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Research Agenda 2024-2029
研究議程 2024-2029

Overview 概述

By incorporating research, Education Reimagined is positioning itself to have a stronger impact as a catalyst for K-12 education transformation in the United States. At Education Reimagined, research is understood as a systematic approach to gathering and analyzing information to generate learning, wherein a series of scientific principles and procedures are followed to increase the reliability and validity of insight.
透過整合研究,教育再想像正定位自己成為美國 K-12 教育轉型的催化劑,以產生更強的影響力。在教育再想像中,研究被理解為一種系統性的方法,用於收集和分析信息以產生學習,其中遵循一系列科學原則和程序,以提高洞察的可靠性和有效性。
Education Reimagined aims to advance thinking about learner-centered education and ecosystems by curating, producing, and leveraging evidencebased research and resources to catalyze the invention of a new system for public education. Research is conducted internally, with partners, or through commissioned work to curate secondary research (i.e., drawing from existing literature and studies) and to produce primary research (i.e., generating new data). In addition, outputs from these research activities are leveraged to advance learner-centered efforts.
教育再想像旨在透過策劃、製作和利用基於證據的研究和資源,推進以學習者為中心的教育和生態系統的思考,以催化公共教育新系統的發明。研究在內部進行,與夥伴合作,或通過委託工作來策劃次級研究(即,從現有文獻和研究中提取)並產生初級研究(即,生成新數據)。此外,這些研究活動的產出被用來推進以學習者為中心的努力。
The purpose of this agenda is to guide the direction of Education Reimagined’s research work. It serves as a tool that directs the organization’s research endeavors, projects, collaborations, and more. Education Reimagined’s research is grounded in two primary themes:
本議程的目的是指導教育再想像的研究工作方向。它作為一個工具,指導該組織的研究努力、項目、合作等。教育再想像的研究基於兩個主要主題:
The field of learner-centered education
以學習者為中心的教育領域

2) Learner-centered, community-based ecosystems
2) 以學習者為中心的社區基礎生態系統
Field Research is aimed at better understanding and documenting the efficacy and impact of learner-centered education as an approach. Whereas, ecosystems research is aimed at investigating and illuminating the systemic conditions that enable learner-centered ecosystems to emerge and their broader impact.
田野研究旨在更好地理解和記錄以學習者為中心的教育作為一種方法的有效性和影響。而生態系統研究則旨在調查和闡明促使以學習者為中心的生態系統出現的系統性條件及其更廣泛的影響。

The Field of Learner-Centered Education Research Focus Areas
以學習者為中心的教育研究領域重點範疇

Field Research Focus Area 1:
實地研究重點領域 1:
Learner-Centered Education & The Key Elements
以學習者為中心的教育與關鍵要素
What theoretical, empirical, and practical evidence contributes to the conceptualization of learner-centered education?
什麼理論、實證和實踐證據有助於學習者中心教育的概念化?

The purpose of this first focus area is to enhance understanding of the learner-centered vision by incorporating a research lens.
這個第一個重點領域的目的是通過融入研究視角來增強對以學習者為中心的願景的理解。

Education Reimagined’s vision for learner-centered education has been continuously refined since its inception in 2015.
教育再想像自 2015 年成立以來,對以學習者為中心的教育願景不斷進行精煉。
By providing a basis that is enriched with theoretical, empirical, and practical evidence, research investigations nested within this domain establish clarity on the conceptualization of learner-centered education and its key elements.
通過提供一個充實的理論、實證和實踐證據的基礎,嵌入此領域的研究調查對以學習者為中心的教育及其關鍵要素的概念化建立了清晰的認識。
These five key elements include
這五個關鍵元素包括

1 Learner agency 學習者自主性
(2) Socially-embedded (2) 社會嵌入式
3. Personalized, relevant, and contextualized
3. 個性化、相關且具情境性的

(4) Open-walled (4) 開放式牆壁
5 Competency-based 5 基於能力的
Showing the ways that learner-centered education is grounded in research can support practitioners, movement leaders, and others to advocate for its implementation within the context of their networks and local communities. The work of decision makers, such as funders and policy influencers, may be bolstered by this focus area in that they can assist with the conditions necessary for learner-centered environments to emerge and be sustained over time. Additionally, conceptualization development activities can contribute to a foundation of insight upon which future research endeavors can be proposed, designed, and enacted by Education Reimagined, as well as other researchers and thought leaders.
展示以學習者為中心的教育如何根植於研究,可以支持實踐者、運動領袖及其他人,在其網絡和當地社區的背景下倡導其實施。決策者的工作,例如資助者和政策影響者,可能會因為這一重點領域而得到加強,因為他們可以協助創造學習者為中心的環境所需的條件,使其隨時間持續發展。此外,概念化發展活動可以為未來的研究工作提供洞察的基礎,這些研究工作可以由教育再想像及其他研究者和思想領袖提出、設計和實施。

Field Research Focus Area 2:
Learner-Centered Practices
實地研究重點領域 2: 以學習者為中心的實踐

How does learner-centered education manifest in practice?
學習者中心的教育在實踐中如何體現?

This second focus area is aimed at exploring how
這第二個重點領域旨在探索如何

learner-centered education is applied in practice.
以學習者為中心的教育在實踐中應用。
Lines of inquiry within this focus area primarily involve the study of the learner-centered practices as they are enacted by practitioners in learner-centered settings and as they are experienced by young people. The intent for these investigations is to explore the many ways that the learner-centered approach can manifest in practice and to
這個焦點領域的研究主要涉及學習者中心實踐的研究,這些實踐由從業者在學習者中心的環境中執行,並由年輕人所體驗。這些研究的目的是探索學習者中心方法在實踐中可以以多種方式體現。

reveal the conditions that give rise to or hinder its full expression in learning environments.
揭示在學習環境中促成或阻礙其充分表達的條件。
Practitioners who are interested in implementing a learner-centered approach can benefit from these lines of inquiry. Research that addresses this area of study can augment the work of learner-centered practitioners and sites by offering additional ideas on how to translate the approach into practice and the strengths and challenges associated with those efforts. Offering research-backed evidence on learner-centered practices could also inform teacher education and training programs and assist with the design of preservice or in-service professional learning experiences.
對於有興趣實施以學習者為中心的方法的從業者來說,這些研究方向可以帶來益處。針對這一研究領域的研究可以增強以學習者為中心的從業者和場所的工作,提供如何將該方法轉化為實踐的額外想法,以及與這些努力相關的優勢和挑戰。提供基於研究的以學習者為中心的實踐證據也可以為教師教育和培訓計劃提供資訊,並協助設計職前或在職專業學習經驗。

Field Research Focus Area 3:
實地研究重點領域 3:

The Impact of Learner-Centered Education
以學習者為中心的教育影響

How does learner-centered education influence holistic outcomes for learners, adults who contribute to their learning, and their communities?
學習者中心的教育如何影響學習者、參與其學習的成年人及其社區的整體成果?

The purpose of the third area of focus relates to the holistic impacts of learner-centered education at multiple levels.
第三個重點領域的目的與以學習者為中心的教育在多個層面上的整體影響有關。

Investigations into the ways that learner-centered education impacts learners can involve the study of learners’ cognitive, social, and emotional development. Organizational inquiries might involve examining the influence that the approach has on adults’ (e.g., parents/ caregivers, educators, and mentors) perceptions of learning-environment climate in relation to how it best positions them to support learners. Community-level inquiries could focus both on how learners contribute to their communities and how community entities hold themselves as active players in the learning landscape.
對於以學習者為中心的教育如何影響學習者的調查可以涉及學習者的認知、社會和情感發展的研究。組織層面的調查可能涉及檢視這種方法對成人(例如,父母/照顧者、教育工作者和導師)對學習環境氣候的看法的影響,以及這如何使他們更好地支持學習者。社區層面的調查可以集中於學習者如何為他們的社區做出貢獻,以及社區實體如何在學習環境中扮演積極角色。
To build the field, and assist with the conditions needed for ecosystems to be created and sustained, there is a need to illuminate the challenges and triumphs related to the impact of learner-centered education. Studies within this focus area can open opportunities for Education Reimagined to partner and collaborate with practitioners and thought leaders in their participation in and co-leading of research endeavors. Practitioners can use evidence gleaned from these studies to further their individual and collective work in the greater field of learnercentered education.
為了建立這個領域,並協助創建和維持生態系統所需的條件,有必要揭示與以學習者為中心的教育影響相關的挑戰和成就。在這一焦點領域的研究可以為教育再想像提供機會,與實踐者和思想領袖合作,共同參與和主導研究工作。實踐者可以利用這些研究中獲得的證據,進一步推進他們在以學習者為中心的教育更大領域中的個人和集體工作。
These research investigations can be leveraged to influence the decision-making processes of funders who want to invest in reimagined educational possibilities for young people. They could also be useful for policy influencers who are interested in promoting conditions that could allow for the spread of the learner-centered field. Furthermore, learners, families, and communities who are exploring educational possibilities can be informed by an evidence base demonstrating the impact of learnercentered education.
這些研究調查可以用來影響希望投資於重新構想年輕人教育可能性的資助者的決策過程。它們對於希望促進有利於學習者中心領域擴展的政策影響者也可能是有用的。此外,探索教育可能性的學習者、家庭和社區可以通過證據基礎了解學習者中心教育的影響。

Learner-Centered Ecosystem Research Focus Areas
以學習者為中心的生態系統研究重點領域

Ecosystems Research Focus Area 1: Components & Functions of Learner-Centered Ecosystems
生態系統研究重點領域 1:以學習者為中心的生態系統的組成部分與功能

How do the components and functions of learner-centered ecosystems vary across the country?
學習者中心生態系統的組成部分和功能在全國各地有何不同?

The first focus area is to understand the components of a learner-centered ecosystem, the functions they serve, and how these vary across different community contexts.
第一個重點領域是了解以學習者為中心的生態系統的組成部分、它們所發揮的功能,以及這些功能在不同社區背景下的變化。

Like natural ecosystems, education ecosystems consist of a complex network of various components including educators, learners, families, communities, policies, and more. Education ecosystems show up in various forms across the country, differing in their connectedness and how their components interact within their robust infrastructure. The differences can be seen in the specific roles and functions of various components, as well as how these components collaborate and integrate to support learning.
像自然生態系統一樣,教育生態系統由多種組成部分組成,形成一個複雜的網絡,包括教育工作者、學習者、家庭、社區、政策等。教育生態系統在全國以不同形式出現,根據其連結性和組成部分在其穩健基礎設施中的互動方式而有所不同。這些差異可以在各種組成部分的具體角色和功能中看到,以及這些組成部分如何協作和整合以支持學習。
Education Reimagined seeks to draw attention to learner-centered, community-based ecosystems, which are theorized to have several shared characteristics. These include learner-centered learning journeys, carefully designed learning environments supported by a responsive, structural infrastructure, and an interconnected support system for all ecosystem participants (e.g., learners, advisors, coordinators, etc.). How these characteristics are conceptualized and
教育再想像旨在引起對以學習者為中心的社區基礎生態系統的關注,這些生態系統被認為具有幾個共同特徵。這些特徵包括以學習者為中心的學習旅程、經過精心設計的學習環境,並由靈活的結構基礎設施支持,以及為所有生態系統參與者(例如,學習者、顧問、協調員等)提供的互聯支持系統。這些特徵是如何被概念化的。

operationalized across different ecosystems in the United States will vary based on the unique context of that community’s cultural, economic, political, and historical dynamics.
在美國不同生態系統中實施的方式將根據該社區獨特的文化、經濟、政治和歷史動態而有所不同。
Building clarity around the continuum of ways that community-based, learner-centered ecosystem characteristics show up in communities is critical for several reasons. First, a shared understanding of these characteristics will promote shared learning about their relevance and effectiveness by enabling assessments based on meaningful criteria and benchmarks. Without such shared understanding, there is a risk of exposing learner-centered ecosystems to premature conclusions regarding their effectiveness. Second, a deeper understanding of these characteristics can inform the sketching of emergent ecosystems and practitioners looking for guideposts for direction. Relatedly, funders who are interested in investing in educational transformation can have clarity on when their investments contribute to efforts aligned with learner-centered ecosystems and when they do not. Furthermore, policy influencers are better positioned to contribute to policies that open, as opposed to close, the parameters for these characteristics to exist. Lastly, such clarity is crucial to inform future research, providing a foundation for studies that can further refine and improve our collective understanding of learner-centered ecosystems.
建立對社區中以社區為基礎、以學習者為中心的生態系統特徵的連續性清晰認識,對於幾個原因來說是至關重要的。首先,對這些特徵的共同理解將促進對其相關性和有效性的共同學習,通過基於有意義的標準和基準進行評估。若沒有這樣的共同理解,則有可能使以學習者為中心的生態系統面臨對其有效性的過早結論。其次,對這些特徵的更深入理解可以為新興生態系統的勾勒和尋求方向指引的從業者提供資訊。相關地,對於有興趣投資於教育轉型的資助者來說,能夠清楚了解何時他們的投資有助於與以學習者為中心的生態系統相一致的努力,何時則不然。此外,政策影響者更能夠為開放而非關閉這些特徵存在的參數的政策貢獻力量。 最後,這種清晰度對於未來的研究至關重要,為進一步細化和改善我們對以學習者為中心的生態系統的集體理解提供了基礎。

Ecosystems Research Focus Area 2: The Emergence and Sustainability of Ecosystems
生態系統研究重點領域 2:生態系統的出現與可持續性

How do learner-centered ecosystems emerge, how are they implemented, and how do they sustain themselves across communities?
學習者中心的生態系統是如何產生的?它們是如何實施的?又是如何在社區中持續運作的?

The second focus area includes deepening
第二個重點領域包括深化

understanding of how learner-centered ecosystems emerge and sustain themselves within communities.
理解學習者中心生態系統如何在社區中出現並持續發展。
Preliminary research 1 1 ^(1){ }^{1} conducted by Education Reimagined found that there are four key factors that play a role in how ecosystems unfold in a given community.
初步研究 1 1 ^(1){ }^{1} 由教育再想像進行,發現有四個關鍵因素在特定社區的生態系統發展中起著重要作用。

Those factors include 那些因素包括

1 The presence of people who are grounded in a shared vision
1 擁有一群根植於共同願景的人士的存在
2 Practices that are aligned and reinforcing a strong network
兩種與強大網絡相一致並相互增強的實踐

3. Connections at multiple levels to hold the ecosystem infrastructure
3. 在多個層面上的連結以維持生態系統基礎設施
4 Supporting financial and policy conditions
4 支持財務和政策條件
This exploration also revealed various entry points (i.e., public district and charter authorizer, district-led programs or schools, homeschool learning center, out-of-school intermediary, and a regional or national network) from which communities can evolve into an ecosystem. In light of these findings, contributing to an understanding of how contextual differences shape the ways learner-centered ecosystems emerge is important. More specifically, it is essential to pinpoint patterns and trends that could lead to success or failure in implementing ecosystems. In addition to studying their emergence, this focus area seeks to explore how ecosystems are implemented and sustained to demonstrate the extent to which such transformation is viable despite varying community characteristics.
這項探索還揭示了各種進入點(即公共學區和特許授權機構、學區主導的計劃或學校、家庭學習中心、課外中介機構,以及區域或全國網絡),社區可以從這些進入點演變成生態系統。鑒於這些發現,理解情境差異如何塑造以學習者為中心的生態系統的出現方式是重要的。更具體地說,確定可能導致生態系統實施成功或失敗的模式和趨勢至關重要。除了研究它們的出現,這一重點領域還旨在探討生態系統如何被實施和維持,以展示這種轉變在不同社區特徵下的可行性。
The practical examples lifted through this line of inquiry can illustrate the inherent complexity of ecosystem implementation and how associated challenges can be navigated. Disseminating learnings about strategies for initiating and implementing processes toward a local, learner-centered ecosystem vision can inspire ecosystem inventors to innovate and refine their approach for cultivating ecosystems.
透過這條探究線索所舉的實際例子,可以說明生態系統實施的內在複雜性,以及如何應對相關挑戰。傳播有關啟動和實施朝向地方、以學習者為中心的生態系統願景的策略的學習,能夠激勵生態系統創造者創新並完善他們培育生態系統的方法。

Ecosystems Research Focus Area 3:
The Impact of Learner-Centered Ecosystems
生態系統研究重點領域 3: 以學習者為中心的生態系統的影響

How do learner-centered ecosystems influence holistic outcomes for learners, adults who contribute to their learning, and their communities?
學習者中心的生態系統如何影響學習者、參與其學習的成年人及其社區的整體成果?

The third focus area is to understand how learnercentered ecosystems impact learners, adults who contribute to their learning, and communities from a holistic lens.
第三個重點領域是從整體的角度理解以學習者為中心的生態系統如何影響學習者、對其學習有所貢獻的成年人以及社區。

Education Reimagined believes that ecosystems have the greatest potential to make learner-centered education equitably and effectively available to every child within a community and nationwide. As such, a common set of outcomes for learner experiences is anticipated across learner-centered sites and ecosystems; however, by exploring such outcomes within the context of transformative systems designed to embrace learnercentered education, it is expected those outcomes will be strengthened in an ecosystem. There are also unique outcomes, particularly at the systems level, that are applicable to ecosystems.
教育再想像認為,生態系統具有最大的潛力,能夠公平且有效地將以學習者為中心的教育提供給社區內和全國每一位孩子。因此,預期在以學習者為中心的場所和生態系統中,會有一套共同的學習者體驗結果;然而,通過在設計以擁抱以學習者為中心的教育的變革系統的背景下探索這些結果,預期這些結果在生態系統中會得到加強。此外,特別是在系統層面上,還有一些獨特的結果適用於生態系統。
Despite decades of research exploring the association between factors that would constitute core components of ecosystems, the application of learner-centered ecosystems is a novel endeavor in the field, thereby rendering this investigation area a critical priority. The paramount importance of exploring the impact of learner-centered ecosystems lies in establishing clarity regarding the degree to which this transformative approach represents
儘管經過數十年的研究探討構成生態系統核心組件的因素之間的關聯,但以學習者為中心的生態系統的應用在該領域仍然是一項新穎的努力,因此使這一研究領域成為一個關鍵優先事項。探索以學習者為中心的生態系統的影響至關重要,因為這有助於明確了解這一變革性方法所代表的程度。

a promising path forward for promoting educational equity-as defined by an educational system that meets the dynamic needs of all learners. This clarity will bolster ongoing investment in allocating resources (i.e., people, time, and money) to operationalize this vision by instilling confidence in whether this avenue is, indeed, worth pursuing. Furthermore, it is crucial to delve into the impact of learner-centered ecosystems to grasp how various facets of ecosystems influence outcomes to inform ecosystem improvement efforts.
一條有前景的道路,以促進教育公平——這是由一個能夠滿足所有學習者動態需求的教育系統所定義的。這種清晰度將增強持續投資於資源分配(即人力、時間和金錢)的信心,以實現這一願景,並確定這條道路是否值得追求。此外,深入探討以學習者為中心的生態系統的影響至關重要,以了解生態系統的各個方面如何影響結果,從而為生態系統的改善工作提供信息。
Given learner-centered ecosystems are intricate arrangements, there is much to comprehend about the pathways through which they influence learner, adult, and community outcomes. Accordingly, investigations exploring these associations may reveal opportunities to strengthen their effectiveness, including intervening at the local, state, or national level via practices or policies. This insight can further catalyze innovation in the design of learner-centered ecosystems, bolstering their capacity to enhance outcomes via practical examples. Relatedly, exploring this focus area is crucial to cultivate a deeper understanding of the most important outcomes that an education system should strive to produce and value. Currently, there are varying views on the purpose of education. Witnessing the types of impact ecosystems can have may help align thinking about the purpose of education in new ways.
考慮到以學習者為中心的生態系統是複雜的安排,對於它們如何影響學習者、成人和社區結果的途徑有很多需要理解的地方。因此,探索這些關聯的研究可能會揭示加強其有效性的機會,包括通過實踐或政策在地方、州或國家層面進行干預。這一見解可以進一步催化以學習者為中心的生態系統設計的創新,增強其通過實際例子提升結果的能力。相關地,探索這一重點領域對於培養對教育系統應該努力產生和重視的最重要結果的更深刻理解至關重要。目前,對教育目的的看法各不相同。目睹生態系統可能產生的影響類型,可能有助於以新的方式對教育目的進行思考的對齊。

Research Approach 研究方法

Education Reimagined is committed to centering equity as a core value in its approach to scientific inquiry. More specifically, Education Reimagined aims to ensure that the methods employed are grounded in several equity-aligned principles 2 2 ^(2){ }^{2} including
教育再造致力於將公平作為其科學探究方法的核心價值。更具體地說,教育再造旨在確保所採用的方法基於幾個與公平對齊的原則,包括

Leveraging strengths-based
利用優勢為基礎

frameworks that acknowledge the sociohistorical context of people’s lived experience, embrace a holistic view of individuals’ lived experiences, and recognize community assets as valuable resources. Example frameworks include Positive Youth Development 3 3 ^(3){ }^{3}, the Integrative Model for the Study of Developmental Competencies in Minority Children 4 4 ^(4){ }^{4}, and the Phenomenological Variant Ecological Systems Theory 5 5 ^(5){ }^{5}.
承認人們生活經驗的社會歷史背景、擁抱個體生活經驗的整體觀,並將社區資源視為寶貴資源的框架。示例框架包括正向青少年發展 3 3 ^(3){ }^{3} 、少數族裔兒童發展能力研究的整合模型 4 4 ^(4){ }^{4} ,以及現象學變異生態系統理論 5 5 ^(5){ }^{5}

Prioritizing collaborative approaches by partnering with involved communities to identify shared learning goals, research questions, research methods, interpretation, and dissemination that are meaningful to them. To this end, Education Reimagined will engage in several key research strategies, such as action research 6 6 ^(6){ }^{6}.
優先考慮與相關社區合作的方法,以確定對他們有意義的共同學習目標、研究問題、研究方法、解釋和傳播。為此,教育再想像將採取幾個關鍵的研究策略,例如行動研究 6 6 ^(6){ }^{6}
Strategies can also involve partnering with learner-centered education sites and emergent learner-centered ecosystems to cultivate new relationships and nurture existing relationships, thereby laying the groundwork for meaningful collaboration.
策略還可以包括與以學習者為中心的教育網站和新興的以學習者為中心的生態系統合作,以培養新關係並培育現有關係,從而為有意義的合作奠定基礎。

Valuing a wide range of evidence that can speak to the context and proposed solutions for transforming public education and is derived from both quantitative (e.g., survey) and qualitative (e.g., community voice and lived experience) data. Education Reimagined utilizes a diverse range of research methods to gain well-informed insights. These research methods may encompass surveys, observations, interviews, focus groups, and case studies.
重視各種證據,這些證據能夠反映公共教育轉型的背景和提議的解決方案,並且來源於定量(例如,調查)和定性(例如,社區聲音和生活經驗)數據。教育再想像運用多樣的研究方法來獲取充分知情的見解。這些研究方法可能包括調查、觀察、訪談、焦點小組和個案研究。
This research agenda offers clarity and a rationale for Education Reimagined’s research priorities. Given these themes and focus areas, the organization welcomes potential research collaborations and partnerships among those with shared learning goals. By highlighting research needs in relation to the learner-centered field and ecosystems, the intention for Education Reimagined’s research undertakings is to impact the transformation of education. As these research endeavors progress, the agenda will evolve to reflect growing understanding and, along with this, inform organizational goals and initiatives.
這項研究議程為教育再想像的研究優先事項提供了清晰的方向和理由。鑑於這些主題和重點領域,該組織歡迎與有共同學習目標的潛在研究合作和夥伴關係。通過突顯與以學習者為中心的領域和生態系統相關的研究需求,教育再想像的研究工作旨在影響教育的轉型。隨著這些研究工作的進展,議程將不斷演變,以反映日益增長的理解,並隨之通知組織的目標和倡議。

Acknowledgements 致謝

Education Reimagined would like to acknowledge Dr. Domonique Edwards, Dr. Khara Schonfeld-Karan, and Dr. Emily Liebtag for their critical role in creating this document, along with the Education Reimagined Advisory Council and our partners who greatly strengthened and enriched this agenda with their valuable questions, insights, and ideas.
教育再造特此感謝德蒙尼克·愛德華茲博士、卡拉·肖恩費爾德-卡蘭博士和艾米莉·利布塔格博士在本文件創建中所扮演的重要角色,以及教育再造諮詢委員會和我們的合作夥伴,他們以寶貴的問題、見解和想法大大加強和豐富了這一議程。

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