Adopt model-based reasoning to improve communication and implementation between researchers and practitioners¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Drawing on Mislevy (2009), the commentary recommends developing a model-based reasoning approach to enhance construct validity and communication between basic researchers and educational professionals. It argues that "Models, like metaphors, provide a common referent for communication" and that most applied cognitive psychologists proceed on a three-step process of theory, model, and practice, whereas many educators envision a two-step process from theory to practice, impeding communication and fidelity of implementation.

Design Implications¶

Context¶

Requirements¶

• An explicitly articulated model elaborating correspondences across overlapping models, supporting model evaluation and model revision by educational psychologists

Constraints¶

• The author states that moving theoretical principles directly to practice with fidelity of implementation is extremely rare without such models

Target Learners¶

• K-12 classroom students reached through implemented innovations

Target Learning Goals¶

• Classroom learning supported by validated instructional and assessment models

Claims¶

• Instructional design models are rarely tested against outcomes; their credibility comes from practitioners finding them useful. [~W]

Related Strategies¶

• Examine manipulative strategies across populations, domains, outcomes, and settings before issuing broad professional recommendations

Examples¶

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Key Sources¶

• Gary D. Phye. (2012). Commentary on the Special Issue. Educ Psychol Rev. https://doi.org/10.1007/s10648-012-9211-1