Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship

Philip, Thomas M.; Bang, Megan; Jackson, Kara

doi:10.1080/07370008.2018.1413530

Cited by 100 publications

(56 citation statements)

References 40 publications

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“…As research studies find associations between ERI and adjustment, these outcomes are often treated as proxy measures or heuristics from which to benchmark positive or well-adjusted ERI development. However, in a racially-stratified and unequal society, that which constitutes positive adjustment is not neutral (Philip et al, 2018). Consider academic achievement.…”

Section: Should There Be a Reference Point For Healthy Eri And If Somentioning

confidence: 99%

“…Too much attention on links between ERI and conventional adjustment factors can limit our view of healthy human development. We can, for example, consider a more holistic view, including outcomes such as empathy toward others, self-compassion, curiosity and openness, authentic relationships with the self and others, interdependence and care and responsibility for others, sense of purpose, and environmental and ecological justice (Jagers et al, 2019;Philip et al, 2018). A narrow set of valued outcomes risks defining ERI in terms of its capacity to perform within constraints of a racial hierarchy and inequality.…”

Section: Should There Be a Reference Point For Healthy Eri And If Somentioning

confidence: 99%

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Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Rogers¹,

Kiang

White

et al. 2020

Research in Human Development

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When does ERI development begin and end? 2. How do we account for age-dependent and contextually-initiated factors in ERI? 3. Should there be a reference point for healthy ERI, and if so, what is it? 4. How do the multiplicities of identity (intersectionality, multiracialism, whiteness) figure into our conceptualization of ERI? 5. How do we understand the role of ERI in pursuit of equity, diversity, and social justice? 2 ROGERS ET AL.

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Section: Should There Be a Reference Point For Healthy Eri And If Somentioning

confidence: 99%

Section: Should There Be a Reference Point For Healthy Eri And If Somentioning

confidence: 99%

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Rogers¹,

Kiang

White

et al. 2020

Research in Human Development

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“…Although not highlighted in the table, the examples also point towards the diverse range of educational research that is relevant to educational design. For decades, educational researchers have been concerned with bridging the research–practice gap, and having an impact in schools (Kolodner, ; McKenney, ; Philip et al ., ). As such, the varying and hybrid perspectives of educational research stand to offer direct support for the complex task of design.…”

Section: Designers Need Knowledge For Products and Processesmentioning

confidence: 97%

How can educational research support practice at scale? Attending to educational designer needs

McKenney

Schunn

2018

British Educational Res J

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Curricula, assessments and teacher professional development programmes wield a powerful influence on teaching and learning enactment. Together with the interpretation of those using them, these products mediate the flow of ideas from research to practice. In most countries, those curricula, assessments and professional development programmes that become widely used are created by educational designers. Given their crucial function, it is surprising that the role of educational designers is rarely recognised in the educational research literature, studied empirically or supported in practice. This article argues that educational research stands to (better) support practice at scale when it is attuned to the needs of educational designers. First, mechanisms for knowledge production and use are discussed, including the linkage role played by educational designers in the educational infrastructure of most countries. Then, the importance of understanding and bolstering the linkage between research findings and the work of designers is discussed. Arguments are given for research to better support those who design for scale, along with sample research questions posed by educational designers. In these, a distinction is made between the knowledge designers crave to shape their products (curricula, assessments, teacher professional development) and the knowledge they need to shape the processes through which those products come to fruition. This article closes with a call for educational researchers to explicitly focus their knowledge creation and dissemination efforts towards research consumers with the largest direct effects on teaching and learning: educational designers.

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“…In this section, we introduce a set of ideas from realist evaluation and the activity-centred analysis and design (ACAD) framework to frame our research problem: understanding how online language learning students actively co-configure their learning tasks and environment. Realist evaluation, like ACAD, is part of a paradigm shift in educational technology research and development, moving away from correlational studies of what works or what students like to tackle harder questions of what works for whom, in what circumstances, in what respects and how (Pawson, Greenhalgh, Gill, & Walshe, 2005;Philip, Bang, & Jackson, 2018;Wong et al, 2012). The focus is on explaining how the context, in which the educational intervention or design is applied, and the mechanisms, by which the intervention works, connect design to outcomes.…”

Section: Conceptual Framework and Approach To The Problemmentioning

confidence: 99%

Social co-configuration in online language learning

Sun

Goodyear

2020

AJET

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University students involved in online courses play an active role in adapting the tasks they are set and the environment(s) in which they work. They also make adjustments to their working relationships with other people in an effort to improve their learning and/or fit study demands into wider life. The term co-configuration refers to the ways in which students customise what has been designed for them. Co-configuration is important but often invisible to the teachers and designers responsible for the courses. In this study, we focused on students’ co-configuration where it has a strong social character. We drew on concepts from realist evaluation and the activity-centred analysis and design framework to examine students’ social co-configuration. Twenty-six online language learning students were interviewed. Two main areas of social co-configuration emerged. Firstly, students co-configured working methods and relationships, roles, and divisions of labour in order to tackle group tasks. Secondly, students purposefully wove learning activity into their wider social environment, creating a social fabric that further enhanced and enriched their learning opportunities. The findings provide insights into students’ social co-configuration. We argue that this is important for educational designers who aim to understand the mechanisms that connect educational designs to learning outcomes.

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Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship

Cited by 100 publications

References 40 publications

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development

How can educational research support practice at scale? Attending to educational designer needs

Social co-configuration in online language learning

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