Addressing an Identity Crisis of a Different Sort: A Response to Berliner’s Call to Action
Notice bibliographique
Résumé
In Educational Psychology as a Policy Science, David expresses a frustration that many of us have felt for a long time: As a discipline, educational psychology has had little impact on educational decision making and policy setting. Decisions about which instructional goals to prioritize, which teaching practices to encourage through training and federal funding, which assessment instruments to employ in measuring student progress and achievement, and so on——such decisions are often made by individuals who have little knowledge or understanding of basic principles of learning, development, and motivation, and little awareness of sound assessment practice. As Berliner points out, the alarm sounded in A Nation at Risk (National Commission on Excellence in Education, 1983) flies in the face of data indicating that national achievement levels are not declining (e.g., see Berliner & Biddle, 1995). We do, however, have significant that must be addressed. Dropout rates are high, especially in urban and rural areas, and especially for students from low-income families. Some students who graduate have reading and writing skills insufficient for tackling the complex demands of today’s society. Many more do not critically evaluate the things they read and hear. Berliner urges us to enter directly into policy debates, to bring our expertise into the arena of educational decision making. I certainly agree, but I think we can have an even greater impact if we take a hard look at, and then address, the possible reasons why, at present, our discipline is not informing educational practice to the extent that it could or should. In the upcoming sections, I make four points. First, it is our mainstream culture--which includes widely shared beliefs and misconceptions about human nature--that not only guides current educational decision making but also determines the problems that are identified. Second, if concepts and principles of educational psychology are to influence problem identification and inform educational decision making, they must become a part of that mainstream culture. Third, we ourselves may be largely to blame for our current out-of-the-mainstream status. Finally, we ourselves must be the ones to change this state of affairs; I offer my thoughts about what will work--and what probably will not work--in bringing our contributions to the decision-making table.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».