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Bucchi, 2006

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Affordance networks
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Dissertation writing

Today feels like the first day of writing the dissertation proposal.
Started by rewriting the the research questions. Still not sure whether
the sub questions accurately fall under the main one. Started to build a
lit review, feels contrived but I should be able to cobble something
together, but maybe that's too contrived and not right. Finally built a
data sources table. It was very helpful exercise. I have lots of little
data, and many big questions. I hope I can get this stuff published,
that's the next step in my writing growth.

.net training videos

Watched lessons 4 to 7 yesterday. The stylesheet and masterpage lesson
was boring, I knew that. I loved the data binding, so easy. Its exactly
what I need. Learned a ton about maintaining state across all types of
scenarios, especially handy might be the new profile, postbackurl
features.

AAAS, 1993

American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York: Oxford University Press.

Dissertation writing

I feel like I got to within 95% of the final product for the Narst
proposal. I got off the a slow start replying to emails most of the
morning. Mainly drafting a syllabus for fall. I could only get through
rewriting half the paper before I had to eat. Getting started after
lunch again took some time. Tomorrow I'd like to do a final revision
before sending it off to the rest of the team.

.net training videos

I've managed to watch 3 or 4 lessons so far. They are quite good. It's a
lot of review, but that's good because I want to learn the c# syntax. A
few gaps it filled were the logic of the global.asax page. Very easy to
count user sessions. Also validation is super easy. I'm really starting
to enjoy vwd.

Dissertation Meeting

Margret and I discussed my narst proposal, which addresses the first
question of the dissertation proposal. I think I'm starting to fall
behind to meet a September deadline. Key points, I need to limit my
statements that leave me open to argument and interpretation. Or at
least edit those kinds of comments out before review. Limit my methods
to what I will do to support my study, adds to justification. It took
half as long, less formative.

Eisner, 1994

Eisner, E. W. (1994). Cognition and curriculum reconsidered (2nd ed.). New York: Teachers College Press.

Bannan-Ritland, Martinez, Peters, Baek, Qutub, & Xia, 2006

Bannan-Ritland, B., Martinez, P., Peters, E., Baek, J. Y., Qutub, J., & Xia Q. (2006, April). Teachers as collaborators in design-based research: Designing a technology system integrating inquiry-based science and reading comprehension strategies. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Alexander, Ishikawa, & Silverstein, 1977

Alexander, C., Ishikawa, S., & Silverstein, M. (with Jacobson, M., Fiksdahl-King, I. & Angel, S.). (1977). A pattern language: Towns, buildings, construction. New York: Oxford University Press.

Server Support Meeting

We discussed Mike's requirements, which are redundancy and failover for
mission critical application. I wonder if he has data on his server
loads? The Thompson server room needs adequate power and ac. They need
to order a firewall. As I intuited Mike is all for sharing resources.
Redundancy is going to be an expensive endeavor.

Dissertation

Data Collection
Data was collected over a two year period. This two year period is broken up into two parts, cycle 1, the first twenty-two months, and cycle 2, the last two months. During cycle 1 there was a long period of analysis and design. Cycle 2 was a rapid period of evaluation and design using classroom experiments.
Participants in Cycle 1 include six members of the design team, four subject matter experts, and six teacher-designers. The design team included one professor of Instructional Design, four graduate students in Education, and one computer programmer. The design team met with subject matter experts and teacher-designers each week during the first eight months of the Cycle. After which the team met with each other for the duration. During the first eight months teacher-designers participated in an intensive graduate program of studies learning design. Two subject matter experts were brought in as special guests to the class, two undergraduate students in geology assisted teachers in class. One was a professor of geomorphology and the other was a geoscience curriculum developer. During the the next fourteen months, the design team met both face-to-face and virtually to discuss design ideas and review prototypes that led to the development of the GO Inquire software.
Participants in Cycle 2 include the # students, three teachers, two instructional aides, and the computer programmer. Our initial purpose during Cycle 2 was to test the GO Inquire software with students and teachers. Two initial tests were conducted with fourth and fifth grade classrooms using the software after standardized testing towards the end of the year. In the final two full weeks of school, we revisited the classes over two to three days with a new set of classroom activities that were developed based on observation from the initial test of GO Inquire. With the fourth grade class we were able to test GO Inquire again on the last day of Cycle 2, after the new activities.
The design prototypes documented during Cycles 1 and 2 serve as the primary data source. It is from these objects that we examine the reasoning and abstract out the principles that went into making these objects. Prototypes and supporting documentation were stored and accessed online.
Observational data of the design process was not always documented in the design documents. The reporting on design is a narrative event (Barab, et al., in press) in that the historical nature of decisions of design. Evidence of design decisions again formulate in the prototypes, in that these decisions are instantiated as products, but also in the form of memos and discussions. These memos are stored as design documents. These discussions during design meetings for Cycle 1 were recorded and stored online. Sometimes before prototypes came design memos and just design ideas that needed to be recorded.
Formative tests during Cycle 2 of each of the design materials were conducted in the classroom. Video recordings of each session were transferred and stored online for review.
Data Analysis
In order to answer our research question, How do we design science curricular materials in which the existing teaching tools and practices are not congruent with the nature of the science? We have first outlined a model of geological sciences, reasoning and observation that differ from the experimental sciences. The analytical question is how do we filter through the data in a systematic study. First, we start at the aspects or features of the design. Listing and selecting important aspect from our experiences as designers. We work to construct a narrative from observational data that conveys the reasoning that went into the design of a feature. We also introduce in these narrative the within design process analysis that occurs. As in qualitative research, analysis begins as soon as data is collected (Maxwell, 2005). Looking across reasoning we start to see some similarities that are not apparent in the features. We then attempt to group these similar reasons into principles, or themes. We then search for observations and evidence that supports the reasoning for such principles.
Since we cannot rely on experimental design logic, like counterfactuals or correlations, analytical tests were constructed to improve the warrant for each principle as a claim (Toulmin). Evidence from Cycle 2, evaluation data. For principle 1, the test of similarity is the best test based on the evidence available. We seek to see if students cognitions are in fact similar to a geologists. We look for behaviors that indicate a scientific reasoning rather than a scholastic one. If students are simply performing academic tasks, rather than scientific ones, perhaps we have designed tasks that don't address geological observation. For principle 2, we draw on diffusion of innovations research (Rogers, 2003) to create a test of compatibility. If we have designed a solution that works within the scholastic constraints, then we expect that teachers would not find it to different to use from the normal way of teaching. We acknowledge there is one primary difference of nature of science beliefs, but we seek evidence that supports the claim that a compatible solution leads to positive attitudes around the innovation. For principle 3, we draw on strategic experiments in organizations (Vos..). Measures of performance for an innovation should be more reliable over time. We expect things to change progressively, not catastrophically. With the infrastructure in place the cost to change reduces by being faster. We seek such evidence that open technologies that were chosen led to events of low cost development and rapid change.
RESULTS
Principle 1. Start with a scientifically literate event. The problem this principle addresses is that the eventual task students are to perform must be congruent with the nature of geological science. The task must scaffold the student in the kinds of basic reasoning processes performed by scientists. The work of the designer is to simplify the task such that a novice can perform it. How did we come to identify and select this task? Our experience with a professor of geomorphology provided us unique insight into the geological reasoning process. We asked him to take us on a nature walk in a park next to an elementary school, present a basic lesson in fluvial processes and his own current research, and we interviewed him on his own scientific processes. We learned that imagery and the layering of that imagery played a huge role in structuring the knowledge and the ability to determine evidence. Using this task analysis, we constructed an interface in which the students interpretation of simple landform features like high and low points could be layered onto a photograph. Drawing from the nature walk, one designer walked around the elementary school observing the grounds for visual evidence of erosion, deposition and transportation. In testing we saw evidence of behavioral similarity. After first test of GO Inquire, one student said how she could see the location very differently that before. Also, in the field guide activity, we noticed students observing the ground looking for evidence of erosion, bare patches without grass. The lesson here comes from Latour (1986), by capturing the scientific event into a sharable, flat object of human scale, others can learn from them through efficient interpretation.
Principle 2. Design within scholastic constraints. The problem this principle addresses is that teachers are resistant to changes in their instruction. Lessons from inquiry science reform in that the complex nature of this science is very different from how teachers view science education. We learned this lesson speaking with elementary teachers that were learning design. A teacher's design planning is procedural and programmatic, starting with standards, and working with the resources available. Constraints on time from curriculum, school periods, and content coverage in multiple subjects must be respected. Our design solution fit only with the fifth grade standard, not fourth grade. An important recognition was that going outside of the classroom was disruptive and caused loss of time and demanded more teacher energy. A curriculum or activity, an obvious solution for content about learning about the earth, that required outdoor activity was not likely to be compatible with teacher's plans and not likely to be adopted. In working with our primary teacher, PM, we found we needed to design a series of panels so that the teacher could construct her own content. The cutting task emerged as an activity by adding writing components to it, meaningfulness ordering, and diagraming. The teacher said, we have to make it instructional. The primary teacher made some mention of wanting to use the GO Inquire some more, but there was little evidence of diffusion effect with the other teachers. Even less enthusiasm for the task structures as innovations. The early lesson here might be that innovation must be fully developed before adoption. The teacher is the gatekeeper, but they are assessing student engagement. We found that student groups could work for long periods of time up to an hour without break, teacher was surprised at this. The field guide activity was conducted with a Field Day activities going on. Students remained engaged with many possible distractions. Such engagement can be a marketable feature that leads to adoption decisions.
Principle 3. Use open technologies. The problem this principle addresses the scarcity of expertise. We were not expert in content writing. Selecting a open technology of database-driven web application provided us a platform to distribute the expertise at a scalable level, in large quantity and across distance. This time shifting of recording scientific events, and then sharing them with students allows students access to authentic activities. The open platform allows us to build interactive scaffolds to shape and develop cognitions. Also it allowed for students to generate content. Students from one class enjoyed this feature the most, finding this a very different experience in which there were many answers not just one. Selecting an open technology of photographs interconnect with the database, but also allowed for us to distribute these scientifically literate events using other media, namely paper. Paper prototypes allowed us to mesh other activities not amenable to computer-based instruction. These prototypes that developed into the cutting and field guide activities were designed in the weeks after the GO Inquire tests. Instead of bringing students into a computer lab for three straight days, we used the same photographs across three very different activities. We were able to develop the teachers' design of a summarization page into GO Inquire for a final activity with the fourth graders. The addition was added into the previous design with minor modification. Changes and new designs occurred rapidly during Cycle 2 with no additional costs.

Bowe, 2000

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Bichelmeyer, 2004

Bichelmeyer, B. A. (2004). “The ADDIE model” – A metaphor for the lack of clarity in the field of IDT. Paper presented at the annual meeting of the American Educational Communication and Technology in Chicago, IL.

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Goldin-Meadow, S., Wein, D., & Chang, C. (1992). Assessing knowledge through gesture: Using children's hands to read their minds. Cognition and Instruction, 9, 201-219.

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(Reynolds & Peacock, 1998)

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Roth & Welzel, 2001

Roth, W. -M., & Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38, 103-136.

Tessmer, 1993

Tessmer, M. (1993). Planning and conducting formative evaluations: Improving the quality of educationa and training. London: Kogan Page.

Le Maistre, 1998

Le Maistre, C. (1998). What is an expert instructional designer? Evidence of expert performance during formative evaluation. Educational Technology Research and Development, 46, 21-36.

Weston, Le Maistre, McAlpine, & Bordonaro, 1997

Weston, C. Le Maistre, C., McAlpine, L., & Bordonaro, T. (1997). The influence of participants in formative evaluation on the improvement of learning from written instructional materials. Instructional Science, 25, 369-386.

Designing Coding Scheme

Williams, 2005

Williams, R. (2005). Cognitive theory. In K. Smith, S. Moriarity, G. Barbatis, & K. Kenney (Eds.), Handbook of visual communication: Theory, methods and media (pp. 193-210). Mahwah, NJ: Lawrence Erlbaum.

Radach, Lemmer, Vorstius, Heller, & Radach, 2003

Radach, R., Lemmer, S., Vorstius, C., Heller, D., & Radach, K. (2003). Eye movements in the processing of print advertisements. In J. Hyona, R. Radach, & H. Deubel (Eds.), The mind's eye: Cognitive and applied aspects of eye movement research (pp. 609-632). Amsterdam, Netherlands: Elsevier.

Farah, 2000

Farah, M. J. (2000). The cognitive neuroscience of vision. Malden, MA: Blackwell.

Roth, 2002

Roth, W.-M. (2002). From action to discourse: The bridging function of gestures. Journal of Cognitive Systems Research, 3, 535-554.

Frodeman, 1995

Frodeman, R. (1995). Geological reasoning: Geology as an interpretive and historical science. Geological Society of America Bulletin, 107, 960-968.

Mayer & Kumano, 2002

Mayer, V. J., & Kumano, Y. (2002). The philosophy of science and global science literacy. In V. J. Mayer (Ed.), Global science literacy (pp. 37-49). Dordrecht, Netherlands: Kluwer Academic.

Pandian, 2004

Pandian, C. R. (2004). Software metrics: A guide to planning, analysis, and application. Boca Raton, FL: Auerbach.

Roth & Lawless, 2002

Roth, W. -M., & Lawless, D. (2002). Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts. Learning and Instruction, 12, 285-304.

Collins, 1992

Collins, A. (1992). Toward a design science of education. In E. Scanlon&T. O’Shea (Eds.), New directions in educational technology (pp. 15–22). Berlin, Germany: Springer.

Pea, 1999

Pea, R. D. (1999). New media communications forums for improving education research and practice. In E. C. Lagemann & L. S. Shulman (Eds.), Issues in educational research: Problems and possibilities. (pp. 336-370). San Francisco: Jossey-Bass.

An ever-evolving interlinked database in which teachers could reflect on their tailoring experiences by posting cases. A living curriculum, in which one's own experiences, and the plans and learnings of others are shared and adapted within a broad-based, knowledge-building community.

McCandliss, Kalchman, & Bryant, 2003

McCandliss, B. D., Kalchman, M., & Bryant, P. (2003). Design experiments and laboratory approaches to learning: Steps toward collaborative exchange. Educational Researcher, 32(1), 14-16.

Shadish, Cook, & Campbell, 2002

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.

Mau, Leonard, & The Institute Without Boundaries, 2004

Mau, B., Leonard, J., & The Institute Without Boundaries. (2004). Massive change. London: Phaidon Press Limited.

Robert langer. I try to ask the question, "what do you really want in a
biomaterial, from an engineering standpoint, from a chemistry
standpoint, from a biology standpoint?" and then I ask, "could you
design it from scratch, from first principles?" we've asked different
chemistry questions to see if we can actually make these kind of
things.

Alvin Toffler. The Third Wave. The producing consumer.

Nancy Padian. Funding and high priority to projects that have a high
likelihood of being sustainable.

Waste = food

William McDonough. Upcycling.

Collins, 1999

Collins, A. (1999). The changing infrastructure of educational research. In E. C. Lagemann & L. S. Shulman (Eds.), Issues in educational research: Problems and possibilities. (pp. 289-298). San Francisco: Jossey-Bass.

O'Donnell, 2004

O'Donnell, A. M. (2004). A commentary on design research. Educational Psychologist, 39, 255-260.

Bell, 2004

Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39, 243-253.

Dede, 2004

Dede, C. (2004). If design-based research is the answer, what is the question? A commentary on Collins, Joseph, and Bielaczyc; diSessa and Cobb; and Fishman, Marx, Blumenthal, Krajcik, and Soloway in the JLS special issue on design-based research. The Journal of the Learning Sciences, 13, 105-114.

Kelly, 2004

Kelly, A. E. (2004). Design research in education: Yes, but is it methodological? The Journal of the Learning Sciences, 13, 115-128.

Granato & Scioli, 2004

Granato, J., & Scioli, F. (2004). Puzzles, proverbs, and omega matrices: The scientific and social significance of empirical implications of theoretical models (EITM). Perspectives on Politics, 2, 313-323.

Maxwell, 2005

Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.

Banathy, 1996

Banathy, B. H. (1996). Designing social systems in a changing world. New York: Plenum Press.

Reigeluth & Frick, 1999

Reigeluth, C. M., & Frick, T. W. (1999). Formative research: A methodology for creating and improving design theories. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory: Vol. II (pp. 633-651). Mahwah, NJ: Lawrence Erlbaum Associates.

Brown, 1992

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141-178.

Scanlon, 2006

Scanlon, J. (2006, May 1). Reading, writing, and creativity. BusinessWeek, XX(XX), XX-XX.

How do you define creativity?
Ultimately it's the process of having original ideas, but there are several steps. The first step is imagination, the capacity that we all have to see something in the mind's eye. Creativity is then using that imagination to solve problems -- call it applied imagination. Then innovation is putting that creativity into practice as applied creativity.

Byrnes & Arndt, 2006

Byrnes, N., & Arndt, M. (2006, May 1). The art of motivation. BusinessWeek, XX(XX), XX-XX.

• Pay incentives that punishes bad competition and bad production and bad productivity.
• Culture of knowledge sharing.
• Innovation from within.
  

Poggenpohl & Sato, 2003

Poggenpohl, S., & Sato, K. (2003, October). Models of dissertation research in design. Paper presented at the 3rd Doctoral Education in Design Conference, Tsukuba, Japan.

Davis & Simmt, 2003

Davis, B., & Simmt, E. (2003). Understanding learning systems: Mathematics teaching and complexity science. Journal for Research in Mathematics Education, 34, 137-167.

Joseph, 2004

Joseph, D. (2004). The practice of design-based research: Uncovering the interplay between design, research, and the real-world context. Educational Psychologist, 29, 235-242.

Tabak, 2004

Tabak, I. (2004). Reconstructing context: Negotiating the tension between exogenous and endogenous educational design. Educational Psychologist, 29, 225-233.

Sandoval, 2004

Sandoval, W. A. (2004). Developing learning theory by refining conjectures embodied in educational designs. Educational Psychologist, 29, 213-223.

Hoadley, 2004

Hoadley, C. M. (2004). Methodological alignment in design-based
research. Educational Psychologist, 39, 203-212.

Larson & Lockee, 2005

Larson, M. B., & Lockee, B. B. (2005). Workplace cultures: Preparing instructional designers for varied career environments. In M. Orey, M. A. Fitzgerald, & R. M. Branch (Eds.), Educational media and technology yearbook 2005 (Vol 30). Englewood, CO: Libraries Unlimited.

Molenda & Bichelmeyer, 2005

Molenda, M., & Bichelmeyer, B. (2005). Issues and trends in instructional technology: Slow growth as economy recovers. In M. Orey, M. A. Fitzgerald, & R. M. Branch (Eds.), Educational media and technology yearbook 2005 (Vol 30). Englewood, CO: Libraries Unlimited.

McKenney, 2003

McKenney, S. (2003). Developing science education materials via
computer-based support. In M. Orey, M. A. Fitzgerald, & R. M. Branch
(Eds.), Educational media and technology yearbook 2003 (Vol 28).
Englewood, CO: Libraries Unlimited.

Salter, 2006

Salter, C. (2006, April). A prescription for innovation. Fast Company,
104, 83-86.

SPARC, see, plan, act, refine, communicate
Adult learning is in need of fresh ideas.
Do a history, listen, think about all possibilities, it's purposely
broad to avoid locking into a early diagnosis. Or designers an early
solution
Understanding user needs. 3 types explicit and tacit by interview and
survey, can't be articulated by observation, latent needs the only way
to identify them is to make something and have people experience
it.-Ryan Armbruster
Iterate until you get a physical and emotional response.
Doctors or managers propose a problem. Sparc assembles a cross
functional team. Crash course in design methodology, by second hour out
with cameras, notepads, tape recorders.

Sandoval & Bell, 2004

Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist, 39, 199-201.

Virginia Berninger

Instruction adds cause effect to imaging.
Imaging alone is correlational.
Brain literacy for ...

Jere Brophy

Wrong grain size, for underrepresented populations, lack of critiical
climate, content domain waning,

Allan Collins

Internet cafes, home schooling, game design certification,

Seeds of a new system

Sian Proctor

Contour Maps: What do children see?

Cognitive strategies
Which strats are predictors of success.
Cognitive Map Memory Test
Spatial cognition
Visualization, spatial visualization

Keisha Varma

Technology obstacles.
Half of obstacles were not part of curricular intervention. Tech
infrastruture problem.
Implementation obstacles.

Joe Krajcik

Understanding scientific practices

Learning goals driven design
Investigations, data gathering, organization and analysis, explanation,
argumentation, scientific modeling,

Dylan Wiliam

What kinds of assessment promote learning?

www.dylanwiliam.com

Pedagogy / curriculum
Learning power / literacy, numeracy, concepts, facts
5 effective strategies
Knowledge transmission
Act their way into a new way of thinking
Proviiding information, ready to move on, adapt instruction,
Discussion vs diagnosis questions

John Bransford

How people learn science. Learning science and science learning.

Implicit, informal & formal.
Structure of schools.
Distributed expertise.
Test how schematized your knowledge is.
Schema acquisition, testing efficiency.
Functional fixedness, tyranny of success.
Ability to let go of assumptions, innovation
Making thinking visible
Challenge based approach, increased discussion, interaction, enjoyment
Adams, designing engineering curriculum, design studies, grad students
increased questions

Jeff Dodick

The attitudes of orthodox jewish science teachers towards the teaching
of geological time (and other "controversial" topics in science.

Historical/philosophical approaches
Surveys of different populations
.scientists,teachers,students,

Vogt & Neuhaus

Using video data to correlate different attitude types of biology
teachers with their way of teaching

3 studies: classification, sociodemographic differences, correlation
Design of open standardized questionnaire
3 types of teachers emerged

Frederiksen

Inquiry test: thought experiment
Inquiry scorer
Science beliefs questionaire

John Frederiksen

The impact of maintaining a consistent approach to teaching and
assessing scientific inquiry throughout middle school.

Diane Ketelhut

Assessing Inquiry Learning

Harper, Squires & McDougall, 2000

Harper, B., Squires D., & McDougall, A. (2000). Constructivist simulations in the multimedia age. Journal of Educational Multimedia and Hypermedia, 9, 115-130.

Yano, Long & Ross, 1994

Yano, Y., Long, M. H., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44, 189-219.

Williges, 1995

Williges, R. C. (1995). Review of experimental design. In J. Weimer (Ed.), Research techniques in human engineering (pp. 49-71). Englewood Cliffs, NJ: Prentice Hall.

Boehm-Davis, 1995

Boehm-Davis, D. A. (1995). Human-computer interaction techniques. In J. Weimer (Ed.), Research techniques in human engineering (pp. 268-301). Englewood Cliffs, NJ: Prentice Hall.

Scerbo, 1995

Scerbo, M. W. (1995). Usability testing. In J. Weimer (Ed.), Research techniques in human engineering (pp. 72-111). Englewood Cliffs, NJ: Prentice Hall.

Weimer, 1995

Weimer, J. (1995). Developing a research project. In J. Weimer (Ed.), Research techniques in human engineering (pp. 20-48). Englewood Cliffs, NJ: Prentice Hall.

Pew, 2000

Pew, R. W. (2000). The state of situation awareness measurement: Heading toward the next century. In M. R. Endsley & D. J. Garland (Eds.), Situation awareness analysis and measurement (pp. 33-47). Mahwah, NJ: Lawrence Erlbaum Associates.

Endsley, 2000

Endsley, M. R. (2000). Theoretical underpinnings of situation awareness: A critical review. In M. R. Endsley & D. J. Garland (Eds.), Situation awareness analysis and measurement (pp. 3-32). Mahwah, NJ: Lawrence Erlbaum Associates.

Urban & von Hippel, 1988

Urban, G. L., & von Hippel, E. (1988). Lead user analyses for the development of new industrial products. Management Science, 34, 569-582.

Rasmussen & Stephan, in press

Rasmussen, C. & Stephan, M. (in press). Methodology for documenting collective activity. In A. E. Kelly, R. A. Lesh & J. Y. Baek (Eds.), Handbook of design research methods in education. Mahwah, NJ: Lawrence Erlbaum Associates.

Lobato, 2003

Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32, 17-20.

Kelly, 2003

Kelly, A. E. (2003). Research as design. Educational Researcher, 32, 3-4.

Gersten, 2005

Gersten, R. (2005). Behind the scenes of an intervention research study. Learning Disabilities Research & Practice, 20, 200-212.

Collins, Joseph, & Bielaczyc, 2004

Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13, 15-42.

Schleicher, 2006

Schleicher, A. (2006). The economics of knowledge: Why education is key for Europe's success. Brussels, Belgium: The Lisbon Council.

Govindarajan & Trimble, 2005

Govindarajan, V. & Trimble, C. (2005). Building breakthrough businesses within established organizations. Harvard Business Review, 83, 5, 58-68.

DeBoer, 2000

DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37, 582-601.

Buros Institute of Mental Measurements, 2002

Buros Institute of Mental Measurements. (2002). Tests in print, Vol 6. Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska-Lincoln.

Looked up [2234, 2202, 1224, 38, 1157, 2153, 2453, 936, 1188, 409, 40, 390, 391, 1472, 2498, 888, 1403, 1113, 2386, 2043, 2045] none matched well.

[1780] Organizational Effectiveness Inventory, 1997, Human Synergistics International.

[1853] Personal Effectiveness Inventory, 1996, Human Synergistics International.

[2407] Student Goals Exploration, 1990, National Center for Research to Improve Postsecondary Teaching and Learning.

[698] Cornell Learning and Study Skills Inventory, 1970, Psychologists & Educators Inc.

[1787] Outcomes: Planning, Monitoring, Evaluating, 2001, The Psychological Corporation.

[401] Career Decision Self-Efficacy Scale, 1983-94, Nancy Betz

[1469] Management & Leadership Systems, 1992-2001, Assessment Systems International.

Goldman, Saunders, & Mitchell, 2003

Goldman, B. A., Saunders, J. L., & Mitchell, D. F. (2003). Directory of unpublished experimental mental measures, Vol 8. Washington, DC: American Psychological Association.

Looked up [511, 3068] but not appropriate.

[9245] Math/Science Goals Subscale.

Newell & Simon, 1972

A. & H. A. Human problem solving. Englewood Cliffs, NJ: Prentice Hall.

Performance-Learning-Development Dimension. Distinguish a human who is
performing a task from one who is learning to perform a task, or one who
is developing with respect to a task.

Mitchell, 1997

Mitchell, T. R. (1997). Matching motivational strategies with
organizational contexts. Research in Organizational Behavior, 19,
57-149.

Mitchell & Wood, 1994

Mitchell, T. R., & Wood, R. E. (1994). Mangerial goal-setting. Journal
of Leadership Studies, 1, 3-26.

Fallman, 2005

Fallman, D. (2005). Why research-oriented design isn't design-oriented research, Proceedings of Nordes: Nordic Design Research Conference, May 29-31, Copenhagen, Denmark.

Around the Blogosphere today

From Wired News
Ali Zanjani, Helio's sales and distribution chief, was inspired by the lounges set up by TTL - SK Telecom's phenomenally successful youth brand - as hangouts for its subscribers. Think of them as VIP Internet cafés for mall-weary young initiates, or as the physical manifestation of the TTL brand - a place where members of the tribe can go for live concerts, fashion shows, DVD viewing, gameplay, Internet access, free coffee, and a blower and wipes to clean their phones.

Application: I can see having these lounges at all kinds of education conferences. This is where people can meet, share tips, span the networked and social worlds. Bluejackers, mobbloggers, and early adopters have an area that's designed for them to share.

From Worldchanging
Although there's lots of talk about Linux distributions and the uses of PHP, read between the lines: this is an organization that has clearly learned the value of collaboration, transparent discourse, and open access to historical records.

Collaboration, transparency, and the long tail are the key design elements of a future-centric society?

Goldberg, 2001

Goldberg, E. (2001). The executive brain: Frontal lobes and the civilized mind.
Oxford, UK: Oxford University Press.

Several marginal groups in society exhibit the peculiar trait of relinquishing
their executive functions to external institution, where their options are
maximally constrained and the decision-making powers over them is exercised by
someone else. (p.146)

Stroop Test, To successfully complete the task, you must follow the internal plan,
the task, against your natural, entrenched tendency.

Steps of the purposeful behavior, executive function.
1. Initiate behavior.
2. Identify objective, formulate goal of action.
3. Forge a plan of action according to the goal.
4. The means by which the plan can be accomplished must be selected in a proper
temporal sequence.
5. The various steps of the plan must be executed in an appropriate order with a
smooth transistion from step to step.
6. Compare objective and the outcome of the action.

Sloane, 2003

Sloane, F. C. (2003). An assessment of Sorensen's model of school differentiation: A multilevel model of tracking in middle and high school mathematics (A. B. Sorensen). Dissertation Abstracts International, 64 (04), 1230. (UMI No. 3088788)

Sorensen wrote then “nearly all [tracking] studies relate a pattern of organizational differentiation to achievement or some other performance measure, without describing the mechanisms that would account for the predicted relationship. Despite the importance of Sorensen's theoretical framework in and to the study of tracking it still awaits rigorous multilevel testing. This dissertation serves to shed some light on critical conditions about the development and testing of multilevel statistical models in ways that help us to construct multilevel theory in an empirically testable manner.

Erwin, 2001

Erwin, E. M. H. (2001). Sinkers and swimmers: Student experiences with curriculum differentiation. Dissertation Abstracts International, 62 (01), 10. (UMI No. 3002592)

It was a descriptive case study whose major aims were to determine: (1) The characteristics of the students profiled in each of the curricular programs; (2) The role curriculum differentiation played in each student's experience. 15 high school freshmen from a variety of curricular programs at one Massachusetts high school were interviewed and videotaped. Student records were analyzed, and feedback was sought from students' grade 8 and grade 9 teachers through surveys and interviews. Seven years later, a follow-up study was conducted to determine if students' perceptions of their high school experience had changed.

The high achievers reported challenging teachers and rigorous curriculum. The achievers who pursued upper level courses had more positive experiences than those who pursued middle or lower level courses. Achievers who required or pursued special programs benefited from individualized attention but often suffered from a weak academic program. The under/non-achievers did not complete high school. This study supports the conclusion that student choice, teacher expectations, and school indifference had an impact on student experiences. The experiences of the largest group - the achievers - suggest that schools must pay more attention to the average student and work harder to motivate all students to maximize their potential.

Abrahams, 1989

Abrahams, S. W. (1989). Goal-setting and intrinsic motivation: The effects of choice and performance frame-of-reference. Dissertation Abstracts International, 50 (05), 2202. (UMI No. 8919137)

Cognitive Evaluation Theory (Deci & Ryan, 1985), gives great emphasis to performers' perceptions of self-determination--the degree to which the performer him- or herself initiates and regulates his or her own behavior. Two experiments are reported that orthogonally manipulate goal choice and goal frame- of-reference and compare these conditions to several no- goal control groups. The experiments show that self-set goals enhance intrinsic motivation relative to assigned goals. They also show that norm-referenced goals offer no greater promise of gain in motivation while risking greater loss than do goals set relative to a performer's past performance.

Miller & Gentile, 1998

Miller, B., & Gentile, B. F. (1998). Introductory course content and goals. Teaching Psychology, 25, 89-96.

Middleton, 1999

Middleton, J. A. (1995). Curricular influences on the motivational beliefs and practice of two middle school mathematics teachers: A follow-up study. Journal for Research in Mathematics Education, 30, 349-358.

Middleton, 1995

Middleton, J. A. (1995). A study of intrinsic motivation in the mathematics classroom: A personal constructs approach. Journal for Research in Mathematics Education, 26, 254-279.

Cole, 2005

Cole, M. A. (2005). Effects of goal-setting on memory performance in young and older adults: A functional magnetic resonance imaging (fMRI) study. Dissertation Abstracts International, 66 (09), 148. (UMI No. 3192371)

20 young adults (ages 18--28) and 20 older adults (ages 60--70) performed a list-learning task that was comprised of grocery items. Treatment group received performance achievement goals versus a no treatment control. The effect of goal-setting on encoding activity was primarily constrained to the frontal lobes. Regions that demonstrated significantly greater activity in the goal group than in the no-goal group included the orbitofrontal cortex, dorsolateral prefrontal cortex, and Broca's area. Engagement of these regions likely reflects increased motivation and increased mnemonic processes, such as subvocal rehearsal.

Groves, et al., 2004

Groves, R. M., Fowler, F. J., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2004). Survey methodology. Hoboken, NJ: John Wiley & Sons.

A survey is a systematic method for gathering information from entities for the purposes of constructing quantitative descriptors of the attributes of the larger population of which the entities are members. Reasons for surveys are to gain understanding of social problems and in what people know, feel or think. Web surveys are specialized form of surveys in which computers are used in almost every step of survey design: data collection, coding text answers, checking raw data, and analysis.

Patton, 1981

Patton, C. J. C. (1981). Relationships between teacher variables and students' perceptions of classroom climate in junior high and high school classes. Dissertation Abstracts International, 42 (04), 1420. (UMI No. 8121517)

Examined relationships between teacher variables and student perceptions of classroom climate. 30 teachers, grades 7-12, in Northwest Ohio, two classes were randomly selected. Teacher attitudes toward students measured by Minnesota Teacher Attitude Inventory. 14 teacher and classroom characteristics were assessed by questionnaire. Students (N=825) and teachers answered Classroom Environment Scale Form R. Univariate relationships found between climate perceptions and course length, subject area, and course electivity (p<.05). Students in different classes perceived different climates taught by the same teacher (p<.001).

Thompson, 1984

Thompson, D. L. (1984). The influences of guaranteed, semi-voluntary and voluntary student clienteles on the dominative/integrative teaching style of high school teachers. Dissertation Abstracts International, 45 (07), 1951. (UMI No. 8422878)

Examined relationship between teaching style and course electivity, elective, semi-elective and required. Also if classroom climate correlates with electivity. 23 teachers across 4 subject matter areas, who teach in two types of classes, 46 paired classrooms for repeated measures design. Flanders' I/D ratio was calculated from audio-tape data. Classroom climate measured by questionnaire. T-tests revealed no significant differences between course electivity and teaching style. ANOVA analysis, controlling for class size and grade level, revealed more positive climate in elective courses than either semi-elective or required. Students regarded semi-elective as required.

Poppe, 1984

Poppe, K. L. (1984). An analysis of teacher perceptions of inhibitors to effective classroom teaching in secondary schools. Dissertation Abstracts International, 45 (03), 803. (UMI No. 8414117)

Seven characteristics classified under 6 areas of origin were produced by crosstabulation of studies on effective teaching over last 50 years. Problems with Students, Preparation, Administration, Work Environment, Teaching Staff, and Parent. Teacher demographic factors SES, Teaching Required or Elective Classes, Subject Matter Taught, Years of Teaching Experience, Gender.

Wetherall, 1989

Wetherall, H. J. (1989). The context of science classrooms: Relationships among expectations, attitudes, student-teacher interactions and student gender. Dissertation Abstracts International, 51 (02), 473. (UMI No. 9017492)

Data collected from 5 required and 5 elective science classes in 4 public high schools. Looked for gender differences, the effect of time on student attitudes, using Subject Area Preference Survey, & classroom interactions, using SCI science classroom observation system. Students and teachers were interviewed about perceptions of the role of women in science, relevance of science in everyday lives, and science in their future, and problems of practice, respectively. ANOVA and chi-square analysis revealed that males control classroom discourse, and time influences student attitudes. No other significant differences were revealed in statistical analyses.

Essary, 1998

Essary, D. R. (1998). Critical incidents influencing students' selection of elective science. Dissertation Abstracts International, 60 (04), 1068. (UMI No. 9927573)

(N=436) Students attending 5 high schools in Northeast Texas. All enrolled in senior level government/economics course. 712 usable critical incidents recorded. 11 categories emerged: Mentored, Requirements, Personal Interest, Level of Difficulty, Time Restraints, Future Concerns, Grades, Teacher, Peer Influence, Challenge, Other Academic Experiences. Nonselectors were influenced by requirements, minimum number of science courses needed for graduation. Selectors chose based on curriculum requirements, future concerns, and mentors, as well as special programs that require extra science. Gender did not play a role in selection decisions.

Eccles & Wigfield, 2002

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.

Wentzel, 2000

Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals
from a content perspective. Contemporary Educational Psychology, 25, 105–115.

National Science Board, 2004

National Science Board. (2004). Science and engineering indicators 2004. Two volumes.
Arlington, VA: National Science Foundation (volume 1, NSB 04-1; volume 2, NSB 04-1A).

Messick, 1995

Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist, 50, 741-749.