Research in brain cognition and development has expanded rapidly over the last ten years. Our scientific understanding of the developmental stages of infancy, childhood, and adolescence has reached a new level of sophistication, thanks to extensive studies on cognitive processes such as attention, inhibition, executive control, working memory. Research in brain cognition and development has expanded rapidly over the last ten years. Our scientific understanding of the developmental stages of infancy, childhood, and adolescence has reached a new level of sophistication, thanks to extensive studies on cognitive processes such as attention, inhibition, executive control, working memory, language, spatial cognition, lexical access,. Since the 1980s, LearningRx founder Dr. Ken Gibson and his colleagues have helped more than 100,000 clients with a unique cognitive training methodology designed to strengthen the core skills the brain uses to think and learn. Executive summary Implicit in recent Evidence Speaks postings is the need to develop evidence-based interventions for improving student achievement. Comparative analysis of the education research literature versus the educational neuroscience literature suggests that education research, grounded in the behavioral and cognitive sciences, is currently the better research base for instructional design, particularly if our goal is to improve educational outcomes in the near to intermediate future. Introduction In recent Evidence Speaks postings, authors have discussed the implications of NAEP scores (Dynarksi, Kane, Whitehurst), the apparent inability of a pre-K curriculum to deliver lasting academic improvement (Farran & Lipsky), and the small percentage of educational interventions that produce positive classroom effects (Jacobs). These data point to concerns among educators and policy makers about the need to improve classroom instruction. The learning sciences are vast, including areas of neuroscience and psychology, as well as education research itself. Where might we best look for research that might provide bases for developing evidence-based classroom interventions? Here I offer a small first step toward answering that question by comparing educational neuroscience with more traditional education research. ![]() If the goal is to improve instruction in the near to intermediate future, education research remains the most likely source. Since its inception in the mid-1990s, educational neuroscience has evolved into an active research front. Educational neuroscientists believe that elucidating the brain mechanisms underlying cognition and behavior can improve classroom teaching and learning. Over a much longer history, education research has also attempted to apply its behavioral findings to improve educational outcomes. Utorrent 3 3 1 29163 portable ac. Main focus of µTorrent 3.3.1: - Silent auto-updates ***Please uninstall 3.4 alpha build first.*** Changelog: --2013-02-11: Version 3.3.1 (build 29105) - Change: Merge in silent auto-update code - Fix: fix flushing of completed pieces immediately - Fix: gdi leak when resizing window - Fix: fix disk flushing not being triggered every time it should be please fix this white gap of seeding status bar Wow, I thought I was the only one that noticed it. It's the first time I started getting disk overload errors. Yes please do fix the white gap, it annoys me. Check the free torrent on TPB 'TPB AFK'. The literatures and document co-citation The Web of Science (WoS) subject field “Education and Educational Research” contains articles published in 231 education research journals. I use the 500 top-cited articles in this subject field, published between 1997 and 2015, as the set of publications to generate what I will call the education research literature. The 500 top-cited articles over the same time period indexed as “Education and Educational Research” that also contain “brain” or a variant of “neuro” in their topic word field generate the educational neuroscience literature. The two article sets contain only three common items. Note that the generating sets contain only articles and would tend to under-represent research areas that depend heavily on books rather than journal articles. What I will call the education research literature and the educational neuroscience literature are all the articles cited by the two generating sets. Together the two literatures cite 44,000 unique documents. Document co-citation analysis is a bibliometric method used to delineate a discipline’s semantic or intellectual structure. If document A cites documents B and C, then B and C are co-cited. Pc games sacred 2 fehler beim installieren spiel des. Two documents that have high co-citation counts are likely to be conceptually or thematically related. For a set of cited references, like those representing education research, the co-citation counts can be presented as co-citation networks, where the nodes are cited articles and the weighted edges the strength of the co-citation link. The co-citation network depicts what the field is about by mapping relationships among a literature’s cited references; that is, the prior research upon which the literature is based. The components, or sub-networks, of the co-citation network represent research specializations within the larger field. Smaller communities of interest can sometimes be identified within these components. To assess how education research and educational neuroscience are related; the two literatures are combined in a single co-citation analysis. To facilitate visualization and interpretation, articles appearing in the network have minimum co-citation counts of five. Nodes designating the most highly connected articles are labeled to characterize the content of a component or community. In interpreting this analysis, there are several things to keep in mind. First, the literatures are dependent upon WoS indexing practices, which may not always cohere with expert opinion on what a field is about. Second, the co-citation analysis covers a period of nearly 20 years; the literature generated by the top-cited papers published in the last five years might look quite different. Third, the co-citation threshold results in components that represent the peaks of the research terrain and excludes foothills and flatlands that are also interesting and important. In addition, only the four largest components are discussed here. A big-picture comparison of two literatures omits much fine structure. Note that the literatures do contain the work of at least 75 of the 200 university-based education researchers judged most influential in 2015. This figure under-represents their presence, because cited references in WoS provide only first authors. By and 2017 Findings Figure 1 shows the largest four components resulting from the analysis. Each of the four components represents a major research focus: Self-efficacy/Motivation, Cognitive Load Theory, Science Education, and Educational Neuroscience. The first three components arise solely from the education research literature. Educational Neuroscience arises solely from that literature. The map would have been the same if the literatures had been analyzed separately. That is, the two literatures are distant in co-citation space. Figure 1 Document co-citation network for the education research and educational neuroscience literature 1997–2015 Education research. President Emeritus - James S. McDonnell Foundation The Self-efficacy/Motivation component contains two major research communities. ![]() Albert Bandura’s work on the influence of self-efficacy on student and teacher classroom performance is central to this community (green nodes). Central authors in the other community (blue) are C. Deci and C.S. This research examines the effects of student and teacher beliefs about the nature of intelligence on motivation and adoption of classroom learning strategies. The majority of the 55 articles in this component are experimental studies done within learning environments. These articles are published primarily in educational psychology journals (e.g., Journal of Educational Psychology). Its connection to psychology is via social psychology (e.g. Journal of Personality and Social Psychology). John Sweller is the central author within the Cognitive Load theory component (red). Researchers in this tradition attempt to design classroom instruction sensitive to limitations on human short-term, or working, memory. This work includes studies investigating the optimal use of technology and multimedia in instructional design. The 41 articles in this component overwhelmingly report results of experimental studies on student learning. They tend to be published in educational psychology journals (e.g., Journal of Educational Psychology). This applied work is linked to cognitive psychological research on working memory as can be seem by centrality of George A. Miller’s classic “Magic Number Seven” article within this community. The most highly co-cited article in the Science Education component (gold) is the 1996 National Research Council’s report National Science Education Standards.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |