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| Author | : Jay H. Moskowitz |
| Publisher | : Psychology Press |
| Total Pages | : 250 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : 9780415304191 |
Written by researchers from eleven different countries, these accounts offer clear guidance on conducting different forms of international comparative research and valuable suggestions for new directions in such research.
| Author | : Jay Moskowitz |
| Publisher | : Routledge |
| Total Pages | : 241 |
| Release | : 2004-05-20 |
| Genre | : Education |
| ISBN | : 1134409192 |
Written by researchers from eleven different countries, these accounts offer clear guidance on conducting different forms of international comparative research and valuable suggestions for new directions in such research.
| Author | : Olga Zlatkin-Troitschanskaia |
| Publisher | : Springer |
| Total Pages | : 311 |
| Release | : 2018-03-22 |
| Genre | : Education |
| ISBN | : 3319743384 |
This book offers a comprehensive overview of current, innovative approaches to assessing generic and domain-specific learning outcomes in higher education at both national and international levels. It discusses the most significant initiatives over the past decade to develop objective, valid, and reliable assessment tools and presents state-of-the-art procedures to adapt and validate them for use in other countries. The authors highlight key conceptual and methodological challenges connected with intra-national and cross-national assessment of learning outcomes in higher education; introduce novel approaches to improving assessment, evaluation, testing, and measurement practices; and offer exemplary implementation frameworks. Further, they examine the results of and lessons learned from various recent, world-renowned research programs and feasibility studies, and present results from their own studies to provide new insights into how to draw valid conclusions about learning outcomes achieved in various contexts.
| Author | : Robin Alexander |
| Publisher | : Symposium Books Ltd |
| Total Pages | : 304 |
| Release | : 1999-01-01 |
| Genre | : Education |
| ISBN | : 1873927584 |
'Learning from Comparing' is a major two-volume study which reassesses the contribution of comparative educational research and theory to our understanding of contemporary educational problems and to our capacity to solve them. At a time when educational research is under attack on the grounds of ‘bias’ and ‘irrelevance’, and under pressure to address only those questions which are acceptable politically (as good a definition of bias as any), this is a serious attempt to bridge the worlds of research, policy and practice. The editors have put together a collection – in terms of both perspective and nationality – which ensures contrasting viewpoints on each topic.
| Author | : Simon K. S. Cheung |
| Publisher | : Springer Nature |
| Total Pages | : 418 |
| Release | : 2020-07-17 |
| Genre | : Education |
| ISBN | : 3030519686 |
This book constitutes the refereed proceedings of the 13th International Conference on Blended Learning, ICBL 2020, held in Bangkok, in August 2020. The 33 papers presented were carefully reviewed and selected from 70 submissions. The conference theme of ICBL 2020 is Blended Learning : Education in a Smart Learning Environment. The papers are organized in topical sections named: Blended Learning, Hybrid Learning, Online Learning, Enriched and Smart Learning, Learning Management System and Content and Instructional Design.
| Author | : Lori Bailey |
| Publisher | : |
| Total Pages | : 133 |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
The this study examined courses taught within a single College of Education over six semeters to compare face-to-face, hybrid, and online instructional methods as related to student achievement, persistence, and satisfaction. Additionally, a comparison of key student characteristics including sex, race/ethnicity, and residency status was conducted. This study extends the existing literature supporting "no meaningful significant difference" between instructional delivery methods by specifically focusing on courses of similar curriculum as offered within the specific discipline of educational studies. The results reinforce that administrators and instructors should continue to expand access to courses through the flexibility of online and hybrid learning. However, as programs expand their course offerings, further investigation is warranted into the barriers to hybrid and online learning for certain groups of educational studies students within this institution, including women, Asians, and out-of-state residents.
| Author | : Nira Granott |
| Publisher | : Cambridge University Press |
| Total Pages | : 368 |
| Release | : 2002-05-09 |
| Genre | : Psychology |
| ISBN | : 1139431552 |
Microdevelopment is the process of change in abilities, knowledge and understanding during short time-spans. This book presents a new process-orientated view of development and learning based on recent innovations in psychology research. Instead of characterising abilities at different ages, researchers investigate processes of development and learning that evolve through time and explain what enables progress in them. Four themes are highlighted: variability, mechanisms that create transitions to higher levels of knowledge, interrelations between changes in the short-term scale of microdevelopment and the crucial effect of context. Learning and development are analysed in and out of school, in the individual's activities and through social interaction, in relation to simple and complex problems and in everyday behaviour and novel tasks. With contributions from the foremost researchers in the field Microdevelopment will be essential reading for all interested in cognitive and developmental science.
| Author | : Grant P. Wiggins |
| Publisher | : ASCD |
| Total Pages | : 383 |
| Release | : 2005 |
| Genre | : Education |
| ISBN | : 1416600353 |
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
| Author | : Joseph E. Collins |
| Publisher | : |
| Total Pages | : 112 |
| Release | : 2002 |
| Genre | : Distance education |
| ISBN | : |
| Author | : Renee R. Felts |
| Publisher | : |
| Total Pages | : 137 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
