The International Encyclopedia of Education
TL;DR: Over 1,200 entries, structured alphabetically, organized thematically around the following 22 major educational themes are presented in this article : History and Historiography of Education. Curriculum. Instructional Psychology. Social Science and Policy and Planning. Teacher Education. Comparative and International Education. Educational Evaluation.
Abstract: Over 1,200 entries, structured alphabetically, organized thematically around the following 22 major educational themes. Adult Education. Anthropology. Comparative and International Education. Curriculum. Economics of Education. Educational Administration. Educational Evaluation. Educational Research, Methodology, and Measurement. Educational Technology. Girls and Women in Education. History and Historiography of Education. Human Development. Instructional Psychology. Philosophy of Education. Policy and Planning. Preschool Education. Sociology of Education. Special Needs Education. Systems of Education. Teaching. Teacher Education. Vocational Education and Training.
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TL;DR: The authors propose an empirically testable theoretical model that goes beyond and qualifies the established behavioral genetics paradigm by allowing for nonadditive synergistic effects, direct measures of the environment, and mechanisms of organism-environment interaction through which genotypes are transformed into phenotypes.
Abstract: In response to Anastasi's (1958) long-standing challenge, the authors propose an empirically testable theoretical model that (a) goes beyond and qualifies the established behavioral genetics paradigm by allowing for nonadditive synergistic effects, direct measures of the environment, and mechanisms of organism-environment interaction, called proximal processes, through which genotypes are transformed into phenotypes; (b) hypothesizes that estimates of heritability (e.g., h2) increase markedly with the magnitude of proximal processes; (c) demonstrates that heritability measures the proportion of variation in individual differences attributable only to actualized genetic potential, with the degree of nonactualized potential remaining unknown; (d) proposes that, by enhancing proximal processes and environments, it is possible to increase the extent of actualized genetic potentials for developmental competence.
2,609 citations
TL;DR: The authors argue that the sociocultural perspective informs theories of the conditions far the possibility of learning, whereas theories developed from the constructivist perspective focus on what students learn and the processes by which they do so.
Abstract: Currently, considerable debate focuses on whether mind is located in the head or in the individual-in-social-action, and whether development is cognitive self-organization or enculturation into established practices. In this article, I question assumptions that initiate this apparent forced choice between constructivist and sociocultural perspectives. I contend that the two perspectives are complementary. Also, claims that either perspective captures the essence of people and communities should be rejected for pragmatic justifications that consider the contextual relevance and usefulness of a perspective. I argue that the sociocultural perspective informs theories of the conditions far the possibility of learning, whereas theories developed from the constructivist perspective focus on what students learn and the processes by which they do so.
1,242 citations
TL;DR: There is a growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted, and their applicability to physiology education is discussed.
Abstract: Calls for reforms in the ways we teach science at all levels, and in all disciplines, are wide spread. The effectiveness of the changes being called for, employment of student-centered, active learning pedagogy, is now well supported by evidence. The relevant data have come from a number of different disciplines that include the learning sciences, cognitive psychology, and educational psychology. There is a growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted. These data are reviewed, and their applicability to physiology education is discussed. Some of the inherent limitations of research about teaching and learning are also discussed.
1,191 citations
TL;DR: The various approaches to the validity problem are reviewed in the hope of turning this debate about what it means to do valid research in the field of qualitative inquiry into a dialogue.
Abstract: Designing and carrying out effective and valid research are the desired goals of all researchers, and demonstrating the trustworthiness of one's dissertation research is a requirement for all doctoral candidates. For qualitative researchers, reaching the desired goal and meeting the requirement of trustworthiness become particularly problematic due to the considerable debate about what it means to do valid research in the field of qualitative inquiry. This article reviews the various approaches to the validity problem in the hope of turning this debate into a dialogue. Validity is traced from its origins in the realist ontology and foundational epistemology of quantitative inquiry to its reformulations within the lifeworld ontology and non-foundationalism of interpretive human inquiry. Various recent qualitative approaches to validity are considered, and interpretive reconfigurations of validity are reviewed. Interpretive approaches to validity are synthesized as ethical and substantive procedures of validation.
1,151 citations
TL;DR: The concept of resilience is defined as the "process of effectively negotiating, adapting to, or managing significant sources of stress or trauma" as mentioned in this paper, where assets and resources within the individual, their life and environment facilitate this capacity for adaptation and resilience.
Abstract: The complexities of defining what appears to be the relatively simple concept of resilience are widely recognized. This paper analyses the concept of resilience from a range of disciplinary perspectives and clarifies a definition in order to inform research, policy and practice. The work takes a life course approach to resilience, examining evidence derived from research across the lifespan. It incorporates the methods of systematic review, concept analysis and consultation through face-to-face meetings. The synthesis of methodological approaches enables a clear identification of the antecedents, defining attributes and consequences of resilience, validated with stakeholder partners. Through this process, resilience is defined as the process of effectively negotiating, adapting to, or managing significant sources of stress or trauma. Assets and resources within the individual, their life and environment facilitate this capacity for adaptation and ‘bouncing back’ in the face of adversity. Across the life course, the experience of resilience will vary. A large proportion of resilience research is routed within the discipline of developmental psychology, and has mainly been developed with children and adolescents. A major contribution to resilience research could be made through more multi-disciplinary studies that examine the dynamics of resilience across the lifespan, its role in healthy ageing and in managing loss, such as changes in cognitive functioning.
1,139 citations