scholarly journals Complexity, Complexity Reduction, and ‘Methodological Borrowing’ in Educational Inquiry

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Noel Gough
Keyword(s):  
Complex Systems ◽  
Teaching And Learning ◽  
Medical Science ◽  
Complexity Reduction ◽  
Evidence Based ◽  
Educational Processes ◽  
Educational Inquiry ◽  
Simple Systems ◽  
And Control

Complex systems are open, recursive, organic, nonlinear and emergent. Reconceptualizing curriculum, teaching and learning in complexivist terms foregrounds the unpredictable and generative qualities of educational processes, and invites educators to value that which is unexpected and/or beyond their control. Nevertheless, concepts associated with simple systems persist in contemporary discourses of educational inquiry, and continue to inform practices of complexity reduction through which researchers and other practitioners seek predictability and control. In this essay, I examine a number of theoretical, practical and historical dimensions of complexity reduction in education and their implications for inquiry and action. I focus in particular on the ways in which some education researchers have reduced the complexity of the objects of their inquiries through ‘methodological borrowings’ from other research endeavors, such as borrowing a version of ‘evidence-based’ research from medical science, and borrowing the ‘triangulation’ metaphor from surveying.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

scholarly journals Is evidence-based medicine teaching and learning directed at improving practice?

2010 ◽  
Vol 103 (6) ◽  
pp. 231-238 ◽  
Author(s):  
Sadia Mahmood Malick ◽  
Julie Hadley ◽  
James Davis ◽  
Khalid S Khan
Keyword(s):  
Evidence Based Medicine ◽  
Teaching And Learning ◽  
Evidence Based ◽  
Based Medicine

Licensure Tests for Special Education Teachers

2009 ◽  
Vol 42 (5) ◽  
pp. 464-474 ◽  
Author(s):  
Sandra Stotsky
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Special Education Teachers ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Evaluation Systems ◽  
Test Items ◽  
Licensure Tests

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

scholarly journals Use of Mini-Grant to Disseminate Evidence-Based Interventions for Cancer Prevention and Control

2015 ◽  
Vol 21 (5) ◽  
pp. 487-495 ◽  
Author(s):  
Michelle C. Kegler ◽  
Michelle L. Carvalho ◽  
Marcia Ory ◽  
Deb Kellstedt ◽  
Daniela B. Friedman ◽  
...  
Keyword(s):  
Cancer Prevention ◽  
Prevention And Control ◽  
Evidence Based ◽  
Cancer Prevention And Control ◽  
And Control

Integrated decision and control of human-engineered complex systems

2006 ◽  
Vol 35 (3) ◽  
pp. 275-294 ◽  
Author(s):  
D. K. Tolani ◽  
A. Ray ◽  
J. F. Horn
Keyword(s):  
Complex Systems ◽  
And Control

scholarly journals Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech

2018 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Hilmiyah Akib ◽  
Abd. Rauf Ibrahim
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
The People ◽  
Twelfth Grade ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
And Control

This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.

scholarly journals The Use of Origami in Teaching Writing Procedure text of the Second Grade at SMA Muhammadiyah Mataram

2019 ◽  
Vol 5 (1) ◽  
pp. 31
Author(s):  
Muhammad Fauzi Bafadal
Keyword(s):  
Teaching And Learning ◽  
T Test ◽  
Teaching Writing ◽  
Target Language ◽  
Second Grade ◽  
Control Group ◽  
Post Test ◽  
Procedure Text ◽  
The Mean ◽  
And Control

Origami is a kind of method for teaching language through dialogues whichstresses on the students’ habit formation by repetition, memorizing grammatical structures through substitutions, singular-plural and tense transformations etc, using the target language and the culture where the language is spoken. The objective of this research was to find out the effect of Origami in teaching writing procedure text. Method design this research was a true-experimental method. The population of this research was the second year students of SMA Muhammadiyah Mataram in Academic year 2016/2017. This study the writer took all population as the samples that consisted of 38 students. Because the population less than 100, they divided into two classes, namely experimental class 21 and control class 17. The writer collected the data using the testing method pre and post-test. According to Hughes rubric and t-test formula theory. The result of this research showed that the mean score of experimental group 9.5 and the mean score of control group 2.9. Based on t-test it showed that t- value 11.9 and after consulting to t-table, the t-value was higher than t- table. To conclude origami teaching and learning is more effective to improve students’ writing procedure text, this can be seen from the results of test score, it shows that the experimental class which was given treatment using origami teaching and learning got a higher score than control class without taught by used origami teaching and learning method. Besides the origami could improve the students’ motivation, the origami could attract the students’ attention, the origami help the students to memorize the vocabulary and the origami make the teaching and learning activities interesting. Presentation in which the writer presented the materials by using origami as media the students clearly and easily to understand. The writer concluded that Origami can warn up the student that was done to make students interested in learning writing procedure text and has a positive effect in teaching writing procedure text.

scholarly journals smartEducation: Developing Stress Management and Resiliency Techniques

2017 ◽  
Vol 10 (2) ◽  
pp. 241-255 ◽  
Author(s):  
Karen Ragoonaden
Keyword(s):  
Preservice Teachers ◽  
Pilot Study ◽  
Stress Management ◽  
Professional Learning ◽  
Evidence Based ◽  
Face To Face ◽  
Renewal Program ◽  
Mindfulness In Education ◽  
Faculty Of Education ◽  
And Control

smartEducation (Stress Management and Resiliency Techniques) is a mindfulness-based professional learning initiative positioned in a Faculty of Education of a Western Canadian university. Following similar evidence-based initiatives of mindfulness in education, the smartEducation curriculum comprises nine sessions offered in a variety of face-to-face, intensive, and blended formats. This renewal program supports the development of self-care techniques to cultivate personal and professional resilience through a greater understanding and control of breath, movement, and the physiology of emotions. The 20-hour program consists of eight two-hour sessions and a four-hour silent retreat. This article provides an overview of the research supporting mindfulness in education and presents the results of a pilot study conducted with preservice teachers enrolled in the smartEducation course.

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