Review Of Educational Research Research Articles

The use of systematic reviews of research in Adult Education: perspectives and trends

The paper briefly describes the main phases to conduct a systematic review of research and discusses the use of this method in adult education and lifelong learning. Electronic educational databases and journals on adult education and research reviews with the highest impact factor were screened to determine which types of systematic reviews (qualitative reviews or mixed methods research synthesis vs. meta-analysis) are used and which topics (e.g. employment, lifelong learning) are investigated the most in the reviews. The objective is to obtain a portrayal of the systematic review literature in the field of adult education and lifelong learning of the last five years.

First- and second-order scaffolding of argumentation competence and domain-specific knowledge acquisition: a systematic review

ABSTRACTResults of research on intentions and effects of first- and second-order argument scaffolding of computer-supported collaborative argumentation competence development and domain-specific knowledge acquisition are ambivalent. A systematic review of research in secondary and higher education (SE and HE) has been conducted to clarify and synthesise these intentions and effects, thereby differentiating between communication type (synchronous–asynchronous) and group size. Empirical research with pre-post-test designs was included only. Using specific search terms, 527 articles were found; 19 of these met pre-set selection criteria. Results indicate that HE studies intended to foster argumentation knowledge and domain-specific knowledge acquisition (i.e. knowledge construction), and reported significant effects for both types of knowledge. SE studies, however, intended to foster argumentation behaviour and domain specific knowledge acquisition (i.e. learning by doing), and showed significant effects regarding the latter only. HE studies predominantly used asynchronous, and SE studies synchronous communication. Choice of group size was not explicitly justified.

Methodological Strategies to Listen to Children’s Voices: A Systematic Critical Review

This article reports a systematic review of educational research relating to the most common methodological strategies used by researchers to listen to children’s voices. We followed the EPPI-centre approach (2007) to identify what the most widely used methodological strategies are, in order to listen to the voice of 3 to 7 years olds children. Our review identified 210 empirical studies from peer-reviewed journals written in English and Spanish between 2015 and 2018, of which, only 34 studies met the inclusion criteria for this study. Findings revealed that adult-led interviews and adult-led observations were the most common methodological strategies to listen to children’s voices followed by group discussions to a lesser extent. We found limited evidence of studies using hands-on activities where children were given the power to decide how to, and what type of information they wanted to express (i.e., school child-led tours), however these strategies did not prevail in the literature reviewed. Issues of adult-child power imbalances were identified -arguably posing challenges to listen to children’s voices. These findings have implications for policy, practice and research internationally.

Environmental education in transition: A critical review of recent research on climate change and energy education

The transition from centralized energy systems based on fossil fuels to renewable-based systems is a macro-level societal shift necessitated by climate change. This review of recent environmental education (EE) research identifies gaps and opportunities for promoting environmental action in this new context. We found that environmental educators and researchers are currently focused on researching and promoting energy conservation behavior with an emphasis on children and youth. We also found an emerging research focus on energy transitions at the regional and national levels. We recommend that environmental educators and researchers adopt a vision and strategy for climate change and energy education that more explicitly addresses the role of collective action, multiactor networks, and sociotechnical innovation in shaping energy transition processes.

A Modifying the Instrument of Self-Regulation in Early Childhood Assessment

Self-regulation for pre-school children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the pre-school children’s self-regulation assessment has well psychometric for further use.
 Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability
 References
 Amanda, N. ., Antara, P. ., & Magta, M. (2016). Hubungan Pola Asuh Orangtua dengan Regulasi Diri Anak Usia 5-6 Tahun. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), 1–11.
 Bentley, J. J. (2013). Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation. Brigham Young University.
 Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Greenberg, M. T., Blair, C., … Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6).
 Blair, C., & Diamond. (2008). Developing your Children Self-Regulation through Everyday Experiences.
 Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731.
 Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful Control and Its Socioemotional Consequences. In J. J. Gross (Ed.), Handbook of emotion regulation (hal. 287–306). New York: Guilford Press.
 Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Reviews Clinical Psychology, 27(6), 495–525.
 Eisenberg, N., Valiente, C., & D.Eggum, N. (2010). Self-Regulation and School Readiness. Early Education Development., 21(5), 681–698.
 Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment.
 Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children’s self-regulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5, hal. 89–110). Practical issues in parenting.
 Pino, D., & Whitebread, D. (2010). The Role of Parenting in Children’s Self-Regulated Learning. Educational Research Review, 5(3), 220–242.
 Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378.
 Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4).
 Rochmah, S. N. (2017). Hubungan Konsep Diri Guru Terhadap Regulasi Diri Anak Usia Dini. Jurnal Tunas Siliwangi SPS UPI, 3(2), 160–174.
 Smith-Donald, R., Carroll, K., Goyette, P., Metzger, M., Young, T., & Raver, C. C. (2006). Preliminary Validity of the Preschool Self-Regulation Assessment (PSRA).
 Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187.
 Tanribuyurdu, Findik, E., Yildiz, & Guler, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317–328.
 Wang, L., Hamaker, E., & Bergeman, C. (2014). Investigating inter-individual differences in short-term intra-individual variability. Psychological Methods, 17(4), 2012.
 Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70

A critical integrative review of complementary medicine education research: Key issues and empirical gaps

A critical integrative review of complementary medicine education research: Key issues and empirical gaps

A critical integrative review of complementary medicine education research: key issues and empirical gaps

BackgroundComplementary Medicine (CM) continues to thrive across many countries. Closely related to the continuing popularity of CM has been an increased number of enrolments at CM education institutions across the public and private tertiary sectors. Despite the popularity of CM across the globe and growth in CM education/education providers, to date, there has been no critical review of peer-reviewed research examining CM education undertaken. In direct response to this important gap, this paper reports the first critical review of contemporary literature examining CM education research.MethodsA review was undertaken of research to identify empirical research papers reporting on CM education published between 2005 and 17. The search was conducted in May 2017 and included the search of PubMed and EBSCO (CINAHL, MEDLINE, AMED) for search terms embracing CM and education. Identified studies were evaluated using the STROBE, SRQP and MMAT appraisal tools.ResultsFrom 9496 identified papers, 18 met the review inclusion criteria (English language, original empirical research data, reporting on the prevalence or nature of the education of CM practitioners), and highlighted four broad issues: CM education provision; the development of educational competencies to develop clinical skills and standards; the application of new educational theory, methods and technology in CM; and future challenges facing CM education. This critical integrative review highlights two key issues of interest and significance for CM educational institutions, CM regulators and researchers, and points to number of significant gaps in this area of research. There is very sporadic coverage of research in CM education. The clear absence of the robust and mature research regarding educational technology and e-learning taking place in medical and or allied health education research is notably absent within CM educational research.ConclusionDespite the high levels of CM use in the community, and the thriving nature of CM educational institutions globally, the current evidence evaluating the procedures, effectiveness and outcomes of CM education remains limited on a number of fronts. There is an urgent need to establish a strategic research agenda around this important aspect of health care education with the overarching goal to ensure a well-educated and effective health care workforce.

A Scoping Review of Medical Education Research in Neurosurgery

Little is known about the state of medical education (ME) research in neurosurgery. As ME started to develop in neurosurgery in recent years, it is important to understand the current status and develop the theory for advancement in neurosurgery. The aim of this study was to undertake a scoping review of neurosurgery literature on ME research. MEDLINE, SCOPUS, and PubMed databases were searched. Inclusion criteria were full-text articles in English published from January 2006 to December 2017. Research aspects included country of publication, annual number of publications, journal types, type of participants, frequently researched topics, and research design. Search terms included neurosurgery, medical education, teaching, training, learning, and curriculum. A total of 9863 references were found across 3 databases. After duplicate removal and further screening, 533 references remained for coding analysis. ME research activity in neurosurgery is increasing and commonly observed in Western countries. Identified articles were mostly quantitative, with curriculum, assessment (especially simulation), and teaching and learning being the most dominant research themes. This study highlights the need for enhanced quantity and quality of ME research in neurosurgery. It identifies areas of highest priority and aspects to be improved and provides us with a rationale for future development in ME in neurosurgery. These findings reveal future education research direction and programmatic research areas, while also establishing a benchmark to assess changes in educational scholarship over time.

Current practices in meta-regression in psychology, education, and medicine.

Having surveyed the history and methods of meta-regression in a previous paper, in this paper, we review which and how meta-regression methods are applied in recent research syntheses. To do so, we reviewed studies published in 2016 across four leading research synthesis journals: Psychological Bulletin, the Journal of Applied Psychology, Review of Educational Research, and the Cochrane Library. We find that the best practices defined in the previous review are rarely carried out in practice. In light of the identified discrepancies, we consider how to move forward, first by identifying areas where further methods development is needed to address persistent problems in the field and second by discussing how to more effectively disseminate points of methodological consensus.

Mejora escolar, liderazgo y reforma sistémica: una retrospectiva (School improvement, leadership and systemic reform: a retrospective)

Mejora escolar, liderazgo y reforma sistémica: una retrospectiva (School improvement, leadership and systemic reform: a retrospective)

Leaving College: Rethinking the Causes and Cures of Student Attrition by Vincent Tinto

Reviewed by: Leaving College: Rethinking the Causes and Cures of Student Attrition by Vincent Tinto John M. Braxton Leaving College: Rethinking the Causes and Cures of Student Attrition Vincent Tinto Chicago, IL: University of Chicago Press, 1993, 312 pages $28.99 (softcover) Leaving College: Rethinking the Causes and Cures of Student Attrition by Vincent Tinto holds the stature as a fundamental text of the college student experience. Such a stature springs from two primary sources. The first source pertains to the importance of the problem of college student departure to understanding the college student experience. A window on the academic and social experiences of college students springs forth from an understanding of college student departure (Braxton, Sullivan, & Johnson, 1997). Moreover, students who depart from college fail to experience growth and development in the ways that transpire because of college attendance as documented in How College Affects Students (Volume 3): 21st Century Evidence That Higher Education Works (2016) by Matthew J. Mayhew, Alyssa N. Rockenbach, Nicholas A. Bowman, Tricia A. Seifert, and Gregory C. Wolniak with Ernest T. Pascarella and Patrick T. Terenzini. The other source emanates from the profound and pervasive influence of this fundamental text on both the scholarly and practice communities that hold an interest in the problem of college student departure. DESCRIPTION OF THE VOLUME The 1993 publication of Leaving College stands as a second edition to the edition published in 1987 by The University of Chicago Press. In his review published by The Journal of Higher Education, John P. Bean stated: “This book appears to be the best compilation of ideas about understanding student departure from college written to date” (1988, p. 708). Bean noted that the purpose of this book centers on the revision of Tinto’s 1975 model published in The Review of Educational Research to more fully account for the longitudinal process of student departure. Bean also stated that this book was intended to assist institutional leaders in the use of the revised model of student departure to guide institutional practices to increase student retention and to steer future research on student departure. This book has made some noteworthy contributions, such as Tinto’s contention that scholars and practitioners should use the word departure rather than drop out to characterize students who leave their initial college or university of enrollment (Bean, 1988). Bean noted that Tinto views departure as an interaction between the individual student and their institution. Another contribution is Tinto’s extension of van Gennep’s (1960) stages of rites of passage—separation, transition, and incorporation—to explain the process of integration into the college community. Bean called this extension “a brilliant addition to retention theory development” (p. 709). Moreover, this volume contributed to the further development of theory by offering a revision of Tinto’s 1975 model to include two additional concepts: intentions and external commitments. Bean asserted that this book also contributes to practice by describing six principles of institutional action to foster student retention. He noted that Tinto also discussed how adherence to each of these principles serves [End Page 129] as a guide to the development of institutional efforts to improve student retention. The status of Leaving College as the second edition raises the question of the ways in which it differs from the first edition published in 1987. In addition to the inclusion of important research conducted since 1987, Tinto revised and extended the first edition in two significant ways. First, Tinto described the various ways his theory of student departure can be applied to students of color and to adult students. He also discussed its application to 4-year commuter colleges and universities and to 2-year colleges. Second, he outlined the important relationship between the classroom experiences of students and student persistence and learning. In doing so, Tinto demonstrated the relationship between the student’s experiences with the community of the classroom and other communities of the college. An important set of formulations centered on the college as an interactive system comprised of academic and social informal and formal dimensions constitutes an additional contribution of both the first and second editions of Leaving College. These formulations posited academic and social integration as important factors...

Parent-Teacher Relationships and Parental Involvement in Education in Latino Families

This review examines parent-teacher relationships and parental involvement in education in Latino families, using Hoover-Dempsey and Sandler’s (Review of Educational Research, 67, 3–42, 1997) model of parental involvement in education to frame the review. Practical, cultural, and systemic factors often serve as barriers to positive parent-teacher relationships and parental involvement in education for Latino families (Durand. Urban Review, 43, 255–278, 2010; Calzada et al. Urban Education, 50, 870–896, 2015). Additionally, many Latino parents hold a broad, culturally based definition of education that may conflict with teachers’ expectations for parental involvement in education and the parent-teacher relationship (Zarate 2007). Nonetheless, many Latino parents are deeply committed to involvement in their children’s education, and such involvement is linked to positive outcomes for youth and families (Ceballo et al. Cultural Diversity and Ethnic Minority Psychology, 20, 116–127, 2014). Recommendations to facilitate positive, high-quality parent-teacher relationships and parental involvement in education in Latino families also are presented in this review.

An International Comparison of Educational Research Review Mechanisms

<em>This paper explores the current status of educational research review mechanisms, assessment and ethical mechanisms in the UK, USA, Germany, France and Australia, and assesses the merits and shortcomings of the mechanisms and ways in which to improve them in those countries. This exploration is based on the perspective of comparative education and the concept of the academic tribe of T. Becher to assess peer review mechanisms. The research results include, first, the peer review system that was gradually developed in the UK, USA, France and Germany in the 1950s, which became a common mechanism for academic gatekeeping of the quality of educational research. Second, to ensure academic excellence, peer reviewers are required to be fair, professional, and specialized in a variety of “procedural justice” designs. Third, anonymous or not, peer review depends on the subcultures of different countries or academic communities. In the UK and USA, the process tends to be more transparent, and authors can suggest potential reviewers; however, this is not the case in Germany and France. Fourth, for the purpose of improving malpractice in terms of ethics and reliability in peer review, the professional qualifications of reviewers should be evaluated regularly. Finally, the outcome of the comparative study may be used as a reference for improvement of review mechanisms for educational research in Taiwan.</em>

Experiences of Health Professions Educators Utilizing Multiple Institutional Review Boards for Collaborative Research

This study describes the experiences and perspectives of health professions educators around institutional review board (IRB) review of multi-institutional education research. This survey study gathered quantitative and qualitative data from members of three of the four geographic regions of the AAMC Group on Educational Affairs (GEA) as well as a snowball sample from the fourth region, where access to the listserv was not possible. Quantitative data is described and qualitative comments were coded and themed. Ninety-six percent of the 151 respondents considered multi-institutional incredibly or somewhat valuable to their educational research goals. Sixty-two percent had submitted at least one project to multiple institutions for review. Of 57 respondents, 21 identified disagreements in the type of IRB review required (exempt, expedited, or full-board review). Disagreements between IRBs are also reported, including changes in wording or informed consent procedures. Of the 36 participants who noted disagreement between IRBs for any changes, only three participants believed that the process significantly improved the research subject protections. Most health professions education researchers across the USA and Canada appreciated the value and role of IRB review and expressed frustration in the face of review that seemingly did not result in meaningful improvements. Final changes to the federal Common Rule call for a single-IRB review in multi-institutional research, particularly for low-risk studies. This change on the horizon could not only mitigate current concerns but also bolster the proliferation of multi-institutional research studies in health professions education.

A Review of Kinect Computing Research in Education and Rehabilitation

Recently Kinect technology device and its benefit in treatment approach are rapidly growing domain of interestingness for researchers and educators. For years, the games and applications, except their entertaining aspect, have discovered an educational and rehabilitation character. In recent years, gesture-based devices have evolved and attracted the attention of researchers, and thus to Microsoft Kinect Xbox. Already, many institutions worldwide use the Kinect to the learning or rehabilitation process. This paper indicates a review of articles to provide a preliminary reconsideration on Microsoft’s Kinect for the Xbox 360. The 16 researches were reviewed in this study are in the filed of education or rehabilitation implemented to users with special needs. The distribution and reviews in the study were research methods, domain of research, learning content, and intended settings of the kinect system. The outcome of this study is the possible uses and limitations of kinect for education and rehabilitation.

Chemistry Education Research-From Personal Empiricism to Evidence, Theory, and Informed Practice.

This Review of Chemistry Education Research (CER) provides an overview of the development of research in chemistry education from the early days, when ideas about how to teach chemistry and help students learn were guided by practitioner wisdom, to current research that is based on theories of learning and provides evidence from which to make arguments about improving teaching and learning. We introduce the dominant learning theories that have guided CER over the years and attempt to show how they have been integrated into modern research in chemistry education. We also provide examples of how this research can be used to inform the development and use of educational materials. Because CER literature is vast, we chose to limit the research we reviewed to those studies that help us answer three driving questions: (1) What should students know and be able to do with that knowledge? (2) How will we know that students have developed a coherent and useful understanding of chemistry? (3) What evidence do we have about how to help students develop a deep and robust understanding of chemistry?

Teacher Leaders and Student Achievement: can the dots be connected?

Abstract This study was designed to determine the effects of teacher leadership on student achievement in middle school math and science. Participants were 173 8th grade students, and eight teachers — four of whom were identifed as teacher leaders. The experimental groups were comprised of students who were instructed by teachers identifed as teacher leaders; and the control groups were comprised of students instructed by teachers not identifed as teacher leaders. Each experimental and control group was compared using the Explorer test results to determine equivalence between groups. An ANOVA performed on End of Quarter Test data in advanced and non-advanced math and science revealed a signifcant difference in both the advanced science and math groups; teacher leaders are positively correlated with higher scores of the advanced math and science groups. No signifcant difference was found between the experimental groups and control groups in either non-advanced math or science classes; teacher leaders did not signifcantly impact the scores of the non-advanced math and science groups. Keywords : Teacher leadership, Middle school, Math, Student achievement. References ACT. Explorer Test . 2013. Retrieved from http://www.act.org/explorestudent/ ANDREWS, D.; CROWTHER, F. Parallel leadership: A clue to the contents of the “black box” of school reform. International Journal of Educational Management , 16,152-159, 2002. doi:10.1108/09513540210432128 BASS, B. M.; RIGGIO, R. E. Transformational leadership (2 nd ed.). Mahwah, NJ: Lawrence Erlbaum, 2006. BEACHUM, F.; DENTITH, A. M. Teacher leaders creating cultures of school renewal and transformation. The Educational Forum , 68, 276-286, 2004. doi:10.1080/00131720408984639 BILL AND MELINDA GATES FOUNDATION. Learning about Teaching : Initial Findings from the Measures of Effective Teaching Project. Seattle, Washington: Author, 2010. Retrieved from http://www.metproject.org/downloads/Preliminary_FindingsResearch_Paper.pdf BRUGGENCATE, G.; LUYTEN, H.; SCHEERENS, J.; SLEEGERS, P. Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Education Administration Quarterly , 48, 699-732, 2012. doi:10.1177/0013161X11436272 COBURN, C. E.; RUSSELL, J. L. District policy and teachers' social networks. Educational Evaluation and Policy Analysis , 30(3), 203-235, 2008. CURTIS, R. Finding a new way : Leveraging teacher leadership to meet unprecedented demands . Washington, D.C.: The Aspen Institute, 2013. DANIELSON, C. Teacher leadership that strengthens professional practice . Alexandria, VA: Association for Supervision and Curriculum Development. 2006. DANIELSON, C. The many faces of leadership. Educational Leadership , 65(1) 14-19, 2007. ELLIOTT, R.; KAZEMI, E.; LESSEIG, K.; MUMME, J.; CARROLL, C.; KELLEY-PETERSEN, M. Conceptualizing the work of leading mathematical tasks in professional development . Journal of Teacher Education , 60, 364-379, 2009. GARET, M. S.; PORTER, A. C.; DESIMONE, L.; BIRMAN, B. F.; YOON, K. S. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal , 38, 915-945, 2001. GIGANTE, N. A.; FIRESTONE, W.A. Administrative support and teacher leadership in schools implementing reform. Journal of Education Administration , 46, 302-331, 2008. HARRISON, C.; KILLION, J. Ten roles for teacher leaders. Educational Leadership , 65, 74-77, 2007. JACOBS, A. Examining the relationship between student achievement and observable teacher characteristics: Implications for school leaders. International Journal of Educational Leadership Preparation , 7, 1-13, 2012. Retrieved from http://cnx.org/content/m44965/latest/ LEITHWOOD, K.; JANTZI, D. The relative effects of principal and teacher sources of leadership on student engagement with school. Education Administration Quarterly , 35, 679-706, 1999. doi:10.1177/0013161X99355002 ROBINSON, V.; LLOYD, C.; ROWE, K. The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Education Administration Quarterly , 44, 635-674, 2008. doi:10.1177/0013161X08321509 SNELL, J.; SWANSON, J. The essential knowledge and skills of teacher leaders : Asearch for a conceptual framework. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA, 2000. WAHLSTROM, K. L.; YORK-BARR, J. Leadership: Support and structures make the ifference for educators and students. Journal of Staff Development , 32, 22-25, 2011. http://eric.ed.gov/?id=EJ941373 WATERS, T.; MARZANO, R. J.; MCNULTY, B; MID-CONTINENT REGIONAL EDUCATIONAL LAB., A. C. Balanced Leadership : What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement . A Working Paper, 2003. WHITAKER, T. Informational teacher leadership - The key to successful change in the middle school level. NASSP Bulletin , 79, 76-81, 1995. doi:10.1177/019263659507956712 YORK- BARR, J.; DUKE, K. What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research , 74, 255-316, 2004.

Higher education, unbundling, and the end of the university as we know it

Higher education, unbundling, and the end of the university as we know it

Exploring dynamism of cultural ecosystems services through a review of environmental education research.

The field of cultural ecosystem services (CES) explores the non-material benefits that ecosystems provide to people. Human perceptions and valuations change, for many reasons and in many ways; research on CES, however, rarely accounts for this dynamism. In an almost entirely separate academic world, research on environmental education (EE) explores how EE programming affects peoples' attitudes and values toward the natural world. In this review of 119 EE research publications, we explore whether CES (and the adjacent concept of relational values) can be dynamic. We approach this via two lines of inquiry that explore whether EE may instigate this change. First, we investigate whether the EE community measures (and tries to affect) CES-related outcomes. Second, we ask: Has EE research detected changes in CES-related outcomes? We find the EE programs measure many CES outcomes (e.g., aesthetic appreciation, social connectedness), and that in most cases studies observe increases in these outcomes after EE experiences.

Identity negotiation in the third space: an analysis of YouTube channels hosted by expatriates in Taiwan

ABSTRACTThis article explores the potential of YouTube as a third space in which second/additional language learners negotiate for alternative identities. Although burgeoning research has illuminated how language learners are able to expand their identities and communicative repertoire through various digital media, relatively little attention has been paid to how video-sharing websites provide learners with discursive spaces that might differ from text-based online communities. Drawing on [Gee’s, J. P. (2000–2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125] identity framework, our qualitative content analysis [Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277–1288] examines 116 videos from three popular YouTube channels hosted by Chinese as an additional language (CAL) learners expatriating in Taiwan. The findings indicate that by utilizing mixed semiotic tools and interactional opportunities afforded by YouTube, the video hosts are able to showcase their transnational experiences and construct alternative discourse identities vis-à-vis traditionally less powerful identities such as subjugated foreigners and CAL learners.