21. The effects of image-based concept mapping on the learning outcomes andcognitive processes of
mobile learners
Author: Yen, Jung-Chuan; Lee, Chun-Yi & Chen, I-Jung
Source: British Journal of Educational Technology, 2012, 43(2):307-320
Abstract: The purpose of this study was to investigate the effects of different teaching strategies (text-based concept
mapping vs. image-based concept mapping) on the learning outcomes and cognitive processes of mobile learners.
Eighty-six college freshmen enrolled in the "Local Area Network Planning and Implementation" course taught
by the first author participated in the research. This study randomly selected one class as the experimental group
and the other as the control group. Students in the experimental group used image-based concept mapping to
finish assigned tasks and those in the control group used text-based concept mapping to complete the same tasks.
Quantitative analysis combined with qualitative analysis was used to examine the learning outcomes and cognitive
levels of the students, as defined by the revised Bloom's taxonomy. The results showed that (1) there was no
significant difference in students' learning achievements, (2) the group using image-based concept mapping
showed higher level than the text-based group in the dimension of understanding and creating and (3) the
image-based concept mapping strategy was more complete and diverse than the text-based concept mapping strategy.
Practitioner notes
What is already known about this topic
•Concept mapping is one of the famous chart-based learning strategies to enable
formalization and analysis
of the process of learning in science education.
•The dual coding predicts that if pupils are offered the same conceptual material in a concept map format, versus
a more normal, non-graphic format, the concept mapping approach would lead to better
memorization of the material.
•Many concept mapping studies indicated that students who study from concept maps have better learning
performance in comparison to students who study isomorphic text representations.
What this paper adds
•This study attempts to use image-based concept mapping as a novel mobile learning teaching strategy to conquer
the problems of fragmented and scattered knowledge structures in e-learners.
•This study investigated the effects of different teaching strategies (text-based concept
mapping vs. image-
based concept mapping) on the learning outcomes of mobile learners.
•This study was examined the effects of different teaching strategies (text-based concept
mapping vs. image-based concept mapping) on the cognitive processes of mobile learners.
Implications for practice and/or policy
•Students in the group using image-based concept mapping performed better than the
group using text-
based concept mapping on the cognitive level of understanding and creating.
•Learners in the group using image-based concept mapping exhibited more complete and diverse map
structures than those in the group using text-based concept mapping.
•The teaching strategy of image-based concept mapping could potentially assist students in learning meaningfully
in the context of mobile learning
………………………………………………………………………………………………………
22. Using Subject Test Scores Efficiently to Predict Teacher Value-Added
Author: Lefgren, Lars & Sims, David
Source: Educational Evaluation and Policy Analysis March 2012 34(1): 109-121
Abstract: This article develops a simple model of teacher value-added to show how efficient use of information
across subjects can improve the predictive ability of value-added models. Using matched
student–teacher data
from North Carolina, we show that the optimal use of math and reading scores improves the fit of prediction models
of overall future teacher value-added by up to a third for reading and a tenth for a
composite measure
(math and reading combined). Efficiency gains are greatest when value-added must be calculated on only
1 or 2 years of data. The methods employed are flexible and can be expanded to incorporate information from
other subject or subitem test metrics.
………………………………………………………………………………………………………
23. Influence of student learning experience on academic performance: the mediator and moderator
effects of self-regulation and motivation
Author: Ning, Hoi Kwan & Downing, Kevin
Source: British Educational Research Journal, 2012, 38(2): 219-237
Abstract: This study examined the mediator and moderator roles of self-regulation and
motivation constructs in
the relationship between learning experience and academic success. Self-reported
measures of learning
experience, self-regulation and motivation were obtained from 384 undergraduate
students from a university
in Hong Kong. Structural equation modelling indicated that self-regulation and
motivation fully mediated
the learning experience—academic performance relation. In addition, hierarchical
regression analysis also
showed that both self-regulation and motivation had small moderating effects on the
link between learning
experience and academic performance. That is, the association between learning experience and cumulative
GPA was stronger for students with lower levels of self-regulation and motivation. The
implications of fostering
motivation and enhancing university learning experience are discussed.
………………………………………………………………………………………………………
24. The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership
as an Organizational Quality
Author: Jackson, Karen M. & Marriott, Christine
Source: Educational Administration Quarterly, 2012, 48(2): 230-258
Abstract: Purpose: This article presents the design and test of a measure of school leadership as an organizational
quality through the interaction of principal and teacher instructional influence. The Organizational Leadership
Model hypothesizes four distinct conditions of school leadership, and the analysis investigates the relationship
between teacher, principal, and school outcomes; school descriptors; and a school's category in the Organizational
Leadership Model. Theoretical Orientation: Ogawa and Bossert's conception of leadership as an organizational
quality serves as the theoretical foundation of this study, along with contemporary theories of distributed leadership,
influence as leadership, and measurement of leadership. Data Source:This study draws teacher, principal, and
school restricted-use data from the 2003-2004 Schools and Staffing Survey. The sample consists of 7,950 schools,
their principals, and a random sample of teachers from each school. The school is the primary unit of analysis.
Analysis: This study is conducted in two phases. In Phase 1, the Organizational Leadership Model (OLM) is tested
for its ability to discriminate between teacher, principal, and school outcomes through a series of one-way ANOVA
models. In Phase 2, a series of brr weighted ordered logit models explores the predictive power of school descriptors
in determining the OLM category of schools.Findings: The analysis finds evidence that the Organizational
Leadership Model is a robust measure of leadership as an organizational quality that effectively captures
differences in school leadership contexts at the level of principals' and teachers' perceptions of their influence that
precede task-riented behaviors. Additionally, the study highlights the troubling relationship between
schools serving high-need populations and those typified by low levels of school leadership. Implications
for Research and Practice: The article identifies several avenues for future research to extend inquiry on the potential
of the Organizational Leadership Model to develop additional nuance in discriminating between relationships among
school contexts, leadership conditions, and teacher, principal, and school outcomes. The article further urges those
implicit in maintaining the status quo of poor leadership accountability in schools, including those in the research
community, to seek interventions at the level of principal and teacher perceptions of and professional standards
for their practice.
………………………………………………………………………………………………………
25. Jonathan Jansen and the Curriculum Debate in South Africa: An Essay Review of Jansen's
Writings Between 1999 and 2009
Author: MAODZWA–TARUVINGA, MANDIVAVARIRA & CROSS, MICHAEL
Source: Curriculum Inquiry, 2012, 42(1):126-152
Abstract: South Africa's attainment of democracy in 1994 culminated in an educational reform anchored on
an outcomes-based curriculum which was initially labelled Curriculum 2005 (C2005).
The reform process
and ensuing policy was rooted in labour movement debates and informed by the outcomes-based education
(OBE) experiences in Australia and New Zealand. The policy was soon viewed by some as an anachronistic
albatross, with built-in contradictions that would eventually lead to its demise. It lasted
12 years after surviving
heated contestation from a wide academic and political spectrum. This essay review concentrates on Jonathan
Jansen's critique and perspectives on OBE policy and its implementation in South Africa as articulated in his
various writings between 1999 and 2009. His seminal “thesis” on why OBE would fail started a public debate
that would attract other South African scholars into what would become one of the most important and captivating
debates in the last decades of educational reform in developing countries. Jansen engages with issues of policy,
knowledge, curriculum and pedagogy in a post-conflict society. He proposes what we can refer to as an epistemology
of empathy that takes seriously the experiences of both the victims and the perpetrators of apartheid (including
their descendants) and proposes a post-conflict "pedagogy of reconciliation."
………………………………………………………………………………………………………
26.Educational leadership and culture in China: Dichotomies between Chinese and Anglo-American
leadership traditions?
Author: Law, Wing-Wah
Source: International Journal of Educational Development, 2012, 32(2): 273-282
Abstract: This article explores the extent to which Chinese school leaders espouse dichotomous or integrated Chinese
and Anglo-American leadership and management preferences. Data are drawn from questionnaires completed
by school leaders and from semi-structured interviews with individual school leaders from different parts of China. The exploratory study shows
that Chinese school leaders perceive a coexistence of Chinese and Anglo-American leadership
and management values, rather than the domination of one over the other. The findings suggest that it is
important to understand the impact of national cultures on leadership and management. Differences between
Chinese and Western culture and leadership and management are open to the challenge of stereotyping, and
should not be over-stressed, as school leaders are working in an increasingly interconnected and interdependent
world, and are exposed to and socialized into cultures of a multileveled polity ranging from the school to the local,
national, and even global levels. Highlights: Chinese school leaders prefer Chinese and Western leadership values
and practices. Local development levels affect their leadership concerns and preferences. They are subject to the
ongoing influences of China's national cultures. They are increasingly exposed to other leadership traditions in
the world. School leadership is ongoing cultural construct and practice in a multileveled world.
………………………………………………………………………………………………………
27. Curriculum development for teacher education in the Southern Philippines: A simultaneous process
of professional learning and syllabus enhancement
Author: Zeegers, Yvonne
Source: International Journal of Educational Development, 2012, 32(2): 273-282
Abstract: This paper reflects on the process of curriculum development in 21 tertiary education institutions in
the Southern Philippines. Assisting capacity-building of the teaching profession is an ongoing need in developing
countries, but rarely does it extend to pre-service education. In this study of one
aspect of a three year
AusAid-funded education development project, the process of developing syllabi for
English, mathematics,
science and practicum/pedagogy courses was an unfamiliar activity for the majority of the sixty Filipino teacher
educators and their colleagues. These educators were used to following institution prescribed syllabi without question.
The focus of this study was the educators’ participation in the intensive process of syllabus review, construction
and enhancement which occurred concurrently with a series of regular professional development activities based
on the needs and interests of the educators. The process was documented as it evolved and was evaluated at key
stages. A major outcome was the enhancement, or construction, of more than 200 syllabi across the 21 tertiary
institutions. However, an unexpected and significant outcome of the process was the development of strong
cross-institutional and even cross-regional relationships and a level of collegiality not
previously experienced
by the participants. It is argued here that such an approach to curriculum development raises the potential for
sustainable long-term outcomes in international development projects. Research highlights: The enhancement,
or construction, of over two hundred syllabi by Filipino teacher educators across twenty-one Tertiary Education
Institutions. The development of strong cross-institutional and cross-Regional
collegiality amongst
teacher educators, and with Deans of Education and Academic Administrators. Capacity building of teacher
educators through an approach to professional learning based on participant's needs and interests. The development
of a process for syllabus review, construction and enhancement.
………………………………………………………………………………………………………
28. Talking about a revolution: the social, political, and fantasmatic logics of education policy
Author: Clarke, Matthew
Source: Journal of Education Policy, 2012, 27(2): 173-191
Abstract: This paper provides a critical analysis of the Australian government's education revolution policy
as promulgated in the media release document, Quality Education: The Case for an Education Revolution in our
Schools. It seeks to problematize the government's claim to marry quality and equity, via an analysis of the discursive
strategies of the Australian government's revolution talk. My analysis draws on the work of political theorists Jason
Glynos and David Howarth and their synthesis of key ideas from Laclau and Mouffe's discourse theory and Lacanian
psychoanalytic theory into a framework of explanatory 'logics.' This framework provides conceptual tools for
conducting critical policy analysis, including: characterizing a discursive regime on a synchronic plane; accounting
for its constitution, reproduction, and/or subversion on a diachronic plane; and explaining the ways in which it grips
or seduces subjects at a nonrational level. Overall, the analysis of the education revolution in this paper demonstrates
the value of this framework of explanatory logics for education policy analysis, in the process shedding some new light
on the Australian government's education revolution policy agenda.
………………………………………………………………………………………………………
29. An innovative concept map approach for improving students' learning performance with an
instant feedback mechanism
Author: Wu, Po-Han; Hwang, Gwo-Jen; Milrad, Marcelo, Ke, Hui-Ru & Huang, Yueh-Min
Source: British Journal of Educational Technology, 2012, 43(2):217-232
Abstract: Concept maps have been widely employed for helping students organise their knowledge as well as
evaluating their knowledge structures in a wide range of subject matters. Although researchers have recognised
concept maps as being an important educational tool, past experiences have also revealed the difficulty of
evaluating the correctness of a concept map. It usually takes days or weeks for teachers to manually evaluate the
concept maps developed by students; consequently, the students cannot receive timely feedback from the teachers,
which not only affects their learning schedules, but also significantly influences the students' learning achievements.
In this paper, a computer-based concept map-oriented learning strategy with real-time assessment and
feedback is proposed in order to cope with the problems mentioned above. Our approach provides immediate
evaluation of concept maps and gives also real-time feedback to the students. An
experiment has been conducted
to evaluate the effectiveness of this new strategy in comparison with the conventional computer-based concept
map approach. It is found that our innovative approach can be significantly beneficial to promote learning
achievements as well as the learning attitudes of students.
………………………………………………………………………………………………………
30. Disengaged and disaffected young people: surviving the system
Author: Lumby, Jacky
Source: British Educational Research Journal, 2012, 38(2): 261-279
Abstract: There are counter‐narratives of youth as at risk and as buoyant and agentive. The article maps the conceptual terrain concerning
resilience, well‐being, buoyancy, enjoyment and happiness and selects factors related
to the successful navigation
of schooling. It analyses data from a subset of a national data set, from 65 young people considered to be disaffected
or disengaged by their school or college. It explores the perceptions of young people that the difficulties they
encounter are in part a result of their own behaviour and in part a product of the system. Hirschman's theory of
exit, voice, loyalty is used to explore their choices. The article concludes that schools act to maintain homeostasis
and that a substantial minority of young people are at long term risk due to
organisational and national unwillingness to decouple economic benefit from maintenance of the existing system.
地址：上海市中山北路3663号
邮箱：ecnuici@163.com
电话：021-32526084
