School of Education
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Item FSSE Core Survey Instrument(Center for Postsecondary Research, Indiana University Bloomington) Faculty Survey of Student EngagementItem Anchored Instruction and Situated Cognition Revisited(Educational Technology, 1993-03) The Cognition and Technology GroupIn 1990 an article by our Cognition and Technology Group at Vanderbilt (CTGV) entitled "Anchored Instruction and Its Relationship to Situated Cognition" appeared in the Educational Researcher. In it we discussed two programs that we were developing and testing that involved anchoring or situating instruction in the context of information-rich videodisc environments that encouraged students and teachers to pose and solve complex, realistic problems. One of the programs, The Young Sherlock Program, focused on literacy and social studies, including history. The other program, The Jasper Woodbury Problem Solving Series, focused on mathematical problem solving with links to science, history, social studies, and literature. We noted that both programs were being used and tested in classrooms-generally with students in the fifth and sixth grades.Item The Relationship Between Situated Cognition and Anchored Instruction: A Response to Tripp(Educational Technology, 1994-10) Moore, Joyce L.; Lin, Xiaodong; Schwartz, Daniel L.; Petrosino, Anthony; Hickey, Daniel T.; Campbell, Olin; Hmelo, Cindy; The Cognition and Technology GroupTripp's analysis of our article begins with a variant of the 'We love you, but. .. " structure that is often used by reviewers and always dreaded by reviewees (i.e., "I have the greatest respect for the work the Vanderbilt Group is doing. However ... ," Tripp, 1993, p. 75). His "however" involves two "small" points of contention. First, he states that what we are doing is not situated learning; second, we are not teaching problem solving. Needless to say, these two claims by Tripp caught our attention because they suggested a perspective on our work that was novel to us.Item Learner control, cognitive processes, and hypertext learning environments(Proceedings of the 1995 National Educational Computing Conference, 1995-06) Cho, YonjooThis qualitative study investigates the nature of the cognitive processes learners use in HyperCard environments: whether students' cognitive processes differ in learner-controlled versus program-controlled environments, and how much students learn in each. No overall dramatic differences between the learner- and program-controlled groups were found for cognitive processes in hypertext learning environments. The type of environment, learner- or program-controlled, did not appear to correlate with appreciable differences in learners'cognitive processes. Ability differences,however, were found to be significant. The results of this study supported previous findings that learner-controlled versions may be too difficult for low ability students. Qualitative participant differences (i.e.,interests, preferences) were also found to be meaningful, regardless of learning environment differences.Item Instructional Design and Development of Learning Communities: An Invitation to a Dialogue(Educational Technology, 1995-10) Lin, Xiaodong; Bransford, John D.; Hmelo, Cindy E.; Kantor, Ronald J.; Hickey, Daniel T.; Secules, Teresa; Petrosino, Anthony J.; Goldman, Susan R.; The Cognition and Technology GroupOur goal in this article is to encourage discussion among members of the instructional design community and members of research groups who are attempting to transform typical classrooms into "learning communities." A strength of the instructional design community is its efforts to articulate, manage, and systematize the processes involved in designing effective learning environments. A strength of researchers attempting to create "learning communities" is their emphasis on new sets of principles that have important implications for the nature of teaching, learning, and assessment. By discussing insights from these two communities, we hope to begin a conversation that strengthens the communication and collaboration between the two.Item How to Succeed in Physics Without Really Crying(Science and Children, 1996-05) Dickinson, ValarieAs a first-grade teacher, I enjoy watching my students learn as they explore and investigate. So I welcomed the chance to make my own discoveries in an introductory college-level course titled "Physics and Society." I soon learned, however, that there would be no hands-on learning or cooperative group participation in this class.Item Review of P. Greenfield & R. Cocking’s book Cross-cultural roots of minority child development(Comparative Education Review, 1998) Levinson, Bradley A.The discipline of psychology, with its tendency toward ethnocentrism and its overwhelming focus on individual expression and development, has contributed relatively little to the field of comparative education. This strong volume may change that. Patricia Greenfield and Rodney Cocking have assembled a group of essays that taken together demonstrate the value of a cross-cultural perspective for understanding the full range of patterns in human education and development. In so doing, they also enable us to appreciate the contribution of a cross-cultural developmental psychology to the illumination of problems of schooling in comparative perspectives.Item College Student Experiences Questionnaire (4th Ed.)(Indiana University, 1998) Pace, C. Robert; Kuh, George D.Item CSEQ Codebook (4th Edition)(Indiana University, 1998) Gonyea, Robert M.Item College Student Expectations Questionnaire (2nd Edition)(Indiana University, 1999) Kuh, George D.; Pace, C. RobertItem "Una etapa siempre dificil": Concepts of Adolescence and Secondary Education in Mexico(Comparative Education Review, 1999) Levinson, Bradley A.The concept of adolescence as a unique and difficult stage in the human life-course has itself followed a turbulent historical path. Although the term occasionally appeared in European texts from the medieval period,' it was the U.S. psychologist G. Stanley Hall who in the late 1800s advanced the first "scientific" account of puberty's specific psychological entailments, which contributed to the more common and modern usage of "adolescence" we know today. Joseph Kett documents the influence of Hall's work at the turn of this century, and provides an intimate social history of the various groups in U.S. society that attempted to create institutions specifically attending to adolescent needs (i.e., Boy Scouts, the high school, etc.). In the United States and Europe, the concept of adolescence has since become thoroughly enmeshed in both popular and expert discourses on the behavior of youth, prompting Ari's to call this the "century" of adolescence.3 Academic journals and institutes, based primarily in departments of education and psychology, devote themselves entirely to the study of adolescence, while talk shows, books, and magazines communicate proverbial gem of wisdom to parents and teachers in search of advice about their charges. The prevailing thought characterizes adolescence as a universal psychological experience that, in evolutionary terms, we have only recently begun to understand and therefore socially and educationally accommodate. Meanwhile, a number of scholars have begun to question the value and relevance of such a concept. Like Aries had previously done for the concept of childhood, these authors interrogate the analytical value of adolescence, wondering whether it represents, among other things, an ideological conflation of biological and sociocultural life stages central to the social control modalities of modern capitalist societies.Item Linking state and society in discourse and action: Political and cultural studies of the Cárdenas era in Mexico(Latin American Research Review, 1999) Spenser, Daniela; Levinson, Bradley A.On 6 July 1997, Cuauhtemoc Cardenas, founder and leader of the Mexican Partido de la Revolucion Democraitica (PRD), scored an impressive victory in being elected mayor of Mexico City. Cardenas's new status as leader of the world's largest city, along with the PRD's substantial gains in parliamentary elections, has raised important questions about the sources of their combined political strength. To what is owed the victory of Cuauhtemoc Cardenas and his party? At least three answers suggest themselves: the particular political talents, programs, and bases of support developed by Cuauhtemoc Cardenas; the identification of his father, former President Lazaro Cardenas (1934-1940), with the zenith of a popular revolutionary project; and the exhaustion of the corporatist political model that, perhaps ironically and unwittingly, Lazaro Cardenas bequeathed to the Mexican state. All these elements contributed in some measure to the recent victory, but it is not our intention to sort them out here. Instead, we would like to explore the evidence that the popular legacy of the Lazaro Cardenas era has provided significant support for his son and the PRD.Item The symbolic animal: Foundations of cultural transmission and acquisition(Rowman and Littlefield, 2000) Levinson, Bradley A. U.In this section I present a number of key writings on the nature of education and culture. My aim is to illuminate how the very foundations of the educational process are rooted in the human penchant for making meaning out of experience and communicating that meaning to others. I hope to show that, in a very real sense, education is culture, that is, education involves the continual remaking of culture as human beings transmit and acquire the symbolic meanings that infuse social life.Item Cultural production and reproduction in contemporary schools(Rowman and Littlefield, 2000) Borman, Kathryn M.; Fox, Amy E.; Levinson, Bradley A. U.The articles included in this section include a wide range of topical areas and theoretical frameworks. A common set of organizing ideas links the articles that, taken together, cover the life course of school-aged children and young adults engaged in formal schooling arrangements. Three important concepts related to schooling in a capitalist society constitute overlapping themes. These themes are: (1) persistent and inherent inequities in the educational delivery system, resulting in equally persistent gaps in academic achievement between groups of students; (2) inadequacies of current pedagogical and administrative practices; and (3) the continuing importance of race, ethnicity, gender, and socioeconomic status (SES) in structuring students' life experiences and opportunities.Item Afterword: Implications for educational policy and practice(Rowman and Littlefield, 2000) Levinson, Bradley A. U.; Sutton, MargaretThis book provides rich resources for teaching and learning about broad social and cultural issues in education. At the same time, it raises a question often heard by instructors in educational foundations courses, and that is, "What is the practical relevance of this material?" -to policy formation, curriculum design, school administration, classroom pedagogy, and so on. This is a fair question, but not an east one to answer. Social and cultural analysis in education is often more akin toe "basic" than "applied" research, to use a distinction common in the natural sciences. The primary purpose of this work is to clarify and expand existing insights, illuminate new concepts, raise new questions, and the reframe perspectives on long-standing issues. To be sure, a few of the authors in this book -notably several in section III- do offer specific ideas for improving educational policy and practice that flow from their research. Most, however, leave the reader to draw out such ideas in the context of his or her own specific experiences and understandings. This kind of contingent "application" is compatible with the interpretive enterprise in which the authors are engaged.Item The NSSE 2000 Report: National Benchmarks of Effective Educational Practice(Indiana University Center for Postsecondary Research, 2000) National Survey of Student EngagementThe 2000 report from the National Survey of Student Engagement (NSSE) is based on information from first-year and senior students at 276 different four-year colleges and universities. The NSSE study, titled “National Benchmarks of Effective Educational Practice,” gives schools an idea of how well students are learning and what they put into and get out of their undergraduate experience. The report provides an overview of the “National Benchmarks of Effective Educational Practice.” The report also contains the following findings: 1. Four-year colleges and universities differ considerably in terms of the quality of the undergraduate experience they offer and their expectations for student performance. 2. Student engagement in effective educational practices varies between and within institutional sectors and types 3. Institutional size is a key factor in student engagement. 4. Every sector includes some institutions that can model effective educational practice for their peers 5. Some types of students are generally more engaged than others.Item Whither the symbolic animal?; Society, culture, and education at the millennium(Rowman and Littlefield, 2000) Levinson, Bradley A. U.The question I pose here interrogates the evolution of humankind: How are we unfolding, and what form will our individual capacities and our global society eventually take? Education, of course, provides an important key to the answer, and the fields comprising the interpretive social sciences provide important intellectual resources for understanding and improving education. This reader presents some of the very best work produced by the interpretive social sciences on the social and cultural foundations of education. My aim is to provide teachers and students with the basic conceptual tools to understand a variety of sociocultural dynamics that shape the educational process in its many dimensions. Such sociocultural understanding is especially crucial for designing educational experiences -forging "tools for conviviality," in Ivan Illich's (1973) rich phrase- worthy of the multicultural societies of the present and future. Therefore, this book aims to compose one small part of the answer to the question: Whither the symbolic animal?Item Teaching Science to English-as-Second-Language Learners(Science and Children, 2000-12) Buck, GayleThis article relates to the National Science Education Standards' Teaching Standard B: Teachers of science guide and facilitate learning. In doing this, teachers recognize and respond to student diversity and encourage all students to participate fully in science learning.Item The disengaged commuter student: Fact or fiction?(Commuter Perspectives, 2001) Kuh, G. D.; Gonyea, R. M.; Palmer, M.The majority of college students today commute to campus (Horn & Berktold, 1998), yet many misunderstandings about these students persist. The stereotypical view is that commuters are less committed to academic pursuits compared with their counterparts who go away to college and live on campus (Jacoby, 2000a; National Resource Center for The First-Year Experience and Students in Transition [NRC], 2001). They’re distracted by too many competing demands on their time because of work or family commitments. As a result they aren’t as involved as other students.Item NSSE technical and norms report(Indiana University Center for Postsecondary Research and Planning, 2001) Kuh, G. D.; Hayek, J. C.; Carini, R. M.; Ouimet, J.A.; Gonyea, R. M.; Kennedy, J.