrating an educational EMR into health informatics education.

PubMed

Bassi, Jesdeep; Kushniruk, Andre W; Borycki, Elizabeth M

2013-01-01

The discipline of health informatics is highly immersed in information technology, specifically health information systems. Students graduating from Bachelor degree programs in health informatics are expected to be familiar with a variety of systems upon entering the workforce. The adoption of systems like electronic medical records is on the rise across Canada, therefore it would be highly beneficial for students to have exposure to such systems in their coursework. While some individual instructors have done this to some extent on an ad hoc basis, formal strategies for EMR integration do not exist. A prominent framework for technology integration in learning that has been applied in many scientific disciplines is the Technological Pedagogical Content Knowledge (TPCK) framework. This paper describes how TPCK was used and applied as the guiding conceptual framework for exploring the integration of an educational EMR into undergraduate health informatics education.

The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

ERIC Educational Resources Information Center

Sertich, Sally Krause

2013-01-01

This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

Trouble on My Mind: Toward a Framework of Humanizing Critical Sociocultural Knowledge for Teaching and Teacher Education

ERIC Educational Resources Information Center

Brown, Keffrelyn D.

2013-01-01

Drawing from the work of philosophers Sylvia Wynter and Ian Hacking, in this conceptual article I argue why a humanizing critical approach to sociocultural knowledge is needed for teacher education, particularly in preparing teachers to work effectively with black students. In light of enduring concerns in teacher education with improving the…

Language Policy, Indigenous Languages and the Village School: A Study of Bilingual Education for the Tarahumara of Northern Mexico

ERIC Educational Resources Information Center

Paciotto, Carla

2004-01-01

In 1991, the Bilingual Bicultural Education Program (BBEP) was launched in Chihuahua, Mexico, as a way of responding to the educational needs of the indigenous Tarahumara populations and the growing threat to their language and culture. Using a conceptual framework based on the literatures of curriculum inquiry, language shift and maintenance,…

Educational Leadership: Policy Dimensions in the 21st Century. Educational Policy in the 21st Century, Volume 1.

ERIC Educational Resources Information Center

Jones, Bruce Anthony, Ed.

The essays provided in this book shed light on and initiate debates about important policy issues associated with education reform and improvement. The authors do this by linking conceptual frameworks to past research, analyzing these challenges, and speculating about the contours of future research and school practice. Part 1, Educational…

Practical Action Programs in Education: Highlights of the Third National Conference on General Systems Education.

ERIC Educational Resources Information Center

Southern Connecticut State Coll., New Haven. Center for Interdisciplinary Creativity.

In this collection of papers Harold G. Cassidy outlines the conceptual framework for the conference which is based on a systems approach to development of practical action programs in education. A basic model is presented as a basis for shifting from the post-crisis to the pre-crisis approach to curriculum development and educational…

Human Dignity, Decency and Integrity as the Sine Qua Non of Human Rights Education: A Proactive Conceptual and Practical Framework for Promotion of World Peace.

ERIC Educational Resources Information Center

Sandhu, Daya Singh

This paper underscores the significance of personal dignity, decency, and integrity as the core values and symbionic concepts to promote human rights education. It proposes a proactive model with philosophical ramifications and practical applications proposed for educators, researchers, and mental health practitioners interested in human rights…

The Conceptual Framework of the Eastern Approach in Physical Education: Ancient Wisdom for Modern Times

ERIC Educational Resources Information Center

Francis, Nancy; Lu, Chunlei

2009-01-01

The Eastern approach has been identified as an alternative approach in Western physical education. The why and how to integrate the Eastern approach in physical education has been addressed in the literature, while the what deserves scholarly attention. The objective of this paper is to present four core concepts and key elements that construct…

ICT for Education: A Conceptual Framework for the Sustainable Adoption of Technology-Enhanced Learning Environments in Schools

ERIC Educational Resources Information Center

Rodriguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov

2012-01-01

Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be…

Learning Theory Foundations of Simulation-Based Mastery Learning.

PubMed

McGaghie, William C; Harris, Ilene B

2018-06-01

Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.

Elements of War and Peace in History Education in the US and Japan: A Case Study Comparison

ERIC Educational Resources Information Center

Langager, Mark

2009-01-01

History praxis can transform perceptions of the "other" by reshaping ideas about events transpiring between groups. Nevertheless, peace education research has rarely examined history teaching. This article addresses the potential for teaching peace through history teaching. After laying out a conceptual framework for understanding the…

Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners

ERIC Educational Resources Information Center

Jiménez-Castellanos, Oscar; García, Eugene

2017-01-01

This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K-12 public schools as a function of intersecting educational policies.…

Rethinking the Regular Education Initiative: Focus on the Classroom Teacher.

ERIC Educational Resources Information Center

Gersten, Russell, Woodward, John

1990-01-01

The first section of this essay reviews forces that led to the Regular Education Initiative (REI). Findings from research on effective instruction, innovation and staff development are synthesized. A conceptual framework is offered to explain factors necessary to create meaningful, sustained changes in classroom practices as required by the REI.…

Affective Disruptions of "the" Immigrant Experience: Becomings in Official Language Education Research in Canada

ERIC Educational Resources Information Center

Waterhouse, Monica; Arnott, Stephanie

2016-01-01

Our purpose is to use a Deleuzian-informed conceptual and theoretical framework to disrupt predominant representations of "the" immigrant experience in Canadian official language education and to open up to the affective potential of "an" immigrant life to become otherwise. Employing a rhizoanalytic research approach that…

Teaching the Working Alliance: Bridging the Gap between Counseling Microskills and Establishing Meaningful and Productive Relationships

ERIC Educational Resources Information Center

Connor, Annemarie; Leahy, Michael J.

2016-01-01

Purpose: This article conceptualizes teaching alliance as a framework to guide educators in teaching the affective components of working alliance (WA) through enhanced student-teacher relationships and augmented curricular focus on therapeutic bonds. Method: Drawing on the extant literature, and integrating counseling and educational theory, this…

Beyond the Quantitative and Qualitative Divide: Research in Art Education as Border Skirmish.

ERIC Educational Resources Information Center

Sullivan, Graeme

1996-01-01

Analyzes a research project that utilizes a coherent conceptual model of art education research incorporating the demand for empirical rigor and providing for diverse interpretive frameworks. Briefly profiles the NUD*IST (Non-numerical Unstructured Data Indexing Searching and Theorizing) software system that can organize and retrieve complex…

A Conceptual Framework for Integrated STEM Education

ERIC Educational Resources Information Center

Kelley, Todd R.; Knowles, J. Geoff

2016-01-01

The global urgency to improve STEM education may be driven by environmental and social impacts of the twenty-first century which in turn jeopardizes global security and economic stability. The complexity of these global factors reach beyond just helping students achieve high scores in math and science assessments. Friedman (The world is flat: A…

Challenging the Ideology of Normal in Schools

ERIC Educational Resources Information Center

Annamma, Subini A.; Boelé, Amy L.; Moore, Brooke A.; Klingner, Janette

2013-01-01

In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for…

Critical Multicultural Education Competencies Scale: A Scale Development Study

ERIC Educational Resources Information Center

Acar-Ciftci, Yasemin

2016-01-01

The purpose of this study is to develop a scale in order to identify the critical mutlicultural education competencies of teachers. For this reason, first of all, drawing on the knowledge in the literature, a new conceptual framework was created with deductive method based on critical theory, critical race theory and critical multicultural…

Reformers or Roadblocks: Educational Interest Groups and State Policy Formation

ERIC Educational Resources Information Center

Emerson, Joseph; Lemasters, Linda; Howerton, Everett

2008-01-01

Given the overt political nature of this topic, an additional theoretical postulate, the Triadic Theory of Power was also presented as another framework to conceptualize the external and internal forces which shape the formation of contemporary education policy. Predicated upon the scholarship of Nobel laureate James Q. Wilson, Andrew McFarland…

The Capital Costs Of A University.

ERIC Educational Resources Information Center

Winslow, Frederic D.

This study examines the capital cost component of higher education. The focus is on data related to the capital stock of the University of California. A conceptual framework is provided as a method for analyzing three types of choices facing university decisionmakers. These choices concern: (1) the relative size of various educational programs by…

Educational Price Differentials: A Clarification of the Issues.

ERIC Educational Resources Information Center

Chambers, Jay G.

This paper provides a clarification of two factors--the differences in pupil need (as reflected by the proportion of disadvantaged or handicapped pupils in a district) and the differences in the prices of school inputs across districts--that affects the cost of educational services and a conceptual framework that may be useful in making welfare…

Advanced Technologies as Educational Tools in Science: Concepts, Applications, and Issues. Monograph Series Number 8.

ERIC Educational Resources Information Center

Kumar, David D.; And Others

Systems incorporating two advanced technologies, hypermedia systems and intelligent tutors, are examined with respect to their potential impact on science education. The conceptual framework underlying these systems is discussed first. Applications of systems are then presented with examples of each in operation within the context of science…

The RCM: A Resource Management and Program Budgeting Approach for State and Local Educational Agencies.

ERIC Educational Resources Information Center

Chambers, Jay G.; Parrish, Thomas B.

The Resource Cost Model (RCM) is a resource management system that combines the technical advantages of sophisticated computer simulation software with the practical benefits of group decision making to provide detailed information about educational program costs. The first section of this document introduces the conceptual framework underlying…

The Democratic Sieve in Teacher Education. Confronting Heterosexism.

ERIC Educational Resources Information Center

Petrovic, John E.

1998-01-01

Uses field data to build a case for presenting sexual orientation as another form of diversity that preservice teachers must recognize, understand, and be prepared to live with, exploring the power of democratic principles to support the conceptual framework and examining the role of teacher educators in promoting democratic values that extend to…

Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning. Research Brief

ERIC Educational Resources Information Center

Stevens, Reed; O'Connor, Kevin; Garrison, Lari; Jocuns, Andrew; Amos, Daniel M.

2008-01-01

In this paper, the authors develop an analytical framework referred to as "Becoming an Engineer" that focuses upon changes occurring over time as students traverse their undergraduate educations in engineering. This paper discusses three conceptual dimensions used to follow the engineering students' educational pathways: the development of…

Broad-Based National Education in Globalisation: Conceptualisation, Multiple Functions and Management

ERIC Educational Resources Information Center

Cheng, Yin Cheong; Yuen, Timothy W. W.

2017-01-01

Purpose: The purpose of this paper is to contribute to the worldwide discussion of conceptualization, multiple functions and management of national education in an era of globalisation by proposing a new comprehensive framework for research, policy analysis and practical implementation. Design/Methodology/Approach: Based on a review of the…

A Conceptual Framework of "Top 5" Ethical Lessons for the Helping Professions

ERIC Educational Resources Information Center

Castro-Atwater, Sheri A.; Huynh Hohnbaum, Anh-Luu

2015-01-01

One of the important tasks of supervisors and educators in the human service fields is to provide their fieldwork students with models of appropriate ethical behavior and decision-making. The ethical training that educators provide to students in the helping professions will greatly influence how prepared students feel to navigate through…

Exploring Opportunities for Conflict Resolution in Higher Education

ERIC Educational Resources Information Center

Filippelli-DiManna, Leslie P.

2012-01-01

The purpose of this qualitative phenomenological study was to identify methods to improve conflict management skills of administrative staff in higher education. General systems, Maslow's hierarchy of needs, and (c) Burton's human needs theories served as the conceptual frameworks for the study. The lived experiences of 25 community…

Theorizing Teacher Identity: Self-Narratives and Finding Place in an Audit Society

ERIC Educational Resources Information Center

Bullough, Robert V., Jr.

2015-01-01

Noting the need for richer theories of identity and identity formation in education, the author describes aspects of D. P. McAdams' psychosocial constructivist framework enriched by select concepts drawn from Life Course research for conceptualizing and analyzing identity development within audit-driven societies and educational systems. Drawing…

Clinical staff development: planning and teaching for desired outcomes.

PubMed

Harton, Brenda B

2007-01-01

Nursing staff development educators facilitate learning activities to promote learner retention of knowledge: factual, conceptual, procedural, and meta-cognitive. The Revised Bloom's Taxonomy provides a modern framework for the cognitive process dimension of knowledge and guides the nursing educator in planning activities that will assure learner progress along the learning continuum.

Islamic School Leadership: A Conceptual Framework

ERIC Educational Resources Information Center

Brooks, Melanie C.; Mutohar, Agus

2018-01-01

It is urgent that education scholars explore how Islamic values shape (and are shaped by) Muslim school leader beliefs, given the heightened anti-Muslim sentiment present in western contexts. Yet, there is a lack of scholarship on non-western approaches to leading schools. To address this gap, we drew from extant Islamic and educational leadership…

Making Network Markets in Education: The Development of Data Infrastructure in Australian Schooling

ERIC Educational Resources Information Center

Sellar, Sam

2017-01-01

This paper examines the development of data infrastructure in Australian schooling with a specific focus on interoperability standards that help to make new markets for education data. The conceptual framework combines insights from studies of infrastructure, economic markets and digital data. The case of the Australian National Schools…

The Expanded Developmental Periphery: Framing the Institutional Role of University Continuing Education Units

ERIC Educational Resources Information Center

Fleming, Josephine

2013-01-01

This article argues that Burton Clark's notion of the expanded developmental periphery provides a useful conceptual framework for examining the differing relationships between continuing and professional education units and the institutional core of traditional research universities. The intent is to examine how Clark's notion offers a means to…

Higher Education as an Extended Duration Service: An Investigation of the Determinants of Vietnamese Overseas Student Loyalty

ERIC Educational Resources Information Center

Pham, Hiep-Hung; Lai, Sue Ling

2016-01-01

Regarding higher education as a type of extended duration service, this article proposes a framework considering adjusted expectation, disconfirmation, satisfaction, and commitment in a conceptual model to explain international student loyalty. Employing a structure equation model to the sample data collected from 252 Vietnam overseas students…

Systems-Based Framework for Continuing Medical Education and Improvements in Translating New Knowledge into Physicians' Practices

ERIC Educational Resources Information Center

Van Harrison, R.

2004-01-01

Concerns about health care costs and quality are focusing increasing attention on physicians and their continuing medical education (CME). These concerns have produced several calls for "a new definition," "a new vision," "repositioning," "reinventing," and "transforming" CME. However, differences in conceptualizations and vocabularies have…

Building a Conceptual Framework for Data Literacy

ERIC Educational Resources Information Center

Gummer, Edith; Mandinach, Ellen

2015-01-01

Background: The increasing focus on education as an evidence-based practice requires that educators can effectively use data to inform their practice. At the level of classroom instructional decision making, the nature of the specific knowledge and skills teachers need to use data effectively is complex and not well characterized. Being able to…

Trajectories of Smooth: The Multidimensionality of Spatial Relations and Autism Spectrum

ERIC Educational Resources Information Center

Reddington, Sarah; Price, Deborah

2017-01-01

This paper examines how two men with autism spectrum (AS) experience educational spaces having attended public school in Nova Scotia, Canada. Smooth and striated space is mobilised as the main conceptual framework to account for the men's affectivities when experiencing the educational terrain. The central aim when applying smooth and striated…

Ubiquitous Knowledge Construction: Mobile Learning Re-Defined and a Conceptual Framework

ERIC Educational Resources Information Center

Peng, Hsinyi; Su, Yi-Ju; Chou, Chien; Tsai, Chin-Chung

2009-01-01

Emerging from recent mobile technologies, mobile learning, or m-learning, is beginning to offer "stunning new technical capabilities" in education (DiGiano et al., 2003). This new genre of learning is viewed as a revolutionary stage in educational technology. However, ubiquitous computing technologies have given rise to several issues. This…

International Doctoral Students in Counselor Education: Coping Strategies in Supervision Training

ERIC Educational Resources Information Center

Woo, Hongryun; Jang, Yoo Jin; Henfield, Malik S.

2015-01-01

This study explores 8 international doctoral students' perceptions of coping strategies used in supervision training in counselor education programs. Using human agency as a conceptual framework, the authors found 3 categories: (a) personal and professional self-directed strategies as personal agency, (b) support and care from mentors as proxy…

Criteria for Accreditation in Vietnam's Higher Education: Focus on Input or Outcome?

ERIC Educational Resources Information Center

Nguyen, Kim D.; Oliver, Diane E.; Priddy, Lynn E.

2009-01-01

The purpose of this article is to analyse the development of accreditation standards and processes in Vietnam and to offer recommendations for the further progress of Vietnam's accreditation model. The authors first provide contextual details of the higher education system and then present the conceptual framework of quality assurance in relation…

Student's Local Top-Up Higher Education Choices

ERIC Educational Resources Information Center

Agbola, Frank W.; Cheng, Calvin

2017-01-01

Making decisions about education choices is challenging and difficult for students. Utilising the theory of reasoned action, we specify and estimate a conceptual framework that captures the cognitive process of decision making of students in choosing top-up higher degrees in Hong Kong. Top-up higher or bachelor's degrees are top-up undergraduate…

Developing an Inclusive Curriculum: A Curriculum Guide for Multicultural Education.

ERIC Educational Resources Information Center

Lewis, Chris H.

This bibliography was prepared to stimulate discussion among the faculty of the General College of the University of Minnesota concerning the field of multicultural education and its impact upon the curriculum of the College. The bibliography lists resources and provides a conceptual framework for developing teaching materials and approaches to…

Conceptual Framework for Parametrically Measuring the Desirability of Open Educational Resources Using D-Index

ERIC Educational Resources Information Center

Abeywardena, Ishan Sudeera; Tham, Choy Yoong; Raviraja, S.

2012-01-01

Open educational resources (OER) are a global phenomenon that is fast gaining credibility in many academic circles as a possible solution for bridging the knowledge divide. With increased funding and advocacy from governmental and nongovernmental organisations paired with generous philanthropy, many OER repositories, which host a vast array of…

The Infrastructure of Accountability: Data Use and the Transformation of American Education

ERIC Educational Resources Information Center

Anagnostopoulos, Dorothea, Ed.; Rutledge, Stacey A., Ed.; Jacobsen, Rebecca, Ed.

2013-01-01

"The Infrastructure of Accountability" brings together leading and emerging scholars who set forth an ambitious conceptual framework for understanding the full impact of large-scale, performance-based accountability systems on education. Over the past 20 years, schools and school systems have been utterly reshaped by the demands of…

Academic Help Seeking: A Framework for Conceptualizing Facebook Use for Higher Education Support

ERIC Educational Resources Information Center

Amador, Paul V.; Amador, Julie M.

2017-01-01

This purpose of this study was to understand how higher education students, specifically preservice teachers, used Facebook to seek academic help. Results indicated that participants who regularly used Facebook to seek academic support formally and informally, considered the network to be social in nature, generated a sense of community through…

A Conceptual Framework to Analyse the Multiscalar Politics of Education for Sustainable Peacebuilding

ERIC Educational Resources Information Center

Lopes Cardozo, Mieke T. A.; Shah, Ritesh

2016-01-01

A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational…

People Strategy in Human Resources: Lessons for Mentoring in Higher Education

ERIC Educational Resources Information Center

Baker, Vicki L.

2015-01-01

In this article, I offer the notion of alignment, a human resources framework, as a conceptual tool for better informing the development of mentoring programming and policy in higher education. Alignment accounts for both individual and organizational factors as means for providing the necessary connections among human resources and organizational…

How Is Postsecondary Education Associated with Membership in the American Corporate Elite?

ERIC Educational Resources Information Center

Ott, Molly C.

2011-01-01

This study contributes to the discussion around the value of a college degree and associated career advantages by considering how postsecondary education contributes to the attainment of the most powerful and prestigious positions in the American corporate world. Guided by a conceptual framework informed by status attainment, power elite, and…

A Strategic Governance Review for Multi-Organizational Systems of Education, Training, and Professional Development.

ERIC Educational Resources Information Center

Daley, Glenn A.; Levy, Dina G.; Kaganoff, Tessa; Augustine, Catherine A.; Benjamin, Roger; Bikson, Tora K.; Gates, Susan M.; Moini, Joy S.

A study was conducted to develop tools for describing and evaluating external governance in the U.S. Department of Defense's (DoD's) multiorganizational system of education, training, and professional development. An exploratory conceptual framework and taxonomy for understanding external governance in the DoD context was developed, and the…

Re-Culturing the Profession of Educational Leadership: New Blueprints.

ERIC Educational Resources Information Center

Murphy, Joseph

As the field of school administration gravitated toward conceptions of leadership based on business management and social-science research, its educational roots atrophied over the course of the 20th century. This paper makes the case for a new conceptual foundation for the profession and presents a possible framework for recasting the concept of…

Samoan Philosophy of Nursing: a basis for culturally proficient care and policy.

PubMed

Enoka, I S; Petrini, M A; Turale, S

2014-09-01

To explore nurses' perspectives about the Samoan Philosophy of Nursing, and determine its feasibility for nursing care of Samoans internationally. This philosophy is the conceptual cultural framework for nursing law, practice, education and research in Samoa, and was developed by Samoan nurses who recognized the need for guidance to deliver quality, culturally competent and proficient health care. A mixed method study, employing a questionnaire and ethnographic methods. The Samoan Philosophy of Nursing Questionnaire sought demographic data and aspects about the philosophy from 95 registered nurse clinicians, administrators and educators throughout Samoa during 2012. Descriptive statistics were used for data analysis. Additionally, 19 focus groups (5-6 participants each) and 19 in-depth interviews were held to further explore these aspects, as well as participant observations. Descriptive statistics were used to analyse quantitative data, and Spradley's ethnographic method was adopted for analysing the qualitative data. Of 95 questionnaires analysed, 70% of participants reported using the philosophy all the time, and 30% most of the time. They placed a high satisfaction rate, value and importance on this philosophy. From the ethnography, six major themes emerged: valuable framework of learning; conceptual framework for holistic assessment; benchmark for regulating and monitoring practice improving interaction and culturally proficient practice; potential use for Samoans overseas; and maintaining quality health and the dignity of people. This first-time study evaluated the Samoan Philosophy of Nursing and adds to nursing knowledge. Findings confirmed its usefulness as a culturally based conceptual framework to facilitate, regulate and monitor education, research and practice for sustainable health outcomes in Samoa, and for Samoans living abroad. It is important that Samoans living abroad receive culturally proficient care, but this requires the support of policymakers, nurse leaders and educators so that nurses internationally can access and competently utilize relevant aspects of this philosophy in practice. © 2014 International Council of Nurses.

A Comparative Analysis of Transitions from Education to Work in Europe (CATEWE). Final Report [and] Annex to the Final Report.

ERIC Educational Resources Information Center

Smyth, Emer; Gangl, Markus; Raffe, David; Hannan, Damian F.; McCoy, Selina

This project aimed to develop a more comprehensive conceptual framework of school-to-work transitions in different national contexts and apply this framework to the empirical analysis of transition processes across European countries. It drew on these two data sources: European Community Labor Force Survey and integrated databases on national…

Using ICT to Enhance Knowledge Management in Higher Education: A Conceptual Framework and Research Agenda

ERIC Educational Resources Information Center

Omona, Walter; van der Weide, Theo; Lubega, Jude

2010-01-01

The adoption and use of ICT to enhance and facilitate Knowledge Management (KM) has brought to focus the urgent need to come out with new methods, tools and techniques in the development of KM systems frameworks, knowledge processes and knowledge technologies to promote effective management of knowledge for improved service deliveries in higher…

Evaluating the Measuring Properties of the Principal Instructional Management Rating Scale in the Chinese Educational System: Implications for Measuring School Leadership

ERIC Educational Resources Information Center

Antoniou, Panayiotis; Lu, Mohan

2018-01-01

During the last 25 years researchers have proposed a number of conceptual frameworks to measure the various functions of instructional leadership. One of the most frequently used frameworks is the Principal Instructional Management Rating Scale (PIMRS). Despite the great number of studies employing the PIMRS, evidence for its reliability and…

A conceptual framework for international service-learning course planning: promoting a foundation for ethical practice in the physical therapy and occupational therapy professions.

PubMed

Lattanzi, Jill Black; Pechak, Celia

2011-01-01

As physical therapy (PT) and occupational therapy (OT) educational programs endeavor to foster core values of social responsibility, justice, and altruism in an increasingly global community, the incorporation of local and international service-learning (ISL) into the curriculum is growing. Much of the research has focused on the measurement of student learning, with little written about the impact on the host community. Proponents of global health initiatives are calling for consideration of all stakeholders to ensure ethical practice. This paper explores the current literature related to PT and OT ISL and builds a conceptual framework for ISL course planning. The essential phases in the framework include: 1) pre-experience planning/preparation stage, 2) field immersion experience stage, and 3) postexperience stage. The essential elements are: 1) cultural competency training, 2) communication and coordination with community, 3) comprehensive assessment, and 4) strategic planning. The authors suggest this framework as a practical tool to structure ISL courses with an explicit emphasis on ethical concerns. Additionally, they seek to foster more dialogue and action related to the promotion of ethical practices in ISL in PT and OT education programs.

Development of the biology card sorting task to measure conceptual expertise in biology.

PubMed

Smith, Julia I; Combs, Elijah D; Nagami, Paul H; Alto, Valerie M; Goh, Henry G; Gourdet, Muryam A A; Hough, Christina M; Nickell, Ashley E; Peer, Adrian G; Coley, John D; Tanner, Kimberly D

2013-01-01

There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts. In this initial investigation of the Biology Card Sorting Task, each of six analytical measures showed statistically significant differences when used to compare the card sorting results of putative biological experts (biology faculty) and novices (non-biology major undergraduates). Consistently, biology faculty appeared to sort based on hypothesized deep features, while non-biology majors appeared to sort based on either surface features or nonhypothesized organizational frameworks. Results suggest that this novel task is robust in distinguishing populations of biology experts and biology novices and may be an adaptable tool for tracking emerging biology conceptual expertise.

How to practice person-centred care: A conceptual framework.

PubMed

Santana, Maria J; Manalili, Kimberly; Jolley, Rachel J; Zelinsky, Sandra; Quan, Hude; Lu, Mingshan

2018-04-01

Globally, health-care systems and organizations are looking to improve health system performance through the implementation of a person-centred care (PCC) model. While numerous conceptual frameworks for PCC exist, a gap remains in practical guidance on PCC implementation. Based on a narrative review of the PCC literature, a generic conceptual framework was developed in collaboration with a patient partner, which synthesizes evidence, recommendations and best practice from existing frameworks and implementation case studies. The Donabedian model for health-care improvement was used to classify PCC domains into the categories of "Structure," "Process" and "Outcome" for health-care quality improvement. The framework emphasizes the structural domain, which relates to the health-care system or context in which care is delivered, providing the foundation for PCC, and influencing the processes and outcomes of care. Structural domains identified include: the creation of a PCC culture across the continuum of care; co-designing educational programs, as well as health promotion and prevention programs with patients; providing a supportive and accommodating environment; and developing and integrating structures to support health information technology and to measure and monitor PCC performance. Process domains describe the importance of cultivating communication and respectful and compassionate care; engaging patients in managing their care; and integration of care. Outcome domains identified include: access to care and Patient-Reported Outcomes. This conceptual framework provides a step-wise roadmap to guide health-care systems and organizations in the provision PCC across various health-care sectors. © 2017 The Authors Health Expectations published by John Wiley & Sons Ltd.

A Framework for Developing Expertise in Engaging the Technological World.

ERIC Educational Resources Information Center

Puk, Tom

1996-01-01

Technology education needs a pluralistic approach that begins with a perspective of what a technology is and follows a sequence of levels of engagement with it: functionality, intuitive excellence, conceptual understanding, and self-transcendence. (SK)

A Framework for Evaluating Induction into Teaching.

ERIC Educational Resources Information Center

Schlechty, Phillip C.

1985-01-01

Indicators and characteristics of effective induction systems are described using efforts of the Charlotte-Mecklenburg Schools' Career Development Program as an example. Fundamental changes needed in the way teacher education is conceptualized by school personnel are discussed. (DF)

Studying the teaching of kindness: A conceptual model for evaluating kindness education programs in schools.

PubMed

Kaplan, Deanna M; deBlois, Madeleine; Dominguez, Violeta; Walsh, Michele E

2016-10-01

Recent research suggests that school-based kindness education programs may benefit the learning and social-emotional development of youth and may improve school climate and school safety outcomes. However, how and to what extent kindness education programming influences positive outcomes in schools is poorly understood, and such programs are difficult to evaluate in the absence of a conceptual model for studying their effectiveness. In partnership with Kind Campus, a widely adopted school-based kindness education program that uses a bottom-up program framework, a methodology called concept mapping was used to develop a conceptual model for evaluating school-based kindness education programs from the input of 123 middle school students and approximately 150 educators, school professionals, and academic scholars. From the basis of this model, recommendations for processes and outcomes that would be useful to assess in evaluations of kindness education programs are made, and areas where additional instrument development may be necessary are highlighted. The utility of the concept mapping method as an initial step in evaluating other grassroots or non-traditional educational programming is also discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Use of theoretical and conceptual frameworks in qualitative research.

PubMed

Green, Helen Elise

2014-07-01

To debate the definition and use of theoretical and conceptual frameworks in qualitative research. There is a paucity of literature to help the novice researcher to understand what theoretical and conceptual frameworks are and how they should be used. This paper acknowledges the interchangeable usage of these terms and researchers' confusion about the differences between the two. It discusses how researchers have used theoretical and conceptual frameworks and the notion of conceptual models. Detail is given about how one researcher incorporated a conceptual framework throughout a research project, the purpose for doing so and how this led to a resultant conceptual model. Concepts from Abbott (1988) and Witz ( 1992 ) were used to provide a framework for research involving two case study sites. The framework was used to determine research questions and give direction to interviews and discussions to focus the research. Some research methods do not overtly use a theoretical framework or conceptual framework in their design, but this is implicit and underpins the method design, for example in grounded theory. Other qualitative methods use one or the other to frame the design of a research project or to explain the outcomes. An example is given of how a conceptual framework was used throughout a research project. Theoretical and conceptual frameworks are terms that are regularly used in research but rarely explained. Textbooks should discuss what they are and how they can be used, so novice researchers understand how they can help with research design. Theoretical and conceptual frameworks need to be more clearly understood by researchers and correct terminology used to ensure clarity for novice researchers.

From within the Belly of the Beast: Rethinking the Concept of the "Educational Marketplace" in the Popular Discourse of Education Reform

ERIC Educational Resources Information Center

Ellison, Scott

2012-01-01

The task of this article is to carry out a synthetic analysis of the concept of the "educational marketplace" as it is used in the popular discourse of education reform so as to unpack what has become a commonsensical idea in American politics. It is a conceptual framework that has opened an ever-expanding sovereign space in the American state for…

Teaching the teachers.

PubMed

Zavalkoff, Anne

2002-10-01

SUMMARY This paper presents a conceptual tool designed to help teacher education students think critically about the roots and consequences of personal, parental, community, and institutional resistance to diverse sexual identities and behaviours. To explore the roots of sexualized and gendered prejudice and ground the conceptual tool theoretically, it begins with a careful examination of Judith Butler's work on performativity. The paper then describes and illustrates the conceptual tool. The Continuum of (Subversive) Drag Performance helps stimulate critical thinking about the power implications of people's sexed and gendered performances through its six ranges: Radical, Stealth, Commercial, Passing, Mainstream, and Privileged. Because these ranges are independent of common considerations of "normalcy," they offer teacher education students a relatively unthreatening framework for analyzing conceptions of sexuality and gender that, left unexamined, can contribute to sexism, heterosexism, and homophobia.

Legislation for Youth Sport Concussion in Canada: Review, Conceptual Framework, and Recommendations.

PubMed

Russell, Kelly; Ellis, Michael J; Bauman, Shannon; Tator, Charles H

2017-05-01

In this article, we conduct a review of introduced and enacted youth concussion legislation in Canada and present a conceptual framework and recommendations for future youth sport concussion laws. We conducted online searches of federal, provincial, and territorial legislatures to identify youth concussion bills that were introduced or successfully enacted into law. Internet searches were carried out from July 26 and 27, 2016. Online searches identified six youth concussion bills that were introduced in provincial legislatures, including two in Ontario and Nova Scotia and one each in British Columbia and Quebec. One of these bills (Ontario Bill 149, Rowan's Law Advisory Committee Act, 2016) was enacted into provincial law; it is not actual concussion legislation, but rather a framework for possible enactment of legislation. Two bills have been introduced in federal parliament but neither bill has been enacted into law. At present, there is no provincial or federal concussion legislation that directly legislates concussion education, prevention, management, or policy in youth sports in Canada. The conceptual framework and recommendations presented here should be used to guide the design and implementation of future youth sport concussion laws in Canada.

The Construct of Media and Information Literacy in Singapore Education System: Global Trends and Local Policies

ERIC Educational Resources Information Center

Lin, Tzu-Bin; Mokhtar, Intan Azura; Wang, Li-Yi

2015-01-01

This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore…

The Potential of Critical Feminist Citizenship Frameworks for Citizenship and Social Justice in Higher Education

ERIC Educational Resources Information Center

Bozalek, Vivienne; Carolissen, Ronelle

2012-01-01

There is a paucity of South African literature that uses feminist critical approaches as a conceptual tool to examine intersections of social justice and citizenship. This article aims to address this gap by examining the potential of critical feminist approaches to transform conceptions of citizenship in higher education. It outlines how…

Towards a Theoretical Framework for the Use of ICT Strategies for Teaching Practicum Supervision

ERIC Educational Resources Information Center

Mabunda, P. L.

2013-01-01

Teaching Practice is a core component of pre-service or initial teacher education programmes worldwide. The requirements set by the South African Committee on Higher Education effected changes to the coordination and supervision of Teaching Practice. The purpose of this conceptual study was to review and gain insight into the use of various…

Assessments of Intellectually Gifted Students With(out) Characteristic(s) of ASD: An Explorative Evaluation among Diagnosticians in Various Psycho-Educational Organisations

ERIC Educational Resources Information Center

Burger-Veltmeijer, Agnes E. J.; Minnaert, Alexander E. M. G.; van den Bosch, Els J.

2015-01-01

Recently, Burger-Veltmeijer, Minnaert & Van den Bosch (2014) constructed a conceptual framework, called the Strengths and Weaknesses Heuristic ("S&W Heuristic") which might provide systematicity and coherence in research as well as psycho-educational praxis, regarding assessments of Intellectually Gifted (IG) students with…

An Inclusive Definition of Spirituality for Social Work Education and Practice

ERIC Educational Resources Information Center

Senreich, Evan

2013-01-01

A formidable body of recent literature advocates the incorporation of spirituality into the bio-psycho-social framework of social work education and practice. No consistent conceptualization of spirituality has been developed, however, that can be used with all clients and that is fully consonant with social work values as taught in schools of…

More than Meets the Eye: Adult Education for Critical Consciousness in Luis Camnitzer's Art

ERIC Educational Resources Information Center

Zorrilla, Ana Carlina

2012-01-01

The purpose of this study was to explore the connection between art and adult education for critical consciousness through the conceptual art of Luis Camnitzer. The theoretical framework grounding this research was critical public pedagogy, influenced by both critical theory and Stuart Hall's systems of representation (1997). This framework…

Forecasting Doctoral-Level Content in Agricultural Education: Viewpoints of Engaged Scholars in the United States

ERIC Educational Resources Information Center

Shinn, Glen C.; Briers, Gary; Baker, Matt

2008-01-01

In this study, the researchers used a classical Delphi method to re-examine the conceptual framework, definition, and knowledge base of the field. Seventeen engaged scholars, each representing the expert agricultural education community, reached consensus on defining the field of study, 10 knowledge domains, and 67 knowledge objects. The Delphi…

Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report

ERIC Educational Resources Information Center

Achieve, Inc., 2010

2010-01-01

In response to concerns over the need for a scientifically literate workforce, increasing the STEM pipeline, and aging science standards documents, the scientific and science education communities are embarking on the development of a new conceptual framework for science, led by the National Research Council (NRC), and aligned next generation…

Implementing the Learner-Designed Individual Program Style in Physical Education

ERIC Educational Resources Information Center

Chatoupis, Constantine

2018-01-01

The purpose of this article is to guide the teacher in implementing the learner-designed individual program style (LDIP) in physical education settings. The LDIP style is one of the 11 spectrum teaching styles that promote self-directed learning. The spectrum of teaching styles is a conceptual framework that helps describe and organize the…

Case Study on the Impact of Technology on Incivility in Higher Education

ERIC Educational Resources Information Center

Bartlett, Michelle E.; Bartlett, James E.

2016-01-01

A qualitative case study research design provided an in-depth perspective of the participants in relation to understanding the holistic impact technology has on the incivility of student-to-student and student-to-faculty interactions in higher education. The conceptual framework by Twale and Deluca (2008), based upon Salin's (2003) proposed model…

Hesiod the Cosmopolitan: Utopian and Dystopian Discourse and Ethico-Political Education

ERIC Educational Resources Information Center

Papastephanou, Marianna

2008-01-01

The modern tendency to treat all Greek Golden Age textuality as apolitical and escapist has contributed to the ongoing neglect of the first Western educational text, Hesiod's "Works and days". Most commentators have missed the interplay of utopian and dystopian images in Hesiodic poetry for lack of the appropriate conceptual framework. Once the…

"Anything You Can Do I Can Do Better": Dialectical Argument in Philosophy of Education

ERIC Educational Resources Information Center

Vokey, Daniel

2009-01-01

Drawing upon my critical appropriation of Alasdair MacIntyre's account of the rationality of traditions, I undertake to explain and demonstrate how the competing conceptual frameworks of distinct traditions of educational inquiry and practice can be assessed through dialectical argument. To illustrate the "method" of dialectic, I argue that the…

The Role of Argumentation in Hypothetico-Deductive Reasoning during Problem-Based Learning in Medical Education: A Conceptual Framework

ERIC Educational Resources Information Center

Ju, Hyunjung; Choi, Ikseon

2018-01-01

One of the important goals of problem-based learning (PBL) in medical education is to enhance medical students' clinical reasoning--hypothetico-deductive reasoning (HDR) in particular--through small group discussions. However, few studies have focused on explicit strategies for promoting students' HDR during group discussions in PBL. This paper…

Creating Learning Organizations in Higher Education: Applying a Systems Perspective

ERIC Educational Resources Information Center

Bui, Hong; Baruch, Yehuda

2010-01-01

Purpose: The purpose of this paper is to offer an application of a system model for Senge's five disciplines in higher education (HE) institutions. Design/methodology/approach: The paper utilizes a conceptual framework for the analysis of antecedents and outcomes of Senge's five disciplines, focusing on specific factors unique to the HE sector.…

Barriers to Functional and Qualitative Technology Education In Developing Countries: Nigeria as a Case Study.

ERIC Educational Resources Information Center

Ojo, David A.

Science and Technology have been widely recognized as the most important potent tools for socio-economic development. This paper begins with a brief critical and evaluative review of the status of science and technology education in developing countries in Africa. The conceptual framework and the major features of a functional and qualitative…

Did the Dream End There? Adult Education and Resurrection City 1968

ERIC Educational Resources Information Center

Hamilton, Robert

2013-01-01

This article considers the role played by adult education in a temporary community called Resurrection City in 1968. It draws on primary source documents and oral testimonies from three archives. Social movement theory and the ideas of Freire and Gramsci provide a conceptual framework. In May 1968 around 6,000 poor people from across the United…

Some Preliminary Notes Concerning an Inquiry into the Heritage of Canadian Adult Education. Occasional Paper No. 19.

ERIC Educational Resources Information Center

Kidd, J. Roby

As an introductory sketch to further understanding of the present in terms of the past, a conceptual framework is helpful for studying Canadian adult education. The suggested approach utilizes factors--time periods, influences, and activities, methods, programs, and organizations--to try to establish interrelationships. There were three major time…

The Efforts of Educational Interest Groups To Defeat Merit Pay for Teachers in Pennsylvania: 1983-1986.

ERIC Educational Resources Information Center

Fiore, Alice Marie

Efforts of educational interest groups to defeat merit pay for Pennsylvania teachers during 1983-1986 are explored in this case study. Political systems theory and allocative theory provide the conceptual framework. Deutsch's (1973) outline of variables that affect the course of conflict was used to organize indepth personal interviews and a…

Establishing a Community of Inquiry through Hybrid Courses in Clinical Social Work Education

ERIC Educational Resources Information Center

Ferrera, Maria; Ostrander, Noam; Crabtree-Nelson, Sonya

2013-01-01

Utilizing the conceptual framework of Garrison, Anderson, and Archer for critical inquiry, this paper outlines the importance of the community of inquiry (COI) model and how it may inform online social work education. Integrating the COI model, we discuss how online learning in the classroom with a hybrid approach has been used to facilitate…

Using Foucauldian "Discursive Practices" as Conceptual Framework for the Study of Teachers' Discourses of HIV and Sexuality

ERIC Educational Resources Information Center

Davids, Mogamat Noor

2014-01-01

Educational research conducted in the context of the HIV and AIDS pandemic in Southern Africa has produced diverse knowledge claims. A review of extant literature espoused elements of ambiguity and contradictions which have become challenging to explain, given the growing instrumentality of educational policy and institutional cultures. The…

A Conceptual Framework for Understanding Children as Agents in the Transition from Home to Kindergarten

ERIC Educational Resources Information Center

Lam, Mei Seung; Pollard, Andrew

2006-01-01

The transition from home to kindergarten, for most children, is the first and major ecological transition in their educational life. Kindergarten is the first educational setting in which children make sense about "school" as a place to learn and about themselves as "pupils". In this transition, children cross a cultural…

Teacher Evaluation: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, No. 23

ERIC Educational Resources Information Center

Isore, Marlene

2009-01-01

This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries. First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. In particular, it emphasises the importance…

The Reproduction of Privilege: Young Women, the Family and Private Education

ERIC Educational Resources Information Center

Maxwell, Claire; Aggleton, Peter

2014-01-01

The paper examines processes of cultural production and reproduction among members of the elite and upper-middle classes. Drawing on findings from a study of private education in England, it explores the utility of a conceptual framework to examine how practices in and across different sites may be reproductive of various forms of…

Empowering the Faculty: Mentoring Redirected and Renewed. ASHE-ERIC Higher Education Report No. 3.

ERIC Educational Resources Information Center

Luna, Gaye; Cullen, Deborah L.

This report discusses the use of faculty mentoring programs to empower faculty and ultimately benefit the institution and improve the quality of higher education. It synthesizes the literature on mentoring in terms of conceptual frameworks, mentoring arenas, and roles and functions of mentors and proteges. The first section provides a general…

A Study of Urban Middle School Teachers' Reports on How Instruction in Character Education Contributes to Students' Leadership Practices

ERIC Educational Resources Information Center

Haye, Henry H.

2012-01-01

This qualitative study investigated urban middle school teachers' reports regarding the relationship between character education and student leadership practices of being honest, forward-looking, being inspiring, and being competent. This study utilized a conceptual framework derived from Kouzes' and Posner's (2002, 2008) extensive research, which…

Conducting School-Based Assessments of Child and Adolescent Behavior. The Guilford School Practitioner Series.

ERIC Educational Resources Information Center

Shapiro, Edward S., Ed.; Kratochwill, Thomas R., Ed.

This guide brings educational practitioners up to date on how to administer and interpret a wide range of assessment methods for students presenting with emotional and behavioral difficulties. It offers insights and tools for K-12 practitioners and trainees in regular and special education. Delineating a concise conceptual framework, the first…

The Use of Workforce Assessment as a Component of Career and Technical Education Program Evaluation

ERIC Educational Resources Information Center

Bartlett, Kenneth R.; Schleif, Nicole L.; Bowen, Mauvalyn M.

2011-01-01

This research project examined the extent to which Career and Technical Education (CTE)-related programs use workforce needs assessment as a component of their evaluation activities. An employer perspective was used to develop a conceptual framework drawing on strategic human resource management theory. The extent and methods utilized for…

A Comparison of Perceptions of Career and Technical Education Curriculum and Academic Core Curriculum

ERIC Educational Resources Information Center

Handy, Kimberly

2012-01-01

This study focused on identifying and categorizing the perceptions of teachers, counselors, and administrators related to career and technical education (CTE) and academic core (AC) curricula in a large school district. Control group actions' perceptual control theory (PCT) was used as the conceptual framework for the study. PCT is a model of…

Globalization and the Changing Face of Educational Leadership: Current Trends and Emerging Dilemmas

ERIC Educational Resources Information Center

Litz, David

2011-01-01

This paper has used a deconstructivist conceptual framework in order to explore and analyze the multifaceted and complex impacts of globalization on educational leadership in the early 21st century. It will be argued that globalization has had far-reaching positive and negative effects on all of the various nation-states, cultures, economies, and…

Technology-Mediated Open and Distance Education for Agricultural Education and Improved Livelihoods in Sub-Saharan Africa. Country Case Studies

ERIC Educational Resources Information Center

Alluri, Krishna, Ed.; Zachmann, Rainer, Ed.

2008-01-01

The Learning for Livelihoods Sector of the Commonwealth of Learning (COL) addresses the major challenges related to learning and skills development that are key for living and for improvement of livelihoods. Developing conceptual frameworks, influencing policy, enabling technology-mediated learning, and strengthening networks and partnerships are…

Putting Cognitive Science behind a Statistics Teacher's Intuition

ERIC Educational Resources Information Center

Jones, Karrie A.; Jones, Jennifer L.; Vermette, Paul J.

2011-01-01

Recent advances in cognitive science have led to an enriched understanding of how people learn. Using a framework presented by Willingham, this article examines instructional best practice from the perspective of conceptual understanding and its implications on statistics education.

A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States. Research Report. ETS RR-17-37

ERIC Educational Resources Information Center

Guzman-Orth, Danielle; Lopez, Alexis A.; Tolentino, Florencia

2017-01-01

Dual language learners (DLLs) and the various educational programs that serve them are increasing in number across the country. This framework lays out a conceptual approach for dual language assessment tasks designed to measure the language and literacy skills of young DLLs entering kindergarten in the United States. Although our examples focus…

Identifying World Views Projected by Science Teaching Materials: A Case Study Using Pepper's WORLD HYPOTHESES to Analyze a Biology Textbook.

ERIC Educational Resources Information Center

Kilbourn, Brent

The purpose of this study is to develop and demonstrate the use of a conceptual framework for assessing the potential of "world view" as a concept for understanding important issues in science education. The framework is based on Stephen C. Pepper's treatment of six world hypotheses (animism, mysticism, formism, mechansim, contextualism, and…

Teaching-Learning Processes in Elementary School: A Synoptic View. Studies of Educative Processes, Report No. 9.

ERIC Educational Resources Information Center

Harnischfeger, Annegret; Wiley, David E.

This approach to the study of classroom teaching-learning processes concentrates on pupil time and the various ways in which it is used. The conceptual framework contrasts with most earlier studies that report teacher behavior as the most direct influence on pupil achievement. Two premises form the basis of the framework: (1) The total amount of…

GATS and the Steering Capacity of a Nation State in Higher Education: Case Studies of the Czech Republic and the Netherlands

ERIC Educational Resources Information Center

Vlk, Ales; Westerheijden, Don; van der Wende, Marijk

2008-01-01

This paper looks at the General Agreement on Trade in Services (GATS) as an important part of the international trade law system and explores if and how it affects the steering capacity of a nation state regarding higher education. It offers a new conceptual framework to look on the impact of GATS on higher education within its increasingly…

Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas. The David Rockefeller Center Series on Latin American Studies.

ERIC Educational Resources Information Center

Reimers, Fernando, Ed.

This book aims to unveil some of the intricacies and paradoxes in the links among education, poverty, and inequality in the Americas by offering a current account of the status of educational opportunities for low-income groups. The goal is to offer various frameworks to conceptualize the dynamics of educational inequality at the micro-level and…

The BC Educator Pathway Collaborative Framework: creating the foundation for nursing education capacity.

PubMed

Semeniuk, Patricia; Mildon, Barbara; Purkis, Mary Ellen; Thorne, Sally; Wejr, Patricia

2010-05-01

This paper describes the conceptual structure and organizational framework of the Educator Pathway Project (EPP), which is a unique collaborative capacity-building project creating infrastructure for integrating nursing practice learning and development throughout the service and education sectors in British Columbia. Since 2005, two major health authorities, two universities and the provincial nurses' bargaining association have been engaged in an intensive and dynamic partnership to conceptualize and fundamentally change intersectoral directions and possibilities. This unique initiative has required considerable investment and commitment among all partner organizations, resulting in a clear, shared vision of systemwide support of nursing. With the EPP now in its final year of funding, we are beginning to document its elements and interpret its significant impact on nurses and their workplaces across the regions. In this paper, we describe the overall program design, explain the collaborative partnership mechanisms through which we have been implementing the project and articulate a range of processes through which we are working together to enact significant system-level adjustments aimed at a genuine practice-education continuum. As part of sustaining a strong nursing workforce, we believe that nursing practice and education leaders across Canada are ready to employ this kind of creative approach towards realizing our common goals.

Researcher Self-Care in Emotionally Demanding Research: A Proposed Conceptual Framework.

PubMed

Kumar, Smita; Cavallaro, Liz

2018-03-01

Researchers are emotionally and psychologically affected by emotionally demanding research that demands a tremendous amount of mental, emotional, or physical energy and potentially affects or depletes the researcher's well-being. Little attention has been given to preparing doctoral students and novice researchers engaged in such studies. Four possible types of emotionally demanding research experiences are presented: sensitive issues, personal trauma previously experienced, experience of traumatic life events during research, and unexpected events that arise during research in what was previously not identified as a sensitive issue. The need for self-care is highly relevant to each type, despite their different impacts on researcher well-being. This conceptual article furthers conversation in the field about how researchers and educators can address the need for self-care to prepare novice researchers and proposes a conceptual framework for researcher self-care in emotionally demanding research, with an aim for future empirical study.

Inter-organizational relationships of seven Veterans Affairs Medical Centers and their affiliated medical schools: results of a multiple-case-study investigation.

PubMed

Leeman, J; Kilpatrick, K

2000-10-01

This study describes the costs and and value added to Veterans Affairs Medical Centers (VAMCs) through their affiliations with medical schools. The study also creates a conceptual framework for evaluating the critical dimensions across which these affiliations vary. Case studies of seven VAMCs' affiliations with medical schools, ranging from two highly affiliated VAMCs to one with only one funded residency position, were conducted in 1997 and 1998 using a survey and in-depth interviews with 78 key individuals at the institutions. The qualitative data were then used to develop a conceptual framework for evaluating these affiliations. The results are reported in two stages. In stage one, three organizing themes emerged from the data that formed the conceptual framework for evaluating affiliations: (1) the characteristics of each VAMC and its environment, (2) the characteristics of the relationships between each VAMC and its medical school affiliates, and (3) the costs and value that medical school affiliations add to VAMCs. The affiliations that were most beneficial to VAMCs were characterized by a relationship of trust, extensively shared education and research programs, and a high degree of physician interaction. The achievement of these characteristics is influenced by the distance between the VAMCs and their affiliated medical schools, the VAMCs' levels of organizational complexity, the degree of managed care penetration, and the continuity and academic orientation of leadership at the VAMCs. In stage two, study data were used to create a conceptual framework to evaluate the characteristics of VAMCs and their affiliations with medical schools. The study supplied data to construct a conceptual framework that describes many of the relationships among the different affiliations in the study. The framework offers a tool for evaluating the dimensions across which affiliations vary and how these differences influence the costs and value of medical school affiliations to VAMCs.

Conceptual frameworks of individual work performance: a systematic review.

PubMed

Koopmans, Linda; Bernaards, Claire M; Hildebrandt, Vincent H; Schaufeli, Wilmar B; de Vet Henrica, C W; van der Beek, Allard J

2011-08-01

Individual work performance is differently conceptualized and operationalized in different disciplines. The aim of the current review was twofold: (1) identifying conceptual frameworks of individual work performance and (2) integrating these to reach a heuristic conceptual framework. A systematic review was conducted in medical, psychological, and management databases. Studies were selected independently by two researchers and included when they presented a conceptual framework of individual work performance. A total of 17 generic frameworks (applying across occupations) and 18 job-specific frameworks (applying to specific occupations) were identified. Dimensions frequently used to describe individual work performance were task performance, contextual performance, counterproductive work behavior, and adaptive performance. On the basis of the literature, a heuristic conceptual framework of individual work performance was proposed. This framework can serve as a theoretical basis for future research and practice.

Twelve tips for the production of digital chalk-talk videos.

PubMed

Rana, Jasmine; Besche, Henrike; Cockrill, Barbara

2017-06-01

Increasingly over the past decade, faculty in medical and graduate schools have received requests from digital millennial learners for concise faculty-made educational videos. At our institution, over the past couple of years alone, several hundred educational videos have been created by faculty who teach in a flipped-classroom setting of the pre-clinical medical school curriculum. Despite the appeal and potential learning benefits of digital chalk-talk videos first popularized by Khan Academy, we have observed that the conceptual and technological barriers for creating chalk-talk videos can be high for faculty. To this end, this tips article offers an easy-to-follow 12-step conceptual framework to guide at-home production of chalk-talk educational videos.

Conceptual Frameworks in the Doctoral Research Process: A Pedagogical Model

ERIC Educational Resources Information Center

Berman, Jeanette; Smyth, Robyn

2015-01-01

This paper contributes to consideration of the role of conceptual frameworks in the doctoral research process. Through reflection on the two authors' own conceptual frameworks for their doctoral studies, a pedagogical model has been developed. The model posits the development of a conceptual framework as a core element of the doctoral…

Exploring the oxygen supply and demand framework as a learning tool in undergraduate nursing education.

PubMed

Gillespie, Mary; Shackell, Eileen

2017-11-01

In nursing education, physiological concepts are typically presented within a body 'systems' framework yet learners are often challenged to apply this knowledge in the holistic and functional manner needed for effective clinical decision-making and safe patient care. A nursing faculty addressed this learning challenge by developing an advanced organizer as a conceptual and integrative learning tool to support learners in diverse learning environments and practice settings. A mixed methods research study was conducted that explored the effectiveness of the Oxygen Supply and Demand Framework as a learning tool in undergraduate nursing education. A pretest/post-test assessment and reflective journal were used to gather data. Findings indicated the Oxygen Supply and Demand Framework guided the development of pattern recognition and thinking processes and supported knowledge development, knowledge application and clinical decision-making. The Oxygen Supply and Demand Framework supports undergraduate students learning to provide safe and effective nursing care. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Conceptual Framework for Understanding Unintended Prolonged Opioid Use.

PubMed

Hooten, W Michael; Brummett, Chad M; Sullivan, Mark D; Goesling, Jenna; Tilburt, Jon C; Merlin, Jessica S; St Sauver, Jennifer L; Wasan, Ajay D; Clauw, Daniel J; Warner, David O

2017-12-01

An urgent need exists to better understand the transition from short-term opioid use to unintended prolonged opioid use (UPOU). The purpose of this work is to propose a conceptual framework for understanding UPOU that posits the influence of 3 principal domains that include the characteristics of (1) individual patients, (2) the practice environment, and (3) opioid prescribers. Although no standardized method exists for developing a conceptual framework, the process often involves identifying corroborative evidence, leveraging expert opinion to identify factors for inclusion in the framework, and developing a graphic depiction of the relationships between the various factors and the clinical problem of interest. Key patient characteristics potentially associated with UPOU include (1) medical and mental health conditions; (2) pain etiology; (3) individual affective, behavioral, and neurophysiologic reactions to pain and opioids; and (4) sociodemographic factors. Also, UPOU could be influenced by structural and health care policy factors: (1) the practice environment, including the roles of prescribing clinicians, adoption of relevant practice guidelines, and clinician incentives or disincentives, and (2) the regulatory environment. Finally, characteristics inherent to clinicians that could influence prescribing practices include (1) training in pain management and opioid use; (2) personal attitudes, knowledge, and beliefs regarding the risks and benefits of opioids; and (3) professionalism. As the gatekeeper to opioid access, the behavior of prescribing clinicians directly mediates UPOU, with the 3 domains interacting to determine this behavior. This proposed conceptual framework could guide future research on the topic and allow plausible hypothesis-based interventions to reduce UPOU. Copyright © 2017 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

Exploring the Use of MXit: A Cell-Phone Social Network to Facilitate Learning in Distance Education

ERIC Educational Resources Information Center

Makoe, Mpine

2010-01-01

The aim of this paper is to investigate the pedagogical suitability of using cell phones to enhance learning through social interaction in distance education. Social interaction was used as a conceptual framework to explore the potential for using "MXit"--a cell-phone instant messaging system--to support and enhance learning for distance…

The "State of Exception" and Disaster Education: A Multilevel Conceptual Framework with Implications for Social Justice

ERIC Educational Resources Information Center

Preston, John; Chadderton, Charlotte; Kitagawa, Kaori

2014-01-01

The term "state of exception" has been used by Italian political theorist Giorgio Agamben to explain the ways in which emergencies, crises and disasters are used by governments to suspend legal processes. In this paper, we innovatively apply Agamben's theory to the way in which countries prepare and educate the population for various…

Always Being on Your Toes: Elementary School Dance Teachers' Perceptions of Inclusion and Their Roles in Creating Inclusive Dance Education Environments

ERIC Educational Resources Information Center

Zitomer, Michelle R.

2017-01-01

Teachers are key players in creating inclusive dance education environments. Guided by a conceptual framework of relational ethics, this qualitative study explored the perceptions and practices of four elementary school dance teachers teaching in public schools in two large school districts in Western Canada. Data collection involved interviews,…

African American Women in Public Higher Education Administrative Leadership in the State of Missouri: Perspectives on a Half Century of Progress

ERIC Educational Resources Information Center

Mays, Vida A.

2013-01-01

This study explores the lived experiences of six African American female administrators in Missouri public higher educational institutions. The Black Feminist Thought theory as espoused by Patricia Collins is the framework with which this research examines their leadership. The conceptual lens of race, gender, and class offers an opportunity to…

Gender Dimension in the Development of Effective Teaching Skills among University of Cape Coast (UCC) Distance Education Students

ERIC Educational Resources Information Center

Ahiatrogah, Paul Dela

2017-01-01

The study examined gender dimension in the development of effective teaching skills among distance education (DE) students. The conceptual framework for the study is gender mainstreaming which centres on pluralistic approach to diversity issues among both men and women. A longitudinal developmental research design was used for the study. A sample…

An Alternative Framework for Conceptualizing and Analysing Special Education Research

ERIC Educational Resources Information Center

Hausstatter, Rune Sarromaa

2004-01-01

According to Kuhn, a paradigm is shared by the people who belong to the same scientific field, and a mature science is governed by a single paradigm that sets the standard for legitimate work within the particular science. In the field of special education research, scientists have used the concept of paradigm to explain how they approach the area…

Exploration of Perceptions Held by African American Male Student Affairs Administrators at Predominantly White Institutions through the Conceptual Frameworks of Herzberg, Cose, and Kanter

ERIC Educational Resources Information Center

Surratt, David Alan

2014-01-01

With institutional importance placed on diversity in higher education, considerable research has been conducted regarding the experiences of African Americans at predominantly White institutions. However, the focus has been limited regarding African American administrators in higher education (Jackson, 2004; Allen, 2000; Weems, 2003). The purpose…

Understanding the Changing Faculty Workforce in Higher Education: A Comparison of Full-Time Non-Tenure Track and Tenure Line Experiences

ERIC Educational Resources Information Center

Ott, Molly; Cisneros, Jesus

2015-01-01

Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham's (1980) Job…

Planning and Monitoring the Quality of Primary Education in Sub-Saharan Africa. AFTHR Technical Note No. 14.

ERIC Educational Resources Information Center

Heneveld, Ward

This report is based on the conviction that improvements in the quality of education must focus on the school as the unit of change. Through a review of the qualitative research literature on school improvement and the more quantitative literature on school effectiveness, a conceptual framework that identifies generic factors that determine school…

Understanding Students' Motivation in Sport and Physical Education: From the Expectancy-Value Model and Self-Efficacy Theory Perspectives

ERIC Educational Resources Information Center

Gao, Zan; Lee, Amelia M.; Harrison, Louis, Jr.

2008-01-01

In this article, the roles of individuals' expectancy beliefs and incentives (i.e., task value, outcome expectancy) in sport and physical education are examined from expectancy-value model and self-efficacy theory perspectives. Overviews of the two theoretical frameworks and the conceptual and measurement issues are provided, followed by a review…

Teachers' Engagement with Educational Research: Toward a Conceptual Framework for Locally-Based Interpretive Communities

ERIC Educational Resources Information Center

Anwaruddin, Sardar M.

2015-01-01

In this article, I re-visit the gap between educational research and practice, by reviewing some initiatives that have been taken to bridge the gap. I argue that most of these initiatives do not pay due attention to local contexts of research use. They tend to focus more on the "management" of researchers' theoretical knowledge than on…

Employee Wellbeing in the Higher Education Workplace: A Role for Emotion Scholarship

ERIC Educational Resources Information Center

Woods, Charlotte

2010-01-01

This article has dual aims. First, it proposes an explicit focus on emotion as a means of enriching thinking about employee health and wellbeing in the higher education (HE) sector. Second, in order to bring conceptual clarity to a highly complex area, it presents and illustrates (using a fictional scenario) a framework for understanding emotion.…

Exploring the application of an evolutionary educational complex systems framework to teaching and learning about issues in the science and technology classroom

NASA Astrophysics Data System (ADS)

Yoon, Susan Anne

Understanding the world through a complex systems lens has recently garnered a great deal of interest in many knowledge disciplines. In the educational arena, interactional studies, through their focus on understanding patterns of system behaviour including the dynamical processes and trajectories of learning, lend support for investigating how a complex systems approach can inform educational research. This study uses previously existing literature and tools for complex systems applications and seeks to extend this research base by exploring learning outcomes of a complex systems framework when applied to curriculum and instruction. It is argued that by applying the evolutionary dynamics of variation, interaction and selection, complexity may be harnessed to achieve growth in both the social and cognitive systems of the classroom. Furthermore, if the goal of education, i.e., the social system under investigation, is to teach for understanding, conceptual knowledge of the kind described in Popper's (1972; 1976) World 3, needs to evolve. Both the study of memetic processes and knowledge building pioneered by Bereiter (cf. Bereiter, 2002) draw on the World 3 notion of ideas existing as conceptual artifacts that can be investigated as products outside of the individual mind providing an educational lens from which to proceed. The curricular topic addressed is the development of an ethical understanding of the scientific and technological issues of genetic engineering. 11 grade 8 students are studied as they proceed through 40 hours of curricular instruction based on the complex systems evolutionary framework. Results demonstrate growth in both complex systems thinking and content knowledge of the topic of genetic engineering. Several memetic processes are hypothesized to have influenced how and why ideas change. Categorized by factors influencing either reflective or non-reflective selection, these processes appear to have exerted differential effects on students' abilities to think and act in complex ways at various points throughout the study. Finally, an analysis of winner and loser memes is offered that is intended to reveal information about the conceptual system---its strengths and deficiencies---that can help educators assess curricular goals and organize and construct additional educational activities.

Development of the Biology Card Sorting Task to Measure Conceptual Expertise in Biology

PubMed Central

Smith, Julia I.; Combs, Elijah D.; Nagami, Paul H.; Alto, Valerie M.; Goh, Henry G.; Gourdet, Muryam A. A.; Hough, Christina M.; Nickell, Ashley E.; Peer, Adrian G.; Coley, John D.; Tanner, Kimberly D.

2013-01-01

There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts. In this initial investigation of the Biology Card Sorting Task, each of six analytical measures showed statistically significant differences when used to compare the card sorting results of putative biological experts (biology faculty) and novices (non–biology major undergraduates). Consistently, biology faculty appeared to sort based on hypothesized deep features, while non–biology majors appeared to sort based on either surface features or nonhypothesized organizational frameworks. Results suggest that this novel task is robust in distinguishing populations of biology experts and biology novices and may be an adaptable tool for tracking emerging biology conceptual expertise. PMID:24297290

Utilizing the National Research Council's (NRC) Conceptual Framework for the Next Generation Science Standards (NGSS): A Self-Study in My Science, Engineering, and Mathematics Classroom

NASA Astrophysics Data System (ADS)

Corvo, Arthur Francis

Given the reality that active and competitive participation in the 21 st century requires American students to deepen their scientific and mathematical knowledge base, the National Research Council (NRC) proposed a new conceptual framework for K--12 science education. The framework consists of an integration of what the NRC report refers to as the three dimensions: scientific and engineering practices, crosscutting concepts, and core ideas in four disciplinary areas (physical, life and earth/spaces sciences, and engineering/technology). The Next Generation Science Standards (NGSS ), which are derived from this new framework, were released in April 2013 and have implications on teacher learning and development in Science, Technology, Engineering, and Mathematics (STEM). Given the NGSS's recent introduction, there is little research on how teachers can prepare for its release. To meet this research need, I implemented a self-study aimed at examining my teaching practices and classroom outcomes through the lens of the NRC's conceptual framework and the NGSS. The self-study employed design-based research (DBR) methods to investigate what happened in my secondary classroom when I designed, enacted, and reflected on units of study for my science, engineering, and mathematics classes. I utilized various best practices including Learning for Use (LfU) and Understanding by Design (UbD) models for instructional design, talk moves as a tool for promoting discourse, and modeling instruction for these designed units of study. The DBR strategy was chosen to promote reflective cycles, which are consistent with and in support of the self-study framework. A multiple case, mixed-methods approach was used for data collection and analysis. The findings in the study are reported by study phase in terms of unit planning, unit enactment, and unit reflection. The findings have implications for science teaching, teacher professional development, and teacher education.

A conceptual framework toward identifying and analyzing challenges to the advancement of pharmacy.

PubMed

Bader, Lina R; McGrath, Simon; Rouse, Michael J; Anderson, Claire

Pharmacists and health care professionals are faced with increasing and changing health care needs around the world. To meet these demands, they are required to continuously upgrade and develop their professions. Reprofessionalization is therefore crucial to the successful delivery of health services, but traditional theories might provide little practical guidance to evaluating the overall status of a profession. This study proposes a new conceptual framework of three interrelated professional sectors: education, regulation and practice, and uses it to identify and analyze challenges facing the pharmacy profession in Jordan. A multiple-method qualitative study comprised of semi-structured interviews and focus groups was conducted in Amman, Jordan. To explore and identify the challenges, a purposively recruited cross-sector sample of 53 key informants, stakeholders and pharmacists were interviewed. Interview transcripts were translated and analyzed using QSR NVivo 10. Thematic analysis identified eight main challenges facing pharmacy in Jordan. The original participants were then invited to participate in focus groups, the purpose of which was to validate the interview findings, map them against the conceptual framework and discuss recommendations for development. The eight validated challenges span the following areas: graduates preparedness for practice, pharmacy education accreditation and quality assurance, pre-registration requirements, workforce development, workforce planning, remuneration and wage rate, pharmacy assistants, and Pharm.D. pharmacists. Focus group participants used the framework to map each of the challenges to the primary sector-to-sector disconnect that they perceived to explain it. A list of recommendations addressing each of the challenges was also devised. The framework was found to offer valuable insight as an explanatory and diagnostic tool in policy-relevant research. By emphasizing the processual and contextual nature of reprofessionalization, the framework presents an alternative approach to traditional theories. This study also raises important questions regarding the status of pharmacy in Jordan and aims to provide guidance for local development and much-needed reprofessionalization drives. Copyright © 2016 Elsevier Inc. All rights reserved.

Alternative Policy Instruments. CPRE Joint Note Series.

ERIC Educational Resources Information Center

McDonnell, Lorraine M.; Elmore, Richard F.

This publication builds a conceptual framework that categorizes alternative policy instruments for educational reform into actions. It defines four categories of policy instruments and hypothesizes how each will operate in addressing different policy problems in different political and organizational contexts. Subsequent research will assess…

An Expanded Conceptual Framework of Medical Students' Primary Care Career Choice.

PubMed

Pfarrwaller, Eva; Audétat, Marie-Claude; Sommer, Johanna; Maisonneuve, Hubert; Bischoff, Thomas; Nendaz, Mathieu; Baroffio, Anne; Junod Perron, Noëlle; Haller, Dagmar M

2017-11-01

In many countries, the number of graduating medical students pursuing a primary care career does not meet demand. These countries face primary care physician shortages. Students' career choices have been widely studied, yet many aspects of this process remain unclear. Conceptual models are useful to plan research and educational interventions in such complex systems.The authors developed a framework of primary care career choice in undergraduate medical education, which expands on previously published models. They used a group-based, iterative approach to find the best way to represent the vast array of influences identified in previous studies, including in a recent systematic review of the literature on interventions to increase the proportion of students choosing a primary care career. In their framework, students enter medical school with their personal characteristics and initial interest in primary care. They complete a process of career decision making, which is subject to multiple interacting influences, both within and outside medical school, throughout their medical education. These influences are stratified into four systems-microsystem, mesosystem, exosystem, and macrosystem-which represent different levels of interaction with students' career choices.This expanded framework provides an updated model to help understand the multiple factors that influence medical students' career choices. It offers a guide for the development of new interventions to increase the proportion of students choosing primary care careers and for further research to better understand the variety of processes involved in this decision.

North American Chapter of the International Group for the Psychology of Mathematics Education, Proceedings of the Annual Meeting (13th, Blacksburg, Virginia, October 16-19, 1991). Volumes 1 and 2.

ERIC Educational Resources Information Center

Underhill, Robert G., Ed.

This document, presented in two volumes, reports on a psychology of mathematics education conference, the theme of which was "Theoretical and Conceptual Frameworks in Mathematics Education." The two volumes include 58 papers, descriptions of 4 poster and 2 video presentations, and reports of and reactions to 2 plenary sessions presented…

Understanding the Role of Academic Language on Conceptual Understanding in an Introductory Materials Science and Engineering Course

NASA Astrophysics Data System (ADS)

Kelly, Jacquelyn

Students may use the technical engineering terms without knowing what these words mean. This creates a language barrier in engineering that influences student learning. Previous research has been conducted to characterize the difference between colloquial and scientific language. Since this research had not yet been applied explicitly to engineering, conclusions from the area of science education were used instead. Various researchers outlined strategies for helping students acquire scientific language. However, few examined and quantified the relationship it had on student learning. A systemic functional linguistics framework was adopted for this dissertation which is a framework that has not previously been used in engineering education research. This study investigated how engineering language proficiency influenced conceptual understanding of introductory materials science and engineering concepts. To answer the research questions about engineering language proficiency, a convenience sample of forty-one undergraduate students in an introductory materials science and engineering course was used. All data collected was integrated with the course. Measures included the Materials Concept Inventory, a written engineering design task, and group observations. Both systemic functional linguistics and mental models frameworks were utilized to interpret data and guide analysis. A series of regression analyses were conducted to determine if engineering language proficiency predicts group engineering term use, if conceptual understanding predicts group engineering term use, and if conceptual understanding predicts engineering language proficiency. Engineering academic language proficiency was found to be strongly linked to conceptual understanding in the context of introductory materials engineering courses. As the semester progressed, this relationship became even stronger. The more engineering concepts students are expected to learn, the more important it is that they are proficient in engineering language. However, exposure to engineering terms did not influence engineering language proficiency. These results stress the importance of engineering language proficiency for learning, but warn that simply exposing students to engineering terms does not promote engineering language proficiency.

Taking Stock of Parent Education in the Family Courts: Envisioning a Public Health Model

PubMed Central

Salem, Peter; Sandler, Irwin; Wolchik, Sharlene

2012-01-01

The paper reviewed the development and current status of the parent education movement in the Family Courts. Parent education programs are now being implemented in courts throughout the United States and have a high level of public acceptance; however, a stronger research methodology to evaluate the effects and continued work to align the goals with the content and teaching strategies of these programs are needed. A new conceptual framework is proposed for parent education, which views divorce as a public health problem for children as well as a legal issue. The three-level framework uses concepts from public health to align the goals, content and format of parent education programs and to enable rigorous evaluations of the outcomes achieved by these programs. PMID:23641191

Intervention mapping: a process for developing theory- and evidence-based health education programs.

PubMed

Bartholomew, L K; Parcel, G S; Kok, G

1998-10-01

The practice of health education involves three major program-planning activities: needs assessment, program development, and evaluation. Over the past 20 years, significant enhancements have been made to the conceptual base and practice of health education. Models that outline explicit procedures and detailed conceptualization of community assessment and evaluation have been developed. Other advancements include the application of theory to health education and promotion program development and implementation. However, there remains a need for more explicit specification of the processes by which one uses theory and empirical findings to develop interventions. This article presents the origins, purpose, and description of Intervention Mapping, a framework for health education intervention development. Intervention Mapping is composed of five steps: (1) creating a matrix of proximal program objectives, (2) selecting theory-based intervention methods and practical strategies, (3) designing and organizing a program, (4) specifying adoption and implementation plans, and (5) generating program evaluation plans.

Towards a conceptual framework for preceptorship in the clinical education of undergraduate nursing students.

PubMed

Zilembo, Melanie; Monterosso, Leanne

2008-08-01

A recent study undertaken by the authors (2007) highlighted that undergraduate nursing students were subjected to varying experiences in clinical practice, which were mediated by a number of factors. Mediating factors included continuity of preceptors, student attitudes, the clinical setting environment, student and preceptor expectations of the clinical practice experience and interactions between the student and preceptor. Of note, interactions with preceptors were seen to 'make or break' the practical experience. Therefore, the relationship that is forged between preceptor and student is vital in shaping the student's experience of the clinical area and of the real world of nursing work. Early positive socialisation experiences have been shown to improve retention rates of new nurses (Greene & Puetzer 2002), which are issues of prime concern in an era of worsening nursing shortages at all levels of the profession. A conceptual framework designed to guide preceptorship may help alleviate some of the difficulties experienced by undergraduate nurses in building relationships within the complex interactions of the nursing environment. The framework proposed in this paper offers a conceptual model that links positive preceptor leadership qualities (such as compassion, care and empathy) with student characteristics. This model proposes that synergistic interactions between nursing students and preceptors results in positive implications for the nursing workforce. This framework also has the potential for further development to fill the void created by a lack of conceptual guidance for supervisory interactions within the undergraduate clinical context.

Rethinking research in the medical humanities: a scoping review and narrative synthesis of quantitative outcome studies.

PubMed

Dennhardt, Silke; Apramian, Tavis; Lingard, Lorelei; Torabi, Nazi; Arntfield, Shannon

2016-03-01

The rise of medical humanities teaching in medical education has introduced pressure to prove efficacy and utility. Review articles on the available evidence have been criticised for poor methodology and unwarranted conclusions. To support a more nuanced discussion of how the medical humanities work, we conducted a scoping review of quantitative studies of medical humanities teaching. Using a search strategy involving MEDLINE, EMBASE and ERIC, and hand searching, our scoping review located 11 045 articles that referred to the use of medical humanities teaching in medical education. Of these, 62 studies using quantitative evaluation methods were selected for review. Three iterations of analysis were performed: descriptive, conceptual, and discursive. Descriptive analysis revealed that the medical humanities as a whole cannot be easily systematised based on simple descriptive categories. Conceptual analysis supported the development of a conceptual framework in which the foci of the arts and humanities in medical education can be mapped alongside their related epistemic functions for teaching and learning. Within the framework, art functioned as expertise, as dialogue or as a means of expression and transformation. In the discursive analysis, we found three main ways in which the relationship between the arts and humanities and medicine was constructed as, respectively, intrinsic, additive and curative. This review offers a nuanced framework of how different types of medical humanities work. The epistemological assumptions and discursive positioning of medical humanities teaching frame the forms of outcomes research that are considered relevant to curriculum decision making, and shed light on why dominant review methodologies make some functions of medical humanities teaching visible and render others invisible. We recommend the use of this framework to improve the rigor and relevance of future explorations of the efficacy and utility of medical humanities teaching. © 2016 John Wiley & Sons Ltd.

Increasing the Translation of Evidence Into Practice, Policy, and Public Health Improvements: A Framework for Training Health Professionals in Implementation and Dissemination Science

PubMed Central

Gonzales, Ralph; Handley, Margaret A.; Ackerman, Sara; O’Sullivan, Patricia S.

2012-01-01

The authors describe a conceptual framework for implementation and dissemination science (IDS) and propose competencies for IDS training. Their framework is designed to facilitate the application of theories and methods from the distinct domains of clinical disciplines (e.g., medicine, public health), population sciences (e.g., biostatistics, epidemiology) and translational disciplines (e.g., social and behavioral sciences, business administration education). They explore three principles that guided the development of their conceptual framework: Behavior change among organizations and/or individuals (providers, patients) is inherent in the translation process; engagement of stakeholder organizations, health care delivery systems, and individuals is imperative to achieve effective translation and sustained improvements; and IDS research is iterative, benefiting from cycles and collaborative, bidirectional relationships. The authors propose seven domains for IDS training--team science, context identification, literature identification and assessment, community engagement, intervention design and research implementation, evaluation of effect of translational activity, behavioral change communication strategies--and define twelve IDS training competencies within these domains. As a model, they describe specific courses introduced at the University of California, San Francisco, which they designed to develop these competencies. The authors encourage other training programs and institutions to use (or adapt) the design principles, conceptual framework, And proposed competencies to evaluate their current IDS training needs and to support new program development. PMID:22373617

The Polomeno Family Intervention Framework for Perinatal Education: Preparing Couples for the Transition to Parenthood

PubMed Central

Polomeno, Viola

2000-01-01

Couples face many challenges as they transform themselves from dyad to triad. For some couples, these challenges are life-enriching experiences, while for others, chaos ensues, potentially leading to separation and divorce. The transition to first-time parenthood, even for well-functioning couples, is fraught with potential disorganization. At the same time, it provides opportunities for simultaneous self-growth and conjugal enrichment. What role can perinatal educators play in preparing couples to deal with the changes associated with this transition? To answer this vital question, the author presents her conceptualization of perinatal education as a primary family intervention framework during the perinatal period. PMID:17273190

Application of the human needs conceptual model to dental hygiene practice.

PubMed

Darby, M L; Walsh, M M

2000-01-01

The Human Needs Conceptual Model is relevant to dental hygiene because of the need for dental hygienists to be client focused, humanistic, and accountable in practice. Application of the Human Needs Conceptual Model provides a formal framework for identifying and understanding the unique needs of the client that can be met through dental hygiene care. Practitioners find that the Human Needs Conceptual Model can not only help them in assessment and diagnosis, but also in client education, decision-making, care implementation, and the evaluation of treatment outcomes. By using the model, the dental hygienist is able to manage client care humanistically and holistically, and ensure that care is client-centered rather than task-oriented. With the model, a professional practice can be made operational.

Adapting Maslow's Hierarchy of Needs as a Framework for Resident Wellness.

PubMed

Hale, Andrew J; Ricotta, Daniel N; Freed, Jason; Smith, C Christopher; Huang, Grace C

2018-04-30

Burnout in graduate medical education is pervasive and has a deleterious impact on career satisfaction, personal well-being, and patient outcomes. Interventions in residency programs have often addressed isolated contributors to burnout; however, a more comprehensive framework for conceptualizing wellness is needed. In this article the authors propose Maslow's hierarchy of human needs (physiologic, safety, love/belonging, esteem, and self-actualization) as a potential framework for addressing wellness initiatives. There are numerous contributors to burnout among physician-trainees, and programs to combat burnout must be equally multifaceted. A holistic approach, considering both the trainees personal and professional needs, is recommended. Maslow's Needs can be adapted to create such a framework in graduate medical education. The authors review current evidence to support this model. This work surveys current interventions to mitigate burnout and organizes them into a scaffold that can be used by residency programs interested in a complete framework to supporting wellness.

Attracting New Learners: International Evidence and Practice.

ERIC Educational Resources Information Center

Taylor, Sue, Ed.; Cameron, Helen, Ed.

This document explores the question of how the United Kingdom can attract more people into education and training. The introduction discusses the international seminar on which the document is based. "What Triggers Participation?" offers a conceptual framework for the seminar's findings. "A Comparative Perspective" examines…

Applied Creativity: The Creative Marketing Breakthrough Model

ERIC Educational Resources Information Center

Titus, Philip A.

2007-01-01

Despite the increasing importance of personal creativity in today's business environment, few conceptual creativity frameworks have been presented in the marketing education literature. The purpose of this article is to advance the integration of creativity instruction into marketing classrooms by presenting an applied creative marketing…

Factors Guiding Research on Farm Women.

ERIC Educational Resources Information Center

Murray, M. Eloise

1981-01-01

Suggests additions to a conceptual framework for researching farm women combining family, labor/work, economics, politics, education, and technology cited in Frances Hill's "Farm Women: Challenge to Scholarship" (RC 504 387). Available from: Rural Sociological Society, 325 Morgan Hall, University of Tennessee, Knoxville, TN 37916. (NEC)

Professional Development in Technology at High Achieving Schools

ERIC Educational Resources Information Center

Ryan, Kevin D.

2017-01-01

This study analyzed educators' perception of professional development offered through schools in the area of technology implementation and tried to define its perceived effectiveness in meeting the professional development conceptual framework defined by Gardner, Baker, Vogt, and Hodel in "Four Approaches to Professional Development".…

The middle-class nature of identity and its implications for education: a genealogical analysis and reevaluation of a culturally and historically bounded concept.

PubMed

Matusov, Eugene; Smith, Mark Philip

2012-09-01

We consider identity as a historically emerging discourse that requires genealogical analysis - not to discover the roots of our identity but to commit [ourselves] to its dissipation (Foucault 1977, p. 162). We suggest analyzing identity through the history of socio-economic classes, their life struggles, ambitions, development, and reproduction. We see learning not as a project of transformation of identity, but rather as developing access to socially valuable practices and developing one's own voice within these practices (through addressing and responding to other voices). The access and voice projects free agents from unnecessary finalization and objectivization by oneself and others (Bakhtin 1999; Bakhtin 1990). In education, we should develop indigenous discourses of learning and develop a conceptual framework that makes analysis of diverse discourses possible. We argue that learning, as transformation of participation in a sociocultural practice to gain more access, is a better conceptual framework than learning as transformation of identity.

A Consideration of the Impact of Poland's 1990 Bill on Schools of Higher Education Using an Information Technology Conceptual Framework

ERIC Educational Resources Information Center

Butler, Norman L.

2004-01-01

This article is the product of the writer's deliberations about the impact of Poland's 1990 Bill on Schools of Higher Education using an information technology theoretical model consisting of three parts: (1) participation; (2) feedback; and (3) partnership. The main findings of the investigation revealed that: (1) there is wide participation in…

Take out the Tests, and Hide the Grades; Add the Spiritual with All Voices Raised! Professor Explications and Students' Opinions of an Unconventional Classroom Milieu

ERIC Educational Resources Information Center

Knowlton, Dave S.

2010-01-01

A primary piece of the conceptual framework that underlies this paper is the argument that changing instructional practices and strategies has not led to substantive innovation in higher education classrooms. More broadly stated, instructional strategies typically have not led to true innovation in higher education because strategy change often…

Pasteur's Quadrant: A Conceptual Framework for Bridging the "Great Divide" between Higher Education and Professional Practice in Parks, Recreation, and Tourism

ERIC Educational Resources Information Center

Dustin, Daniel L.; Schwab, Keri A.; Hendricks, William W.

2016-01-01

In this paper we discuss the intractability of the "great divide" between higher education and professional practice in parks, recreation, and tourism. We begin by drawing parallels between our field and other professional fields to demonstrate that the issue is not ours alone; indeed, it is common to most professional fields. We then…

Interrogating the Trope of the Door in Multicultural Education: Framing Diplomatic Relations to Indigenous Political and Legal Difference

ERIC Educational Resources Information Center

Richardson, Troy A.

2011-01-01

In this essay Troy Richardson works to develop a conceptual framework and set of terms by which a diplomatic reception of different forms of law can be developed in multicultural education. Taking up the trope of the door in multiculturalist discourse as a site in which a welcoming of the difference of others is organized, Richardson interrogates…

Promoting the Academic Achievement of African-American Males: The Achievers Model for Systemic Change of K-12 Educational Programs and Services

ERIC Educational Resources Information Center

McNair, Wanda J.

2013-01-01

The purpose of this applied doctoral project (ADP) was to conceptualize a framework for a charter school program design to promote the academic achievement of a select group of African-American males. Gorton, Alston, and Snowden (2007) emphasized that school improvement involves change for the better. The National Education Goals Panel, a…

Medical school benchmarking - from tools to programmes.

PubMed

Wilkinson, Tim J; Hudson, Judith N; Mccoll, Geoffrey J; Hu, Wendy C Y; Jolly, Brian C; Schuwirth, Lambert W T

2015-02-01

Benchmarking among medical schools is essential, but may result in unwanted effects. To apply a conceptual framework to selected benchmarking activities of medical schools. We present an analogy between the effects of assessment on student learning and the effects of benchmarking on medical school educational activities. A framework by which benchmarking can be evaluated was developed and applied to key current benchmarking activities in Australia and New Zealand. The analogy generated a conceptual framework that tested five questions to be considered in relation to benchmarking: what is the purpose? what are the attributes of value? what are the best tools to assess the attributes of value? what happens to the results? and, what is the likely "institutional impact" of the results? If the activities were compared against a blueprint of desirable medical graduate outcomes, notable omissions would emerge. Medical schools should benchmark their performance on a range of educational activities to ensure quality improvement and to assure stakeholders that standards are being met. Although benchmarking potentially has positive benefits, it could also result in perverse incentives with unforeseen and detrimental effects on learning if it is undertaken using only a few selected assessment tools.

The Swedish duty hour enigma.

PubMed

Sundberg, Kristina; Frydén, Hanna; Kihlström, Lars; Nordquist, Jonas

2014-01-01

The Swedish resident duty hour limit is regulated by Swedish and European legal frameworks. With a maximum average of 40 working hours per week, the Swedish duty hour regulation is one of the most restrictive in the world. At the same time, the effects of resident duty hour limits have been neither debated nor researched in the Swedish context. As a result, little is known about the Swedish conceptual framework for resident duty hours, their restriction, or their outcomes: we call this "the Swedish duty hour enigma." This situation poses a further question: How do Swedish residents themselves construct a conceptual framework for duty hour restrictions? A case study was conducted at Karolinska University Hospital, Stockholm--an urban, research-intensive hospital setting. Semi-structured interviews were carried out with 34 residents currently in training in 6 specialties. The empirical data analysis relied on theoretical propositions and was conducted thematically using a pattern-matching technique. The interview guide was based on four main topics: the perceived effect of duty hour restrictions on (1) patient care, (2) resident education, (3) resident well-being, and (4) research. The residents did not perceive the volume of duty hours to be the main determinant of success or failure in the four contextual domains of patient care, resident education, resident well-being, and research. Instead, they emphasized resident well-being and a desire for flexibility. According to Swedish residents' conceptual framework on duty hours, the amount of time spent on duty is not a proxy for the quality of resident training. Instead, flexibility, organization, and scheduling of duty hours are considered to be the factors that have the greatest influence on resident well-being, quality of learning, and opportunities to attain the competence needed for independent practice.

The Swedish duty hour enigma

PubMed Central

2014-01-01

Background The Swedish resident duty hour limit is regulated by Swedish and European legal frameworks. With a maximum average of 40 working hours per week, the Swedish duty hour regulation is one of the most restrictive in the world. At the same time, the effects of resident duty hour limits have been neither debated nor researched in the Swedish context. As a result, little is known about the Swedish conceptual framework for resident duty hours, their restriction, or their outcomes: we call this “the Swedish duty hour enigma.” This situation poses a further question: How do Swedish residents themselves construct a conceptual framework for duty hour restrictions? Methods A case study was conducted at Karolinska University Hospital, Stockholm – an urban, research-intensive hospital setting. Semi-structured interviews were carried out with 34 residents currently in training in 6 specialties. The empirical data analysis relied on theoretical propositions and was conducted thematically using a pattern-matching technique. The interview guide was based on four main topics: the perceived effect of duty hour restrictions on (1) patient care, (2) resident education, (3) resident well-being, and (4) research. Results The residents did not perceive the volume of duty hours to be the main determinant of success or failure in the four contextual domains of patient care, resident education, resident well-being, and research. Instead, they emphasized resident well-being and a desire for flexibility. Conclusions According to Swedish residents’ conceptual framework on duty hours, the amount of time spent on duty is not a proxy for the quality of resident training. Instead, flexibility, organization, and scheduling of duty hours are considered to be the factors that have the greatest influence on resident well-being, quality of learning, and opportunities to attain the competence needed for independent practice. PMID:25559074

Conceptual Framework for Educational Disaster Centre "save the Children Life"

NASA Astrophysics Data System (ADS)

Bandrova, T.; Kouteva, M.; Pashova, L.; Savova, D.; Marinova, S.

2015-08-01

Millions of people are affected by natural and man-made disasters each year, among which women, children, elderly persons, people with disabilities or special needs, prisoners, certain members of ethnic minorities, people with language barriers, and the impoverished are the most vulnerable population groups in case of emergencies. Many national and international organizations are involved in Early Warning and Crisis Management training, particularly focused on the special target to safe children and improve their knowledge about disasters. The success of these efforts is based on providing the specific information about disaster preparedness and emergency in adapted for children educational materials, accompanied with simple illustrative explanations for easy and fast understanding of the disasters. The active participation of the children in the educational activities through appropriate presenting the information, short training seminars and entertaining games will increase their resilience and will contribute significantly to their preparedness and adequate response in emergency situations. This paper aims to present the conceptual framework of a project for establishing an Educational Disaster Centre (EDC) "Save the children life" at University of Architecture, Civil Engineering and Geodesy (UACEG), providing relevant justification of the necessity to organize such centre in Bulgaria and discussing good practices in Europe and worldwide for children' education and training in case of disastrous event. General concepts for educational materials and children training are shared. Appropriate equipment for the EDC is shortly described.

Diversity Digest. Volume 9, Number 1

ERIC Educational Resources Information Center

Musil, Caryn McTighe, Ed.; Hovland, Kevin, Ed.

2005-01-01

Civic engagement is the focus of this issue of "Diversity Digest." Concrete examples of institutions that have linked diversity and civic engagement in powerful, effective, and educationally transforming ways are presented. What is seen in the field is encouraging. Articles feature new conceptual frameworks for civic learning, curricular…

Strategic Marketing for Educational Systems: A Guide for Implementation.

ERIC Educational Resources Information Center

Hanson, E. Mark; Henry, Walter

1993-01-01

The use of strategic marketing processes typically associated with the private sector can benefit school systems' efforts to develop public confidence and establish guidelines for future development. This article introduces a conceptual framework allowing schools to progress systematically through needs assessment, community surveys, goal setting,…

Intuitive Interference in Probabilistic Reasoning

ERIC Educational Resources Information Center

Babai, Reuven; Brecher, Tali; Stavy, Ruth; Tirosh, Dina

2006-01-01

One theoretical framework which addresses students' conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students' reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common…

OD: A Theory and Process for Influencing Human and Organization Development.

ERIC Educational Resources Information Center

Kurpius, DeWayne J.

1979-01-01

Offers a conceptual framework for organizational development consultation, through a brief definition of the process, with attention given to the systems approach. The consultation process is described, and a brief statement about consulting in business and higher education settings is included. (Author/JEG)

Individuals with Profound Disabilities: Instructional and Assistive Strategies. Third Edition.

ERIC Educational Resources Information Center

Sternberg, Les, Ed.

This collection of 14 essays focuses on the education of individuals with profound disabilities. The essays include: (1) "Individuals with Profound Disabilities: Definitions, Characteristics, and Conceptual Framework" (Les Sternberg); (2) "Creating Environments That Support and Enhance the Lives of All Individuals" (Lucille Zeph); (3) "Biomedical…

Comparing HE Policies in Europe

ERIC Educational Resources Information Center

Bleiklie, Ivar; Michelsen, Svein

2013-01-01

The purpose of this paper is to develop a conceptual framework for a comparative analysis of Higher Education policies that enables us to investigate the explanatory power of structural characteristics of politico-administrative systems. The policies that are studied aim at improving the efficiency and quality of institutional performance. The…

"Testimonios" Informing a Human Rights and Social Justice Education Framework

ERIC Educational Resources Information Center

Prieto, Linda

2016-01-01

The recalling and documenting of "testimonio" "as a conceptual and methodological tool that transforms cultural and personal narratives into critical social analysis" (Fuentes & Pérez, 2016) is not an easy process. Often tears, "coraje" (both courage and rage) and laughter accompany this process--a transformative…

Managing the Facilities Portfolio: New Book Addresses Elimination of $60 Billion Problem.

ERIC Educational Resources Information Center

Rush, Sean; And Others

1991-01-01

This excerpt from "Managing the Facilities Portfolio: A Practical Approach to Institutional Renewal and Deferred Maintenance" offers higher education business officers a conceptual framework comprising four steps: (1) establish baseline; (2) estimate needs; (3) compare model alternatives; and (4) report to management. (DB)

Manufacturing Curriculum Grant. Final Report.

ERIC Educational Resources Information Center

Scarborough, Jule Dee

A manufacturing curriculum for secondary vocational programs was designed to bridge the gap between grades 9-10 level courses and the community college-level curriculum of the Illinois Plan for Industrial Education. During the project, a literature review of manufacturing curriculum materials was conducted, a manufacturing conceptual framework was…

Social Learning: Medical Student Perceptions of Geriatric House Calls

ERIC Educational Resources Information Center

Abbey, Linda; Willett, Rita; Selby-Penczak, Rachel; McKnight, Roberta

2010-01-01

Bandura's social learning theory provides a useful conceptual framework to understand medical students' perceptions of a house calls experience at Virginia Commonwealth University School of Medicine. Social learning and role modeling reflect Liaison Committee on Medical Education guidelines for "Medical schools (to) ensure that the learning…

Open Access to Mexican Academic Production

ERIC Educational Resources Information Center

Adame, Silvia I.; Llorens, Luis

2016-01-01

This paper presents a description of the metadata harvester software development. This system provides access to reliable and quality educational resources, shared by Mexican Universities through their repositories, to anyone with Internet Access. We present the conceptual and contextual framework, followed by the technical basis, the results and…

The Socialization Community.

ERIC Educational Resources Information Center

Lippitt, Ronald O.

This paper develops a conceptual framework as a guide for research analysis and the designing of experimental interventions aimed at the improvement of the socialization process of the community. Socialization agents are the parents, older and like-age peers, formal education agencies, churches, leisure time child and youth serving agencies, legal…

Testing a Conceptual Change Model Framework for Visual Data

ERIC Educational Resources Information Center

Finson, Kevin D.; Pedersen, Jon E.

2015-01-01

An emergent data analysis technique was employed to test the veracity of a conceptual framework constructed around visual data use and instruction in science classrooms. The framework incorporated all five key components Vosniadou (2007a, 2007b) described as existing in a learner's schema: framework theory, presuppositions, conceptual domains,…

A social ecological conceptual framework for understanding adolescent health literacy in the health education classroom.

PubMed

Wharf Higgins, Joan; Begoray, Deborah; MacDonald, Marjorie

2009-12-01

With the rising concern over chronic health conditions and their prevention and management, health literacy is emerging as an important public health issue. As with the development of other forms of literacy, the ability for students to be able to access, understand, evaluate and communicate health information is a skill best developed during their years of public schooling. Health education curricula offer one approach to develop health literacy, yet little is known about its influence on neither students nor their experiences within an educational context. In this article, we describe our experience applying a social ecological model to investigating the implementation of a health education curriculum in four high schools in British Columbia, Canada. We used the model to guide a conceptual understanding of health literacy, develop research questions, select data collection strategies, and interpret the findings. Reflections and recommendations for using the model are offered.

Sense of place among New England organic farmers and commercial fishermen: How social context shapes identity and environmentally responsible behavior

NASA Astrophysics Data System (ADS)

Mueller, Anneliese Marie

Given the prominence of sense of place in new environmental education curricula, this study aims to strengthen the conceptual and empirical foundations of sense of place, and to determine how sense of place may be linked to environmentally responsible behavior. For this study, five commercial fishermen and five organic farmers from the New England Seacoast region participated in a series of in-depth phenomenological interviews and observations. The data was systematically coded in order to allow themes and categories to emerge. The results indicate that aspects of the existing conceptual framework of sense of place, such as place attachment, ecological knowledge, and public involvement, do in fact describe the relationship between people and place. However, the results also indicate that two conceptual elements---attention to social context and awareness of moral theory---are missing from the current conceptual framework in EE theory. These results suggest that the current framework should be expanded to emphasize the role of human and non-human communities: the development of a sense of place and the learning of environmentally responsible behavior must be situated within a social context. This study lends support to the view that for sense of place to move people to ethical action, it is crucial for them to recognize, and to participate in, a community of support and care.

Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support

ERIC Educational Resources Information Center

Huh, Yeol; Reigeluth, Charles M.

2017-01-01

A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational…

Play as third space between home and school: Bridging cultural discourses.

PubMed

Yahya, Raudhah; Wood, Elizabeth Ann

2017-09-01

This article examines play as a conceptual third space that serves as a bridge between home and school discourses. Using sociocultural theories and an interpretivist framework, 19 immigrant mothers and their children in Canada were interviewed about their play experiences at home and in preschools. The findings reveal that children and teachers utilise play as third space in various ways. Although there is some cultural dissonance experienced by children, this study illustrates ways that children use play as a bridge between home and school and explores strategies that teachers use in supporting children's use of play as third space. As children navigate these two cultural sites, they accumulate funds of knowledge and life experiences, which then meet, interact and perhaps fuse together in the conceptual third space. The conclusion proposes that 'play as third space' can be used as a conceptual framework for educators and practitioners to support children's transition from home to school and assist children who experience discontinuities.

Play as third space between home and school: Bridging cultural discourses

PubMed Central

Yahya, Raudhah; Wood, Elizabeth Ann

2016-01-01

This article examines play as a conceptual third space that serves as a bridge between home and school discourses. Using sociocultural theories and an interpretivist framework, 19 immigrant mothers and their children in Canada were interviewed about their play experiences at home and in preschools. The findings reveal that children and teachers utilise play as third space in various ways. Although there is some cultural dissonance experienced by children, this study illustrates ways that children use play as a bridge between home and school and explores strategies that teachers use in supporting children’s use of play as third space. As children navigate these two cultural sites, they accumulate funds of knowledge and life experiences, which then meet, interact and perhaps fuse together in the conceptual third space. The conclusion proposes that ‘play as third space’ can be used as a conceptual framework for educators and practitioners to support children’s transition from home to school and assist children who experience discontinuities. PMID:28867965

The International Classification of Functioning, Disability and Health (ICF) and nursing.

PubMed

Kearney, Penelope M; Pryor, Julie

2004-04-01

Nursing conceptualizes disability from largely medical and individual perspectives that do not consider its social dimensions. Disabled people are critical of this paradigm and its impact on their health care. The aims of this paper are to review the International Classification of Functioning, Disability and Health (ICF), including its history and the theoretical models upon which it is based and to discuss its relevance as a conceptual framework for nursing. The paper presents a critical overview of concepts of disability and their implications for nursing and argues that a broader view is necessary. It examines ICF and its relationship to changing paradigms of disability and presents some applications for nursing. The ICF, with its acknowledgement of the interaction between people and their environments in health and disability, is a useful conceptual framework for nursing education, practice and research. It has the potential to expand nurses' thinking and practice by increasing awareness of the social, political and cultural dimensions of disability.

The Conceptual Framework of Thematic Mapping in Case Conceptualization.

PubMed

Ridley, Charles R; Jeffrey, Christina E

2017-04-01

This article, the 3rd in a series of 5, introduces the conceptual framework for thematic mapping, a novel approach to case conceptualization. The framework is transtheoretical in that it is not constrained by the tenets or concepts of any one therapeutic orientation and transdiagnostic in that it conceptualizes clients outside the constraints of diagnostic criteria. Thematic mapping comprises 4 components: a definition, foundational principles, defining features, and core concepts. These components of the framework, deemed building blocks, are explained in this article. Like the foundation of any structure, the heuristic value of the method requires that the building blocks have integrity, coherence, and sound anchoring. We assert that the conceptual framework provides a solid foundation, making thematic mapping a potential asset in mental health treatment. © 2017 Wiley Periodicals, Inc.

Beyond STS: A research-based framework for socioscientific issues education

NASA Astrophysics Data System (ADS)

Zeidler, Dana L.; Sadler, Troy D.; Simmons, Michael L.; Howes, Elaine V.

2005-05-01

An important distinction can be made between the science, technology, and society (STS) movement of past years and the domain of socioscientific issues (SSI). STS education as typically practiced does not seem embedded in a coherent developmental or sociological framework that explicitly considers the psychological and epistemological growth of the child, nor the development of character or virtue. In contrast, the SSI movement focuses on empowering students to consider how science-based issues reflect, in part, moral principles and elements of virtue that encompass their own lives, as well as the physical and social world around them. The focus of this paper is to describe a research-based framework of current research and practice that identifies factors associated with reasoning about socioscientific issues and provide a working model that illustrates theoretical and conceptual links among key psychological, sociological, and developmental factors central to SSI and science education.

Characterizing Indian Students Pursuing Global Higher Education: A Conceptual Framework of Pathways to Internationalization

ERIC Educational Resources Information Center

Gopinath, Deepak

2015-01-01

One might argue that an Indian student entering higher education is faced with a critical question--Where to study, in India or abroad? With a gross enrollment ratio of around 20% in the tertiary sector, only one in five in the 18 to 23 age group of a 140 million eventually gets to answer the question. But those who do, and whose numbers are…

Cooperative Program Improvement; An Experiment in ABE In-Service Training. Doolittle Family Education Center Experimental In-Service Training Project. Final Report.

ERIC Educational Resources Information Center

Griffith, William S.; And Others

This document, consisting of seven chapters and 12 appendixes, is a full final report of the Doolittle Family Education Center Experimental In-Service Training Project. Chapter II consists of the history and plan of the project including an explanation of the framework of the model that was used to conceptualize the project. Chapter III is a…

Addressing New Challenges for a Community Music Project in the Context of Higher Music Education: a Conceptual Framework

ERIC Educational Resources Information Center

Gande, Andrea; Kruse-Weber, Silke

2017-01-01

In response to Europe's societal challenges, such as current issues about migration, the Institute of Music Education at the University of Music and Performing Arts Graz established Meet4Music (M4M), a low-threshold community music project. M4M is open to individuals from all sociocultural and musical backgrounds and ages, and provides them with…

Implementation of "The Ways of Knowing Through the Realms of Meaning" as a Conceptual Framework in Professional Learning Communities as they Impact/Influence Strategic Planning in Education

ERIC Educational Resources Information Center

Miller, Queinnise; Kritsonis, William A.

2009-01-01

To move toward educational excellence leaders, teachers, and district administrators must be strategic in planning for instructional success. As this planning takes place, I believe that the concept of "Professional Learning Communities" (PLC) should occupy a large space in a school strategic plan for success. Strategic planning should be viewed…

A Proposed Theoretical Model Using the Work of Thomas Kuhn, David Ausubel, and Mauritz Johnson as a Basis for Curriculum and Instruction Decisions in Science Education.

ERIC Educational Resources Information Center

Bowen, Barbara Lynn

This study presents a holistic framework which can be used as a basis for decision-making at various points in the curriculum-instruction development process as described by Johnson in a work published in 1967. The proposed framework has conceptual bases in the work of Thomas S. Kuhn and David P. Ausubel and utilizes the work of several perceptual…

Advancing leadership capacity in nursing.

PubMed

Scott, Elaine S; Miles, Jane

2013-01-01

To address the potential shortage of nurse leaders, the profession must evaluate current strategies in both education and practice. While many new graduates dream of becoming a nurse practitioner or nurse anesthetist, few transition into practice with the goal of becoming a nurse leader. To increase the number of nurses capable of leadership, the profession must address 2 critical issues. First, effort must be made to augment faculty and students' conceptualization of nursing such that leadership is seen as a dimension of practice for all nurses, not just those in formal leadership roles. In so doing, leadership identity development would be seen as a part of becoming an expert nurse. Second, a comprehensive conceptual framework for lifelong leadership development of nurses needs to be designed. This framework should allow for baseline leadership capacity building in all nurses and advanced leadership development for those in formal administrative and advanced practice roles. The knowledge and skill requirements for quality improvement and patient safety have been explored and recommendations made for Quality and Safety Education for Nurses, but parallel work needs to be done to outline educational content, objectives, and effective pedagogy for advancing leadership development in nursing students at all levels.

PSYCHOLOGICAL CONCEPTIONS OF TEACHING.

ERIC Educational Resources Information Center

GAGE, N.L.

A CONCEPTUAL FRAMEWORK WAS PROPOSED FOR AN EDUCATIONAL PSYCHOLOGY COURSE IN THE GENERAL METHODOLOGY OF TEACHING. THIS COURSE WOULD TRANSCEND THE SPECIAL REQUIREMENTS OF ANY GIVEN SUBJECT MATTER OR GRADE LEVEL AND SERVE AS THE BASIS FOR DERIVING THE SPECIAL METHODS OF TEACHING THAT WOULD APPLY TO ANY PARTICULAR GRADE LEVEL OR SUBJECT MATTER.…

Thinking Broadly: Financing Strategies for Comprehensive Child and Family Initiatives.

ERIC Educational Resources Information Center

Hayes, Cheryl D.

In the current tight fiscal environment, it is critical for state and community leaders to think broadly and systematically about how to finance important education, family, and child services, and community development initiatives. This guide presents a conceptual framework for financing child and family services and community building and…

Leisure Education and Later-Life Planning: A Conceptual Framework

ERIC Educational Resources Information Center

Mactavish, Jennifer; Mahon, Michael J.

2005-01-01

Older adults with intellectual disability represent a growing segment of the elderly population in developed and, to some extent, in developing nations worldwide. A considerable body of research has addressed this burgeoning demographic over the past 20 years. Although some variations appear within etiological subgroups, the biological processes…

Conceptual Models, Choices, and Benchmarks for Building Quality Work Cultures.

ERIC Educational Resources Information Center

Acker-Hocevar, Michele

1996-01-01

The two models in Florida's Educational Quality Benchmark System represent a new way of thinking about developing schools' work culture. The Quality Performance System Model identifies nine dimensions of work within a quality system. The Change Process Model provides a theoretical framework for changing existing beliefs, attitudes, and behaviors…

Geography Pre-Service Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Reitano, Paul; Harte, Wendy

2016-01-01

This paper reports on an exploratory study that investigated the pedagogical content knowledge (PCK) of four Geography pre-service teachers as they completed their final practicum of their Bachelor of Secondary Education programme. It uses Shulman's (1986, 1987) two categories of PCK as a conceptual framework to identify the participants' PCK of…

Educational Leaders as Moral Leaders: The Value of Virtue.

ERIC Educational Resources Information Center

Growe, Roslin

This essay examines the nature of morality and professional judgment from the perspective of executive and administrative decision making. The central focus includes matters on moral development as related to the professional training of administrators. A conceptual framework of moral development in making moral decisions begins with an…

Teacher Collaboration, Mentorship, and Intergenerational Gap in Post-Soviet Ukrainian Schools

ERIC Educational Resources Information Center

Kutsyuruba, Benjamin

2011-01-01

This article examines the interconnections between mentoring and teacher collaboration in view of the intergenerational gap between experienced and novice educators in the post-Soviet Ukraine. The conceptual framework utilized a constructive postmodern perspective as an analytical lens and examined mentorship as a collaborative form of teacher…