Catálogo de publicaciones - revistas

<jats:p> Educators and educational researchers often assume that knowledge, learning, and human behavior in general are normally distributed. But considerable evidence shows that positive-skew distributions characterize many objects and fundamental processes in biology, crime, economics, demography, geography, industry, information and library sciences, linguistics, psychology, sociology, and the production and utilization of knowledge. The evidence in these fields and in learning research suggests possible modifications in educational theory, research, measurement, philosophy, and practice. </jats:p>

<jats:p> This article charts the promissory notes and concerns related to college-level online education as reflected in the educational literature. It is argued that, to appreciate the potential and limitations of online education, we need to trace the issues that bind online education with distance education. The article reviews the history of distance education through the lenses of three historical themes—democratization, liberal education, and educational quality—and charts the current scene of online education in terms of three educational visions that may inform the development of online initiatives: the presentational view, the performance-tutoring view, and the epistemic-engagement view. The article emphasizes the potential contributions of online education to democratization and the advancement of the scholarship of teaching. </jats:p>

<jats:p> The field of educational leadership has accrued a body of research that explains how leaders influence student achievement through the enactment of various practices. Yet, differences exist in the substance of the frameworks that assert the areas to which leaders should attend. The specific purposes of this article are to identify and synthesize the empirical research on how leadership influences student achievement and to provide evidence on how school leaders should direct their efforts. During the literature review, we consulted experts for recommendations and searched peer-reviewed journals from 2000 to 2014. The literature review yielded 56 empirical research studies of relevance to the topic and 3 frameworks consisting of clustered practices. We then grouped the 28 practices according to systematic criteria and found 5 overarching domains. In doing so, this study unifies existing frameworks through developing a cohesive set of practices to inform the work of researchers and practitioners. </jats:p>

<jats:p> In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children’s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction. </jats:p>