i-manager Publications

The Measurement of a Novel Conceptual Framework Entitled: “Process Education: Learning to Learn” Via an Explicative Encyclopedia of Innovative Triostatistical Methods, Models, Metrics, and Statistical Procedures

James Edward Osler II*, Philliph Masila Mutisya**

* Associate Professor, Department of Allied Professions, North Carolina Central University, USA.

** Professor, Educational Technology Program, North Carolina Central University, USA.

Periodicity:July - September'2018
DOI : https://doi.org/10.26634/jet.15.2.14961

Abstract

This paper is part two of the research paper entitled, “AMOVA” [“Accumulative Manifold Validation Analysis”]: An Advanced Statistical Methodology designed to measure and test the Validity, Reliability, and Overall Efficacy of Inquiry–Based Psychometric Instruments” published in the 2015 Journal of Educational Technology. In this narrative AMOVA is operationalized via successful “Process Education: Learning to Learn” (or “PE: L2L”). PE: L2L experiences, whether taught in a camp, course or as professional development requires addressing specific principles, practices, scales, strategies, and concepts that are native to both “Process Education (PE)” and “Learning to Learn” (L2L). PE and L2L were once separate methodologies but are now combined here to create a novel, innovative, and comprehensive learning practice. This new learning model as an all-inclusive learning strategy uniquely unifies the implementation of L2L experiences using the PE philosophy through the idea of “Transformational Education”. Facilitating L2L through the lens of PE requires the implementation and use of a preset of PE: L2L practices and principles that are measureable via AMOVA. L2L has been implemented and researched in Europe and Process Education as a model has been implemented and its concepts have been tested and measured in the United States. This paper provides a unique cohesive perspective that incorporates the best of PE and the best of L2L to create “PE: L2L”. PE: L2L is a novel conceptual framework that incorporates the principles, practices, scales, strategies, and concepts of both PE and L2L into a new measurable paradigm. In addition, three triostatistical models are presented in this text as ideal data analysis methods for the measurement of the new PE and L2L unification, they are: 1.) Tri–Squared Analysis (Osler, 2012); 2.) AMOVA (Osler, 2015); and 3.) The Taxonomy of Process Education (Osler, 2015). The philosophical and theoretical foundational narrative in this paper is adapted from the results of successful PE “Learning to Learn Camps”; “Teaching Institutes”; and online PE professional development.

Keywords

Accumulative Manifold Validation Analysis (AMOVA), Conceptual Framework, Learning to Learn (L2L), Process Education: Learning to Learn (PE: L2L), Taxonomy of Process Education (PE), Tri–Squared Analysis, Tri–Squared Test, Triostatistics.

How to Cite this Article?

Osler, J. E., II. & Mutisya, P. M. (2018). The Measurement of a Novel Conceptual Framework Entitled: “Process Education: Learning to Learn” Via an Explicative Encyclopedia of Innovative Triostatistical Methods, Models, Metrics, and Statistical Procedures i-manager’s Journal of Educational Technology, 15(2), 28-43. https://doi.org/10.26634/jet.15.2.14961

References

[1]. Apple, D., Ellis, W., & Hintze, D. (2016). 25 years of process education: Commemorating 25 years of scholarship in process education and the 10^th anniversary of the academy of process educators. International Journal of Process Education, 8 (1), 3-154.

[2]. Beyerlein, S., Burke, K., & Hintze, D. (2012). Concept maps for linking aspects in the transformation of education. International Journal of Process Education, 4(1), 43-60.

[3]. Campbell, R., Pound, P., Pope, C., Britten N., Pill, R., Morgan, M. (2003). Evaluating metaethnography: A synthesis of qualitative research on lay experiences of diabetes and diabetes care. Social Science and Medicine, 56(4), 671-684.

[4]. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum.

[5]. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.

[6]. Gillies, D. (2011). State education as high-yield investment: Human capital theory in European policy discourse. Journal of Pedagogy, 2(2), 224-245.

[7]. Jabareen, Y. (2009). Building a conceptual framework: Philosophy, definitions, and procedure. International Journal of Qualitative Methods, 8(4), 49-62.

[8]. Jensen, L. A., & Allen, M. N. (1996). Metasynthesis of qualitative findings. Qualitative Health Research, 6(4), 553-560.

[9]. Kelly, A. V. (1999). Curriculum Theory and Practice (4^th Ed.). London, UK: Sage.

[10]. Keengwe, J. (2015). Handbook of Research on Educational Technology Integration and Active Learning. IGI Global.

[11]. Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development (2^nd Ed.). FT Press.

[12]. Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134.

[13]. Levering, B. (2002). Concept analysis as empirical method. International Journal of Qualitative Methods, 1(1), 35-48.

[14]. Lynch, M. D., & Chaves, J. (1975). Do self concept tests test self concept? An evaluation of the validity of items on the piers harris and coopersmith measures.

[15]. Lynch, M. D., Norem-Hebeisem, A. A., & Gergen, K. J. (1981). Self-concept: Advances in Theory and Research. Cambridge, MA: Ballinger.

[16]. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Source Book (2^nd Ed.). Newbury Park, CA: Sage.

[17]. Mutisya, P. M., Osler, J. E., Bitting, P. F., & Rotich, J. P. (2014). The Need for a Conceptual Framework for Leadership and Shared Governance between Faculty and Administrators. The International Journal of Process Education, 6(1), 43-52.

[18]. Nelson A. M. (2006). A metasynthesis of qualitative breast feeding studies. Journal of Midwifery & Women's Health, 51(2), e13-e20.

[19]. Noblit, G. W., & Hare, R. W. (1988). Meta- Ethnography: Synthesizing Qualitative Studies. Newbury Park, CA: Sage.

[20]. Osler, J. E. (2012). Trichotomy-Squared – A novel mixed methods test and research procedure designed to analyze, transform, and compare qualitative and quantitative data for education Scientists who are Administrators, Practitioners, Teachers, and Technologists. i-manager's Journal on Mathematics, 1(3), 23-32.

[21]. Osler, J. E. & Mutisya, P. M. (2013). A Tri–Squared analysis to establish the need for a statistical framework for k–20 faculty as academic leaders. Special Edition: “Instructional Technique and Technologies”. Creative Education (Special Issue on Instructional Technique and Technologies), 4(8), 12-18.

[22]. Osler, J. E. (2013). The Psychological Efficacy of Education as a Science through Personal, Professional, and Contextual Inquiry of the Affective Learning Domain. i-manager's Journal on Educational Psychology, 6(4), 36- 41.

[23]. Osler, J. E. (2014). Triostatistics: The application of innovative in–depth advanced post hoc statistical metrics for the assessment and analysis of statistically significant tri–squared test outcomes. Kentucky Journal of Excellence in College Teaching and Learning, 12(3), 27- 39.

[24]. Osler, J. E. (2015). AMOVA [“Accumulative Manifold Validation Analysis ”]: An advanced statistical methodology designed to measure and test the validity, reliability, and overall efficacy of inquir y–based psychometric instruments. i-manager's Journal of Educational Technology, 12(3), 37-47.

[25]. Paterson B., Dubouloz, C. J., Chevrier, J., Ashe, B., King, J., & Moldoveanu, M. (2009). Conducting qualitative metasynthesis research: Insights from a metasynthesis project. International Journal of Qualitative Methods, 8(3), 22-33.

[26]. Pirriea, A., & Thoutenhoofd, E. D. (2013). Learning to learn in the European Reference Framework for lifelong learning. Oxford Review of Education, 39(5), 609-626.

[27]. Priestley, M., & Humes, W. (2010). The development of Scotland's curriculum for excellence: Amnesia and de´ja` vu. Oxford Review of Education, 36(3), 345-361.

[28]. Process Education. (2017). Process Education Definition.

[29]. Rožman L., & Koren, A. (2013). Learning to learn as a key competence and setting learning goals. Proceedings of the Management, Knowledge and Learning International Conference 2013.

[30]. Sandelowski, M. (1993). Rigor or rigor mortis: The problem of rigor in qualitative research revisited. Advances in Nursing Science, 16(2), 1-8.

[31]. Sandelowski, M., Docherty, S., & Emden, C. (1997). Qualitative metasynthesis: Issues and techniques. Research in Nursing & Health, 20, 365-371.

If you have access to this article please login to view the article or kindly login to purchase the article

Single Article

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Online	15	15

ADD TO CART

Options for accessing this content:

If you would like institutional access to this content, please recommend the title to your librarian.
If you already have i-manager's user account: Login above and proceed to purchase the article.
New Users: Please register, then proceed to purchase the article.