Pub Date : 2022-11-30DOI: 10.1080/00461520.2022.2137673
Yixun Li, Min Wang
Abstract Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the universality and specificity of the Self-Teaching Hypothesis concerning written word learning among young children. To advance the Self-Teaching Hypothesis with existing empirical evidence, methodologies and critical findings on the roles of phonological recoding, context, and word property are reviewed and analyzed systematically across target languages and types of learners. Sixty-two experimental studies from 45 articles (1995–2022) were included in the current analysis. Ample discrepancies in methodologies exist across studies. Across writing systems, language-specific word properties affect children’s self-teaching outcomes, yet evidence consistently suggests that the presence of phonological recoding supports self-teaching. Enhanced phonological recoding improves orthographic learning, whereas reduced phonological recoding hinders orthographic learning. In contrast, findings on the effect of meaningful context are mixed. Our findings advance the original Self-Teaching Hypothesis, reveal the gaps in the self-teaching research, and point out new directions for future work. Our findings also inform educational practices for enhancing written word learning.
{"title":"A systematic review of orthographic learning via self-teaching","authors":"Yixun Li, Min Wang","doi":"10.1080/00461520.2022.2137673","DOIUrl":"https://doi.org/10.1080/00461520.2022.2137673","url":null,"abstract":"Abstract Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the universality and specificity of the Self-Teaching Hypothesis concerning written word learning among young children. To advance the Self-Teaching Hypothesis with existing empirical evidence, methodologies and critical findings on the roles of phonological recoding, context, and word property are reviewed and analyzed systematically across target languages and types of learners. Sixty-two experimental studies from 45 articles (1995–2022) were included in the current analysis. Ample discrepancies in methodologies exist across studies. Across writing systems, language-specific word properties affect children’s self-teaching outcomes, yet evidence consistently suggests that the presence of phonological recoding supports self-teaching. Enhanced phonological recoding improves orthographic learning, whereas reduced phonological recoding hinders orthographic learning. In contrast, findings on the effect of meaningful context are mixed. Our findings advance the original Self-Teaching Hypothesis, reveal the gaps in the self-teaching research, and point out new directions for future work. Our findings also inform educational practices for enhancing written word learning.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"1 1","pages":"35 - 56"},"PeriodicalIF":8.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88318833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/00461520.2022.2129648
Meca R. Williams-Johnson, Cheryl A. Fields-Smith
Abstract Experiences with racism and other emotionally laden encounters are intricately entangled with parents’ motivations to take direct action that can lead to voluntary separation from school or homeschooling. Using the Hoover-Dempsey and Sandler (HDS) model, this article expands parental involvement by including homeschooling and examines the usefulness of including emotion as a discernible motivator of parental involvement. Research on Black homeschooling is used as an example to explore the psychological and socio-emotional dilemmas parents face when preparing their children to become self-sufficient in an anti-Black lived context. Particular focus is given to parental role construction and efficacy beliefs to describe the intersection of emotions leading to parental actions toward involvement. Marchand et al.’s process of critical action is detailed to further illustrate the complexities of Black parents who actively engage in activities to combat discrimination. New insights on theory adaptation and pathways to inform practice, and recommendations for future research on parental involvement and Black homeschooling are also provided.
{"title":"Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions","authors":"Meca R. Williams-Johnson, Cheryl A. Fields-Smith","doi":"10.1080/00461520.2022.2129648","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129648","url":null,"abstract":"Abstract Experiences with racism and other emotionally laden encounters are intricately entangled with parents’ motivations to take direct action that can lead to voluntary separation from school or homeschooling. Using the Hoover-Dempsey and Sandler (HDS) model, this article expands parental involvement by including homeschooling and examines the usefulness of including emotion as a discernible motivator of parental involvement. Research on Black homeschooling is used as an example to explore the psychological and socio-emotional dilemmas parents face when preparing their children to become self-sufficient in an anti-Black lived context. Particular focus is given to parental role construction and efficacy beliefs to describe the intersection of emotions leading to parental actions toward involvement. Marchand et al.’s process of critical action is detailed to further illustrate the complexities of Black parents who actively engage in activities to combat discrimination. New insights on theory adaptation and pathways to inform practice, and recommendations for future research on parental involvement and Black homeschooling are also provided.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"4 1","pages":"252 - 266"},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89274513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/00461520.2022.2129652
Nancy E. Hill
Abstract How parents conceive of their role in their children’s education and how researchers and practitioners conceptualize parental involvement are significant for understanding parental involvement in education and its impact on developmental outcomes. Parental involvement in education encompasses families’ engagement at school, with teachers, at home, and with their children. Whereas schools are focused on what parents do in relation to schoolwork, parents experience their involvement as integrated into the rest of their parenting ideologies. This special issue considers a full breadth of parental involvement in education from homeschooling to involvement at school. Further, these articles focus on parents’ understanding of their role through the lens of their ethnic, racial, and cultural background and how their role evolves across developmental stages—from elementary school to college. Finally, whereas most school-based conceptualizations of parental involvement in education are focused on academic outcomes, the field is challenged to consider a broader range of outcomes and emphasize nonlinear associations between parental involvement in education and developmental outcomes.
{"title":"Parental involvement in education: Toward a more inclusive understanding of parents’ role construction","authors":"Nancy E. Hill","doi":"10.1080/00461520.2022.2129652","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129652","url":null,"abstract":"Abstract How parents conceive of their role in their children’s education and how researchers and practitioners conceptualize parental involvement are significant for understanding parental involvement in education and its impact on developmental outcomes. Parental involvement in education encompasses families’ engagement at school, with teachers, at home, and with their children. Whereas schools are focused on what parents do in relation to schoolwork, parents experience their involvement as integrated into the rest of their parenting ideologies. This special issue considers a full breadth of parental involvement in education from homeschooling to involvement at school. Further, these articles focus on parents’ understanding of their role through the lens of their ethnic, racial, and cultural background and how their role evolves across developmental stages—from elementary school to college. Finally, whereas most school-based conceptualizations of parental involvement in education are focused on academic outcomes, the field is challenged to consider a broader range of outcomes and emphasize nonlinear associations between parental involvement in education and developmental outcomes.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"46 1","pages":"309 - 314"},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80605417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/00461520.2022.2131554
Meca R. Williams-Johnson, Alyssa R. Gonzalez-DeHass
Abstract The home environment, especially parental involvement in the learning process, plays a substantial role in cultivating beneficial student learning outcomes. As a special issue on parental involvement, the articles herein share new insights on parental role construction and parental involvement within diverse contexts. The central focus spotlights the Hoover-Dempsey and Sandler (HDS) model of parental involvement and more specifically the psychological construct of parental role construction. Special attention is given to sociodemographic and cultural differences that influence parent involvement in an increasingly diverse school population that offers a collective counter narrative to deficit approaches of parental involvement. The ideas and methods shared within the articles are also situated within other trends in parent involvement practices that include parents’ role in supporting students’ positive development, self-sufficiency in their academic learning and future decision-making, as well as how parents view their role amidst the increasing use of digital tools for at-home learning. Each article within the special issue considers the complexities of the context, alignment to parental role construction and involvement, and new trends and directions for research on parental involvement.
{"title":"Parental role construction leading to parental involvement in culturally distinct communities","authors":"Meca R. Williams-Johnson, Alyssa R. Gonzalez-DeHass","doi":"10.1080/00461520.2022.2131554","DOIUrl":"https://doi.org/10.1080/00461520.2022.2131554","url":null,"abstract":"Abstract The home environment, especially parental involvement in the learning process, plays a substantial role in cultivating beneficial student learning outcomes. As a special issue on parental involvement, the articles herein share new insights on parental role construction and parental involvement within diverse contexts. The central focus spotlights the Hoover-Dempsey and Sandler (HDS) model of parental involvement and more specifically the psychological construct of parental role construction. Special attention is given to sociodemographic and cultural differences that influence parent involvement in an increasingly diverse school population that offers a collective counter narrative to deficit approaches of parental involvement. The ideas and methods shared within the articles are also situated within other trends in parent involvement practices that include parents’ role in supporting students’ positive development, self-sufficiency in their academic learning and future decision-making, as well as how parents view their role amidst the increasing use of digital tools for at-home learning. Each article within the special issue considers the complexities of the context, alignment to parental role construction and involvement, and new trends and directions for research on parental involvement.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"42 1","pages":"231 - 237"},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86550392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/00461520.2022.2129651
Aryn M. Dotterer
Abstract Trends in past research note parental involvement in education tends to decline as students get older. This targeted review draws on the bioecological model of human development and parental role construction to understand how parent involvement changes across developmental periods. Three distinct issues were identified from research on the effectiveness of parental involvement in secondary and higher education. First, in early adolescence and the middle school context, we explore whether too much involvement is possibly harmful rather than beneficial. Second, in mid- to late adolescence and the high school context, we explore racial/ethnic differences in level of involvement and the longitudinal effects of involvement on academic achievement. Third, in emerging adulthood, we reexamine the definition of parental involvement as it relates to the college context. Implications for the consideration of parental role construction in relation to these three issues and developmental periods are discussed.
{"title":"Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood","authors":"Aryn M. Dotterer","doi":"10.1080/00461520.2022.2129651","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129651","url":null,"abstract":"Abstract Trends in past research note parental involvement in education tends to decline as students get older. This targeted review draws on the bioecological model of human development and parental role construction to understand how parent involvement changes across developmental periods. Three distinct issues were identified from research on the effectiveness of parental involvement in secondary and higher education. First, in early adolescence and the middle school context, we explore whether too much involvement is possibly harmful rather than beneficial. Second, in mid- to late adolescence and the high school context, we explore racial/ethnic differences in level of involvement and the longitudinal effects of involvement on academic achievement. Third, in emerging adulthood, we reexamine the definition of parental involvement as it relates to the college context. Implications for the consideration of parental role construction in relation to these three issues and developmental periods are discussed.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"3 19","pages":"295 - 308"},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72373737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/00461520.2022.2129647
Alyssa R. Gonzalez-DeHass, Patricia P. Willems, Jillian R. Powers, Ann Musgrove
Abstract Within K-12 education, increasing numbers of children are learning via new digital learning tools while at home, raising important questions about the changing nature of parents’ involvement in digital spaces. This article uses the Hoover-Dempsey and Sandler parental involvement model to discuss parents’ decisions to become involved in children’s K-12 learning amidst the shift to more digital and online learning, focusing specifically on how the model accounts for the innovative evolution of technology and parental support of students in digital spaces. Specific questions are posed to challenge traditional conceptions of parental role construction, efficacy, and invitations for involvement within the context of students’ digital learning. Discussion covers the importance of involvement practices that value meaningful digital learning opportunities, parental concerns over the shift to digital spaces, parental confidence using technology, and utilizing technology to foster bi-directional communication to address parents’ concerns as they support their children’s digital learning.
{"title":"Parental involvement in supporting students’ digital learning","authors":"Alyssa R. Gonzalez-DeHass, Patricia P. Willems, Jillian R. Powers, Ann Musgrove","doi":"10.1080/00461520.2022.2129647","DOIUrl":"https://doi.org/10.1080/00461520.2022.2129647","url":null,"abstract":"Abstract Within K-12 education, increasing numbers of children are learning via new digital learning tools while at home, raising important questions about the changing nature of parents’ involvement in digital spaces. This article uses the Hoover-Dempsey and Sandler parental involvement model to discuss parents’ decisions to become involved in children’s K-12 learning amidst the shift to more digital and online learning, focusing specifically on how the model accounts for the innovative evolution of technology and parental support of students in digital spaces. Specific questions are posed to challenge traditional conceptions of parental role construction, efficacy, and invitations for involvement within the context of students’ digital learning. Discussion covers the importance of involvement practices that value meaningful digital learning opportunities, parental concerns over the shift to digital spaces, parental confidence using technology, and utilizing technology to foster bi-directional communication to address parents’ concerns as they support their children’s digital learning.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"65 1","pages":"281 - 294"},"PeriodicalIF":8.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83083863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1080/00461520.2022.2070752
C. McWayne, G. Melzi, Jayanthi Mistry
Abstract In this article, parental role construction is framed from a sociocultural perspective. Applying this perspective foregrounds the need for researchers and practitioners to gain an insider’s understanding of how families themselves construct their roles in supporting children’s education. By doing so, the field can reimagine family–school partnerships that are inclusive of normative family practices across ethnoculturally diverse families and develop interventions that build on cultural heritage, community strengths, and families’ funds of knowledge. In this article, a home-to-school, strengths-based conceptualization of family engagement that challenges deficit-based and school-centric orientations toward families is described. Evidence from three innovative research projects will be discussed that shows by being curious about how parents construct their roles and support their children at home (both directly and indirectly), researchers and practitioners can gain useful information to co-create more culturally inclusive and welcoming school environments, as well as more meaningful home–school connections.
{"title":"A home-to-school approach for promoting culturally inclusive family–school partnership research and practice","authors":"C. McWayne, G. Melzi, Jayanthi Mistry","doi":"10.1080/00461520.2022.2070752","DOIUrl":"https://doi.org/10.1080/00461520.2022.2070752","url":null,"abstract":"Abstract In this article, parental role construction is framed from a sociocultural perspective. Applying this perspective foregrounds the need for researchers and practitioners to gain an insider’s understanding of how families themselves construct their roles in supporting children’s education. By doing so, the field can reimagine family–school partnerships that are inclusive of normative family practices across ethnoculturally diverse families and develop interventions that build on cultural heritage, community strengths, and families’ funds of knowledge. In this article, a home-to-school, strengths-based conceptualization of family engagement that challenges deficit-based and school-centric orientations toward families is described. Evidence from three innovative research projects will be discussed that shows by being curious about how parents construct their roles and support their children at home (both directly and indirectly), researchers and practitioners can gain useful information to co-create more culturally inclusive and welcoming school environments, as well as more meaningful home–school connections.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"104 1","pages":"238 - 251"},"PeriodicalIF":8.8,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85876054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1080/00461520.2022.2094383
Yōko Yamamoto, Jin Li, J. Bempechat
Abstract Despite growing recognition of diverse forms of parental involvement, scarce research exists on the critical influence of sociocultural contexts on parental involvement in their children’s education. Building on and modifying Hoover-Dempsey’s parental involvement model, this article proposes a new sociocultural model to explain Chinese immigrant parents’ motivations for school-based and home-based involvement. Within the discussion of the model, each component is detailed but the emphasis is directed to three general components: the Chinese cultural model of learning, parental role construction, and school-family relations, including teachers’ parental involvement practices that differ from the U.S. mainstream culture’s model. This review demonstrates that Chinese immigrant parents tend to be more involved in some types of school-based activities (e.g., attending parent-teacher conferences and school events) than others (e.g., volunteering in classrooms and attending PTO meetings/school council). Chinese immigrant parents’ involvement processes also interact with family socioeconomic status and immigrant contexts. The article concludes with implications for research and educational practice.
{"title":"Reconceptualizing parental involvement: A sociocultural model explaining Chinese immigrant parents’ school-based and home-based involvement","authors":"Yōko Yamamoto, Jin Li, J. Bempechat","doi":"10.1080/00461520.2022.2094383","DOIUrl":"https://doi.org/10.1080/00461520.2022.2094383","url":null,"abstract":"Abstract Despite growing recognition of diverse forms of parental involvement, scarce research exists on the critical influence of sociocultural contexts on parental involvement in their children’s education. Building on and modifying Hoover-Dempsey’s parental involvement model, this article proposes a new sociocultural model to explain Chinese immigrant parents’ motivations for school-based and home-based involvement. Within the discussion of the model, each component is detailed but the emphasis is directed to three general components: the Chinese cultural model of learning, parental role construction, and school-family relations, including teachers’ parental involvement practices that differ from the U.S. mainstream culture’s model. This review demonstrates that Chinese immigrant parents tend to be more involved in some types of school-based activities (e.g., attending parent-teacher conferences and school events) than others (e.g., volunteering in classrooms and attending PTO meetings/school council). Chinese immigrant parents’ involvement processes also interact with family socioeconomic status and immigrant contexts. The article concludes with implications for research and educational practice.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"12 1","pages":"267 - 280"},"PeriodicalIF":8.8,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76291350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/00461520.2022.2061974
B. Means
Abstract Articles in this special issue on “Diverse Lenses on Improving Online Learning Theory, Research, and Practice” begin to address the gap between (1) research on psychological constructs that are too abstract to guide many instructional decisions and (2) empirically derived guidance that is quite concrete but limited in explanatory value and generalizability. Needed now is a multi-level framework for online learning that offers specific guidance for practitioners’ instructional decisions while also supporting a conceptual organization of accumulated research findings that fosters new insights and research questions. In this commentary, I describe a framework that would encompass multiple kinds of learning; different learning goals; discipline-specific ways of knowing and demonstrating knowledge; key technology features; and learner differences.
{"title":"Making insights from educational psychology and educational technology research more useful for practice","authors":"B. Means","doi":"10.1080/00461520.2022.2061974","DOIUrl":"https://doi.org/10.1080/00461520.2022.2061974","url":null,"abstract":"Abstract Articles in this special issue on “Diverse Lenses on Improving Online Learning Theory, Research, and Practice” begin to address the gap between (1) research on psychological constructs that are too abstract to guide many instructional decisions and (2) empirically derived guidance that is quite concrete but limited in explanatory value and generalizability. Needed now is a multi-level framework for online learning that offers specific guidance for practitioners’ instructional decisions while also supporting a conceptual organization of accumulated research findings that fosters new insights and research questions. In this commentary, I describe a framework that would encompass multiple kinds of learning; different learning goals; discipline-specific ways of knowing and demonstrating knowledge; key technology features; and learner differences.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"40 1","pages":"226 - 230"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90529567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/00461520.2022.2079129
D. Hickey
Abstract The articles in this special issue on Improving Online Learning Theory, Research, and Practice characterize online learning using a set of “diverse lenses.” Most of these articles draw primarily from modern socio-constructivist perspectives and applied psychological constructs derived from more basic research. My strong embrace of situated cognition and design-based methods led to questions about how key issues in online learning such as online engagement, summative and formative assessment, and equitable learning were conceptualized. Specifically, I contrast how the socio-constructivist approaches in most of the articles might be re-conceptualized in a situative approach called participatory learning and assessment. I conclude by summarizing the potential value of a deeper embrace of situativity in online learning theory and research.
{"title":"Situative approaches to online engagement, assessment, and equity","authors":"D. Hickey","doi":"10.1080/00461520.2022.2079129","DOIUrl":"https://doi.org/10.1080/00461520.2022.2079129","url":null,"abstract":"Abstract The articles in this special issue on Improving Online Learning Theory, Research, and Practice characterize online learning using a set of “diverse lenses.” Most of these articles draw primarily from modern socio-constructivist perspectives and applied psychological constructs derived from more basic research. My strong embrace of situated cognition and design-based methods led to questions about how key issues in online learning such as online engagement, summative and formative assessment, and equitable learning were conceptualized. Specifically, I contrast how the socio-constructivist approaches in most of the articles might be re-conceptualized in a situative approach called participatory learning and assessment. I conclude by summarizing the potential value of a deeper embrace of situativity in online learning theory and research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"164 1","pages":"221 - 225"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76638648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：