Journal :: Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12(3), 307 - 359.

In this study I investigated how collaborative interactions influence problem-solving outcomes. Conversations of twelve 6th-grade triads were analyzed utilizing quantitative and qualitative methods. Neither prior achievement of group members nor the generation of correct ideas for solution could account for between-triad differences in problem-s...

book :: Barron, B. (2007). Video as a tool to advance understanding of learning and development in peer, family, and other informal learning contexts. In R. Goldman, R. Pea, B. Barron, S. J. Derry (Eds.), Video Research in the Learning Sciences (pp. 159-187). Mahwah, NJ: Lawrence Erlbaum Associates.

Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their ...

Tags: learning, teaching, video, digital, technology, development

book :: R. Goldman, R. D. Pea, B. Barron, S. Derry (Eds.). (2007). Video Research in the Learning Sciences. Mahwah, NJ: Lawrence Erlbaum Associates.

Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their ...

Tags: learning, teaching, video, digital, technology, development

book :: Barron, B., Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. In G. N. Cervetti, J. L. Tilson, L. Darling-Hammond, B. Barron, D. Pearson, A. H. Schoenfeld, E. K. Stage, T. D. Zimmerman (Eds.), Powerful Learning: What We Know About Teaching for Understanding. San Francisco: Jossey-Bass.

This chapter seeks to expand our knowledge of the benefits of inquiry-based learning, as well as to deepen our understanding of the components of an effective inquiry-based lesson or unit. We’ll explore three approaches to inquiry-based learning: project-based learning, problem-based learning, and learning by design, highlighting key research an...

Tags: inquiry, learning, teaching, meta, review

journal :: Barron, B., Kennedy Martin, C., Roberts, E. (2006). Sparking self-sustained learning: Lessons from a design experiment to build technological fluency and bridge divides. International Journal of Technology and Design , 17(1), 75-105.

In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single school system with a sequence of secondary school level (ages 14–18) computer technology courses. In our first study, we share data on students’ learning as a function of the required introductory course and their pre-course...

book :: Cervetti, G. N., Tilson, J. L., Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D. (2008). Powerful Learning: What We Know About Teaching for Understanding. San Francisco: Jossey-Bass.

The nation's leading education experts present the best teaching strategies for powerful learning Teaching: what works, what doesn't, and why? Within the fields of reading, math, and science, bestselling author Linda Darling-Hammond and colleagues describe, in clear and practical terms, the best teaching methods for K-12 student understanding...

Tags: teaching, education, learning, strategy, style, classroom, students

journal :: Barron, B., Martin, C. K., Tekeuchi, L., Fithian, R. (2009). Parents as learning partners in the development of technological fluency. International Journal of Learning and Media, 1(2), 55-77.

This paper presents research on parent support of the development of new media skills and technological fluency. Parents' roles in their children's learning were identified based on interviews with eight middle school students and their parents. All eight students were highly experienced with technology activities. Seven distinct parental roles ...

Tags: parent, learning, teaching, family, technology, media, digital literacy

book :: Sabelli, N., Meltzoff, A., Barron, B., Pea, R., Reeves, B., Bransford, J., Vye, N., Stevens, R., Kuhl, P., Roschelle, J., Schwartz, D., Bell, P. (2006). Learning theories and education: Toward a decade of synergy. In P. Alexander, P. Winne (Eds.), Handbook of educational psychology, 2nd edition (pp. 209-244). Mahwah, NJ: Erlbaum.

Our goal is to provide an overview of important aspects of human learning that are particularly relevant to educators. Doing so represents an exciting but difficult challenge because human learning is a highly complex topic. Different theories have emerged as researchers have focused on different kinds of learning. Some have focused on the acqui...

Tags: synergy, learning, education, teaching, review, meta

Journal :: Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31, 1 - 36.

journal :: Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36.

The concern with a "digital divide" has been transformed from one defined by technological access to technological prowess--employing technologies for more empowered and generative uses such as learning and innovation. Participation in technological fluency-building activities among high school students in a community heavily involved in the tec...