1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

/pdf/improving-impact-studies-of-teachers-professional-3pzi4k3euo.pdf

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

This article reviews the corpus of research on feedback, with a focus on formative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific Formative feedback is usually presented as information to a learner in response to some action on the learner’s part It comes in a variety of types (eg, verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (eg, immediately following an answer, after some time has elapsed) Finally, several variables have been shown to interact with formative feedback’s success at promoting learning (eg, individual characteristics of the learner and aspects of the task) All of these issues are discussed This review concludes with guidelines for generating formative feedback

/pdf/focus-on-formative-feedback-3stra0yvxe.pdf

Focus on Formative Feedback

During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology.

Design-Based Research and Technology-Enhanced Learning Environments.

I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.

http://platform.almanhal.com/Files/?ID=T2-41793-MLA0011322.pdf

تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines

Contents: Preface. Part I: The Need to Address Priority Problems. R. Lesh, B. Lovitts, A.E. Kelly, Purposes and Assumption of This Book. A.E. Kelly, R. Lesh, Trends and Shifts in Research Methods. R. Lesh, B. Lovitts, Research Agendas: Identifying Priority Problems and Developing Useful Theoretical Perspectives. T.A. Romberg, A. Collins, The Impact of Standards-Based Reform on Methods of Research in Schools. J. Confrey, Improving Research and Systemic Reform Towards Equity and Quality. Part II: Reflecting on Instruments and Methods. R. Lesh, D. Clarke, Formulating Operational Definitions of Desired Outcomes of Instruction in Mathematics and Science Education. J.P. Mestre, Progress in Research: The Interplay Among Theory, Research Questions, and Measurement Techniques. H.F. Cline, E.B. Mandinach, The Corruption of a Research Design: A Case Study of a Curriculum Innovation Project. Part III: Teaching Experiments. R. Lesh, A. Kelly, Multitiered Teaching Experiments. J. Confrey, A. Lachance, Transformative Teaching Experiments Through Conjecture-Driven Research Design. L.P. Steffe, P.W. Thompson, Teaching Experiment Methodology: Underlying Principles and Essential Elements. P. Cobb, Conducting Teaching Experiments in Collaboration With Teachers. M.A. Simon, Research on the Development of Mathematics Teachers: The Teacher Development Experiment. Part IV: Classroom-Based Research. D.L. Ball, Working on the Inside: Using One's Own Practice as a Site for Studying Teaching and Learning. H.M. Doerr, P.P. Tinto, Paradigms for Teacher-Centered Classroom-Based Research. A. Feldman, J. Minstrell, Action Research as a Research Methodology for the Study of the Teaching and Learning of Science. J.N. Moschkovich, M.E. Brenner, Integrating a Naturalistic Paradigm Into Research on Mathematics and Science Cognition and Learning. K. Tobin, Interpretive Research in Science Education. Part V: Clinical Methods. G.A. Goldin, A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research. J. Clement, Analysis of Clinical Interviews: Foundations and Model Viability. R. Lesh, M. Hoover, B. Hole, A. Kelly, T. Post, Principles for Developing Thought-Revealing Activities for Students and Teachers. R. Hall, Videorecording as Theory. R. Lesh, R. Lehrer, Iterative Refinement Cycles for Videotape Analyses of Conceptual Change. J. Roschelle, Choosing and Using Video Equipment for Data Collection. Part VI: Curriculum Design as Research. M.T. Battista, D.H. Clements, Mathematics Curriculum Development as a Scientific Endeavor. D. Clements, M.T. Battista, Designing Effective Software. J. Roschelle, N. Jackiw, Technology Design as Educational Research: Interweaving Imagination, Inquiry, and Impact. D. Dennis, The Role of Historical Studies in Mathematics and Science Educational Research. Part VII: Toward Assessment Design. K.K. Tatsuoka, G.M. Boodoo, Subgroup Differences on the GRE Quantitative Test: Based on the Underlying Cognitive Processes and Knowledge. S.M.A. Cooper, Cautions and Considerations: Thoughts on the Implementation and Evaluation of Innovation in Science Education. W.M. Stroup, U. Wilensky, Assessing Learning as Emergent Phenomena: Moving Constructivist Statistics Beyond the Bell Curve. L. Liebovitch, A. Todorov, M. Wood, K. Ellenbogen, When Using the Mean Is Meaningless: Examples From Probability Theory and Cardiology.

Handbook of Research Design in Mathematics and Science Education

The central goal of this chapter is to describe six principles that have proven to be especially useful to help researchers (or teachers, curriculum designers, or assessment specialists) create thought revealing activities that we refer to as model-eliciting activities. The first section describes general characteristics and purposes of model-eliciting activities. The second section gives examples of several model-eliciting activities, and it also describes typical solutions that students generate to such problems. The third section states several disclaimers about modeleliciting activities, which tend to cause confusion if they are not addressed early. The fourth section describes difficulties that modeleliciting activities were designed to address in research; and, the fifth section describes principles for designing productive model-eliciting activities.

Principles for Developing Thought-Revealing Activities for Students and Teachers

... the critic, guided by personal predilection or more often by partisan conventionalism, will take some one procedure as his criterion or judgment and condemn all deviations from it as departures from art [read: research] itself. He then misses the point of all art, the unity of form and matter, and misses it because he lacks adequate sympathy, in his natural and acquired one-sidedness, with the immense variety of interactions between the live creature and his world. (p. 313)

https://www.jstor.org/stable/info/1466935

Design Research in Education: Yes, but is it Methodological?

Part 1: Introduction 1. Enabling Innovations in Education and Systematizing Their Impact Part 2: Design Research and its Argumentative Grammar 2. The "Compleat" Design Experiment: From Soup to Nuts 3. Instrumentation and Innovation in Design Experiments: Taking the Turn Towards Efficiency 4. Experimenting to Support and Understand Learning Processes 5. Engineering and Design Research: Intersections for Education Research and Design 6. Variation Theory: An Organizing Principle to Guide Design Research in Education 7. Multitier Design Experiments in Mathematics, Science, and Technology Education 8. Balancing Product Design and Theoretical Insights Part 3: Modeling Student Learning During Design Research 9. Research Methods for Alternative Approaches to Transfer: Implications for Design Experiments 10. A Methodology for Documenting Collective Activity Part 4: Modeling Teacher Learning Using Design Research 11. Developing Design Studies in Mathematics Education Professional Development: Studying Teachers' Interpretive Systems 12. Teacher Design Research: An Emerging Paradigm for Teachers' Professional Development Part 5: Modeling Stakeholder Commitments Using Design Research 13.Toward Assessment of Teachers' Receptivity to Change in Singapore: A Case Study 14. A Design Research Approach to Investigating Educational Decision-Making Part 6: Reflecting on Design Research at the Project Level 15. Investigating the Act of Design in Design Research: The Road Taken 16. Illuminating the Braids of Change in a Web-Supported Community: A Design Experiment by Another Name 17. Design Methods for Educational Media to Communicate: When We Cannot Predict What Will Work, Find What Will Not Work Part 7: Reflecting on Design Research at the Program Level 18. Getting to Scale with Innovations that Deeply Restructure How Students Come to Know Mathematics 19. Music Training and Mathematics Achievement: A Multiyear Iterative Project Designed to Enhance Students' Learning 20. Design Experiments and Curriculum Research 21. The Design Principles Database as a Means for Promoting Design-Based Research Part 8: Extending Design Research Methodologically 22. Design Research and the Study of Change: Conceptualizing Individual Growth in Designed Settings 23. Longitudinal Analysis and Interrupted Time Series Designs: Opportunities for the Practice of Design Research 24. Multilevel Models in Design Research: A Case from Mathematics Education 25. Modeling Complexity in Mathematics Education 26. Design-Based Research in Physics Education: A Review Part 9: Tracking the Diffusion of Design Research 27. Design Research and the Diffusion of Innovations

Handbook Of Design Research Methods In Education: Innovations In Science, Technology, Engineering, And Mathematics Learning And Teaching

Inspired by the seminal work of Ann Brown, Allan Collins, Roy Pea, and Jan Hawkins, a growing number of researchers have begun to adopt the metaphors and methods of the design and engineering fields. This special issue highlights the work of some of these active researchers and provides a number of commentaries on it.

Anthony E. Kelly

Papers

Handbook of Research Design in Mathematics and Science Education

Principles for Developing Thought-Revealing Activities for Students and Teachers

Design Research in Education: Yes, but is it Methodological?

Handbook Of Design Research Methods In Education: Innovations In Science, Technology, Engineering, And Mathematics Learning And Teaching

Theme Issue: The Role of Design in Educational Research: