Thursday, 26 February 2015

FW: Educational Studies in Mathematics, Vol. 88, Issue 3 - New Issue Alert

 

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New Issue Alert

02/26/2015

Dear Reader,

We are pleased to deliver your requested table of contents alert for Educational Studies in Mathematics. Volume 88 Number 3 is now available online.

SPECIAL ISSUE: STATISTICAL REASONING: LEARNING TO REASON FROM SAMPLES (LUIS RADFORD SHADOW EDITOR)

Important News

Handbook on the History of Mathematics Education

Edited by: Alexander Karp and Gert Schubring. This is the first comprehensive International Handbook on the History of Mathematics Education, covering a wide spectrum of epochs and civilizations, countries and cultures. Start reading online!
» Learn more

In this issue

Learning to reason from samples

Dani Ben-Zvi, Arthur Bakker & Katie Makar

Data seen through different lenses

Clifford Konold, Traci Higgins, Susan Jo Russell & Khalimahtul Khalil

Developing students' reasoning about samples and sampling variability as a path to expert statistical thinking

Joan Garfield, Laura Le, Andrew Zieffler & Dani Ben-Zvi

What I see is not quite the way it really is: students' emergent reasoning about sampling variability

Maxine Pfannkuch, Pip Arnold & Chris J. Wild

Proper and paradigmatic metonymy as a lens for characterizing student conceptions of distributions and sampling

Jennifer Noll & Stacey Hancock

Developing students' reasoning about samples and sampling in the context of informal inferences

Maria Meletiou-Mavrotheris & Efi Paparistodemou

Learning to reason from samples: commentary from the perspectives of task design and the emergence of "big data"

Janet Ainley, Robert Gould & Dave Pratt

Do you want to publish your article in this journal?

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Impact Factor: 0.639 (2013)*
* Journal Citation Reports®, Thomson Reuters

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Wednesday, 18 February 2015

Enhancing self-efficacy in first year students

This research finds that:

"Subject-specific self-concepts of ability predict study-related self-concepts of ability according to individuals' similarity judgements. Subject-specific mastery experience predicts expectancy of success only if the respective school subject is emphasized in the course description."

So again making the link to previous study/knowledge explicitly enhances learning and student success.

British Journal of Educational Psychology
How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks

  1. Julia Gorges* and
  2. Thomas Göke

Another article about Kolb and Teaching

This time from the man himself – with others – it will be interesting to read the two together.

http://sag.sagepub.com/content/45/2/204

Abstract

Background.

Becoming an experiential educator involves more than just being a

facilitator or matching learning style with teaching style. Experiential education

is a complex relational process that involves balancing attention to the learner and to

the subject matter while also balancing reflection on the deep meaning of ideas with the

skill of applying them.

Aim.

To describe a dynamic matching model of education based on Experiential Learning

Theory and to create a self-assessment instrument for helping educators understand

their approach to education.

Method.

A dynamic matching model for “teaching around the learning cycle” describes

four roles that educators can adopt to do so—facilitator, subject expert, standardsetter/evaluator,

and coach. A self-assessment instrument called the Educator

Role Profile was created to help educators understand their use of these roles.

Results.

Research using the Educator Role Profile indicates that to some extent educators

do tend to teach the way they learn, finding that those with concrete learning styles

are more learner-centered, preferring the facilitator role; while those with abstract

learning styles are more subject-centered preferring the expert and evaluator roles.

Conclusion.

A model for the practice of dynamic matching of educator roles, learner

style, and subject matter can aid in the planning and implementation of educational

experiences. With practice, both learners and educators can develop the flexibility to

 

 

David Andrew

HEA CPD Manager
Senior Tutor
 


Centre for Academic and Professional Development
Queen Mary, University of London

Mile End, London E1 4NS

 

 

www.capd.qmul.ac.uk

 



02078822803

02081446753

 

Thursday, 12 February 2015

FW: Democratizing Higher Education is Now Available for Pre-order

 

Dear Colleagues,

 

The new HETL book titled, Democratizing Higher Education: International Comparative Perspectives, by Routledge is now available for pre-order. See  http://routledge-ny.com/books/details/9781138020955/

 

A few reviews on the book:


"This timely book helpfully reminds us that higher education was once (and might yet be again?) considered and discussed in terms of its wider contribution to culture and civilisation, as well as to social inclusiveness and equity, all in the context of a (re-)discovered core ethos of political, ethnic, and social justice."

--David Palfreyman, Director of the Oxford Centre for Higher Education Policy Studies, Oxford University

"Through the authors' compelling case studies on social, cultural, economic and political issues in diverse communities, the reader can quickly understand the commonalities to all quality higher education programs across international borders. Applause to Blessinger and Anchan for providing an excellent resource that presents significant ideas with a trajectory for higher education systems."

--Barbara Cozza, Associate Professor, St. John's University

"A democratically engaged society demands a citizenry that can critically think and challenge the forces that oppose it. Higher education is key. This volume offers a global look at how several nations strive to make higher education a reality for all its citizens as well as the challenges they face in doing so. It is a must-read for any student or professor of international higher education studies."

--Jill Alexa Perry, Executive Director, Carnegie Project on the Educational Doctorate

 

 

Kind regards,

-- 

Dr. Patrick W. Blessinger@DrBlessinger

Executive Director & Chief Research Scientist, International HETL Association

Adjunct Faculty, School of Education, St. John's University, New York City
Editor-in-Chief, Journal of Applied Research in Higher Education

Senior Scholar, Institute for Meaning-Centered Educationz

Article re-examining Kolb

This looks interesting - if you have read it could you leave a comment here

Article Evolving Kolb: Experiential Education in the Age of Neuroscience Jeb Schenck1,2 and Jessie Cruickshank3

Abstract In pursuing a refined Learning Styles Inventory (LSI), Kolb has moved away from the original cyclical nature of his model of experiential learning. Kolb’s model has not adapted to current research and has failed to increase understanding of learning. A critical examination of Kolb’s experiential learning theory in terms of epistemology, educational neuroscience, and model analysis reveals the need for an experiential learning theory that addresses these issues. This article re-conceptualizes experiential learning by building from cognitive neuroscience, Dynamic Skill Theory, and effective experiential education practices into a self-adjusting fractal-like cycle that we call CoConstructed Developmental Teaching Theory (CDTT). CDTT is a biologically driven model of teaching. It is a cohesive framework of ideas that have been presented before but not linked in a coherent manner to the biology of the learning process. In addition, it orders the steps in a neurobiologically supported sequence. CDTT opens new avenues of research utilizing evidenced-based teaching practices and provides a basis for a new conversation. However, thorough testing remains.


Learning and Teaching journal

We are pleased to announce that the latest issue of Learning and Teaching has recently been published by Berghahn Journals. This special issue is titled Shaping Student Futures and explores from various perspectives the way student futures at different levels of university education are affected by policy changes. The contributions describe the policy environment and the way university reforms shape student futures by pointing to particular ideal roles and necessitating certain attitudes and practices. However, the articles do not just point out
the implied subject positions of such policies; but they take into account the actual experience and practices of teachers and students.

Please visit the Berghahn website for more information about the journal:

Volume 7, Number 3: Shaping Student Futures

INTRODUCTION
Introduction: Neoliberal turns in higher education
Jakob Krause-Jensen and Christina Garsten

ARTICLES
‘A place where open minds meet’: the constraints of alignment and the effects of compulsory teacher training on teaching and learning in higher education
Paulina Mihailova

Neoliberal individualism in Dutch universities: teaching and learning anthropology in an insecure environment
Ellen Bal, Erella Grassiani and Kate Kirk

Making social scientists, or not? Glimpses of the unmentionable in doctoral education
David Mills and Julia Paulson

Recommend Learning and Teaching to your library
Are you unable to access these articles through your library? As a key researcher in your field you can recommend Learning and Teaching to your library for subscription. A form for this purpose is provided on the Learning and Teaching website: www.journals.berghahnbooks.com/_uploads/ltss/ltss_lib.pdf


Online Trial:
Berghahn offers a free 60-day online trial for LATISS: www.berghahn.publisher.ingentaconnect.com/content/berghahn/latiss/trial


Contact: journals@berghahnbooks.com 

Tuesday, 10 February 2015

FW: Studies in Higher Education: latest articles on Taylor & Francis Online

 

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis

The online platform for Taylor & Francis Online content

New for Studies in Higher Education and online now on Taylor & Francis Online:

The study, evaluation, and improvement of university student self-efficacy
Kathryn Bartimote-Aufflick, Adam Bridgeman, Richard Walker, Manjula Sharma & Lorraine Smith
DOI: 10.1080/03075079.2014.999319

Identifying and formulating teachers' beliefs and motivational orientations for computer science teacher education
Elena Bender, Niclas Schaper, Michael E. Caspersen, Melanie Margaritis & Peter Hubwieser
DOI: 10.1080/03075079.2015.1004233

Excellence in university academic staff evaluation: a problematic reality?
Pat O'Connor & Clare O'Hagan
DOI: 10.1080/03075079.2014.1000292

Has the Bologna process been worthwhile? An analysis of the Learning Society-Adapted Outcome Index through quantile regression
A. Fernandez-Sainz, J. D. García-Merino & S. Urionabarrenetxea
DOI: 10.1080/03075079.2014.988703

To view a listing of the latest articles for this journal, visit: http://www.tandfonline.com/action/showAxaArticles?journalCode=cshe20

Studies in Higher Education is in the top 25 most highly cited journals in the Education and Educational Research category of the 2013 Journal Citation Report.

Studies in Higher Education 2013 Impact Factor now 1.278 ©2014 Thomson Reuters, 2014 Journal Citation Reports®

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FW: Cultural Studies of Science Education, Vol. 10, Issue 1 - New Issue Alert

 

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New Issue Alert

10.02.2015

Dear Valued Customer,

We are pleased to deliver your requested table of contents alert for Cultural Studies of Science Education. Volume 10 Number 1 is now available on SpringerLink.

In this issue

Editorial

Ecological mindfulness and cross-hybrid learning: a special issue

Michael P. Mueller & David A. Greenwood

Place, mobility, and faculty life: mindfulness and learning through change

David A. Greenwood

From where we came

Arthur J. Stewart

KEY CONTRIBUTORS

Ecological mindfulness, spirituality, and life-long (hybrid, dialogical) learning: a tribute to Michiel van Eijck

Wolff-Michael Roth

Sciences for the red zones of neoliberalism

Matthew Weinstein

Thinking and meddling with boundaries: Critical reflections on Matthew Weinstein's narrative of street medics, red-zones and glop

Steve Alsop

Facing the grand challenges through heuristics and mindfulness

Malgorzata Powietrzynska, Kenneth Tobin & Konstantinos Alexakos

Learning about a fish from an ANT: actor network theory and science education in the postgenomic era

Clayton Pierce

Alaskan Salmon and Gen R: hunting, fishing to cultivate ecological mindfulness

Michael P. Mueller

Place and culture-based professional development: cross-hybrid learning and the construction of ecological mindfulness

Pauline W. U. Chinn

Peace with the earth: animism and contemplative ways

Heesoon Bai

Self-willed learning: experiments in wild pedagogy

Bob Jickling

Visioning the Centre for Place and Sustainability Studies through an embodied aesthetic wholeness

Pauline Sameshima & David A. Greenwood

Our friendship gardens: healing our mother, ourselves

Madhu Suri Prakash

Walking with Madhu: healing ped/agogy

T. Francene Watson

Strengthening ecological mindfulness through hybrid learning in vital coalitions

Jifke Sol & Arjen E. J. Wals

Synesthesia and the phenomenological experience: implications for ecological mindfulness and beginning scholars in science education

Rachel A. Luther

Book Review

Practicing finding the spaces available within the educational situation—an essay review of John Dewey and education outdoors: making sense of the 'educational situation' through more than a century of progressive reform

Molly Noelle Ware

The educational situation in Utopia: why what is, is

Jayson Seaman & John Quay

Do you want to publish your article in this journal?

Please visit the homepage of Cultural Studies of Science Education for full details on:

·         aims and scope

·         editorial policy

·         article submission

Read sample articles

Anyone can access five articles from this journal for free.
» Click here

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onlineservice@springer.com

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Register for Springer's email services providing you with info on the latest books in your field. » Click here

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© Springer 2015, springer.com