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Creativity and Equity: The Legacy of E. Paul Torrance as an Upstander for Gifted Black Males

Urban Review 2013年第4期45卷 518-538页

作者： Grantham, Tarek C. Department of Educational Psychology and Instructional Technology Gifted and Creative Education Program The University of Georgia Athens GA 30602 606 Aderhold Hall United States

Nationally, Black males are more under-represented in gifted programs than all other groups (United States Department of Education Office of Civil Rights, Civil rights data collection. Author, Washington, DC, 2006, 2009);at no time in the history of gifted education can data be found to indicate otherwise (Ford in Multicultural gifted education. Waco, Prufrock Press, 2011a). Before, during, and after segregated schools became unconstitutional, a prolific scholar challenged educators to respond to the severe and pervasive under-representation of Black students in gifted education. This article illustrates how E. Paul Torrance was an upstander (Grantham in Roeper Rev 33:263-272, 2011) who confronted the crisis of under-identified talent among Black students which was, in part, due to narrow race- and class-based conceptions of intelligence. Specifically, this article calls attention to how Torrance valued different types of intelligence and used his scholarship to highlight Black male students' creative gifts. Using Torrance's body of work as a guide, implications for research, policy and praxis on creativity from an equity and social justice perspective will be discussed. © 2013 Springer Science+Business Media New York.

关键词： Creativity E. Paul Torrance Equity Gifted Black males Gifted education policy Upstander

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Experiential learning to support an innovation disposition within engineering education

Experiential learning to support an innovation disposition w...

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作者： Bradshaw, Amy C. Siddique, Zahed Hardre, Patricia Lea Mistree, Farrokh Department of Instructional Psychology and Technology University of Oklahoma United States University of Oklahoma United States Department of Educational Psychology Instructional Psychology and Technology Program University of Oklahoma United States School of Aerospace and Mechanical Engineering University of Oklahoma Norman OK United States

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Supporting the use of multiple representations in multimedia learning environments 08

Supporting the use of multiple representations in multimedia...

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Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3

作者： Maria Opfermann Jan Van Der Meij Shaaron Ainsworth Tina Seufert Markus Vogel Roland Brünken Jan L. Plass Bruce Homer Yan Wang Minchi Kim Catherine Milne Trace Jordan Peter Gerjets Katharina Scheiter Ton De Jong Knowledge Media Research Center Tübingen Germany University of Twente Enschede Netherlands School of Psychology University of Nottingham Nottingham UK Saarland University Saarbrücken University of Education Ludwigsburg Program in Educational Communication & Technology New York University Graduate Center CUNY Educational Technology Department of Curriculum and Instruction Purdue University Knowledge Media Research Center Tuebingen Germany Eberhard Karls University Tuebingen Germany University of Twente Faculty of Behavioural Sciences Department of Instructional Technology

Many learning environments contain multiple representations. Using them can lead to a deeper level of cognitive processing when learners make mental transformations between representations. However, research has revealed two problems. First, it has been shown that learners often do not make spontaneous use of such multiple options. Second, the translation process is often difficult. The papers presented in this symposium aim at supporting learners' use of multiple representations as well as their translation process. The first study provided learners with different types of representations and asked them to translate those into other representations. The second study examined the effectiveness of contextual scaffolds in computer simulations. The third study aimed at supporting hypermedia learning with multiple representations by means of metacognitive modelling and prompting of representational awareness. The fourth study investigated if sequencing dynamic representations combined with explicit instruction to relate and translate between representations has a positive effect on learning outcomes.

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Educational Researcher 2007年第8期36卷 437 - 448页

作者： Robert W. Lissitz Karen Samuelsen Professor of education and director of the Maryland Assessment Research Center for Education Success Department of Measurement Statistics and Evaluation University of Maryland College Park MD 20742 His research focuses on psychometrics applied statistics value-added modeling test linking and standard setting. Assistant professor in the Research Evaluation Measurement and Statistics Program Department of Educational Psychology and Instructional Technology University of Georgia 325S Aderhold Hall Athens GA 30606 . Her research focuses on mixture models especially as they pertain to the measurement of differential item function

This article raises a number of questions about the current unified theory of test validity that has construct validity at its center. The authors suggest a different way of conceptualizing the problem of establishing validity by considering whether the focus of the investigation of a test is internal to the test itself or focuses on constructs and relationships that are external to the test. They also consider whether the perspective on the test examination is theoretical or practical. The resulting taxonomy, encompassing both investigative focus and perspective, serves to organize a reconceptualization of the field of validity studies. The authors argue that this approach, together with changes in the rest of the terminology regarding validity, leads to a more understandable and usable model.

关键词： assessment design construct validity content validity test development

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Further Clarification Regarding Validity and Education

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Educational Researcher 2007年第8期36卷 482 - 484页

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technology-rich ethnography for examining the transition to authentic problem-solving in a high school computer programming class

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Journal of Educational Computing Research 2006年第4期34卷 319-352页

作者： Ge, Xun Thomas, Michael K. Greene, Barbara A. University of Oklahoma United States University of Wisconsin Madison WI United States Instructional Psychology and Technology Program Department of Educational Psychology Norman OK 73019-2041 820 Van Vleet Oval United States

This study utilized elements of technology-rich ethnography to create a rich description of a multi-user virtual environment in a high school computer programming class. Of particular interest was the transition that took place in classroom culture from one characterized by a well-defined problem solving approach to one more indicative of open learning environment. Using technology, high school students created learning activities and resources for use by younger students in the virtual environment. Evidence supported that high school students initially benefited from the new open environment;however, some immutable elements of the classroom environment presented barriers to peer collaboration and motivation for high-level, creative work. Our findings lend support to the argument that teachers in high school computer programming classes should incorporate the following features in their curricula: open-ended problem solving, real-world clients, group work, student autonomy and ample opportunities for student creative expression. © 2006, Baywood Publishing Co., Inc.

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Balancing varied assessment functions to attain systemic validity: Three is the magic number

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Studies in Educational Evaluation 2006年第3期32卷 180-201页

作者： Hickey, Daniel T. Zuiker, Steven J. Taasoobshirazi, Gita Schafer, Nancy Jo Michael, Marina A. Learning Sciences Program Indiana University United States Department of Educational Psychology and Instructional Technology University of Georgia United States Department of Early Childhood Education Georgia State University United States Combined Program in Cognitive Developmental and Educational Psychology University of Cyprus Cyprus

Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the "consequential" validity of our strategy without compromising curricula, instruction, or the "evidential" validity that warrants their continued use. © 2006 Elsevier Ltd.

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Conference highlights

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TechTrends 2001年第1期45卷 8-23页

作者： Herring, Mary Johari, Abbas Bradshaw, Amy C. Shoffner, Mary B. Dabbagh, Nada Lowell, Nathan University of Northern Iowa Cedar Falls Instructional Multimedia Design Department Cameron University USA Instructional Psychology and Technology Program University of Oklahoma USA University of Northern Colorado USA

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The foundations of educational technology: A needs assessment

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TechTrends 2000年第6期44卷 32-36页

作者： Klein, James D. Brinkerhoff, Jonathan Koroghlanian, Carol Brewer, Susan Ku, Heng-yu MacPherson-Coy, Amy Division of Psychology in Education Arizona State University USA Learning and Instructional Technology Program Arizona State University USA Foundations of Education Department University of Wisconsin Eau Claire

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Interactive video. Innovative episodes for enhancing education

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Computer Applications in Engineering Education 1992年第1期1卷 97-97页

作者： Bailey, H.J. Thornton, N.E. Institute for Interactive Technologies Bloomsburg University of Pennsylvania Bloomsburg Pennsylvania 17815 Dr. Harold J. Bailey:currently is Director of the Institute for Interactive Technologies at Bloomsburg University Bloomsburg Pennsylvania. He also serves as Coordinator of the University's Master's program in Instructional Technology. His educational background includes a PhD in Curriculum and Instruction from Penn State University an M Ed. in Mathematics Education from the same institution and a BS in Mathematics from Albright College. He is the author of several books on microcomputer applications and has received the Distinguished Teaching Award at the university. During the past seven years Dr. Bailey has been actively involved with the design development production and evaluation of interactive videodisc projects. He has managed many interactive video projects and conducts interactive video workshops for interested professionals. As a frequent speaker at national and international conferences Dr. Bailey possesses broad practical experience in the teaching and development of interactive video instructional systems. Dr. Nancy E. Thornton:is Assistant Director for Research and Development of the Institute for Interactive Technologies at Bloomsburg University Bloomsburg Pennsylvania. Her educational background includes a PhD in Educational Psychology from Arizona State University an MS in Speech and Hearing from Washington University and a BA in Psychology and Speech from the College of St. Catherine. She teaches introductory and advanced instructional design and authoring systems in the Master of Science program in Instructional Technology. Her specialty areas include instructional design learning theory and classroom applications of interactive technologies.

This article provides information about the actual and potential uses of interactive video in instruction in an effort to motivate educators to consider using this technology to improve teaching. The authors (1) describe the continuing evolution of computer-based educational tools; (2) examine instances when an interactive videodisc provides viable instructional solutions to otherwise very difficult or impossible tasks; (3) discuss several models for delivering instruction to accommodate different learning styles and teaching methods; and (4) provide a framework for designing lessons systematically based on proven methods.

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