As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction.
In late 2005, the dotOrganize team embarked on an unprecedented effort to map the current state of online technology in the social change sector. Over nine months, dotOrganize gathered survey and interview input from more than 400 social change groups, technology providers, and nonprofit technology capacity builders. Surveys and interviews were designed to identify what organizers need to support their goals, what tools are currently available, what does and does not work, and what's needed to strengthen the long-term capacity of the sector.
Great effort was made to obtain input from organizations with smaller budgets: 75% of organizations surveyed operate on annual budgets of $1 million or less; 29% on budgets under $100,000.
The full report provides a detailed view of the sector's present situation, gives voice to the organizers who are struggling with these issues, and offers recommendations for filling current gaps in strategy, software development, and tool adoption paths.
The EDRL research group works around a theoretical strain (embodied cognition), a methodological line (design-based research), and a disciplinary emphasis (mathematics). Thus, the laboratory hosts the full cycle of design-research projects that are geared to contribute to theory and practice of multi-modal mathematical learning and reasoning as well as to design theory.
M. Feuer, L. Towne, and R. Shavelson. Educational Researcher, 31 (8):
4(2002)“For example, when well-specified causal hypotheses can be formulated and randomization to treatment and control conditions is ethical and feasible, a randomized experiment is the best method for estimating effects” p. 8.
J. Middleton, S. Gorard, C. Taylor, and B. Bannan-Ritland. Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching, (2008)
B. Bannan-Ritland. Kelly, AE; Lesh, RA; Baek, JY Handbook of Design Research Methods in Education: Innovations in Science, Technology, Enginnering and Mathematics Learning and Teaching. New York: Routledge, (2008)
K. Juuti, and J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).
G. Goldin. Journal for Research in Mathematics Education. Monograph: Journal for Research in Mathematics Education. Monograph: Qualitative Research Methods in Mathematics Education, (1997)