Bosch, Morghan E.
Academic environments, such as general education classrooms, have increasingly become important learning environments for children with autism. The purpose of the study was to examine the attitudes of secondary general education and special education teachers toward inclusion of children with autism in general education classrooms. The research…
Johnson, Robin R.; And Others
Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…
Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita
Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…
Dodd, Matthew Robert
General education and Special Education students from three high schools in Rutherford County were sampled to determine the effect on their academic achievement on the Tennessee Biology I Gateway Exam in Inclusion classrooms. Each student's predicted and actual Gateway Exam scores from the academic year 2006--2007 were used to determine the effect the student's classroom had on his academic achievement. Independent variables used in the study were gender, ethnicity, socioeconomic level, grade point average, type of classroom (general or Inclusion), and type student (General Education or Special Education). The statistical tests used in this study were a t-test and a Mann--Whitney U Test. From this study, the effect of the Inclusion classroom on general education students was not significant statistically. Although the Inclusion classroom allows the special education student to succeed in the classroom, the effect on general education students is negligible. This study also provided statistical data that the Inclusion classroom did not improve the special education students' academic performances on the Gateway Exam. Students in a general education classroom with a GPA above 3.000 and those from a household without a low socioeconomic status performed at a statistically different level in this study.
This article examines the common communication practices of deliberation, discussion, delivery, and debate, for their democratizing potential through their greater inclusion in all general education classrooms. It argues that these tools are underutilized outside of communication classrooms but offer numerous benefits to teachers and students…
Vance, Michael J.; Gresham, Frank M.; Dart, Evan H.
This manuscript describes a research project designed to examine the relative effectiveness of a two non-function-based interventions (differential reinforcement of other behavior and self- monitoring) for decreasing problem behavior in a general education classroom for three students whose problem behaviors were hypothesized to be functionally…
Reynolds, Brooke M.; Gast, David L.; Luscre, Deanna
The effectiveness of a self-management intervention on social interaction behaviors was evaluated for students with disabilities and social deficits. Four students enrolled in a general education kindergarten classroom were taught to self-monitor social initiations during nonstructured social time via a digital wrist counter. The number of social…
Arts integration is a topic that has been researched and discussed by music educators and general educators alike. Some feel this is a worthwhile endeavor in both the arts classroom and the general classroom, while others feel that we should be spending what little time we have in the music classroom focusing on music goals. This article will…
Clarke, Laura S.; Haydon, Todd; Bauer, Anne; Epperly, Anna C.
The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement…
Davila, Giovanna Adelia
The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th,…
Chanut Poondej; Thanita Lerdpornkulrat
Researchers have reported empirical evidence that the deep approaches to learning account for significant successful learning. The present study aimed to investigate the relationship between students' motivational goal orientation, their perceptions of the general education classroom learning environment, and deep approaches to learning strategies. Participants (N = 494) were first- and second-year college students enrolled in any of the general education courses in higher education in Thaila...
Useche, Ana Carolina; Sullivan, Amanda L.; Merk, Welmoet; Orobio de Castro, Bram
This study examines the concurrent and longitudinal relationships between reactive and proactive aggression and children's peer status. Participants were 94 Dutch elementary school-aged boys in self-contained special education classrooms for students with emotional/behavioral disorders (EBD) and 47 boys with no disabilities in general education…
Reid, Scott A.
The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course ("J. Chem. Educ.," 2016, 93, 13-23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while…
Federal mandates require teachers to implement evidence-based strategies in their classrooms; however, due to gaps between research and practice, these evidence-based practices are inconsistently implemented across educational settings. Although intended to address this, teacher professional developments are most commonly delivered in a…
Reddy, Linda A; Fabiano, Gregory A; Jimerson, Shane R
Progress monitoring is a type of formative assessment. Most work on progress monitoring in elementary school settings has been focused on students. However, teachers also can benefit from frequent evaluations. Research addressing teacher progress monitoring is critically important given the recent national focus on teacher evaluation and effectiveness. This special topic section of School Psychology Quarterly is the first to showcase the current research on measuring Tier 1 instructional and behavioral management practices used by prekindergarten and elementary school teachers in general education settings. The three studies included in the special section describe the development and validation efforts of several teacher observational and self-report measures of instruction and/or behavioral management. These studies provide evidence for the utility of such assessments for documenting the use of classroom practices, and these assessment results may be leveraged in innovative coaching models to promote best practice. These articles also offer insight and ideas for the next generation of teacher practice assessment for the field. Finally, the special topic is capped by a commentary synthesizing the current work and offers "big ideas" for future measurement development, policy, and professional development initiatives. PsycINFO Database Record (c) 2013 APA, all rights reserved.
Sermier Dessemontet, Rachel; Bless, Gérard
This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year. No significant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.
Cooper, Justin T.; Whitney, Todd; Lingo, Amy S.
The purpose of the current study was to examine the effects of immediately prompting a general education teacher to increase her rate of Opportunities to Respond (OTR) through bug-in-ear technology on the academic engagement of a first-grade student with emotional and behavior disorders (EBD) and attention deficit hyperactivity disorder (ADHD). In…
This article analyzes the findings of a pilot project conducted in 2008-2009 as a partnership between University Studies, Portland State University's interdisciplinary general education program, and the University's Russian Flagship Language Partner Program. The project proposes a new approach of integrating non-English speakers' language skills,…
Sigee, Alicia D.
This qualitative phenomenological research study investigated the experiences of teachers' in the general education classroom with students with emotional behavior disorders. The five questions that guided the research examined teacher's use of strategies, administration support, and need the training to educate students with emotional behavioral…
Childers, Jeri L.; Berner, R. Thomas
Examines the issues in a case study surrounding the integration of videoconferencing and Web-based instruction to bring the literature of journalism to life for undergraduate students. Sets forth examples of principles and practices for successful integration of distance education and general education. Also describes the students' reactions in…
Watson, T.; Dufrene, Brad; Weaver, Adam; Butler, Tonya; Meeks, Caroline
The purpose of this study was to determine if specific classroom antecedents were associated with motor and vocal tics in two males diagnosed with Tourette's syndrome. A functional assessment consisting of teacher and student interviews, direct observations, brief functional analysis, and confirmatory naturalistic observations indicated that…
Abril, Carlos R.
This article seeks to characterize culturally responsive teaching; consider how it differs from other pedagogical approaches in music education informed by culture, such as multicultural music education; and offer ideas for making the general music classroom more culturally responsive.
Falkenberg, Carol Ann; Barbetta, Patricia M.
This study used a multiple baseline design across subjects to investigate the effects of a self-monitoring package on the math and spelling homework completion and accuracy rates of four fourth-grade students (two boys and two girls) with disabilities in an inclusive general education classroom. Throughout baseline and intervention, participants…
Useche, Ana Carolina; Sullivan, Amanda L.; Merk, Welmoet; Orobio de Castro, Bram
This study examines the concurrent and longitudinal relationships between reactive and proactive aggression and children's peer status. Participants were 94 Dutch elementary school-aged boys in self-contained special education classrooms for students with emotional/behavioral disorders (EBD) and 47
American schools have great secondary performance programs, and many of these programs do wonderful things with jazz education. As wonderful as these programs are, only a small percentage of secondary school students join them, and usually the percentage of students participating in the jazz components of these programs is even smaller. As many…
Shernof, David J; Ruzek, Erik A; Sannella, Alexander J; Schorr, Roberta Y; Sanchez-Wall, Lina; Bressler, Denise M
The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students ( N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had
Shernof, David J.; Ruzek, Erik A.; Sannella, Alexander J.; Schorr, Roberta Y.; Sanchez-Wall, Lina; Bressler, Denise M.
The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a
David J. Shernof
Full Text Available The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407 in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor, specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM demonstrated that sitting in the front of the classroom (compared to the sitting in the back, taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which
Logan, Kent R.; Hansen, Carol D.; Nieminen, Paul K.; Wright, E. Heath
A study involving 24 elementary teachers found they were not using Student Support Teams (SST) as designed. Teachers believed the primary purpose of SST was to test and place students into special education, referred students with whom they had not been successful, and believed there was a covert evaluation process. (Contains references.)…
Eisenman, Gordon; Edwards, Susan; Cushman, Carey Anne
Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher…
Swanson, Ronald G.; Smith, William S.
Described are two instruments used in a workshop designed to help teachers clarify their own beliefs about education and to shape their classroom behavior accordingly. The Student-Content Inventory concerns styles of student-teacher interaction and the Educational Theory Inventory correlates the respondent's beliefs to major educational theories.…
Moran, Kristen; Milsom, Amy
The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped…
Odongo, George; Davidson, Roseanna
The philosophy of inclusive education aims at enabling all children to learn in the regular education classrooms. It is widely believed that the successful implementation of any inclusive policy is largely influenced by teachers being positive about the expectations. Grounded in Positioning Theory, this study was conducted to examine the attitude,…
Nicholson, Walter; Westhoff, Frank
General equilibrium models now play important roles in many fields of economics including tax policy, environmental regulation, international trade, and economic development. The intermediate microeconomics classroom has not kept pace with these trends, however. Microeconomics textbooks primarily focus on the insights that can be drawn from the…
St. John, Michael M.; Babo, Gerard
This study examined the influence of placement in a co-taught inclusive classroom on the academic achievement of general education students in grades 6-8 in a suburban New York school district on the 2014 New York State ELA and Mathematics Assessments. Propensity Score Matching (PSM) was utilized for sample selection in order to simulate a more…
Wilson, Valerie A.
Since the inception of the Individuals with Disabilities Education Improvement Act, educators have struggled with including students with disabilities in the general education classroom with their nondisabled peers. The inclusion educational model was utilized in this study to explore secondary teachers' attitudes toward inclusive educational…
Novak, Ashley D.; Bartelheim, Frederick J.
Schools are becoming more inclusive and more students with special needs are accessing general education classrooms than ever. This action research study investigated general education students changing perceptions of students with special needs through the use of various interventions (e.g., classroom discussions, organized games, buddy reads,…
Anderson, David W.
This paper contributes to a Christian hermeneutic of special education by suggesting the biblical concept of hospitality as a necessary characteristic of classroom and school environments in which students with disabilities and other marginalized students can be effectively incorporated into the body of the classroom. Christian hospitality, seen…
Ballard, Sarah L.; Dymond, Stacy K.
This systematic literature review examined research on stakeholders' beliefs about addressing the general education curriculum in general education classrooms with students with severe disabilities (SD). The investigation was limited to studies published in peer-reviewed journals between 1997 and 2015. Ten articles were identified and then…
Dunham, Trey; Wells, John; White, Karissa
Describes a problem scenario involving photobioreactors and presents materials and resources, student project activities, and teaching and evaluation methods for use in the technology education classroom. (Contains 14 references.) (SK)
Gruenhagen, Lisa M.; Whitcomb, Rachel
Despite historic and ongoing support for the inclusion of improvisation in the elementary general music curriculum, music educators consistently report challenges with implementation of improvisational activities in their classes. This study was designed to examine (a) the extent to which improvisational activities were occurring in the…
Koops, Lisa Huisman; Keppen, Heidi
Enjoyment is an important but often overlooked element in the music classroom. In this article, we review research literature related to enjoyment in musical interactions and discuss the role of enjoyment in the general music classroom. Drawing on research literature, our experience as general music teachers, and our research on enjoyment during…
Smith, J. Dominic
The idea of ''flipping the classroom'' to make class time more engaging and student-centred has gained ground in recent years. The lecture portion of General Chemistry I and General Chemistry II courses were pushed outside the classroom using pre-recording technology and streaming delivery of content, in order to make in-class time more…
After reviewing definitions of general education and statements regarding its importance found in the literature, this paper presents observations to be considered in updating or developing general education programs. It is observed that many disciplines have developed excessive departmentalization; that administrators tend to view general…
United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.
Presentations and other materials are provided from the Asia and the Pacific Programme of Educational Innovation for Development (APEID) Planning and Review Meeting on Work as an Integral Part of General Education. The focus is on how education, through an orientation to work, could help to decrease the gravity of the problems of population…
Koff, Susan R.
Dance Education and Music Education are not the same, but are often considered together as Arts Education along with Theatre Education and Art Education. The history of Dance Education as a discipline is much shorter than Music Education, so Dance Education often looks to music education for leadership as well as scholarship. Remixing the…
Hug, William E.; King, James E.
This chapter discusses General Systems Theory as it applies to education, classrooms, innovations, and instructional design. The principles of equifinality, open and closed systems, the individual as the key system, hierarchical structures, optimization, stability, cooperation, and competition are discussed, and their relationship to instructional…
Read, Andrew F.
General education must develop in students an appreciation of the power of science, how it works, why it is an effective knowledge generation tool, and what it can deliver. Knowing what science has discovered is desirable but less important.
Improvisation, the third content standard for the National Standards for Music Education (Music Educators National Conference, 1994), has received less attention from music teachers. This article advocates for more improvisation specifically free improvisation in general music classrooms. The nature of free improvisation, and its evolution in the…
Scott, Terrance M.; Alter, Peter J.
This article is a review of functional behavior assessment studies in general education setting for students with emotional and behavioral disorders. The studies were assessed in accordance with published standards for evidence-based practices. Overall, few studies met criteria for inclusion in this review and even fewer studies included all three…
Polemer M. Cuarto
Full Text Available Classroom climate has gained prominence as recent studies revealed its potentials as an effective mediator in the various motivational factors as well as an antecedent of academic performance outcome of the students. This descriptive-correlational study determined the level of classroom climate dimensions among teacher education students specializing in Mathematics at Mindoro State College of Agriculture and Technology. Employing a self-structured questionnaire adapted to the WIHIC (What Is Happening In this Class questionnaire, the surveyed data were treated statistically using Pearson’s r. Result showed that there was high level of classroom climate among the respondents in their Mathematics classes in both teacher-directed and student-directed dimensions specifically in terms of equity, teacher support, cohesiveness, involvement, responsibility and task orientation. Also, it revealed that equity and teacher support were both positively related to the students-directed classroom climate dimensions. With these results, teachers are seen to be very significant determinants of the climate in the classroom. Relevant to this, the study recommended that faculty should develop effective measures to enhance classroom climate dimensions such as equity and teacher support to address the needs of diverse studentsdespite large size classes. Moreover, faculty should provide greater opportunitiesfor the students to achieve higher level of responsibility, involvement, cohesiveness, and task orientation as these could motivate them to develop positive learning attitude, perform to the best of their ability, as well as maximize their full potential in school.
As advanced technology increasingly infiltrated into classroom, the flipped classroom has come to light in secondary educational settings. The flipped classroom is a new instructional approach that intends to flip the traditional teacher-centered classroom into student centered. The purpose of this research is to investigate the impact of the…
Young, Carl A., Ed.; Moran, Clarice M., Ed.
The flipped classroom method, particularly when used with digital video, has recently attracted many supporters within the education field. Now more than ever, language arts educators can benefit tremendously from incorporating flipped classroom techniques into their curriculum. "Applying the Flipped Classroom Model to English Language Arts…
Harle, E.J.; Van Natta, D.; Powell, M.L.
The Yucca Mountain Site Characterization Project (YMP) sponsors a variety of classroom-oriented projects and activities for teachers who request them. Also available, though, are extra-curricular programs. One notably successful program is a workshop designed to award girl and boy scouts with geology and atomic energy merit badges. There was a tremendous response to this workshop--it attracted 450 requests within the first week of its announcement. Since October 1991, the YMP has sponsored five such girl scout workshops and four boy scout workshops, attended by a total of 400 scouts. These workshops demonstrate that highly technical subjects can be taught simply through hands-on activities. The idea behind them is not to teach scouts what to think but, rather, how to think. For adults meanwhile, the YMP offers a monthly lecture series, with each lecture averaging 45 minutes in length with 35 people in attendance. These lectures center on such subjects as volcanoes, earthquakes and hydrology. They are usually delivered by YMP technical staff members, who have learned that complex technical issues are best addressed in a small-group format
Wang, Yan; Mu, Guanglun Michael; Wang, Zhiqing; Deng, Meng; Cheng, Li; Wang, Hongxia
Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is…
Kang, Sangmi; Yoo, Hyesoo
This article introduces "samulnori" (Korean percussion ensemble), its cultural background, and instructional methods as parts of a classroom approach to teaching upper-level general music. We introduce five of eight sections from "youngnam nong-ak" (a style of samulnori) as a repertoire for teaching Korean percussion music to…
Cardany, Audrey Berger
In Geoff Edgers's biography of the Beatles, "Who Were the Beatles?", young readers learn of John Lennon, Paul McCartney, Ringo Starr, and George Harrison's youth and growth as musicians, the band's formation, and their contributions to music in popular culture. "General Music Today" columnist, Cardany provides music teachers with related music…
Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina
Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students' perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students' emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students' perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.
Fabes, Richard A; Martin, Carol Lynn; Hanish, Laura D; DeLay, Dawn
Despite the fact that most boys and girls are in classrooms together, there is considerable variation in the degree to which their classrooms reflect gender integration (GI). In some classrooms, boys' and girls' relationships with each other are generally positive and harmonious. However, in other classes, students tend to only work with classmates of the same gender (i.e., gender segregation, GS), and cross-gender interactions seldom occur or, when they do, they may not be positive. As such, the coeducational context of schools provides no assurance that boys and girls work effectively together to learn, solve academic problems, and support one another in their academic efforts. The purpose of this perspective paper is to call attention to the importance of studying and understanding the role of GI in contemporary U.S. coeducational classrooms. Some of the costs associated with the failure to consider GI also are identified, as are implications for future research and educational practice. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Okpareke, Alicia Wyche; Salisbury, Christine L.
This study deepens the field's understanding about factors that contribute to positive social engagement between students without disabilities and their peers with mild disabilities in general education classrooms. A sample of 68 seventh grade students with and without disabilities was drawn from general education classrooms in a suburban, Midwest…
"Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...
Lopez, Omar S.
This article advances a theory of educational productivity based on a paradigm of classroom diversification that defines a strategic view of the education production process. The paradigm's underlying premise is that classroom student performance, and the instructional interactions that produce such outcomes, depend on economies derived from the…
Dynia, Jaclyn M.; Justice, Laura M.
This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…
Diego Fernando Macías
Full Text Available This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.
McLennan, Deanna Marie Pecaski
This article discusses why educators might consider writing and submitting papers for consideration of publication in professional journals and magazines. A general overview of teachers' challenges to the writing process and corresponding responses is provided.
Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…
Wong, Marina Wai-yee; Chik, Maria Pik-yuk
An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact--the education reform policy entitled…
Riddell, Jeff; Jhun, Paul; Fung, Cha-Chi; Comes, James; Sawtelle, Stacy; Tabatabai, Ramin; Joseph, Daniel; Shoenberger, Jan; Chen, Esther; Fee, Christopher; Swadron, Stuart P
The flipped classroom model for didactic education has recently gained popularity in medical education; however, there is a paucity of performance data showing its effectiveness for knowledge gain in graduate medical education. We assessed whether a flipped classroom module improves knowledge gain compared with a standard lecture. We conducted a randomized crossover study in 3 emergency medicine residency programs. Participants were randomized to receive a 50-minute lecture from an expert educator on one subject and a flipped classroom module on the other. The flipped classroom included a 20-minute at-home video and 30 minutes of in-class case discussion. The 2 subjects addressed were headache and acute low back pain. A pretest, immediate posttest, and 90-day retention test were given for each subject. Of 82 eligible residents, 73 completed both modules. For the low back pain module, mean test scores were not significantly different between the lecture and flipped classroom formats. For the headache module, there were significant differences in performance for a given test date between the flipped classroom and the lecture format. However, differences between groups were less than 1 of 10 examination items, making it difficult to assign educational importance to the differences. In this crossover study comparing a single flipped classroom module with a standard lecture, we found mixed statistical results for performance measured by multiple-choice questions. As the differences were small, the flipped classroom and lecture were essentially equivalent.
Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T
The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Macías, Diego Fernando
This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of…
Gaihre, Santosh; Semple, Sean; Miller, Janice; Fielding, Shona; Turner, Steve
Background: We tested the hypothesis that classroom carbon dioxide (CO[subscript 2]) concentration is inversely related to child school attendance and educational attainment. Methods: Concentrations of CO[subscript 2] were measured over a 3-5?day period in 60 naturally ventilated classrooms of primary school children in Scotland. Concentrations of…
The notion of the flipped classroom has been received much attention in the literature as it may increase learning outcomes and learning effectiveness elementary and secondary education as well as university learning. In the author's class on international finance (economics) features a blended flipped classroom and lecture; questionnaires were…
Rabidoux, Salena; Rottmann, Amy
Flipped classrooms are often utilized in PK-12 classrooms; however, there is also a growing trend of flipped classrooms in higher education. This paper presents the benefits and limitations of implementing flipped classrooms in higher education as well as resources for integrating a flipped classroom design to instruction. The various technology…
Samir Dukmak is an assistant professor in the Department of Special Education in the Faculty of Education at the United Arab Emirates University. The research reported in this article investigated the frequency, types of and reasons for student-initiated interactions in both regular and special education classrooms in the United Arab Emirates…
Christensen, Mette Vedsgaard
Knowledge about classroom management is crucial for both teachers’ and students’ well-being and educational success. Studies have indicated that teaching and learning cannot take place effectively in poorly managed classrooms (Jones & Jones, 2012; Marzano, Marzano & Pickering, 2003), and research...... classroom management strategies and teacher-student relations, and by adjusting and applying insights from theory in pedagogical practice, we have introduced new ways of managing learning environments....... unanimously concludes that the competence to establish and maintain good teacher-student relations is a central teacher competence (Nordenbo et al., 2008;Cornelius Whiite, 2007; Mitchell, 2008; Hattie, 2009).This paper presents the findings from recent research and development projects concerning classroom...
Usage of technology in educational settings is becoming a standard for 21st century's learners. Flipped classroom presents an entirely new learning environment based on technology for students, thus requiring different research for establishing effective learning and teaching. This paper aimed to explore usability of flipped classroom in higher…
Shani, Michal; Hebel, Orly
Implementing inclusive education is one of the major challenges facing the educational system. One of the main difficulties in implementing inclusive education is that general education teachers receive insufficient training to work in complex teaching contexts and to respond to the unique needs of all the pupils in their classroom. The objective…
Ryve, Andreas; Nilsson, Per; Mason, John
Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…
Parsons, Lynn D.; Miller, Heather; Deris, Aaron R.
The rise in the number of students with an autism spectrum disorder (ASD) diagnosis combined with the educational trend toward inclusion for students with disabilities has led to an unprecedented number of these students placed in general education classrooms. General educators require appropriate training if these children are to be successful.…
van der Veen, Chiel
In the majority of classrooms, the interaction among teachers and children can still be characterized as being predominantly monologic in nature. Classroom conversations are overly teacher-steered, and mainly focused on the recitation of factual knowledge. This gives children only few opportunities
Fisher, Charles, Ed.; Dwyer, David C., Ed.; Yocam, Keith, Ed.
This volume examines learning in the age of technology, describes changing practices in technology-rich classrooms, and proposes new ways to support teachers as they incorporate technology into their work. It commemorates the eleventh anniversary of the Apple Classrooms of Tomorrow (ACOT) Project, when Apple Computer, Inc., in partnership with a…
Western Sussex Hospitals National Health Service (NHS) Trust comprises the District General Hospitals of Worthing and Chichester. Both hospitals have successful postgraduate medical education centres, providing training for junior doctors and continuing professional development for senior doctors. Until now, there have been limited multi-professional teaching and learning activities available. The two hospitals have recently merged. The education executive felt that workplace learning had become undervalued since the implementation of Modernising Medical Careers in the UK. The executive wanted to provide a multi-professional conference on Workplace Learning, both to support the merger and to promote the value of workplace and multi-professional learning. The conference topic covering the 'how' of workplace learning was innovative. Many educational conferences concentrate on the organisation and evaluation of classroom learning, rather than on how learning can be facilitated in the workplace during ordinary working practice. It was also innovative to ensure that the presenters were representative of the multi-professional workforce. The presentations were limited to 8 minutes each to promote high-impact short presentations. The talks were recorded for publishing on the trust's intranet and the internet. A committed team in a district general hospital can provide a high-quality educational conference with wide appeal. Local health care professionals can produce short high-impact presentations. The use of modern information technology and audio-visual systems can make the presentations available to both local and worldwide audiences. © Blackwell Publishing Ltd 2011.
Akpan, Sylvester J.; Etim, Paulinus J.; Udom, Stella Ogechi
The virtual classroom and distance education have created new teaching pedagogy. This study was carried out to investigate Virtual Classroom Instruction on Academic Performance of Educational Technology Students in Distance Education, Enugu State. The population for this study was limited to the Students in National Open University, Enugu study…
Nthathakane, Malefu Christina
This study investigated how Basotho high school biology students responded to a multicultural science education (MCSE) approach. Students' home language---Sesotho---and cultural experiences were integrated into the teaching of a unit on alcohol, tobacco and other drugs (ATOD) abuse. The focus was on students whose cultural background is African and who are English second language users. The study was conducted in three high school biology classrooms in Lesotho where the ATOD unit was taught using MCSE. A fourth biology classroom was observed for comparison purposes. In this classroom the regular biology teacher taught ATOD using typical instructional strategies. The study was framed by the general question: How does a multicultural science education approach affect Basotho high school biology students? More specifically: How does the use of Sesotho (or code-switching between Sesotho and English) and integration of Basotho students' cultural knowledge and experiences with respect to ATOD affect students' learning? In particular how does the approach affect students' participation and academic performance? A qualitative research method was used in this study. Data were drawn from a number of different sources and analyzed inductively. The data sources included field-notes, transcripts of ATOD lessons, research assistant lesson observation notes and interviews, regular biology teachers' interviews and notes from observing a few of their lessons, students' interviews and pre and posttest scripts, and other school documents that recorded students' performance throughout the year. Using the students' home language---Sesotho---was beneficial in that it enabled them to share ideas, communicate better and understand each other, the teacher and the material that was taught. Integrating students' cultural and everyday experiences was beneficial because it enabled students to anchor the new ATOD ideas in what was familiar and helped them find the relevance of the unit by
Dopico, Eduardo; Garcia-Vazquez, Eva
In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic…
Julia Eka Rini
Full Text Available This article will give examples of what teachers of second language can do to implement global education, especially peace and environmental education in the classrooms in university level. This is an attempt to give a new meaning to the same materials used in the classrooms. Besides enabling the students to acquire and use a second language, teachers can make the students aware of the importance of environment. Moreover, teachers can initiate to spread peace in the small world of a classroom and a chain reaction is expected to happen from this small world to the bigger world outside the classroom. The skill and content courses used as examples here are taken from the ones used at English Department at Petra Christian University.
Full Text Available This study used reflective practitioner methodology to investigate how to improve the quality of statistical education. During the study, this methodology, curricula, pedagogical practices, assessment and a framework for learning to learn statistics were all developed as means of improving the quality of statistical education. Also documented was the move from being a classroom teacher of statistics to a teacher who is developing learning resources for online delivery to students. For a classroom teacher, flexible delivery has meant drawing on the sights, sounds, movement, quiet and live shows. By contrast, the online teacher feels the constraints of translating activity based programs to technologically based programs. As more students have chosen to rely on online materials rather than classroom activities, the focus of improving quality has been extended to the enrichment of online resources, so that the learning experience is not second to that of the classroom.
This study was performed to investigate the effects of live virtual classroom on students' achievement and to determine students' opinions about the live virtual physics classroom at distance learning. 63 second-year Distance Computer Education & Instructional Technology students enrolled in this study. At the live virtual physics classroom,…
McLaughlin, Dorcas E; Freed, Patricia E; Tadych, Rita A
Nursing education recognizes the need for a framework of experiential learning that supports the development of professional roles. Action methods, originated by Jacob L. Moreno (1953), can be readily adapted to any nursing classroom to create the conditions under which students learn and practice professional nursing roles. While nurse faculty can learn to use action methods, they may not fully comprehend their theoretical underpinnings or may believe they are only used in therapy. This article explores Moreno's ideas related to psychodrama and sociodrama applied in classroom settings, and presents many examples and tips for classroom teachers who wish to incorporate action methods into their classes.
Today's competitive environment in post-secondary education requires universities to demonstrate the quality of their programs in order to attract financing, and student and academic talent. Despite significant efforts devoted to improving the quality of higher education, systematic, continuous performance measurement and management still have not reached the level where educational outputs and outcomes are actually produced---the classroom. An engineering classroom is a complex environment in which educational inputs are transformed by educational processes into educational outputs and outcomes. By treating a classroom as a system, one can apply tools such as Structural Equation Modeling, Statistical Process Control, and System Dynamics in order to discover cause-and-effect relationships among the classroom variables, control the classroom processes, and evaluate the effect of changes to the course organization, content, and delivery, on educational processes and outcomes. Quality improvement is best achieved through the continuous, systematic application of efforts and resources. Improving classroom processes and outcomes is an iterative process that starts with identifying opportunities for improvement, designing the action plan, implementing the changes, and evaluating their effects. Once the desired objectives are achieved, the quality improvement cycle may start again. The goal of this research was to improve the educational processes and outcomes in an undergraduate engineering management course taught at the University of Alberta. The author was involved with the course, first, as a teaching assistant, and, then, as a primary instructor. The data collected from the course over four years were used to create, first, a static and, then, a dynamic model of a classroom system. By using model output and qualitative feedback from students, changes to the course organization and content were introduced. These changes led to a lower perceived course workload and
The article identifies international cases--from the United States, Europe, and the United Nations--of an emergent interface of religion, education, and security. This is manifest in the uses of religion in education to counter religious extremism, the notional "counter terrorist classroom." To avoid an over-association of extremism with…
Acuff, Joni Boyd
Art educators continuously struggle to understand what multiculturalism "looks like" in the art classroom. This has resulted in multicultural art education becoming superficial, in which art teachers guide students through art projects like creating African masks, Native American dream catchers, Aboriginal totems, and sand paintings, all…
Damen, G.W.J.A.; Oever-Goltstein, M.H. van den; Langereis, M.C.; Chute, P.M.; Mylanus, E.A.M.
OBJECTIVES: We compared classroom performance of children with a cochlear implant (CI) with that of their normal-hearing peers in mainstream education. METHODS: Thirty-two CI children in mainstream education, congenitally or prelingually deaf, participated in this study, as did 37 hearing
This article gives an overview of the problems facing the educational front in South Africa in this regard and discusses three instruments that have been developed during the last eighteen months to empower teachers to meet the needs of all learners in their classrooms. (South African Journal of Education: 2001 21(4): ...
Moyer, Sonja S.
Change in education is not going away; instead, it seems to be increasing exponentially. Technology has been the catalyst, and the changes with the greatest impact on education are the location and size of the classroom. The challenges associated with these changes involve working with students from potentially an unlimited number of countries and…
McKenzie, Emily; Tapps, Tyler; Fink, Kevin; Symonds, Matthew L.
The purpose of this article is to provide physical education teachers with the tools to develop and implement challenge course-like activities in their physical education classes. The article also covers environmental considerations for teachers who have the desire to create a challenge-based classroom setting in order to reach a wider and more…
Bender, William N.
This book provides classroom-proven strategies designed to empower the teacher to target instructional modifications to the content, process, and products for students with learning disabilities in the general and special education classrooms. Chapter 1 presents the concept of differentiated instruction and how that concept translates into…
Gönül Tekkurşun Demir
Full Text Available Aim: It is aimed to determine the attitudes of the 2nd, 3rd, and 4th grade classroom teacher candidates towards the physical education lesson according to various variables. Material and Methods: For the current study, the screening method, one of the quantitative research models, was used. The research consists of 2nd, 3rd, and 4th grade, totally164 university students, 106 (%64,6 females, 58 (%35,4 males, attending Uşak University, Classroom Teaching Program in 2016-2017 academic year. The first-grade students were not included in this research, because the physical education and play teaching lessons are given to classroom student candidates in the second-grade at Uşak University, Classroom Teaching Program. “Personal information form" and “Physical Education Lesson Attitude Scale for Classroom Teacher Candidates" were used as data collection tools. Before analysis, the data were evaluated using the values of Skewness and Skewness (normal distribution of the data and Levene (equality of variance tests. In the analysis of the data; frequency, arithmetic mean, standard deviation; t-test, ANOVA and Pearson Correlation test were used. Results: When examined the total score of the teacher candidates obtained from Physical Education Lesson Attitude Scale for Classroom Teacher Candidates and age variable by the Pearson Moment Correlation analysis, it was found that there was a statistically significant negative relationship between the received scores at low level. It was determined that the attitudes of the classroom teacher candidates towards the physical education lessons did not show any significant difference according to the gender variable, but there was a significant difference when examined their class levels. While no significant difference was found in the attitudes of the classroom teacher candidates, who played and did not play sports in their past life, towards physical education lessons, no significant difference was found
Gonzalo Llanos García
Full Text Available In the last years, the educational stage in Spain has been characterized by an evident transformation with regards to the methodology to apply in classrooms of the different educational stages. The lack of motivation largely of the students invites to restructure an educational system anchored in the time. There is a need to adapt the contents and the methods of transmission, following the new reality that surrounds to the students of the present. In this sense, the information and communications technology (ICT, aims to be an instrument of transmission and engine of change towards new bridges of learning. In particular, the flipped classroom model consists of inverting the way of explaining the educational contents that transform the figure of the teacher and the student. This work proposes a methodology to implement the flipped classroom model in the area of elementary education. In this way, the education and the ICT are merged in transforming the classroom in an environment that incites to be creative, to enhance collaborative working practices, to establish discussion, and to encourage to think about.
Children often spontaneously yet purposefully sing songs or create rhythms outside the formal classroom setting to reflect the ways in which they naturally engage with music. Researchers have studied these informal music learning practices to incorporate these experiences into the classroom to offer lessons that are engaging and better reflective…
Brown, Megan C.; Bywater, Kathleen
The purpose of this report is to explore the issue of professionalism of adult education ESL educators and uncover any inequities. The arc of this exploration describes the history of adult education, the current state of adult education ESL professionals, and the direction in which ESL adult educators appear to be heading. The results illustrate…
Rabinsky, Rebecca J
A qualitative case study using the deaf and hard of hearing (D/HH) push-in model was conducted on the perceptions of 3 itinerant deaf educators and 3 general educators working in 1 school district. Participants worked in pairs of 1 deaf educator and 1 general educator at 3 elementary schools. Open-ended research questions guided the study, which was concerned with teachers' perceptions of the model in general and with the model's advantages, disadvantages, and effectiveness. Data collected from observations, one-to-one interviews, and a focus group interview enabled the investigator to uncover 4 themes: Participants (a) had an overall positive experience, (b) viewed general education immersion as an advantage, (c) considered high noise levels a disadvantage, and (d) believed the effectiveness of the push-in model was dependent on several factors, in particular, the needs of the student and the nature of the general education classroom environment.
Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge
In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…
Smith, Peter J.
This research was designed to assess whether teachers and trainers of vocational learners noted and valued differences in individual learning preferences and, if so, how those differences were observed in natural classroom, workshop or other formal learning settings. Data were collected from six vocational education and training (VET) learning…
van Schagen, I; Rothengatter, J.A.
This study compares the effectiveness of different approaches to training complex cognitive and psychomotor skills within the framework of road safety education for primary school children. A method involving roadside behavioral training, a classroom instruction method and a method combining these
The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in…
This report summarizes recommendations from NCTM, NRC, CCSSM, NMAP, and IES to guide early numeracy instruction for elementary age students in general and special education classroom settings. We highlight common threads among general and special education research recommendations and provide a numeracy intervention curriculum model connecting…
Walters, Beth Jolene
The purpose of this phenomenological study was to understand how general education teachers perceive their experiences working with students in their classrooms who have been diagnosed with autism. The study addressed the following research question: How do secondary school general educators perceive their experiences working with students in…
Edmonds, Christopher L.
One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture…
Choe, Erika; Seong, Myeong-Hee
Research has proven the effectiveness of Flipped Classrooms (FC) for a variety of settings. However, more exploration needs to be done in regards to how FC can be used effectively in foreign language classrooms. The purpose of this study was to 1) explore student perceptions of FC in a Korean university general English course and 2) provide…
Rothgangel, Martin; Saup, Judith
Grounded theory is one of the most common qualitative research strategies in social sciences. Currently, many applications of this theory are being developed for religious education. In the article it is argued that grounded theory deserves special attention for classroom research in religious education. For this reason, the basic features (fundamental openness and concurrence of data collection and analysis; constant comparison and asking analytical questions) as well as the coding strategie...
Dreschel, T. W.; Lichtenberger, L. A.; Chetirkin, P. V.; Garner, L. C.; Barfus, J. R.; Nazarenko, V. I.
With the development of the International Space Station and the need for international collaboration for returning to the moon and developing a mission to Mars, NASA has embarked on developing international educational programs related to space exploration. In addition, with the explosion of educational technology, linking students on a global basis is more easily accomplished. This technology is bringing national and international issues into the classroom, including global environmental issues, the global marketplace, and global collaboration in space. We present the successes and lessons learned concerning international educational and public outreach programs that we have been involved in for NASA as well as the importance of sustaining these international peer collaborative programs for the future generations. These programs will undoubtedly be critical in enhancing the classroom environment and will affect the achievements in and attitudes towards science, technology, engineering and mathematics.
Karl K Szpunar
Full Text Available In recent years, cognitive and educational psychologists have become interested in applying principles of cognitive psychology to education. Here, we discuss the importance of understanding the nature and occurrence of mind wandering in the context of classroom and online lectures. In reviewing the relevant literature, we begin by considering early studies that provide important clues about student attentiveness via dependent measures such as physical markers of inattention, note taking, and retention. We then provide a broad overview of studies that have directly measured mind wandering in the classroom and online learning environments. Finally, we conclude by discussing interventions that might be effective at curbing the occurrence of mind wandering in educational settings, and consider various avenues of future research that we believe can shed light on this well-known but little studied phenomenon.
Cai, Ming; Cao, Xia; Fang, Xiao; Wang, Xu-dong; Zhang, Li-li; Zheng, Jia-wei; Shen, Guo-fang
Flipped classroom is a new teaching model which is different from the traditional teaching method. The history and characteristics of flipped classroom teaching model were introduced in this paper. A discussion on how to establish flipped classroom teaching protocol in oral and maxillofacial surgery education was carried out. Curriculum transformation, construction of education model and possible challenges were analyzed and discussed.
Pressley, Thomas A
Although most educators have their greatest impact in the classroom, the increased need for diverse learning activities has created new opportunities for leadership. Moreover, many Tenure and Promotion Committees are finding that it is no longer sufficient to consider only lecture hours when evaluating a faculty member's contributions to the teaching mission of an institution. Accordingly, the career path for an educator in a college or professional school is evolving. A newly recruited faculty member may start out with traditional classroom responsibilities, but activities other than lecture, such as flipped classrooms, online resources, and peer-to-peer teaching, may be quickly added to the mix. As faculty members gain experience, they often progress to positions of curriculum design or program review within an institution. Similarly, there is a need for administrators who have participated in a variety of learning activities, and schools frequently recruit for these positions from faculty with such exposure. Many senior faculty members leverage this expertise to regional or national levels by authoring textbooks and online materials or serving on advisory boards, review committees, and governance in professional societies and funding agencies. Excelling in these leadership opportunities can have a profound effect on the success of promotion and tenure applications, and they reward a skill set that extends beyond the teaching and organization needed in the classroom. Copyright © 2017 the American Physiological Society.
Ruskovaara, Elena; Pihkala, Timo
Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…
Wohl, Royal E.
Testicular cancer (TC) education is not widespread, though TC is the most common cancer in men ages 15-34 years. Teachers can positively influence young men by providing TC and testicular self-examination (TSE) education in school. The paper describes TC and TSE, discussing strategies for and barriers to implementation of TC/TSE instruction in the…
Brown, Cherylee M.; Packer, Tanya L.; Passmore, Anne
This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical…
The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathemat...
Geraldi, Joana; Thuesen, Christian
Projects abound in society, and turned from an ‘accidental profession’ to an attractive career path (Pinto & Kharbanda, 1995). In this line, engineers and engineering students are increasingly recognizing the criticality of project management to their own profession. The consequence is that we need...... to educate an increasing number of students in project management. At the Technical University of Denmark (DTU) - one of the leading engineering universities in Scandinavia - the number of students taking our courses has increased organically from 150 to over 300 in the last 5 years - a number...... to change education of project engineers at DTU with the vision to educate large number of students and enable them to reflect and experience how to DO projects, as oppose to teaching normative tools and techniques. This hands-on section will facilitate discussion about practices to encourage...
Crutchfield, Nina; Ritz, Rudy; Burris, Scott
The purpose of this study was to identify and describe factors that are related to agricultural educator career retention and to explore the relationships between work engagement, work-life balance, occupational commitment, and personal and career factors as related to the decision to remain in the teaching profession. The target population for…
Full Text Available The role of general and special educators in implementing the Individualized Education Program (IEP is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results indicated that the majority of general and special education teachers are reading their students’ IEPs in a fairly timely manner and that they find them moderately useful in planning instruction. Results also suggested that teachers relied heavily on grades to document attainment of IEP goals and that teachers felt that the IEPs themselves could be improved if they were shorter with student-specific, critical information that was more relevant to classroom instruction.
Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.
This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…
Geraldi, Joana; Thuesen, Christian
Projects abound in society, and turned from an ‘accidental profession’ to an attractive career path (Pinto & Kharbanda, 1995). In this line, engineers and engineering students are increasingly recognizing the criticality of project management to their own profession. The consequence is that we need to educate an increasing number of students in project management. At the Technical University of Denmark (DTU) - one of the leading engineering universities in Scandinavia - the number of stud...
Bottge, Brian A.; Heinrichs, Mary; Mehta, Zara Dee; Rueda, Enrique; Hung, Ya-Hui; Danneker, Jeanne
This study compared two approaches for teaching sixth-grade middle school students to solve math problems in math, technology education, and special education classrooms. A total of 17 students with disabilities and 76 students without disabilities were taught using either enhanced anchored instruction (EAI) or text-based instruction coupled with…
Stamey, Sherrill Dean, II.
The pervasiveness of Internet technology in the educational environment of the United States has altered the way educators present information in the classroom. The schools of Northern Virginia, located in several of the financially wealthiest suburbs of the United States, provide a technologically advanced school system to explore Internet…
Cooper, Justin T.; Gage, Nicholas A.; Alter, Peter J.; LaPolla, Stefanie; MacSuga-Gage, Ashley S.; Scott, Terrance M.
A survey study of 248 educators in four states was conducted to identify respondents' formal training, use, and perceived effectiveness of 37 evidence-based classroom management practices within four general categories: (a) antecedent-based, (b) instructionally based, (c) consequence-based, and (d) self-management. Results indicated that, on…
Howell, C. D.
The Department of Energy (DOE) has a clear goal of joining all climate and energy agencies in the task of taking climate and energy research and development to communities across the nation and throughout the world. Only as information on climate and energy education is shared with the nation and world do research labs begin to understand the massive outreach work yet to be accomplished. The work at hand is to encourage and ensure the climate and energy literacy of our society. The national labs have defined the K-20 population as a major outreach focus, with the intent of helping them see their future through the global energy usage crisis and ensure them that they have choices and a chance to redirect their future. Students embrace climate and energy knowledge and do see an opportunity to change our energy future in a positive way. Students are so engaged that energy clubs are springing up in highschools across the nation. Because of such global clubs university campuses are being connected throughout the world (Energy Crossroads www.energycrossroads.org) etc. There is a need and an interest, but what do teachers need in order to faciliate this learning? It is simple, they need financial support for classroom resources; standards based classroom ready lessons and materials; and, training. The National Renewable Energy Laboratory (NREL), a Department of Energy Lab, provides standards based education materials to schools across the nation. With a focus on renewable energy and energy efficiency education, NREL helps educators to prompt students to analyze and then question their energy choices and evaluate their carbon footprint. Classrooms can then discover the effects of those choices on greenhouse gas emmissions and climate change. The DOE Office of Science has found a way to contribute to teachers professional development through the Department of Energy Academics Creating Teacher Scientists (DOE ACTS) Program. This program affords teachers an opportunity to
Full Text Available Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.
Fornari, D. J.; Fino, D.; Humphris, S. E.; Fruth, L. L.; Dean, S.
We have developed the "Dive and Discover" web site for use in classrooms and for the general public to provide near real-time, daily access to oceanographic research expeditions, particularly those using deep submergence vehicles operated by Woods Hole Oceanographic Institution. The site was one of five science sites nominated for a 2001 Webby Award, was selected by Scientific American as one of the top five sites in the category of earth and environmental science, and was one of Eisenhower National Clearinghouse's "digital dozen" for science resources. The web site consists of two major components. A series of educational modules provide both general educational information about the oceans and the people that study them, as well as cruise-specific information about the natural systems being studied, the participating scientists, and the data and sample-collecting methodologies and technologies being used. The second component consists of modules that allow access to near real-time updates of the progress of the cruise, images of seafloor features and animals, samples of data being collected and used on board, and general information about life on board. In addition, a Mail Buoy provides e-mail access for students to ask questions of the scientists on board the ship during the course of the expedition. COSI Toledo have a linked Educator's Companion that gives access to COSI project management tips, background information, activities, correlations to national science education standards, assessment tools, and a vast array of resources to assist educators in using the web site. We have worked with teachers and students from all over the United States to test, evaluate, and refine the web site during five cruises in the Pacific and Indian Oceans over the last two years. These cruises focused on various problems associated with mid-ocean ridge volcanism, and the chemical, physical and biological processes associated with seafloor hydrothermal activity. Our intention
The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.
Bernard, Jean S
In the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC's current state of the science within higher education. Examination of this model's definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.
Diane M. Vetter
Full Text Available In this paper the author presents the argument that through the use of rich classroom talk, students can be motivated to take a critical stance on issues of citizenship, such as social justice, equity and environmental concern. Suggesting that students who are not part of the solution are, indeed, part of the problem, the author advocates giving young children a voice through the integration of citizenship education and critical literacy across the curriculum to promote student awareness and to empower students to become pro active global citizens.
Rafael Bisquerra Alzina
Full Text Available Positive psychology has multiple applications. This article is focused on formal education, from the ages of 3 to 18 years. The development of well-being should be one of the aims of education, which would affect teachers, students, families and by extension society at large. This has been a clear aim for emotional education (Bisquerra, 2000, 2009, from the outset. With the emergence of positive psychology, there was a renewed effort in this direction, as a means of providing a better foundation. GROP (Grup de Recerca en Orientación Psicopedagógica [Research in Psychopedagogical Education Group] at the University of Barcelona is conducting research on this subject. The Happy Classrooms (“Aulas felices” program developed by the SATI team is the first program in Spanish aimed at working on positive education. It is designed for children and youths in pre-school, primary and secondary education. The program focuses its applications on character strengths and mindfulness. It is freely available for access and distribution. This article argues for the importance of enhancing well-being in education. Practical activities and intervention strategies are presented, with special reference to the importance of teacher training.
The aim of this diploma thesis was to research the perceived self-efficacy in classroom management among special education teachers who teach in an adapted education program with lower educational standards. We wanted to evaluate how prepared are they to meet the challenges in maintaining classroom discipline. In the theoretical part of the thesis, we described the characteristics of pupils with mild intellectual disabilities and their education in an adapted educational program with lower ed...
Howell, Allen C.
Karen, a veteran elementary general music teacher, was bewildered when she learned that none of her students remembered "Peter and the Wolf," a music lesson they have encountered in the past. Conscientious beginning elementary general music teachers like Karen may work diligently to plan instruction that will ensure that national, state, and local…
Samenow, J. P.; Scott, K.
EPA's Office of Atmospheric Programs has developed unique tools for educating students about the science of global warming and on actions that help address the issue. These tools have been highly successful and used in hundreds of classrooms across the country. EPA's Global Warming Kids' Site features interactive web-based animations for educating children, grades 4-8, about climate change. The animations illustrate how human activities likely influence the climate system through processes such as the greenhouse effect and carbon and water cycles. The pages also contain interactive quizzes. See: http://www.epa.gov/globalwarming/kids/animations.html For advanced high school and college students, EPA is nearing completion on the development of interactive visualizations of the emissions and climate scenarios featured in the Intergovernmental Panel on Climate Change's Third Assessment Report. These visualizations allow students to choose a scenario and see how emissions, the climate and the earth's surface change over time. The Global Warming Wheelcard Classroom Activity Kit is designed to help teachers of middle school students introduce the concept of human induced global warming in the context of how rates of energy usage can influence the increase or eventual slowing of climate change. The Climate Change, Wildlife, and Wildlands Toolkit for Teachers and Interpreters was produced in a partnership among three agencies - EPA, US Fish and Wildlife Service and the National Park Service (NPS). Both classroom teachers and outdoor interpreters find it useful in conveying information about climate change science and impacts to their students and visitors. The development of the toolkit led to a larger program between EPA and NPS that assists parks in inventorying their emissions, creating action plans, and talking to the public about what they are doing - a "lead by example" type program that the two agencies hope to replicate in other venues in the coming year.
Ramnanan, Christopher J; Pound, Lynley D
The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction.
Girgis, Fady; Miller, Jonathan P
Engaging residents across a multiyear training spectrum is challenging given the heterogeneity of experience and limited time available for educational activities. A "flipped classroom" model, in which residents prepare ahead of time for mentored topic discussions, has potential advantages. We implemented a curriculum consisting of topics distributed across the specialty. Weekly, each resident was randomly assigned to research a specific aspect of an assigned topic appropriate to his or her level of experience: junior residents about what characterizes each clinical entity, midlevel residents about when to intervene, and chief residents about how to administer treatment. Residents completed an anonymous survey 6 months after implementation. Board examination performance was assessed before and after implementation. A total of 12 residents participated in the program. Weekly, 1.75±0.40 hours were spent in preparation, with senior residents reporting less time than junior residents. All residents indicated that the accumulation of experience across 7 years of residency was a major advantage of this program, and all preferred it to lectures. Performance on the board examination significantly increased after implementation (from 316±36 to 468±45, pflipped classroom is a viable approach to resident education and is associated with increased engagement and improved performance using validated knowledge-assessment tools.
Garner, Angie M.; Bonds-Raacke, Jennifer M.
Previous research regarding technology integration in education has indicated that when technology is integrated into the classroom with fidelity it can enhance educational experiences. Research has also indicated, however that despite the growing presence of technology in classrooms, it is not being effectively utilized. The present study…
Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M.
Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT…
Davis, Virginia Wayman
As music teachers, part of the job description involves the detection of student errors and the use of our experience and education to eliminate them. This article is an exploration of the role of error in the learning process, with the goal of recognizing mistakes not as an enemy to be vanquished but as a friend with much to teach us. Carol…
and instruction, assessment and evaluation, and classroom management and behavior. Typically, the ... teaching techniques and learning processes. ... general objective of this research is to establish the relations of general and special.
Center for Research and Reform in Education, 2012
This review summarizes research on the effects of technology use on mathematics achievement in K-12 classrooms. The main research questions included: (1) Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?; and (2) What study and research…
Baepler, Paul; Walker, J. D.
This chapter explores the "educational alliance" among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.
Mngo, Agnes Y.
Problem Statement: The literature from Cameroon depicts that the implementation of inclusive education is not only in its embryonic stage but faces resistance from educators who are still not accepting of the presence of students with disabilities in general education classrooms. This resistance has been attributed to several factors ranging from…
Jamison, Joseph A.
This quantitative study sought to determine whether there were significant statistical differences between the performance scores of special education and general education students' scores when in team or solo-teaching environments as may occur in inclusively taught classrooms. The investigated problem occurs because despite education's stated…
MacArthur, James R.; Jones, Loretta
Student interviews, focus groups, and classroom observations were used in an exploratory study of the nature of student interactions in a large (300+ students) general chemistry course taught with clickers. These data suggest that students are self-assembling their learning environment: choosing ways in which to interact with one another during…
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.
"Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.
responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.
in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.
responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.
Hofer, Mark; Swan, Kathleen Owings
Educators are simultaneously bombarded with both calls to integrate technology in meaningful ways into their teaching and to promote more student-centered activities which combine both content learning and higher-order thinking. This is no small task given the range of student abilities and interests, the increasing emphasis on state standards and…
Fagette, Paul; Chen, Shih-Jiun; Baran, George R.; Samuel, Solomon P.; Kiani, Mohammad F.
The Department of Mechanical Engineering at our institution created two engineering courses for the General Education Program that count towards second level general science credit (traditional science courses are first level). The courses were designed for the general student population based upon the requirements of our General Education Program…
In a Georgia middle school, general and special education teachers expressed concerns about the challenges of working collaboratively in the inclusive classroom. Effective teacher collaboration is pivotal to ensure academic success of all students. The purpose of this qualitative bounded instrumental case study was to explore middle school…
Briesch, Amy M.; Daniels, Brian
A comprehensive self-management intervention was utilized to increase the on-task behavior of three African American students within an urban middle-school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a…
Ozdamli, Fezile; Asiksoy, Gulsum
Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly…
It is through effective implementation of activities and exercises which students can be motivated and consequently lead to language learning. However, as an insider, the experience of teaching English for General Purposes (EGP) course indicates that it has some problems which need to be modified. In order to evaluate the EGP course,…
Francisco, Joseph S.; Nicoll, Gayle; Trautmann, Marcella
In addition to the traditional lecture format, three other teaching strategies (class discussions, concept maps, and cooperative learning) were incorporated into a freshman level general chemistry course. Student perceptions of their involvement in each of the teaching methods, as well as their perceptions of the utility of each method were used to assess the effectiveness of the integration of the teaching strategies as received by the students. Results suggest that each strategy serves a unique purpose for the students and increased student involvement in the course. These results indicate that the multiple teaching strategies were well received by the students and that all teaching strategies are necessary for students to get the most out of the course.
Wolvin, Andrew D.
Research supports the point that listening skills play an important role in 21st century personal, academic, and professional success. This article argues that educators should include listening, a critical communication competency, in the oral communication course in the general education curriculum. (Contains 1 table.)
In Turkey, part of general music education in primary schools is music lessons, which are taught by primary school teachers for grades 1-4 and music teachers for grades 5-8. In the 21st century, the music education approach in schools has shifted from "school music" to "music in the school." This orientation is directly related…
Hernandez, David A.; Hueck, Susan; Charley, Carmen
The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and to ascertain if levels of self-efficacy, teacher type, and education level were predictors of teachers' attitudes towards inclusion. Data were collected from 118 elementary and…
DeVore, E. K.
Scientists play a key role in science education: the adventure of making new discoveries excites and motivates students. Yet, American science education test scores lag behind those of other industrial countries, and the call for better science, math and technology education is widespread. Thus, improving American science, math and technological literacy is a major educational goal for the NSF and NASA. Today, funding for research often carries a requirement that the scientist be actively involved in education and public outreach (E/PO) to enhance the science literacy of students, teachers and citizens. How can scientists contribute effectively to E/PO? What roles can scientists take in E/PO? And, how can this be balanced with research requirements and timelines? This talk will focus on these questions, with examples drawn from the author's projects that involve scientists in working with K-12 teacher professional development and with K-12 curriculum development and implementation. Experiences and strategies for teacher professional development in the research environment will be discussed in the context of NASA's airborne astronomy education and outreach projects: the Flight Opportunities for Science Teacher EnRichment project and the future Airborne Ambassadors Program for NASA's Stratospheric Observatory for Infrared Astronomy (SOFIA). Effective partnerships with scientists as content experts in the development of new classroom materials will be described with examples from the SETI Institute's Life in the Universe curriculum series for grades 3-9, and Voyages Through Time, an integrated high school science course. The author and the SETI Institute wish to acknowledge funding as well as scientific and technical support from the National Science Foundation, the National Aeronautics and Space Administration, the Hewlett Packard Company, the Foundation for Microbiology, and the Combined Federated Charities.
The ethnography of education is challenged by the materiality of the classroom. Ethnographic accounts of school lessons mostly highlight language and interaction and offer no suitable methodology for researching objects and their role in the classroom. Moreover, objects are part of complex and interwoven assemblages involving human actors,…
Blue, Levon Ellen; O'Brien, Mia; Makar, Katie
From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The…
Tondeur, J.; de Bruyne, E.; van den Driessche, M.; McKenney, Susan; Zandvliet, D.
The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms in
Tondeur, Jo; De Bruyne, Ellen; Van den Driessche, Maarten; McKenney, Susan; Zandvliet, David
The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms
Tondeur, J.; De Bruyne, E.; Van Den Driessche, M.; McKenney, S.; Zandvliet, D.
The purpose of this study was to gain deeper insights into how technology restructures the classroom as a spatial setting and how the positioning of these technologies can be associated with educational practices. The research includes a photographic and schematic representation of 115 classrooms in 12 primary schools in Belgium, resulting in a…
Lynch, Timothy; Soukup, Gregory J., Sr.
Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…
Flipped classrooms reverse traditional lecturing because students learn content before class through readings and prerecorded videos, freeing lectures for hands-on activities and discussion. However, there is a dearth of literature in marketing education addressing flipped classrooms. This article fills this void using grounded theory to develop a…
Student engagement and appropriate behaviors are essential for effective instruction in secondary special education classrooms. Research suggests that proactive engagement strategies and interventions can have a greater effect on overall classroom behaviors than negative consequences. A single case experiment measured the effects of…
Mameli, Consuelo; Molinari, Luisa
In this paper, we argue the importance of conceptualizing educational quality as located in everyday talk, and to search for it in the unfolding of classroom discourse and interactions. More specifically, we argue that for the discursive classroom process to be qualitatively effective it should be open and accessible by a series of…
This research aims to determine the opinions of prospective classroom teachers about preparation and implementation of Individualized Education Program (IEP). In this study, a qualitative research method was used. The participants were 20 classroom-teaching students that had been selected through the purposive sampling method. In the study, the…
Nelson, Larry; Evans, Melissa; Guess, Wendy; Morris, Mary; Olson, Terry; Buckwalter, John
We examined how different types of dance activities, along with their duration, influenced heart rate responses among fifth-grade physical education students (N = 96) who participated in the Dancing Classrooms program. Results indicated that the overall Dancing Classrooms program elicits a moderate cardiovascular heart rate response (M = 124.4…
This commentary to "Gender in the Management Education Classroom" (Bilimoria, O'Neil, Hopkins, & Murphy, 2010) employs social identity and self-categorization theory to analyze the incident described in the article. In any MBA classroom, students are dealing with multiple group memberships. Similar to workplace settings, when the focus is on…
CLASSROOM. Figure 1. An antibubble photographed with a white backdrop. contrast to the case of soap bubbles,. Soap bubbles float in air and descend due to gravity on account of higher density of the soap solution, while antibubbles rise due to buoyancy of the air film and float just below the surface of the soap solution.
Resor, Cynthia Williams
Place-based education is a growing trend in education. This article defines place-based education and briefly examines its use across the disciplines. So as to better understand the wider concept, meanings of the geographical term "place" are analyzed. Place-based education in a social studies classroom is examined using two hypothetical…
Tat'yana A. Kalashnikova
Full Text Available Nowadays much attention is attached to the problem of inclusive education. Inclusive education of children with learning disabilities is a new strategic trend of educational policy of the Republic of Kazakhstan, significantly addressing fundamental education. This article considers the possibility of involving the schoolchildren with learning disabilities in educational process and the necessity to secure favorable environment and support for the children with learning disabilities in accordance with the Law “On Education of the Republic of Kazakhstan” and State Program of Education Development in the Republic of Kazakhstan for 2011–2012.The trend of maximum possible involvement of children with special needs in common general education institutions determines the educational culture dynamics in many countries of the world. Number of European Union countries has already made drastic structural alterations, resulted in the abolition of special schools (Sweden, Denmark, Italy, Australia, USA, etc.. Children with different disabilities study in “the least restrictive environment”, in other words, whenever possible, together with peers in the environment of general education institutions .The goal of Kazakhstan development strategy up to 2030, involving the educational system is “to provide the development of the national educational model and its integration into international educational environment”.The priority of state program “Education” (2000–2005 “is to create conditions for efficient development of national educational model, providing access to qualitative education”. “The Concept of Kazakhstan Educational System”, the realization of which should provide: transfer from the principle of “education for life” to the principle of “lifelong education for everyone”; affordability and continuity of all educational levels; comprehensive, qualitative, competitive result-oriented education has been adopted
Breeman, L.D.; Wubbels, T.; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, N.T.
The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both
Breeman, L.D.|info:eu-repo/dai/nl/390776114; Wubbels, T.|info:eu-repo/dai/nl/070651361; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, Nouchka|info:eu-repo/dai/nl/298678012
The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher–child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both
Ryan, Michael D.; Reid, Scott A.
Despite much recent interest in the flipped classroom, quantitative studies are slowly emerging, particularly in the sciences. We report a year-long parallel controlled study of the flipped classroom in a second-term general chemistry course. The flipped course was piloted in the off-semester course in Fall 2014, and the availability of the…
HEMMATI, Nima; OMRANI, Soghra; HEMMATI, Naser
The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general ...
Ofelia Arzate O.
Full Text Available The purpose of the present research is to present an innovative proposal for the development of the classroom work, applying coaching as a method to strengthen generic competence in students of the degree in primary education, by investigation-action methodology managed to carry out a reflection on practice to implement strategies that directly impacted on the students academic performance, strategies are evaluated through an assessment of own 360o to assess skills such as: Collaborates with others to generate innovative projects and social impact, uses his creative and critical thinking, learns permanently, and uses of information and communication technologies, results allow us to observe that the students were able to improve their academic performance to achieve the goal proposed at the beginning of the course of 8.0, on the other hand the competence favored achieving a breakthrough of 7.01 percent in one semester which allows us to conclude that educational coaching is an excellent proposal that allows the development of skills in the learner.
Logan, Robert A
This study explores how diverse attitudes about health literacy are assessed by medical librarians and other health care professionals. An online survey of thirty-six items was conducted using Q methodology in two phases in spring 2005 and winter 2006. Respondents (n = 51) were nonrandomly self-selected from a convenience sample of members of the Medical Library Association and a group of environmental health consultants to the National Library of Medicine. Three factors were identified. Factor 1 is optimistic and supportive of health literacy's transformative sociocultural and professional potential, if clinical settings become a launching point for health literacy activities. Factor 2 is less optimistic about health literacy's potential to improve clinical or patient outcomes and prefers to focus health literacy initiatives on classroom education settings. Factor 3 supports improving the nation's health literacy but tends to support health literacy initiatives when people privately interact with health information materials. Each factor's attitudes about the appropriate educational venue to initiate health literacy activities are different and somewhat mutually exclusive. This suggests that health literacy is seen through different perceptual frameworks that represent a possible source of professional disagreement.
Suarez, Mercedes; Pias, Rosa; Membiela, Pedro; Dapia, Dolores
Analyzes the perceptions of students, teachers, and external observers in order to study the influence of classroom environment on the implementation of an innovative project in science education. Contains 33 references. (DDR)
Dr. Bertha Vallejo; Dr. S. Bolhuis; Prof. dr. Perry den Brok; Drs. Kennedy Aquilino Tielman
Abstract This research presents a descriptive study regarding collaborative learning in a multicultural classroom at a vocational education school in The Netherlands. The study bridges two domains of research: research on culturally diverse learning environments - which has mostly concerned primary
Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Aad; Westera, Wim
Hummel, H. G. K., Geerts, W. M., Slootmaker, A., Kuipers, D., & Westera, W. (in press). Collaboration scripts for mastership skills: Online game about classroom dilemmas in teacher Education. Interactive Learning Environments.
Jang, Hye Won; Oh, Chang-Seok; Choe, Yeon Hyeon; Jang, Dong Su
Radiology education is a key component in many preclinical anatomy courses. However, the reported effectiveness of radiology education within such anatomy classrooms has varied. This study was conducted to determine if a novel educational method using dynamic images of movies of computed tomography (CT) and magnetic resonance imaging (MRI) was effective in radiology education during a preclinical anatomy course, aided by clay modeling, specific hand gestures (digit anatomy), and reports from dissection findings uploaded to the anatomy course website (digital reports). Feedback surveys using a five-point Likert scale were administered to better clarify students' opinions regarding their understanding of CT and MRI of anatomical structures, as well as to determine if such preclinical radiology education was helpful in their clinical studies. After completion of the anatomy course taught with dynamic images of CT and MRI, most students demonstrated an adequate understanding of basic CT and MR images. Additionally, students in later clinical years generally believed that their study of radiologic images during the preclinical anatomy course was helpful for their clinical studies and clerkship rotations. Moreover, student scores on imaging anatomy examinations demonstrated meaningful improvements in performance after using dynamic images from movies of CT and MRI. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.
Blue, Levon Ellen; O'Brien, Mia; Makar, Katie
From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.
Blue, Levon Ellen; O'Brien, Mia; Makar, Katie
From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.
Turner, Patrice Elizabeth
Since the early 20th century, gospel music has become increasingly popular in the United States. The popularity is making it appealing to perform in public schools. However, many choral and general music educators did not experience the tradition during their formative years and/or have not received training or background in its instruction. …
Robin H. Kay; Sharon Lauricella
Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergrad...
Hew, Khe Foon; Lo, Chung Kwan
The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software. A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
Carter, Erik W.; Lane, Kathleen L.; Pierson, Melinda R.; Stang, Kristin K.
Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms.…
Fezile Ozdamli; Gulsum Asiksoy
Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and pr...
"German General Staff Officer Education and Current Challenges" examines the institutional education of German General Staff Officers, as experienced by the author, and offers a "Conceptual Competency...
Urquhart, M. L.; Hairston, M.
As with all NASA missions, the Coupled Ion Neutral Dynamics Investigation (CINDI) is required to have an education and public outreach program (E/PO). Through our partnership between the University of Texas at Dallas William B. Hanson Center for Space Sciences and Department of Science/Mathematics Education, the decision was made early on to design our educational outreach around the needs of teachers. In the era of high-stakes testing and No Child Left Behind, materials that do not meet the content and process standards teachers must teach cannot be expected to be integrated into classroom instruction. Science standards, both state and National, were the fundamental drivers behind the designs of our curricular materials, professional development opportunities for teachers, our target grade levels, and even our popular informal educational resource, the "Cindi in Space" comic book. The National Science Education Standards include much more than content standards, and our E/PO program was designed with this knowledge in mind as well. In our presentation we will describe how we came to our approach for CINDI E/PO, and how we have been successful in our efforts to have CINDI materials and key concepts make the transition into middle school classrooms. We will also present on our newest materials and high school physics students and professional development for their teachers.
Betihavas, Vasiliki; Bridgman, Heather; Kornhaber, Rachel; Cross, Merylin
The flipped classroom has generated interest in higher education providing a student-centred approach to learning. This has the potential to engage nursing students in ways that address the needs of today's students and the complexity of contemporary healthcare. Calls for educational reform, particularly in healthcare programs such as nursing, highlight the need for students to problem-solve, reason and apply theory into practice. The drivers towards student-based learning have manifested in team, problem and case-based learning models. Though there has been a shift towards the flipped classroom, comparatively little is known about how it is used in nursing curricula. The aims of this systematic review were to examine how the flipped classroom has been applied in nursing education and outcomes associated with this style of teaching. Five databases were searched and resulted in the retrieval of 21 papers: PubMed, CINAHL, EMBASE, Scopus and ERIC. After screening for inclusion/exclusion criteria, each paper was evaluated using a critical appraisal tool. Data extraction and analysis were completed on all included studies. This systematic review screened 21 titles and abstracts resulting in nine included studies. All authors critically appraised the quality of the included studies. Five studies were identified and themes identified were: academic performance outcomes, and student satisfaction implementing the flipped classroom. Use of the flipped classroom in higher education nursing programmes yielded neutral or positive academic outcomes and mixed results for satisfaction. Engagement of students in the flipped classroom model was achieved when academics informed and rationalised the purpose of the flipped classroom model to students. However, no studies in this review identified the evaluation of the process of implementing the flipped classroom. Studies examining the process and ongoing evaluation and refinement of the flipped classroom in higher education nursing
Ernst, Jeremy V.; Williams, Thomas O.; Clark, Aaron C.; Kelly, Daniel P.; Sutton, Kevin
Over the past decade, teacher autonomy within the formal educational system has been a central topic of discussion among educational stakeholders. This study explored influence over school policy and classroom control (teacher autonomy) among in-service science, technology, and mathematics (STM) educators within the United States. The National…
Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark
This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed…
This article considers the extent to which neuroscience is being applied to education, both on a classroom level and also on the level of curricular reform in Northern Ireland. The article reviews recent research in the area of neuroscience and education and examines a number of popular "neuromyths." It urges the educational world to…
Grunspan, Daniel Z.; Wiggins, Benjamin L.; Goodreau, Steven M.
Social interactions between students are a major and underexplored part of undergraduate education. Understanding how learning relationships form in undergraduate classrooms, as well as the impacts these relationships have on learning outcomes, can inform educators in unique ways and improve educational reform. Social network analysis (SNA)…
Efthimiou, C. J.; Llewellyn, R. A.
During the past few years the authors have developed a new approach to the teaching of physical science, a general education course typically found in the curricula of nearly every college and university. This approach, called "Physics in Films" (Efthimiou and Llewellyn 2006 Phys. Teach. 44 28-33), uses scenes from popular films to illustrate…
Herbert, Sandra; Lynch, Julianne
Keeping classroom animals is a common practice in many classrooms. Their value for learning is often seen narrowly as the potential to involve children in learning biological science. They also provide opportunities for increased empathy, as well as socio-emotional development. Realization of their potential for enhancing primary children's…
Bergfjord, Ole Jakob; Heggernes, Tarjei
In this paper, a "flipped classroom" approach is evaluated using three different datasets. We use student evaluations of the "flipped classroom" in particular, in addition to regular course evaluations and exam results for the past three years in order to allow for statistical comparisons. Overall, the results are quite…
The use of metric measurement in space is summarized for classroom use. Advantages of the metric system over the English measurement system are described. Some common metric units are defined, as are special units for astronomical study. International system unit prefixes and a conversion table of metric/English units are presented. Questions and activities for the classroom are recommended.
Metzger, Scott Alan
Cinematic feature films are a big part of youth popular culture. When blockbuster movies are about historical topics, it is reasonable for teachers to be drawn to using them in the classroom to motivate students interest. This article overviews research on film in the history classroom and describes three learning functions that history movies can…
Full Text Available Democracy depends on the participation of citizens. Citizenship educationis taking place in classroom communities to prepare pupils for their role ascitizens. Class councils are participatory forms of citizenship educationguaranteeing the children’s right to form and express their views freely aswritten down in the Convention on the Rights of the Child. Theoreticaldeficiencies and empirical objections have been formulated againstparticipation in the school setting. Despite widespread practices, empiricaldata about class councils in Switzerland barely exists. In our researchproject we video-recorded fourteen class councils in secondary schools, weinterviewed the teacher and four pupils of each class, and all the pupilsfilled in a standardized questionnaire. Class councils are very popular formsof education with pupils although the actual power to influence decisions bydeliberation is doubted to some extent. Quantitative analysis of the videorecordingsshows the wide range of forms of class councils that exist inrespect to the talking time of the pupils. To express one’s own viewpointand to understand the standpoint of other discussants, constructarguments and counterarguments, participate, and lead discussions aredifficult tasks. Based on the empirical research the project describes threeforms of class councils that differ in the degree of favouring thedevelopment of communicative competences as a part of citizenshipeducation.
Chiou, Shwu-Fen; Su, Hsiu-Chuan; Liu, Kuei-Fen; Hwang, Hei-Fen
The traditional "teacher-centered" instruction model is still currently pervasive in nursing education. However, this model does not stimulate the critical thinking or foster the self-learning competence of students. In recent years, the rapid development of information technology and the changes in educational philosophy have encouraged the development of the "flipped classroom" concept. This concept completely subverts the traditional instruction model by allowing students to access and use related learning activities prior to class on their smartphones or tablet computers. Implementation of this concept has been demonstrated to facilitate greater classroom interaction between teachers and students, to stimulate student thinking, to guide problem solving, and to encourage cooperative learning and knowledge utilization in order to achieve the ideal of student-centered education. This student-centered model of instruction coincides with the philosophy of nursing education and may foster the professional competence of nursing students. The flipped classroom is already an international trend, and certain domestic education sectors have adopted and applied this concept as well. However, this concept has only just begun to make its mark on nursing education. This article describes the concept of the flipped classroom, the implementation myth, the current experience with implementing this concept in international healthcare education, and the challenging issues. We hope to provide a reference for future nursing education administrators who are responsible to implement flipped classroom teaching strategies in Taiwan.
Jensen, Aaron C.
Efforts to modify and improve science education in the United States have seen minimal success (Crawford, 2000; Borko & Putman, 1996; Puntambekar, Stylianou & Goldstein, 2007; Lustick, 2011). One important reason for this is the professional development that teachers go through in order to learn about and apply these new ideas is generally of poor quality and structured incorrectly for long-term changes in the classroom (Little, 1993; Fullen, 1996; Porter, 2000; Jeanpierre, Oberhauser, & Freeman, 2005). This grounded theory study explores a science community of practice and how the professional development achieved through participation in that community has effected the instruction of the teachers involved, specifically the incorporation of researched based effective science teaching instructional strategies. This study uses personal reflection papers written by the participants, interviews, and classroom observations to understand the influence that the science community of practice has had on the participants. Results indicate that participation in this science community of practice has significant impact on the teachers involved. Participants gained greater understanding of science content knowledge, incorporated effective science instructional strategies into their classroom, and were able to practice both content knowledge and strategies in a non-threatening environment thus gaining a greater understanding of how to apply them in the classrooms. These findings motivate continued research in the role that communities of practice may play in teacher professional develop and the effectiveness of quality professional development in attaining long-term, sustained improvement in science education.
Lee, R. L.; Fusion Group Education Outreach Team
The General Atomics Fusion Group's Educational Program has been actively promoting fusion science and applications throughout San Diego County's secondary school systems for over three years. The educational program allows many students to learn more about nuclear fusion science, its applications, and what it takes to become an active participant in an important field of study. It also helps educators to better understand how to teach fusion science in their classroom. Tours of the DIII--D facility are a centerpiece of the program. Over 1000 students visited the DIII--D research facility during the 1995--1996 school year for a half-day of presentations, discussions, and hands-on learning. Interactive presentations are provided at six different stations by GA scientists and engineers to small groups of students during the tours. Stations include topics on energy, plasma science, the electromagnetic spectrum, radiation and risk assessment, and data acquisition. Included also is a tour of the DIII--D machine hall and model where students can see and discuss many aspects of the tokamak. Portions of each station will be presented and discussed.
Vogt, N. P.; Muise, A. S.
We present a set of NASA and NSF sponsored resources to aid in teaching astronomy remotely and in the classroom at the college level, with usage results for pilot groups of students. Our goal is to increase the accessibility of general education science coursework to underserved populations nationwide. Our materials are available for use without charge, and we are actively looking for pilot instructors. Primary components of our program include an interactive online tutorial program with over 12,000 questions, an instructor review interface, a set of hands-on and imaging- and spectra-driven laboratory exercises, including video tutorials, and interviews with diverse individuals working in STEM fields to help combat stereotypes. We discuss learning strategies often employed by students without substantial scientific training and suggest ways to incorporate them into a framework based on the scientific method and techniques for data analysis, and we compare cohorts of in-class and distance-education students.
Full Text Available The flipped classroom represents an essential component in curricular reform. Technological advances enabling asynchronous and distributed learning are facilitating the movement to a competency-based paradigm in healthcare education. At its most basic level, flipping the classroom is the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies. The development of more complex learning systems is creating new opportunities for learning across the continuum of medical education as well as interprofessional education. As medical educators engage in the process of successfully flipping a lecture, they gain new teaching perspectives, which are foundational to effectively engage in curricular reform. The purpose of this article is to build a pedagogical and technological understanding of the flipped classroom framework and to articulate strategies for implementing it in medical education to build competency.
Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia
The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…
Lindstrom, M.; Allen, J.
The fall of a new meteorite is an event that catches the interest of the public in matters of science. The threat of a huge impact like last year's comet Shoemaker-Levy 9 gives us all reason to evaluate such potential risks. NASA's meteorite educational materials use our natural interest in rocks from space to present classroom activities on planetary science. The meteorite educational package includes a meteorite sample disk, a teachers's guide and a slide set. The sample disk is a lucite disk containing chips of six different kinds of meteorites (3 chondrites, achondrite, iron, stony-iron). EXPLORING METEORITE MYSTERIES is a teacher's guide with background information and 19 hands-on or heads-on activities for grades 4-12. It was prepared in a partnership of planetary scientists and teachers. The slide set consists of 48 slides with captions to be used with the activities. The materials will be available in Fall 1995. Teachers may obtain a loan of the whole package from NASA Teacher Resource Centers; researchers may borrow them from the JSC meteorite curator. The booklet is available separately from the same sources, and the slide set will be available from NASA CORE. EXPLORING METEORITE MYSTERIES is an interdisciplinary planetary science unit which teaches basic science concepts and techniques together with math, reading, writing and social studies The activities are done in a variety of different teaching styles which emphasize observation, experimentation and critical thinking. The activities are ideal for middle schools where teaming makes interdisciplinary units desireable, but most of the activities can be easily modified for grade levels from upper elementary through high school. Meteorites are a natural subject for interdisciplinary teaching because their study involves all fields of science and offers fascinating historical accounts and possibilities for creative expression. Topics covered in EXPLORING METEORITE MYSTERES are centered around basic
This article presents the author's response to the six authors in the special issue of "Action, Criticism and Theory for Music Education" concerning her book "Music, Informal Learning and the School: A New Classroom Pedagogy." In this response, the author focuses on some general observations that came to mind whilst reading the…
Dopico, Eduardo; Garcia-Vazquez, Eva
In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic point of view, it is less effective to teach environmental science with negative examples such as catastrophe, tragedy, and crisis. Rather, teaching environmental sciences and sustainable development might be focused on positive human-environment relationships, which is both important for the further development of students and educators. Within rural settings, there are many such examples of positive relationships that can be emphasized and integrated into the curriculum. In this article, we propose teaching environmental sciences through immersion in rural cultural life. We discuss how fieldwork serves as a learning methodology. When students are engaged through research with traditional cultural practices of environmental management, which is a part of the real and traditional culture of a region, they better understand how positive pedagogy instead of pedagogy structured around how not-to-do examples, can be used to stimulate the interactions between humans and the environment with their students. In this way, cultural goods serve as teaching resources in science and environmental education. What we present is authentic cases where adults involved in a course of Continuous Education explore `environmentally-friendly' practices of traditional agriculture in Asturias (north of Spain), employing methodologies of cultural studies.
A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine-week science instruction grading period
Hardy, Shanon D.
The Individuals with Disabilities Education Act (IDEA) (1997) mandates that students with disabilities have access to the general education curriculum. School districts have developed a variety of service delivery models to provide challenging educational experiences for all students. Co-teaching or collaborative teaching is the most widely used of the different service delivery models. While the philosophy of inclusion is widely accepted, the efficacy of the various inclusion models has recently been the focus of educational research. Researchers have questioned whether the presence of a special educator in the general education classroom has resulted in students with high incidence disabilities receiving specialized instruction. A qualitative study was designed to examine the instructional behaviors and practices exhibited and used by a dyad of educators in self-contained learning disabilities and inclusive co-taught secondary Biology classrooms during a nine-week science instruction grading period. In addition to utilizing interviews, observations, and classroom observation scales to answer the research questions, supporting student data (time-sampling measurement/opportunity to learn and student grades) were collected. The study concluded that the presence of a special educator in a co-taught classroom: (1) did contribute to the creation of a new learning environment, and notable changes in the instructional behaviors and practices of a general educator; (2) did contribute to limited specialized instruction for students with disabilities in the co-taught classrooms and embedded (not overt) special education practices related to the planning and decision-making of the educators; (3) did contribute to the creation of a successful co-teaching partnership including the use of effective teaching behaviors; and (4) did impact success for some of the students with disabilities in the co-taught classrooms; but (5) did not ensure the continuation of some of the new
Aditya, B. R.; Permadi, A.
This paper describes implementation of Unified Theory of Acceptance and User of Technology (UTAUT) model to assess the use of virtual classroom in support of teaching and learning in higher education. The purpose of this research is how virtual classroom that has fulfilled the basic principle can be accepted and used by students positively. This research methodology uses the quantitative and descriptive approach with a questionnaire as a tool for measuring the height of virtual classroom principle acception. This research uses a sample of 105 students in D3 Informatics Management at Telkom University. The result of this research is that the use of classroom virtual principle are positive and relevant to the students in higher education.
Anderman, Eric M.; Cupp, Pamela K.; Lane, Derek R.; Zimmerman, Rick; Gray, DeLeon L.; O'Connell, Ann
Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV and pregnancy instruction, 3 months after instruction, and 1 year after instruction). Results indicated…
Rhoads, Jeffrey F.; Nauman, Eric; Holloway, Beth M; Krousgrill, Charles Morton
The [REMOVED] Mechanics Freeform Classroom: A New Approach to Engineering Mechanics EducationMotivated by the need to address the broad spectrum of learning styles embraced by today’sengineering students, a desire to encourage active, peer-to-peer, and self-learning, and a goal ofinteracting with every student despite ever-expanding enrollments, the mechanics faculty at[REMOVED] University have developed the [REMOVED] Mechanics Freeform Classroom(PMFC) -- a new approach to engineering mechani...
Jensen, Anne Holm; Bølling, Mads; Nielsen, Glen
Education outside of classroom (EOtC) is characterized as compulsory school activities taking place outside the school buildings as a supplement to classroom teaching to provide engaging and varied teaching. Previous research indicates that EOtC can have a positive impact on pupils’ social and ac...... to reduced well-being, which could also count for academically strong pupils seeing EOtC as a distraction or waste of time....
Persky, Adam M; McLaughlin, Jacqueline E
The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning.
Nguyen, Neal Nghia; Leytham, Patrick; Schaefer Whitby, Peggy; Gelfer, Jeffrey I.
Reading comprehension is a critical building block for effective early literacy development. Many students with autism spectrum disorder demonstrate difficulties in reading comprehension. These difficulties may be attributed to deficits in Theory of Mind, Weak Central Coherence, and Executive Functioning. Given the rise in the number of students…
Johnsen, Susan K.; Haensly, Patricia A.; Ryser, Gail R.; Ford, Randal F.
A study involving 1 urban site and 5 rural sites investigated the effectiveness of the Mustard Seed Project in training teachers to differentiate curricula for gifted students. The majority of the teachers (n=74) at each site made changes. Participants cited staff-development activities, leadership, mentoring, resources, and project support as…
Winter, Patricia S.
Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].
Discusses the four aspects of Max Weber's argument against including advocacy in the political science classroom. Believes that Weber's critique is a useful starting point for considering the issue in relation to contemporary education. Describes two models, critical thinking and civic education, that present advocacy in the political science…
Badia, Antoni; Meneses, Julio; Sigales, Carles
Introduction: The purpose of this study is to identify the main factors that influence teachers' decision-making regarding the educational use of ICT (Information and Communication Technologies) in technology-rich classrooms. Method: We collected data from 278 teachers in Catalonia (Spain) working in eight primary and secondary education schools…
Lucero, Edgar; Scalante-Morales, Jeesica
This article presents a research study on the interactional styles of teacher educators in the English language teacher education classroom. Two research methodologies, ethnomethodological conversation analysis and self-evaluation of teacher talk were applied to analyze 34 content- and language-based classes of nine English language teacher…
Overwhelmed special educators: Reduce your stress and support student success with this practical toolkit for whole-classroom organization. A lifesaver for special educators in any K-12 setting, this book-and-CD set will help teachers expertly manage everything, from schedules and paperwork to student supports and behavior plans. Cindy Golden, a…
Minter, Margaret; And Others
This teacher's manual presents lesson plans and recipes designed for use with preschool children, discusses the need for early nutrition education, and offers suggestions for conducting cooking activities in the classroom. Specific ideas are provided to involve handicapped children in cooking experiences. Nutrition education in the preschool is…
There are greater numbers of children with Special Educational Needs and Disabilities (SEND) now attending mainstream schools. This fully updated and revised edition of "Meeting Special Educational Needs in Primary Classrooms" is written by an experienced teacher, adviser and SEN consultant and explains the challenges that these children…
One of the challenges associated with the implementation of inclusive education in South Africa is the effective training of teachers to meet diverse learning needs in their classrooms. This article reflects on the pilot years of a postgraduate degree course in inclusive education developed at a South African university, using ...
Konijn, W. S.; Essink, D. R.; de Cock Buning, T.; Zweekhorst, M. B.M.
Even though the flipped classroom is an increasingly popular method in education, a literature search shows a gap in research on this method in higher education. This article describes an experiment with two central questions: (1) How do students and lecturers assess the effectiveness of the FC
King, Andrew; Boysen-Osborn, Megan; Cooney, Robert; Mitzman, Jennifer; Misra, Asit; Williams, Jennifer; Dulani, Tina; Gottlieb, Michael
The flipped classroom (FC) pedagogy is becoming increasingly popular in medical education due to its appeal to the millennial learner and potential benefits in knowledge acquisition. Despite its popularity and effectiveness, the FC educational method is not without challenges. In this article, we identify and summarize several key papers relevant to medical educators interested in exploring the FC teaching methodology. The authors identified an extensive list of papers relevant to FC pedagogy via online discussions within the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented by an open call on Twitter (utilizing the #meded, #FOAMed, and #flippedclassroom hashtags) yielding a list of 33 papers. We then conducted a three-round modified Delphi process within the authorship group, which included both junior and senior clinician educators, to identify the most impactful papers for educators interested in FC pedagogy. The three-round modified Delphi process ranked all of the selected papers and selected the five most highly-rated papers for inclusion. The authorship group reviewed and summarized these papers with specific consideration given to their value to junior faculty educators and faculty developers interested in the flipped classroom approach. The list of papers featured in this article serves as a key reading list for junior clinician educators and faculty developers interested in the flipped classroom technique. The associated commentaries contextualize the importance of these papers for medical educators aiming to optimize their understanding and implementation of the flipped classroom methodology in their teaching and through faculty development.
Polizzi, Joseph A.; San Clementi, Erin
The discourse on the use of film in the educational leadership classroom is often limited to the viewing of Hollywood features or industry films created for training purposes. We were motivated by an interest in finding new, valuable curriculum material and mediums that can inform and transform the work of education administrators. Guiding the…
daily life, learning science concepts often involves confronting natural discrepant ... practice applying new ideas; and, if necessary, provide them wi th remedial ... have been suggested in science education research literature, as avenues ...
sharing personal experiences and viewpoints on matters related to teaching and learning science. ... living organisms present in the vicinity of any educational institution ... diversity at species and higher taxonomic levels, evolution of diversity ...
González-Gómez, David; Jeong, Jin Su; Airado Rodríguez, Diego; Cañada-Cañada, Florentina
"Flipped classroom" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students' performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the "flipped classroom" methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students' achievements and a post-task survey was also conducted to know the students' perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.
Breeman, L D; van Lier, P A C; Wubbels, T; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T
In mainstream education, positive relationships with teachers and peers have been found to positively influence children's behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from mainstream education cannot be generalized to special education. The present study investigated the developmental links between disobedience and positive as well as negative relationships with teachers and peers among boys in restrictive special educational settings. At three assessment waves across one school year, teacher-reports of teacher-child closeness and conflict, and peer-reports of peer acceptance, rejection and disobedience were collected among 340 boys (mean age = 10.1 years, SD = 1.58, range = 5-13) with psychiatric disorders receiving special education. Autoregressive cross-lagged models were fitted to explore the nature of these developmental links. The impact of boys' age was examined using multiple group analyses. Findings supported the importance of teacher-child conflict, but not closeness, and positive and negative peer relationships for the development of boys' disobedience, with a stronger effect of negative than positive relationships. However, teacher-child and peer relationships were not longitudinally related and the effect of boys' age was minimal. This study extends prior research by suggesting that, despite differences in educational setting and severity of behavior problems between children in mainstream and special education, reducing negative classroom interactional patterns is most important in preventing the development of problematic classroom behavior in boys with severe social-emotional and behavioral difficulties.
Meng, Weiqing; Huang, Wei
Embedding general education in the Chinese university education system is a considerably complex systemic project, and a lack of institutional arrangements beneficial to general education has always been a key barrier in implementation. Currently, the main institutional restricting factors for university general education include substantial…
event, while other nodes rep- resent speciation events. ... S Pathak, A Akolkar and B S Mahajan, Onion plant as an educational tool for phylogenetic studies: molecular analysis and a new phylogeny?,. Resonance, Vol.7, No.3, pp. 66–79, 2002 ...
Paula Witkowski, PhD
Full Text Available This article reports on a one-year research project that used peer coaching and collaboration between two reading professors to study the effects of collaborative classroom activities on student engagement. In order to address professors’ concerns about student participation, two undergraduate reading-methods classes were revised through the inclusion of more collaborative learning activities. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes.
Maheran, Y.; Fadzidah, A.; Nur Fadhilah, R.; Farha, S.
A proper design outdoor environment in higher institutions contributes to the students’ learning performances and produce better learning outcomes. Campus surrounding has the potential to provide an informal outdoor learning environment, especially when it has the existing physical element, like open spaces and natural features, that may support the learning process. However, scholarly discourses on environmental aspects in tertiary education have minimal environmental inputs to fulfill students’ needs for outdoor exposure. Universities have always emphasized on traditional instructional methods in classroom settings, without concerning the importance of outdoor classroom towards students’ learning needs. Moreover, the inconvenience and discomfort outdoor surrounding in campus environment offers a minimal opportunity for students to study outside the classroom, and students eventually do not favor to utilize the spaces because no learning facility is provided. Hence, the objective of this study is to identify the appropriate criteria of outdoor areas that could be converted to be outdoor classrooms in tertiary institutions. This paper presents a review of scholars’ work in regards to the characteristics of the outdoor classrooms that could be designed as part of contemporary effective learning space, for the development of students’ learning performances. The information gathered from this study will become useful knowledge in promoting effective outdoor classroom and create successful outdoor learning space in landscape campus design. It I hoped that the finding of this study could provide guidelines on how outdoor classrooms should be designed to improve students’ academic achievement.
Schneller, Mikkel Bo
days without EOtC and physical education (PE), but lower than on PE days. EOtC days were associated with more light physical activity (LPA) than school days without EOtC and PE, and PE days. Boys spent a higher proportion of time in MVPA and girls in LPA in the EOtC domain compared to the classroom...... the potential to transform part of children’s time from inactive to active. Curriculum-based classroom activities constitute a large proportion of school time, in which more teaching and learning activities involving PA could be implemented. Education outside the classroom (EOtC) is an example of an educational...... approach that could increase PA, as case studies have shown positive effects of EOtC on PA, academic learning motivation, well-being and social relations. National surveys in Denmark have shown substantial and increasing proportions of schools and teachers regularly practicing EOtC. When evaluating...
Neşe Kutlu Abu
Full Text Available The purpose of this study was to investigate classroom teachers’ views about the education of gifted students in regular classrooms. The sample of the study is composed of ten primary school teachers working in the city of Amasya and had gifted students in their classes. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and analyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating curriculum for gifted students; rather they expressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted students and strategies and approaches about how to educate gifted students. Teachers’ attitudes towards gifted students in regular classrooms should be investigated so that teachers’ unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students.
Analyn Q. Villaroman
Full Text Available Taking into account the increased research on the status of women and on gender concerns which lead to question the stereotyped assumptions about gender elations and the roles and responsibilities of men and women, the study determined the gender mainstreaming in the General Education and Professional Education Courses in one Higher Education Institution in the Philippines where there were 21 participants interviewed through two sets of focus group discussion. The result of the study showed that there is an apparent inclusion of gender and development in General Education and Professional Education Courses which can be categorized into explicit or implicit integration. Moreover, there were variety of teaching strategies and materials used inintegrating Gender and Development (GAD. It ranges from film showing followed by critical discussions, research output presentations, role-play, class discussions, art analysis, literary analysis, and lecture/forum of an expert. From the employed strategies and materials, it articulates the meaning of GAD that men and women must be provided with equal opportunities to realize their full potentials. Such articulation, however, requires committed interpretation especially from the faculty members. From there, it gives students an awareness and to an extent of self-interpretations. The university can further help in GAD initiatives by defining the university’s GAD framework so as to integrate GAD in the level of the curriculum, research, extension, planning, materials, policies, and budget.
Ye, Li; Oueini, Razanne; Dickerson, Austin P.; Lewis, Scott E.
This study used a series of text message inquiries sent to General Chemistry students asking: "Have you studied for General Chemistry I in the past 48 hours? If so, how did you study?" This method for collecting data is novel to chemistry education research so the first research goals were to investigate the feasibility of the technique…
Bardin, Julie A.; Lewis, Sandra
English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort,…
Krull, Johanna; Wilbert, Jürgen; Hennemann, Thomas
The inclusion of children with special educational needs (SEN) in general education classrooms in Europe due to education policy and social developments is currently up for debate, especially in Germany. This paper addresses whether or not co-education of students with and without classroom problems and/or disabilities has negative consequences…
Reinke, Wendy M.; Stormont, Melissa; Webster-Stratton, Carolyn; Newcomer, Lori L.; Herman, Keith C.
This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of…
König, Johannes; Kramer, Charlotte
Due to the need for measurement instruments that allow an investigation of teachers' situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers' classroom management expertise can provide additional information when compared with an established…
Chen, Jing; Lin, Tzu-Jung; Justice, Laura; Sawyer, Brook
Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status.
Svendsen, Annemari Munk
and teacher educators become central agents for making decisions about course content through their selection of educational texts (Devis-Devis, Molina-Alventosa, Peiró-Velert & Kirk, 2011). In that regard, this presentation will focus attention on Physical Education Teacher Education (PETE) in Denmark...... the analytical scrutiny of educational texts that should be encouraged among teacher training teachers and teachers in general in order to help them make reflective decisions about course content and thus act as agents for change and challengers of dominating ideologies....
Angelides, Panayiotis; Hajisoteriou, Christina
This research examined the implementation strategies used by the participant teachers in order to practice inclusion in their classrooms. To this end, we investigated the participant teachers' perceptions of their roles and the barriers faced in the implementation of inclusion. Interviews and observations were carried out with four teachers in…
Shabani, R.; Massi, L.; Zhai, L.; Seal, S.; Cho, H. J.
In order to address the challenges and restrictions given by a traditional classroom lecture environment, the top-down and bottom-up nanotechnology teaching modules were developed, implemented and evaluated. Then based on the hypothesis that instructors could further develop students' interest in this emerging area through the introduction of the…
This paper explores the efficacy of a flipped classroom model for teaching first year students three-dimensional (3D) animation, and analyses the advantages and disadvantages when compared to traditional teaching mechanisms. In 2015, within the course "Introduction to CGI" at the University of South Australia, two different tutorial…
Dunham, Charlotte Chorn; Casadonte, Dominick
This research reports findings from an intergenerational science program, Project Serve, which placed senior volunteers in elementary and junior high science classrooms to assist teachers and augment instruction. Items from the Children's View of Aging survey (Newman, 1997; Newman & Faux, 1997) were administered before and after the project with…
Leow, Fui-Theng; Neo, Mai
This research study was conducted at INTI International University, and aimed at enhancing the quality of classroom learning for University students with three important emphases: Gagne's instructional model, multimedia, and student-centred learning. An Interactive Learning Module (ILM) was developed as the core component in forming the…
Bilimoria, Diana; O'Neil, Deborah A.; Hopkins, Margaret M.; Murphy, Verena
In this article, the authors describe a classroom incident and their subsequent learnings about effectively managing issues of gender diversity in an MBA course titled "Women in Organizations." The authors employ Kolb's learning cycle as a framework for describing the incident ("concrete experience"), reflecting on and discussing what occurred…
This guide to Tourette Syndrome addresses prevalence and etiology, associated behaviors (such as obsessive-compulsive disorder and attention deficit hyperactivity disorder), treatment approaches and medication, and classroom management techniques (such as handling tic release/stress and managing hyperactivity/controlling attentional impulses). (DB)
Matthews, Michael R.
This article concentrates on the necessity for teachers in just one discipline area, namely, science, having philosophical competence and using it to inform their professional life--in their classroom teaching, assessing and institutional engagements--in other words, having a philosophy of science teaching. This group of questions and issues might…
Waldemar Antonio Guerrero Matos
Full Text Available The present article diffuses the results of the oriented study to determine the relationship between the administration of the educational one and the execution of the pedagogic projects of classroom in Basic Education. Theoretically it was based on the constructivismo and the contributions of the National Basic Curriculum. The investigation type was descriptive. The results allowed to corroborate in the teachers, weaknesses in the execution of the Pedagogic Projects of Classroom, evidencing difficulties to the moment to apply the pedagogic abilities. Therefore it is recommended to carry out courses of upgrade to manage with effectiveness this strategy of planning constructivist.
Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy
In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…
The author of this book conducted different studies to investigate the potential of serious games for global education when used in EFL classrooms. The results show a clear contribution of serious games to global education when used with EFL learners, leading to a reference model of digital game-based learning in the EFL classroom.
dard search engines. Therefore, it is worthwhile to describe the design of this analogous device, namely the `Zero Resistance Ammeter' (ZRA). 1. General Circuit to Measure Current and Po- tential Difference. Consider a circuit consisting of a battery of emf E and internal resistance r connected to a resistance R. (Figure 1).
Farr, Helen Louise Kuster
This library study investigated the problems of (1) what anthropological generalizations are of greatest value for English teachers of culturally disadvantaged students, and (2) how these generalizations are particularly relevant for classroom use. The theoretical and empirical research literature was surveyed and relevant sections were…
Allen, J.; Luckey, M.; McInturff, B.; Huynh, P.; Tobola, K.; Loftin, L.
NASA’s Lunar and Meteorite Sample Education Disk Program has Lucite disks containing Apollo lunar samples and meteorite samples that are available for trained educators to borrow for use in classrooms, museums, science center, and libraries.
Njie-Carr, Veronica P S; Ludeman, Emilie; Lee, Mei Ching; Dordunoo, Dzifa; Trocky, Nina M; Jenkins, Louise S
Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches. Copyright © 2016 Elsevier Inc. All rights reserved.
Vera S. Županec
Full Text Available The Flipped Classroom (FC is a teaching approach in which students gain the first-exposure learning with online materials outside the classroom, and then, in the classroom, they focus on interactive or engaging exercises. Despite its considerable publicity, the studies focused on the FC in primary education are deficient. The aim of this research is to determine efficiency and students’ involvement in the flipped Biology classroom in primary school, compared to the conventional classroom (CC approach. Educational efficiency and students’ involvement are measured by combining the values of the students’ performance and mental effort on the test. Each task in the test was followed by the 5-point Likert scale for evaluation of invested mental effort. The total sample of this research included 112 students, aged from 12 to 13. The results show that the FC approach contributes to the reduction of the students’ mental effort and an increase in the students’ performance. On the basis of calculated efficiency and students’ involvement of applied teaching approaches, it was concluded that the FC represents a feasible and efficient approach to Biology primary education.
Morton, Jennifer M.
In this paper, I reflect on the changing role of higher education by focusing on the case of online education. I consider the promise of online education as a means to mitigate educational inequalities. Based on the available empirical evidence, I argue that this promise is unlikely to be fulfilled because online education is not well-suited to…
Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather
In this study we implemented the "flipped classroom" model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools.
Manas Ranjan Panigrahi
Full Text Available The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head Master and Teachers’ performance and Students’ performance; to find out the relationship between the school effectiveness and classroom teaching. The descriptive survey method was used to carry out this study. A Total number of 27 more-effective and 35 less-effective primary schools were included in the sample of the present study. And also all principals of selected schools and from each school 2 teachers were selected to know their classroom teaching in the classroom situation. The selection of teachers was based on their teaching the classes (III, IV and V, to investigate their participation in school activities. The findings of the present study on school effectiveness and classroom teaching find adequate support from similar or related studies. Thus, the above discussion reflects that there is no simple combination of factors, which can produce effective school. The study has, however, revealed that school effectiveness has emerged as related to classroom teaching.
Chen, Fei; Lui, Angela M; Martinelli, Susan M
There are inconsistent claims made about the effectiveness of the flipped classroom (FC) in medical education; however, the quality of the empirical evidence used to back up these claims is not evident. The aims of this review are to examine the scope and quality of studies on the FC teaching approach in medical education and to assess the effects of FCs on medical learning. A literature search was conducted using the major electronic databases in 2016. Peer-reviewed papers were screened and reviewed according to explicit inclusion criteria. The scope and quality of all resultant studies were evaluated. Studies identified as using controlled designs were further synthesised to assess the effects of FCs on learning. A total of 118 articles were obtained. Full texts of 82 articles were reviewed. Nine of the included 46 articles used a controlled design when examining the effects of the FC. There were generally positive perceptions of the FC approach. However, the effects of FCs on changes in knowledge and skills were less conclusive as the effect sizes ranged from d = -0.27 to 1.21, with a median of 0.08. The varying direction and magnitude of the effect sizes, together with their 95% confidence interval, which contained zero, suggested the lack of strong evidence for the effectiveness of FCs in promoting knowledge acquisition above and beyond the traditional learning methods. There has been a recent increase of research rigor and variety in measures of effectiveness in studies on the FC in medical education. The FC is a promising teaching approach to increase learners' motivation and engagement. More solid evidence on its effect on changes in knowledge and skills are warranted. Further studies should also examine the long-term effects of FCs with regard to knowledge retention and transfer of knowledge to professional practice and patient care. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Full Text Available The aim of this study was to define the role of the assistant in a classroom environment where students are taught using video conference-based synchronous distance education. Qualitative research approach was adopted and, among purposeful sampling methods, criterion sampling method was preferred in the scope of the study. The study was carried out during the spring semester of the 2008-2009 academic years. A teaching assistant and a total of 9 sophomore or senior students from the Department of City and Regional Development, Faculty of Architecture, Karadeniz Technical University, participated as subjects. The students included in the study sampling were taking lessons from the Middle East Technical University on the basis of synchronous distance education. Among the qualitative research methods, case study method was used and the study data were obtained from the semi-structured interview and observation results. Study data were analyzed with descriptive analysis methods. Data obtained at the end of the study were found to support the suggestion that there should be an authority in the video conference-based synchronous distance education. Findings obtained during the interviews made with the students revealed that some of the teacher’s classroom management related responsibilities are transferred to the assistant present in the classroom during the synchronous distance education. It was concluded at the end of the interviews that a teaching assistant’s presence should be obligatory in the undergraduate synchronous distance classroom environment. However, it was also concluded that there may not be any need for an authority in the classroom environment at the postgraduate education level due to the profile and expectations of the student, which differ from those of students at lower educational levels.
Leriche, Jérôme; Desbiens, Jean-François; Amade-Escot, Chantal; Tinning, Richard
A large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical…
The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening…
Sung, M.; Gips, J.; Eagle, N.; Madan, A.; Caneel, R.; DeVaul, R.; Bonsen, J.; Pentland, A.
In this paper, we describe the Mobile-IT Education (MIT.EDU) system, which demonstrates the potential of using a distributed mobile device architecture for rapid prototyping of wireless mobile multi-user applications for use in classroom settings. MIT.EDU is a stable, accessible system that combines inexpensive, commodity hardware, a flexible…
Dolezal, Pamala; Franks, Megan
In concurrent enrollment (CE) classes, academic and continuing education students enroll in courses that are held simultaneously, using the same classroom and instructors and having the same requirements and learning expectations. At North Harris College (NHC), in Texas, the introduction of CE was aided by a new strategic plan developed for the…
Wells, John G.
The PIRPOSAL model is both a conceptual and pedagogical framework intended for use as a pragmatic guide to classroom implementation of Integrative STEM Education. Designerly questioning prompted by a "need to know" serves as the basis for transitioning student designers within and among multiple phases while they progress toward an…
Yook, Cheongmin; Lee, Yong-hun
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers' classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected…
Panigrahi, Manas Ranjan
The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head…
Center for Teaching Quality, 2013
The Illinois New Millennium Initiative (NMI) is a statewide team of accomplished, early-career teachers and educators focused on classroom- and community-based solutions to improve public schools. In virtual and face-to-face collaborations, the NMI works to connect research findings with its own teaching experiences in order to design policies and…
Costley, Kevin C.
In 1970, journalist and scholar Charles Silberman published "Crisis in the Classroom; the Remaking of American Education." His intended audiences was teachers and students, school board members and taxpayers, public officials and civic leaders, newspaper and magazine editors and readers, television directors and viewers, parents and children.…
Vogt, Patrik; Kuhn, Jochen; Muller, Sebastian
This paper continues the collection of experiments that describe the use of cell phones as experimental tools in physics classroom education. We describe a computer-aided determination of the free-fall acceleration "g" using the acoustical Doppler effect. The Doppler shift is a function of the speed of the source. Since a free-falling objects…
The purpose of this study was to measure the effects of Choice-Based Art Education on supporting the needs of all learners in an inclusive classroom, while building confidence, creativity, and critical thinking skills. Over a seven-week period, data was collected through photographs, pre- and post- surveys, interviews, pre- and post-creativity…
Belcher, Catherine L.; Stephenson, Becky Herr
Given the current educational climate of high stakes testing, standardized curriculum, and "approved" reading lists, incorporating unauthorized, often controversial, popular literature into the classroom becomes a political choice. The authors examine why teachers choose to read "Harry Potter", how they use the books and incorporate new media, and…
Branum-Martin, Lee; Mehta, Paras D.; Fletcher, Jack M.; Carlson, Coleen D.; Ortiz, Alba; Carlo, Maria; Francis, David J.
The construct validity of English and Spanish phonological awareness (PA) tasks was examined with a sample of 812 kindergarten children from 71 transitional bilingual education program classrooms located in 3 different types of geographic regions in California and Texas. Tasks of PA, including blending nonwords, segmenting words, and phoneme…
Tielman, K.A.; Brok, den P.J.; Bolhuis, S.M; Vallejo, B.
This research presents a descriptive study regarding collaborative learning in a multicultural classroom at a vocational education school in The Netherlands. The study bridges two domains of research: research on culturally diverse learning environments – which has mostly concerned primary and
Dyson, Ben P.; Colby, Rachel; Barratt, Mark
The purpose of this study was to investigate generalist classroom elementary teachers' implementation of the Cooperative Learning (CL) pedagogical model into their physical education classes. The study used multiple sources of data drawing on qualitative data collection and data analysis research traditions (Miles, Huberman, & Saldana, 2014).…
Full Text Available Cómo referenciar este artículoGiuliano, F., & Pozzo, V. L. (2015. Educating as travelling. A travel in and around the classroom with Bernd Stiegler. Foro de Educación, 13(19, 427-454. doi: http://dx.doi.org/10.14516/fde.2015.013.019.019
Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.
Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…
Koepsel, Erica R.
Pleasure is an important aspect of healthy sexual development. Moreover, public health researchers and feminist scholars suggest that pleasure-inclusive sex education is effective for reducing pregnancy and rates of HIV and other sexually transmitted infections and may create a more inclusive classroom environment for underserved individuals.…
Xu, Su Qiong; Cooper, Paul; Sin, Kenneth
The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social-political context of the LRC, and compares the Chinese LRC with the Western…
Drissner, Jurgen; Haase, Hans-Martin; Hille, Katrin
The "Green Classroom" in Ulm is an experiential learning forum outside school. Its educational concept is based on experimental learning and is geared towards expanding biological knowledge and developing environmental attitudes regarding preservation and utilisation of nature. We assessed the environmental attitude of 92 students before…
Maury, Susan; Rickard, Nikki
Group singing is a common feature of classroom-based music education, and has often been proposed to have benefits that extend beyond acquisition of music skills, primarily in academic achievement. However, potential social and emotional well-being benefits have been under-represented in these discussions. This article proposes that an…
Kay, Robin H.; Lauricella, Sharon
Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess…
This commentary adds to the analysis and recommendations presented in "Gender in the Management Education Classroom" concerning a very challenging incident focused on powerful gender/diversity dynamics. It discusses the centrality of emotion in students' experiences of diversity discussions and calls for teachers to explicitly help students…
Veldhuis, M.; van den Heuvel-Panhuizen, M.; Vermeulen, Jorine; Eggen, Theodorus Johannes Hendrikus Maria
This paper reports on a survey of the classroom assessment practices of Dutch primary school teachers in mathematics education. We investigated, using an online questionnaire, how teachers collect information on their studentś progress and how teacherś assessment methods, purposes, and beliefs about
Knowlton, Dave S.; Nygard, Shanda
This article reviews early literature (that is, up to mid-year 2013) about Twitter's use in the higher education classroom. Fragmentations are highlighted as a way of showing that the literature does not cohesively claim advantages or disadvantages of using Twitter as a teaching and learning tool. The article also points to the limitations of the…
Jacquemin, Stephen J.; Smelser, Lisa K.; Bernot, Melody J.
Social networking has become a prominent communication method in recent years. The objective of this study was to assess social media use and perception of utility in higher education classrooms among faculty, graduate, and undergraduate cohorts. As a case study, Twitter was included into a semester course to disseminate relevant course…
With the onset of Web 2.0 and 3.0--the social and semantic webs--a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education…
Tippett, Christine D.; Milford, Todd M.
Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two…
Halula, Stephen Paul
Everyone has had college instructors who they thought were excellent and those who were not. In pondering what attributes might have made the difference between these groups, the idea of "humor" came to mind, setting the researcher on course to study the research question "What role does humor in the higher education classroom play…
King, Philip; Bulkeley, Kelly; Welt, Bernard
"Dreaming in the Classroom" provides teachers from virtually all fields with a uniquely informative guidebook for introducing their students to the universal human phenomenon of dreaming. Although dreaming may not be held in high esteem in mainstream Western society, students at all education levels consistently enjoy learning about…
This article considers some ways in which the school classroom enters into, changes and complicates musical meanings, focusing particularly on the role of popular music and how it relates to classical music. I suggest that in bringing popular music into the curriculum, educators have largely ignored the informal learning practices of popular…
Gordon, Dennis R.
This paper offers a view from the classroom and departmental chair's office, using the teaching of introductory "International Relations" and some basic theoretical foundations of the field, "Realism," "Cosmopolitanism," and "Constructivism," to explore how study abroad can balance calls to educate for…
In October 2006, the U.S. Department of Education introduced the so-called "single-sex regulations," which brought the issue of single-sex education to the forefront of discussion among educators, policymakers, and parents. Anecdotal evidence suggests that single-sex education can have a positive impact on student achievement. However,…
As one example of successful cooperation among major plasma/fusion research laboratories in the United States and Europe, we discuss the development of the well-known classroom teaching chart, "Fusion - Physics of a Fundamental Energy Source", and associated materials produced by the Contemporary Physics Education Project(CPEP). CPEP is a not-for-profit organization of physicists and teachers incorporated to develop teaching materials on contemporary physics topics suitable for use in the introductory (high school and college) classroom. The Fusion Chart is currently available in 7 languages: English, Flemish, French, German, Italian, Portuguese, and Spanish. The series of supporting materials include a Teacher's Guide, 7 hands-on classroom activities, and a Web supplement at http://FusEdWeb.pppl.gov/CPEP/chart.html. All materials are being used successfully in high school teacher training workshops across North America under the auspices of APS/DPP, AAPT, and PTRA (Physics Teaching Resource Agents) programs. Though the materials were developed primarily for use by classroom teachers, they are also valuable resources for individual experts who have the opportunity to make presentations to educational or civic groups. This talk will illustrate various teaching strategies which increase the effectiveness of the materials, including demonstrations of two of the classroom activities, with audience participation invited.
Hunley, Rebecca C.
For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.
One of the objectives outlined in "Trends and Development in Education, Science and Technology Policies": MEXT 2011 by the Ministry of Education, Culture, Sports, Science and Technology of Japan is for all elementary and junior high students to use electronic versions of printed textbooks in the coming years. Students will use digital textbooks on tablet personal computers in classrooms with interactive whiteboards (IWB). This paper considers IWB and tablet computers (tablets) technologies fo...
Crouse, Tricia Lynn
Recent advancements in the speed and availability of the Internet have catapulted distance education into the forefront of possible economic education alternatives. Distance learning courses are taught exclusively over the Internet. Economics distance courses provide alternatives for economics students to traditional classroom instruction, and also invite new students to the discipline who may not have otherwise enrolled. An increase in the number of distance courses in the economics field ha...
In secondary general music classes, music educators have the opportunity to bridge the gap between the music students' experiences in school and the music they engage with outside of school. According to Williams, nontraditional music students have musical lives outside of school but choose not to participate in traditional ensembles. In this…
Mellizo, Jennifer M.
The inclusion of world music from a variety of cultures and traditions within the general music curriculum creates valuable opportunities for students to experience music in ways that are both culturally and pedagogically beneficial. By exploring the connection between the fields of ethnomusicology and music education, we can expand our current…
López Soblechero, Miguel Vicente; González Gaya, Cristina; Hernández Ramírez, Juan José
The study discussed in this paper had two principal objectives. The first was to evaluate the distance model of official vocational education and training offered by means of a virtual learning platform. The second was to establish that both on-site classroom and online distance modes of vocational education and training can be seen as complementary in terms of responding to the majority of modern educational needs. We performed a comparative study using data and results gathered over the course of eleven academic years for 1,133 of our students enrolled in an official vocational education and training program, leading to the awarding of a certificate as an Administrative Management Expert. The classes were offered by the Alfonso de Avellaneda Vocational Education and Training School, located in the city of Alcalá de Henares near Madrid, Spain. We offered classes both in traditional classroom mode and through online distance learning. This paper begins with a descriptive analysis of the variables we studied; inferential statistical techniques are subsequently applied in order to study the relationships that help form the basis for the conclusions reached. This study's results provide evidence that a broad offering of vocational education and training opportunities will facilitate access to such learning for students who require it, regardless of their age, employment status, or personal circumstances, with the online distance mode playing a fundamental role while also yielding results equivalent to those observed for classroom instruction.
Miguel Vicente López Soblechero
Full Text Available The study discussed in this paper had two principal objectives. The first was to evaluate the distance model of official vocational education and training offered by means of a virtual learning platform. The second was to establish that both on-site classroom and online distance modes of vocational education and training can be seen as complementary in terms of responding to the majority of modern educational needs. We performed a comparative study using data and results gathered over the course of eleven academic years for 1,133 of our students enrolled in an official vocational education and training program, leading to the awarding of a certificate as an Administrative Management Expert. The classes were offered by the Alfonso de Avellaneda Vocational Education and Training School, located in the city of Alcalá de Henares near Madrid, Spain. We offered classes both in traditional classroom mode and through online distance learning. This paper begins with a descriptive analysis of the variables we studied; inferential statistical techniques are subsequently applied in order to study the relationships that help form the basis for the conclusions reached. This study's results provide evidence that a broad offering of vocational education and training opportunities will facilitate access to such learning for students who require it, regardless of their age, employment status, or personal circumstances, with the online distance mode playing a fundamental role while also yielding results equivalent to those observed for classroom instruction.
Weitze, Charlotte Lærke; Ørngreen, Rikke
This paper presents and discusses findings about how students, teachers, and the organization experience a start-up-project applying videoconferences between campus and home. This is new territory for adult learning centers. The research is based on the Global Classroom Model as it is implemented...... experiences and on the organizational issues related to the transition to the Global Classroom Model as well as provide outlines to the consequences these findings may have, for example in relation to the continued development of the teachers' educational designs....
McLaughlin, Jacqueline E.
The flipped classroom is growing in popularity in health professional education. As such, instructors are experiencing various growing pains in functionalizing this model, from justifying the approach to managing time inside and outside of class to assessing impact on learning. This review focuses on some key theories that support the flipped model and translates those key theories into practice across core aspects of the flipped classroom: pre-class preparation, in-class activities, after-class activities and assessment of student learning. PMID:28970619
Luseno, Florah Kavulani
AN ASSESSMENT OF THE PERCEPTIONS OF SECONDARY SPECIAL AND GENERAL EDUCATION TEACHERS WORKING IN INCLUSIVE SETTINGS IN THE COMMONWEALTH OF VIRGINIA by FLORAH KAVULANI LUSENO Committee Chair: Diane N. Gillespie; Co-Chair: Harold J. McGrady Administration and Supervision of Special Education (ABSTRACT) One of the major challenges facing special and general classroom teachers stems from the current educational movement towards inclusion, a process that emphasizes p...
Special Religious Education is faith-based single tradition religious education taught in many Australian public schools by volunteer teachers who are adherents of the faith they are teaching. This paper derives from a qualitative study of the pedagogy of Christian Special Religious Education teachers that took place between 2010 and 2014. Love is…
Department of Educational Studies, University of South Africa, P.O. Box 392, Unisa, 0003 South Africa firstname.lastname@example.org. “By inclusive ... The way in which people with disabilities experience inclusion and exclusion in education have ..... successful inclusive education will have been made. The At-Risk Disk: Differential ...
The integration of educational technologies has and will continue to change the nature of education. From the advent of the printed word to the current use of computer assisted teaching and learning, the use of technology is an integral part of modern day realities and approaches to education. The purpose of this paper is to review some of the…
Fatima, Syeda Sadia; Arain, Fazal Manzoor; Enam, Syed Ather
Objective: In this study we implemented the “flipped classroom” model to enhance active learning in medical students taking neurosciences module at Aga Khan University, Karachi. Methods: Ninety eight undergraduate medical students participated in this study. The study was conducted from January till March 2017. Study material was provided to students in form of video lecture and reading material for the non-face to face sitting, while face to face time was spent on activities such as case solving, group discussions, and quizzes to consolidate learning under the supervision of faculty. To ensure deeper learning, we used pre- and post-class quizzes, work sheets and blog posts for each session. Student feedback was recorded via a likert scale survey. Results: Eighty four percent students gave positive responses towards utility of flipped classroom in terms of being highly interactive, thought provoking and activity lead learning. Seventy five percent of the class completed the pre-session preparation. Students reported that their queries and misconceptions were cleared in a much better way in the face-to-face session as compared to the traditional setting (4.09 ±1.04). Conclusion: Flipped classroom(FCR) teaching and learning pedagogy is an effective way of enhancing student engagement and active learning. Thus, this pedagogy can be used as an effective tool in medical schools. PMID:29492071
Friddah R. Mathevula
Full Text Available The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to respond positively during the learning process. The purpose of this study was to determine the nurse educators’ and student nurse neophytes’ perceptions of good interaction in the classroom setting. The study attempted to answer the following specific question: ‘What do nurse educators and student nurse neophytes regard as examples of good interaction in the classroom setting?’ The accessible population in this study were all student nurse neophytes registered with the University of Venda for the Baccalaureus Curationis, and nurse educators responsible for teaching first-year student nurses in this programme. The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female students. A random sampling was conducted to arrive at 10 male and 15 female students. The sampling method relating to nurse educators was purposive sampling. Focus groups were used to interview students using individual in-depth interviews to gather data from nurse educators. Coding was used to organise the data collected during the interviews. The study revealed that nurse educators and student nurse neophytes concur that the ethical behaviours influencing good interaction are respect and support, good communication, honesty and openness. Age, gender and cultural background were also factors. The participants further indicated that good interaction has benefits such as improved co-operation levels, the enhancement of learning, the improvement of pass rates, and a reduction in dropout rates. In conclusion, there is a need for nurse educators and student nurses
The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers…
Francisco Javier Hinojo-Lucena
Full Text Available This research analyzed Physical Education students’ degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi-control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors was conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlational motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom based on emerging pedagogies, allows improving students’ achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.
The purpose of this study was to determine Turkish EFL teachers' attitudes towards classroom observation. 204 teachers from different school settings responded to an online questionnaire. Data were analyzed according to three types of attitudes towards classroom observation: perceptions, sentiments, and readiness for action. The findings revealed…
Choi, Jong-soo; Kim, Dong-hyuk; Kim, Dae-hyun; Lee, Sang-soo
To survive in a global society, organizations should be more effective and efficient. The learning organizations actively adapt themselves to social changes by learning like a live organism. Information and knowledge become the driving force to generate new value in an information society. In this point of view, knowledge management is an approach to maintain organizations' competitiveness by obtaining, saving, sharing, and utilizing the organizations' knowledge. This research is based on a case study that applies the performance technology model to the Nuclear Power Education Institute in the Korea Hydro and Nuclear Power Company(KNPEI). KNPEI suggested three performance problems to be solved through this case study focusing on the classroom training. The problems are the textbook for basic skill education, the classroom environment and the educational method. Therefore, the study applies performance technology to diagnose and solve the performance problems of the KNPEI systematically and scientifically
Johnson, Carolyn C; Li, Donglin; Galati, Todd; Pedersen, Sheryl; Smyth, Mary; Parcel, Guy S
Maintenance of the interactive Child and Adolescent Trial for Cardiovascular Health (CATCH) third- to fifth-grade curricula was studied in the 56 original intervention schools and 20 of the original control schools 5 years postintervention in four regions of the United States. Target grade teachers completed a self-administered survey that included questions regarding use of the CATCH materials, training in CATCH or other health education, barriers and perceived support for health education, and amount of health education currently taught. Percentage of teachers who continued to teach CATCH in the classroom was low; however, percentages were significantly higher in former intervention compared with control schools, even though control schools received training and materials following the main field trial. The results of this study can provide useful information for future development of classroom health promotion materials with a higher level of sustainability.
Gersten, Karen S.
This article explores the widening gap between business and societal needs and current general education curricula. Research is presented that documents gaps between projected needs of industry and current practices in postsecondary education, especially in the general education areas. Positive efforts to close the gap are highlighted. Changing…
Higher education and general studies in Nigeria: A philosophical investigation. ... Mgbakoigba: Journal of African Studies ... national policy on education on tertiary or higher education reveals a startling chasm of gap between the goals of the policy through General Studies Programme and their expected actualizations.
Simpson, Richard L.; Myles, Brenda Smith
The General Education Collaboration Model is designed to support general educators teaching mainstreamed disabled students, through collaboration with special educators. The model is based on flexible departmentalization, program ownership, identification and development of supportive attitudes, student assessment as a measure of program…
White, Eric R.
The component of the baccalaureate degree referred to as general education is at risk. General education is losing traction in the curriculum, as calls for graduate students on a faster time schedule and a desire to produce readily employable graduates head the list of higher education objectives. Little attention is paid to how students come to…
Flinchbaugh, Carol L.; Moore, E. Whitney G.; Chang, Young K.; May, Douglas R.
Student well-being in the management classroom is of concern to both educators and managers. Well-being is conceptualized here as students' reduction in stress, enhanced experienced meaning and engagement in the classroom, and, ultimately, heightened satisfaction with life. The authors investigated whether purposeful semester-long classroom…
This research examines the importance of trust in the classroom, and answers the following questions: 1) is trust important to create and maintain in the classroom? 2) What is the significance of trust between a teacher and a student, and 3) do students trust their drug and alcohol educators? In-depth interviews were conducted with 38 middle…
Willard Van De Bogart
Full Text Available The smart classroom incorporates many different types of IT hardware including tablet computers, interactive white boards, work stations and many other integrated uses of these IT technologies which are used for instructional purposes. Conducted with 40 students majoring in Communicative Arts who participated in a technology-supported learning environment, this study investigated the perceived effectiveness of technologies, learner motivation, participation and learning outcome in the smart classroom. Research findings show that the students’ perceived effectiveness of educational technologies was at a high level while their learning motivation was at a moderate level. In addition, a positive relationship was found between students’ learning outcome and participation, but motivation and perceived effectiveness of technologies in the smart classroom were not related to their learning outcome. Responses from open-ended questions can be used to support the acceptance of the new learning environment since the use of various media equipment by first time users allows for the exploration and the presentation of ideas not achieved in a traditional classroom setting. It can be concluded that learning in a technology-supported environment like the smart classroom can foster a more inquisitive approach.
Schoening, Anne M
The purpose of this qualitative study was to generate a theoretical model that describes the social process that occurs during the role transition from nurse to nurse educator. Recruitment and retention of qualified nurse educators is essential in order to remedy the current staff nurse and faculty shortage in the United States, yet nursing schools face many challenges in this area. This grounded theory study utilized purposive, theoretical sampling to identify 20 nurse educators teaching in baccalaureate nursing programs in the Midwest. The Nurse Educator Transition (NET) model was created from these data.This model identifies four phases in the role transition from nurse to nurse educator: a) the Anticipatory/Expectation Phase, b) the Disorientation Phase, c) the Information-Seeking Phase, and d) the Identity Formation Phase. Recommendations include integrating formal pedagogical education into nursing graduate programs and creating evidence-based orientation and mentoring programs for novice nurse faculty.
Enrique José Marañón Rodríguez
Full Text Available The present article treats some questions related with the leadership and the educative leadership. It is only an approach to the topic that requires of its continuity to be able to treat it more thoroughly. Given the demands of the pedagogic pattern in which the formation of professionals is sustained -at the moment, in the Cuban university in the new called universialisation - that is focused in the dimensions: instructive, educational and developmental, it confers a degree of such integrality that requires that the professor's list causes in the student a transformation process in which, through the appropriation and construction of the experience and the culture, takes place the growth and the personal development, effect that could be achieved, among other, with the development of the educative leadership.RESUMENEl presente artículo trata algunas cuestiones relacionadas con el liderazgo y el liderazgo educativo. Es sólo un acercamiento al tema que requiere de su continuidad para poder tratarlo más ampliamente. Dadas las exigencias del modelo pedagógico en que se sustenta la formación de profesionales en la universidad cubana –actualmente en nuevo estadio de universalización- que se enfoca en las dimensiones: instructiva, educativa y desarrolladora, le confieren un grado de integralidad tal, que requiere que el rol del profesor provoque en el estudiante un proceso de transformación en el que, a través de la apropiación y construcción de la experiencia y la cultura se produzca el crecimiento y el desarrollo personal, efecto que podría lograrse, entre otros, con el desarrollo del liderazgo educativo.
Ludlow, Barbara L.; Wienke, Wilfred D.; Henderson, Joan; Klein, Holly
As increasing numbers of students with disabilities are placed in regular classrooms, the shortage of rural special educators means that many rural classroom teachers are the primary providers of individualized programming to meet special needs. Since 1994, West Virginia University has been expanding its existing teacher education programs to…
Wilson, John I
The motivation behind every educator's dedication and hard work in the classroom is the knowledge that his or her teaching will result in students' success in life. Educators are committed to implementing twenty-first century skills; they have no question that students need such skills to be equipped for life beyond school. Members of the National Education Association are enthusiastic about the Partnership for 21st Century Skills framework, yet express frustration that many schools do not have adequate resources to make the necessary changes. Teaching these skills poses significant new responsibilities for schools and educators. To make it possible for teachers to build twenty-first century skills into the curriculum, physical and policy infrastructures must exist, professional development and curriculum materials must be offered, and meaningful assessments must be available. With an established understanding of what skills need to be infused into the classroom-problem solving, analysis, and com- munications-and educators' commitment to the new skill set, this chapter explores how to make such a dramatic reform happen. The author discusses existing strategies that will guide educators in infusing twenty-first century skills into traditional content areas such as math, English, geography, and science. Ultimately, public policy regarding educational standards, professional development, assessments, and physical school structures must exist to enable educators to employ twenty-first century skills, leading to student success in contemporary life. Any concern about the cost of bringing this nation's educational system up to par internationally should be offset by the price that not making twenty-first century skills a priority in the classroom will have on future economic well-being.
Nishigawa, Keisuke; Omoto, Katsuhiro; Hayama, Rika; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Shigemoto, Shuji; Ueda, Mayu; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo
We previously investigated the effects of team-based learning (TBL) on fixed prosthodontic education and reported that TBL could have higher efficiency with high student satisfaction than traditional lecture. In the current report, we introduced flipped classroom to the fixed prosthodontic education and compared their effectiveness based on the final examination score in addition to TBL. Participants were 41 students from Tokushima University School of Dentistry who attended a fixed prosthodontics course. The first six classes adopted the flipped classroom style while the latter eight classes adopted TBL. To evaluate the relationship between learning styles and their effectiveness, we compared results from the term-end examination between the curriculum covered by flipped classroom and TBL-style classes. To draw comparisons, a referential examination with the same questions was conducted to eight faculty members who had not attended any of these classes. Term-end examination results showed that TBL classes had slightly higher scores than flipped classroom classes. Referential examination results also showed higher scores for the same curriculum and no significant interaction was found between class formats and the term-end and referential examination scores. Analysis revealed no noticeable difference in the effectiveness of the class formats. Our previous study reported that TBL had higher efficiency than traditional style lecture. In the current study, there was no statistical difference in the examination score between flipped classroom and TBL. Therefore, we conclude that both styles are highly effective than traditional style lecture and constitute valid formats for clinical dental education. Copyright © 2016 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.
Brown, Ryan A.
In a time of increased accountability, a tightened curriculum, and fewer curricular choices for students, technology education in the United States is in the position of defending itself by "carving a niche" in the school curriculum. Justifying the place of technology education is becoming increasingly difficult, as there has been little…
Hume, Anne Christine
The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education…
Allen, J. S.
NASA is eager for students and the public to experience lunar Apollo rocks and regolith soils first hand. Lunar samples embedded in plastic are available for educators to use in their classrooms, museums, science centers, and public libraries for education activities and display. The sample education disks are valuable tools for engaging students in the exploration of the Solar System. Scientific research conducted on the Apollo rocks has revealed the early history of our Earth-Moon system. The rocks help educators make the connections to this ancient history of our planet as well as connections to the basic lunar surface processes - impact and volcanism. With these samples educators in museums, science centers, libraries, and classrooms can help students and the public understand the key questions pursued by missions to Moon. The Office of the Curator at Johnson Space Center is in the process of reorganizing and renewing the Lunar and Meteorite Sample Education Disk Program to increase reach, security and accountability. The new program expands the reach of these exciting extraterrestrial rocks through increased access to training and educator borrowing. One of the expanded opportunities is that trained certified educators from science centers, museums, and libraries may now borrow the extraterrestrial rock samples. Previously the loan program was only open to classroom educators so the expansion will increase the public access to the samples and allow educators to make the critical connections of the rocks to the exciting exploration missions taking place in our solar system. Each Lunar Disk contains three lunar rocks and three regolith soils embedded in Lucite. The anorthosite sample is a part of the magma ocean formed on the surface of Moon in the early melting period, the basalt is part of the extensive lunar mare lava flows, and the breccias sample is an important example of the violent impact history of the Moon. The disks also include two regolith soils and
Holm, J.; Sandoz, C.; Dickenson, J.; Lee, J.C.; Smith, A.M.
The public is concerned about how the shipping and handling of radioactive materials affects them and their environment. Through exhibit showings doing professional education conferences and smaller, focussed workshops, the United States Department of Energy (DOE) has found teachers and students to be an especially interested audience for hazardous and radioactive materials transportation information. DOE recognizes the importance of presenting educational opportunities to students about scientific and societal issues associated with planning for and safely transporting these types of materials. Raising students' and educators' awareness of hazardous and radioactive materials transport through creative classroom materials and exhibits may help them make informed decisions as adults about this often controversial and difficult issue
Carter, Jill F.
Examines relationships among the levels of pre-service and inservice teacher preparation in various topic areas within environmental education (EE) and the levels of implementation of those topic areas in public high school science and social studies classrooms in Illinois. Measures teacher attitudes toward EE. Findings indicate that teachers who had received pre-service/inservice teacher education in EE implemented significantly more EE topics into the curriculum than did teachers who reported receiving no pre-service/inservice teacher education in EE. Findings also indicate that beginning teachers do not implement the EE topics nearly as much as veteran teachers.
Bailey, Cara; Hewison, Alistair; Orr, Shelly; Baernholdt, Marianne
Teaching nursing students how to provide patient-centered end-of-life care is important and challenging. As traditional face-to-face classroom teaching is increasingly supplanted by digital technology, this provides opportunities for developing new forms of end-of-life care education. The aim of this article is to examine how a global classroom was developed using online technology to enhance nursing students' learning of end-of-life care in England and the United States. The PDSA (Plan-Do-Study-Act) quality improvement approach was used to guide the design and delivery of this curriculum innovation. The global classroom enhanced the educational experience for students. Teaching needs to be inclusive, focused, and engaging; the virtual platform must be stable and support individual learning, and learning needs to be collaborative and authentic. These findings can be used to inform the integration of similar approaches to end-of-life care education in other health care professional preparation programs. [J Nurs Educ. 2017;56(11):688-691.]. Copyright 2017, SLACK Incorporated.
Breeman, L.D.; van Lier, P.A.C.; Wubbels, T.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, N.T.
In mainstream education, positive relationships with teachers and peers have been found to positively influence children’s behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from mainstream
L.D. Breeman; P.A.C. van Lier (Pol); T. Wubbels; F.C. Verhulst (Frank); J. van der Ende (Jan); A. Maras (Athanasios); J.A.B. Hopman; N.T. Tick (Nouchka Tamar)
textabstractIn mainstream education, positive relationships with teachers and peers have been found to positively influence children’s behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from
Breeman, L.D.; Van Lier, Pol; Wubbels, T.; Verhulst, Frank C.; van der Ende, Jan; Maras, Athanasios; Hopman, J.A.B.; Tick, Nouchka
In mainstream education, positive relationships with teachers and peers have been found to positively influence children’s behavioral development. However, high levels of classroom behavior problems may hinder the formation of such positive relationships. Therefore, findings from mainstream
Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark
This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.
Charron, Nicholas; Rothstein, Bo
to ‘trust others'. We hypothesize that higher levels of education will lead to higher social trust in individuals, given that the context (country or regions within countries) in which they reside has a sufficiently impartial and non-corrupt institutional setting. However, the positive effect of education...
Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student t-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.
Full Text Available This article reflects on a collaborative process between two researchers from different backgrounds conducting a joint-venture classroom observation project focusing on language, communication and special education. Focusing on the connection between explorative learning situations and dialogue in relation to children's learning and identity development, the researchers cooperate on all levels in the research process. The article compares findings when approaching data from two different professional traditions, linguistics and education. The main focus is how each of the researchers approaches the data analysis. The combining of approaches in interpreting and writing is also discussed. Narratives and spoken dialogues are vital in this work; transcripts of video material from a primary school classroom are used as illustrations.
M.Ed. (Educational Psychology) The inclusive education shift, in South Africa, has caused classroom teachers to take on many more responsibilities than was expected from them in previous years. These increased expectations, stress and anxiety becomes heavy burdens and has a negative influence on teacher well-being. Factors such as the emotionally intense working environment, lack of time, space and resources, as well as student misbehaviour has a great negative impact on the classroom envi...
Kersten, Jennifer Anna
In recent years there has been increasing interest in engineering education at the K-12 level, which has resulted in states adopting engineering standards as a part of their academic science standards. From a national perspective, the basis for research into engineering education at the K-12 level is the belief that it is of benefit to student learning, including to "improve student learning and achievement in science and mathematics; increase awareness of engineering and the work of engineers; boost youth interest in pursuing engineering as a career; and increase the technological literacy of all students" (National Research Council, 2009a, p. 1). The above has led to a need to understand how teachers are currently implementing engineering education in their classrooms. High school physics teachers have a history of implementing engineering design projects in their classrooms, thus providing an appropriate setting to look for evidence of quality engineering education at the high school level. Understanding the characteristics of quality engineering integration can inform curricular and professional development efforts for teachers asked to implement engineering in their classrooms. Thus, the question that guided this study is: How, and to what extent, do physics teachers represent quality engineering in a physics unit focused on engineering? A case study research design was implemented for this project. Three high school physics teachers were participants in this study focused on the integration of engineering education into the physics classroom. The data collected included observations, interviews, and classroom documents that were analyzed using the Framework for Quality K-12 Engineering Education (Moore, Glancy et al., 2013). The results provided information about the areas of the K-12 engineering framework addressed during these engineering design projects, and detailed the quality of these lesson components. The results indicate that all of the design
Full Text Available There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.
Wiener, Gerfried J; Brown, Alexander; Jende, Konrad
In the context of the recent re-start of CERN’s Large Hadron Collider (LHC) and the challenge presented by unidentified falling objects (UFOs), we seek to facilitate the introduction of high energy physics in the classroom. Therefore, this paper provides an overview of the LHC and its operation, highlighting existing education resources, and linking principal components of the LHC to topics in physics curricula.
Donald, Cathey Nolan
This study was conducted to determine the impact of the inclusion of students with handicaps and disabilities in the regular education science classroom. Surveys were mailed to the members of the Alabama Science Teachers Association to obtain information from teachers in inclusive classrooms. Survey responses from teachers provide insight into these classrooms. This study reports the results of the teachers surveyed. Results indicate multiple changes occur in the educational opportunities presented to regular education students when students with handicaps and disabilities are included in the regular science classroom. Responding teachers (60%) report omitting activities that formerly provided experiences for students, such as laboratory activities using dangerous materials, field activities, and some group activities. Also omitted, in many instances (64.1%), are skill building opportunities of word problems and higher order thinking skills. Regular education students participate in classes where discipline problems related to included students are reported as the teachers most time consuming task. In these classrooms, directions are repeated frequently, reteaching of material already taught occurs, and the pace of instruction has been slowed. These changes to the regular classroom occur across school levels. Many teachers (44.9%) report they do not see benefits associated with the inclusion of students with special needs in the regular classroom.
Buxner, Sanlyn; Bracey, Georgia; Summer, Theresa; Cobb, Whitney; Gay, Pamela L.; Finkelstein, Keely D.; Gurton, Suzanne; Felix-Strishock, Lisa; Kruse, Brian; Lebofsky, Larry A.; Jones, Andrea J.; Tweed, Ann; Graff, Paige; Runco, Susan; Noel-Storr, Jacob; CosmoQuest Team
CosmoQuest is a Citizen Science Virtual Research Facility that engages scientists, educators, students, and the public in analyzing NASA images. Often, these types of citizen science activities target enthusiastic members of the public, and additionally engage students in K-12 and college classrooms. To support educational engagement, we are developing a pipeline in which formal and informal educators and facilitators use the virtual research facility to engage students in real image analysis that is framed to provide meaningful science learning. This work also contributes to the larger project to produce publishable results. Community scientists are being solicited to propose CosmoQuest Science Projects take advantage of the virtual research facility capabilities. Each CosmoQuest Science Project will result in formal education materials, aligned with Next Generation Science Standards including the 3-dimensions of science learning; core ideas, crosscutting concepts, and science and engineering practices. Participating scientists will contribute to companion educational materials with support from the CosmoQuest staff of data specialists and education specialists. Educators will be trained through in person and virtual workshops, and classrooms will have the opportunity to not only work with NASA data, but interface with NASA scientists. Through this project, we are bringing together subject matter experts, classrooms, and informal science organizations to share the excitement of NASA SMD science with future citizen scientists. CosmoQuest is funded through individual donations, through NASA Cooperative Agreement NNX16AC68A, and through additional grants and contracts that are listed on our website, cosmoquest.org.
Coralie van Reenen
Full Text Available Background: It can hardly be disputed that a school environment should be conducive or, at the very least, not prohibitive to effective learning. The provision of fair, equal and barrier-free access to education is referred to as inclusive education. South Africa supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools. This article sets out to prove that noise control in classrooms is a relevant, yet neglected, aspect of inclusive classroom design in South Africa and requires specific attention. Objectives: The objectives of this study are to: (1 establish the impact that noise has on learners with sensory, language or learning impairments; (2 establish the preferred listening conditions for these learners by examining prior research and guidelines available in other countries; and (3 outline the current South African regulations pertaining to classroom acoustics and assess them against the preferred listening environment. Method: This research was conducted as a systematic review with reference to the South African context. Local and international research and guidelines were used as references, providing an overview and evaluation of data concerning noise and learning. Results: Noise is disadvantageous for learners, particularly those with sensory, language or learning impairments. Research and international guidelines show that the ideal ambient level is 30 dBA – 35 dBA, allowing the achievement of an ideal signal-to-noise ratio (SNR of +15 dB, and the ideal reverberation time is 0.4 s – 0.6 s. Various South African regulations discussed are inconsistent regarding ambient noise level (ranging from 35 dBA – 50 dBA and say little about reverberation time for classrooms. Conclusion: South African regulations regarding classroom acoustics require revision to ensure inclusion of all learners with disabilities. The current status does not enforce barrier
Van Reenen, Coralie; Karusseit, Catherine
It can hardly be disputed that a school environment should be conducive or, at the very least, not prohibitive to effective learning. The provision of fair, equal and barrier-free access to education is referred to as inclusive education. South Africa supports a policy of inclusive schooling, striving to accommodate all children, including those with disabilities, in mainstream schools. This article sets out to prove that noise control in classrooms is a relevant, yet neglected, aspect of inclusive classroom design in South Africa and requires specific attention. The objectives of this study are to: (1) establish the impact that noise has on learners with sensory, language or learning impairments; (2) establish the preferred listening conditions for these learners by examining prior research and guidelines available in other countries; and (3) outline the current South African regulations pertaining to classroom acoustics and assess them against the preferred listening environment. This research was conducted as a systematic review with reference to the South African context. Local and international research and guidelines were used as references, providing an overview and evaluation of data concerning noise and learning. Noise is disadvantageous for learners, particularly those with sensory, language or learning impairments. Research and international guidelines show that the ideal ambient level is 30 dBA - 35 dBA, allowing the achievement of an ideal signal-to-noise ratio (SNR) of +15 dB, and the ideal reverberation time is 0.4 s - 0.6 s. Various South African regulations discussed are inconsistent regarding ambient noise level (ranging from 35 dBA - 50 dBA) and say little about reverberation time for classrooms. South African regulations regarding classroom acoustics require revision to ensure inclusion of all learners with disabilities. The current status does not enforce barrier-free environments in mainstream schools for children with sensory, language or
Riley, Jeffrey B; Austin, Jon W; Holt, David W; Searles, Bruce E; Darling, Edward M
A challenge faced by many university-based perfusion education (PE) programs is the need for student clinical rotations at hospital locations that are geographically disparate from the main educational campus. The problem has been addressed through the employment of distance-learning environments. The purpose of this educational study is to evaluate the effectiveness of this teaching model as it is applied to PE. Web-based virtual classroom (VC) environments and educational management system (EMS) software were implemented independently and as adjuncts to live, interactive Internet-based audio/video transmission from classroom to classroom in multiple university-based PE programs. These Internet environments have been used in a variety of ways including: 1) forum for communication between the university faculty, students, and preceptors at clinical sites, 2) didactic lectures from expert clinicians to students assigned to distant clinical sites, 3) small group problem-based-learning modules designed to enhance students analytical skills, and 4) conversion of traditional face-to-face lectures to asynchronous learning modules. Hypotheses and measures of student and faculty satisfaction, clinical experience, and learning outcomes are proposed, and some early student feedback was collected. For curricula that emphasize both didactic and clinical education, the use of Internet-based VC and EMS software provides significant advancements over traditional models. Recognized advantages include: 1) improved communications between the college faculty and the students and clinical preceptors, 2) enhanced access to a national network of clinical experts in specialized techniques, 3) expanded opportunity for student distant clinical rotations with continued didactic course work, and 4) improved continuity and consistency of clinical experiences between students through implementation of asynchronous learning modules. Students recognize the learning efficiency of on
McIlhenny, Craig; Kurashima, Yo; Chan, Carlos; Hirano, Satoshi; Domínguez-Rosado, Ismael; Stefanidis, Dimitrios
Surgical education has seen tremendous changes in the US over the past decade. The Halstedian training model of see one, do one, teach one that governed surgical training for almost 100 years has been replaced by the achievement of the ACGME competencies, milestones, entrustable professional activities (EPAs), and acquisition of surgical skill outside the operating room on simulators. Several of these changes in American medical education have been influenced by educators and training paradigms abroad. In this paper, we review the training paradigms for surgeons in the UK, Japan, and Mexico to allow comparisons with the US training paradigm and promote the exchange of ideas. Copyright © 2017 Elsevier Inc. All rights reserved.
Robin H. Kay
Full Text Available Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females. Key benefits observed include note-taking activities, in-class laptop-based academic tasks, collaboration, increased focus, improved organization and efficiency, and addressing special needs. Key challenges noted include other student’s distracting laptop behaviours, instant messaging, surfing the web, playing games, watching movies, and decreased focus. Nearly three-quarters of the students claimed that laptops were useful in supporting their academic experience. Twice as many benefits were reported compared to challenges. It is speculated that the integration of meaningful laptop activities is a critical determinant of benefits and challenges experienced in higher education classrooms.
Galway, Lindsay P; Corbett, Kitty K; Takaro, Timothy K; Tairyan, Kate; Frank, Erica
In 2013, a cohort of public health students participated in a 'flipped' Environmental and Occupational Health course. Content for the course was delivered through NextGenU.org and active learning activities were carried out during in-class time. This paper reports on the design, implementation, and evaluation of this novel approach. Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students' self-perceived knowledge after participation in the course. We used pre- and post-course surveys to measure changes in self-perceived knowledge. The post-course survey also included items regarding learning experiences and perceptions of the flipped classroom model. We also compared standard course review and examination scores for the 2013 NextGenU/Flipped Classroom students to previous years when the course was taught with a lecture-based model. We conducted a focus group session to gain more in-depth understanding of student learning experiences and perceptions. Students reported an increase in knowledge and survey and focus group data revealed positive learning experiences and perceptions of the flipped classroom model. Mean examination scores for the 2013 NextGenU/Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale of 1-5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students was 4.7/5 compared to prior years' overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009). Two key themes emerged from the focus group data: 1) factors influencing positive learning experience (e.g., interactions with students and instructor); and 2) changes in attitudes towards environmental and occupation health (e.g., deepened interest in the field). Our results show that integration of the flipped classroom model with online NextGenU courses can be an effective innovation in public health higher education
Killian, Janice L.; Wayman, John B.
The importance of music education in American schools is well established, with 93% of Americans agreeing that music should be a part of a well-rounded education (Harris, 2005). Students preparing to teach in the elementary classroom (elementary education majors) in American colleges and universities typically take a music class (sometimes two) as…
Rangvid, Beatrice Schindler
There is general agreement that to thrive and learn at their best, students must be engaged. However, schools face a particular challenge to provide a suitable and engaging learning environment for SEN (special educational needs) students who are educated in general education classes. Using data......-students as for other students. This highlights the need for better inclusion initiatives aimed at strengthening engagement of SEN-students in regular classrooms....
de Haan, A.K.E.
One of the remaining questions in the field of early childhood education is whether efforts aiming to promote the school readiness skills of young learners should be targeted specifically at children at risk for delays in these basic skills or whether efforts should be aimed at all young children
Art is more or less a conceptual representation of inner thoughts and feelings. It is in recognition of this that art educators have emphasized creativity as the primary aim of art. Through art activities the child makes real, his ideas. Essentially, the child's concept of creativity can be best described as 'the art of combining things ...
Sumners, Sarah Elizabeth
The purpose of the study was to better understand social studies teacher education through preservice professional development that incorporates an online gaming and simulation component. Examination of the impact of online gaming and simulations on the self-efficacy and content knowledge of preservice teachers in the methods course was…
Riner, Phillip S.
Critics of Invitational Education and other self-concept approaches to learning have long argued that there is a lack of empirical data to support the claims that approaches to student instruction based on self-concept theory are central to effective learning. Ellis (2001) examines a number of these analyses where self-concept, self-esteem, and…
Koppelman, Hermannus; Vranken, H.
Modern technology offers the tools for having synchronous virtual classes. This paper reports about experiences of such a class in the context of distance education. The paper focuses on the tool as well as on the pedagogy. It outlines the pedagogical approach of the virtual class, which is an
Heemskerk, I.M.C.C.; Volman, M.; ten Dam, G.T.M.; Admiraal, W.F.
Educational Information and Communication Technology (ICT) can be an appropriate tool for creating flexible learning environments. ICT can contribute to flexibility through its potential to keep content up‐to‐date and to address personal learning needs. ICT could, thus, make learning more accessible
Vrasidas, Charalambos; Avraamidou, Lucy; Theodoridou, Katerina; Themistokleous, Sotiris; Panaou, Petros
This manuscript reports on findings from the implementation of the EU project "Science Fiction in Education" (Sci-Fi-Ed). The project provides teachers with tools, training, and guidance that will assist them in enhancing their teaching, making science more attractive to students, connecting it with real-life issues such as the…
Hughes, Kent H., Ed.; Byers, Elizabeth A., Ed.
The Woodrow Wilson International Center for Scholars was delighted to host a group of current and former Albert Einstein Distinguished Educator Fellows as they celebrated the 20th anniversary of the fellowship program. Outstanding math and science teachers in America's K-12 schools, the Einstein Fellows spend a year (or sometimes two) working on…
The theory of deliberative democracy places public deliberations at the heart of democracy. In order to participate in democratic deliberations, citizens need certain skills, attitudes, and values. Within the field of education for deliberative democracy, it is assumed that these are learned through participation in democratic deliberation. Thus,…
Ferrell, O. C.; Hair, Joe F., Jr.; Marshall, Greg W.; Tamilia, Robert D.
This article provides a review of the history of marketing education. Some of the pioneers who developed concepts and pedagogical material used in teaching marketing are identified and some schools of thought are reviewed, namely, the commodity, institutional, and functional schools, as well as marketing management. During the early part of the…
Within a two-year mixed method action research study, two cohorts of White senior preservice Art Educators reflected on anti-racist and anti-classist course materials and attended field experiences within urban schools. A majority of both cohorts identified systemic racism within social systems and language after engaging in course materials.…
Counterintuitively, the more one develops as a leader, the less of a leader one becomes. What do great leaders do? Great leaders are ambitious first and foremost for the cause, the mission, the work--not themselves. Educators as "serving leaders" sense that every action they take, together with every decision that they make, either…
Klein, Julie; Sendall, Marguerite C.; Fleming, Marylou; Lidstone, John; Domocol, Michelle
Objective: The aim of the study is to explore school nurses' experience of health education. Design: A qualitative approach, phenomenology was used to answer the question. Method: Sixteen participants were recruited through purposeful and snowball sampling. Participants undertook an audio-recorded interview which was transcribed and analysed.…
Lawton, B.; Schwerin, T.; Low, R.
A key NASA education goal is to attract and retain students in science, technology engineering, and mathematics (STEM) disciplines. When teachers engage students in the examination of authentic data derived from NASA satellite missions, they simultaneously build 21st century technology skills as well as core content knowledge about the Earth and space. In this session, we highlight coordinated efforts by NASA Science Mission Directorate (SMD) Education and Public Outreach (EPO) programs to enhance educator accessibility to data resources, distribute state-of -the-art data tools and expand pathways for educators to find and use data resources. The group discussion explores how NASA SMD EPO efforts can further improve teacher access to authentic NASA data, identifies the types of tools and lessons most requested by the community, and explores how communication and collaboration between product developers and classroom educators using data tools and products can be enhanced.
Nuangchalerm, Prasart; Sakkumduang, Krissada; Uhwha, Suleepornn; Chansirisira, Pacharawit
The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and…
V. A. Testov
Full Text Available The paper discusses basic implementation aspects of the Mathematical Education Development Concept, adopted by the Russian Government in 2013. According to the above document, the main problems of mathematical education include: low motivation of secondary and higher school students for studying the discipline, resulted from underestimation of mathematical knowledge; and outdated educational content, overloaded by technical elements. In the author’s opinion, a number of important new mathematical fields, developed over the last years, - the graph theory, discrete mathematics, encoding theory, fractal geometry, etc – have a large methodological and applied educational potential. However, these new subdisciplines have very little representation both in the secondary and higher school mathematical curricula. As a solution for overcoming the gap between the latest scientific achievements and pedagogical practices, the author recommends integration of the above mentioned mathematical disciplines in educational curricula instead of some outdated technical issues. In conclusion, the paper emphasizes the need for qualified mathematical teachers’ training for solving the problems of students’ motivation development and content updates.
Koens, Franciska; Ten Cate, Olle Th J; Custers, Eugène J F M
Learning-in-context is a much-discussed topic in medical education. Information is said to be better recalled when the learning environment resembles the later retrieval environment. Godden and Baddeley (1975) showed that divers recalled words better when the recall condition matched the original learning environment, i.e. underwater or on land. Though it is unclear whether the findings can be generalized for medical education, medical educators regularly refer to them. We replicated the Godden and Baddeley study in ecologically more valid conditions for medical education and extended it with meaningful subject matter (namely, a patient case description). Sixty-three clerks were randomized over four conditions, contrasting a clinical (bedside) with an educational (classroom) environment as both learning and recall conditions. Students were asked to recall a list of words and a patient case in the same environment or in the opposite environment as where they learned it. We failed to find a significant same-context advantage for free recall of the list of words and the patient case propositions. However, there does appear to be a slight tendency towards better recall of the case description when learning took place in the clinical environment. In medical education, the context, if conceived as physical surroundings, does not seem to contribute to a same-context advantage. One should be cautious in generalizing the findings of Godden and Baddeley. However, different forms of 'context' other than the physical one used in the Godden and Baddeley study may well enhance learning effects in medical education.
Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita
The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…
Rangvid, Beatrice Schindler
Policy reforms to boost full inclusion and conventional return flows send students with special educational needs (SEN) from segregated settings to regular classrooms. Using full population micro data from Denmark, I investigate whether becoming exposed to returning SEN students affects...... on test score gains of moderate size (-0.036 SD), while no significant effect is found in non-reform years. The results are robust to sensitivity checks. The negative exposure effect is significant only for boys, but does not differ by parental education or grade-level....
Liya G. Skorobogatova
Full Text Available The article concerns crucial issues of practice-oriented training in Russia's intermediate vocational education, designates directions of general educational disciplines study in intermediate vocational education.
Suleiman A. Ahmad
Full Text Available E-learning is a byproduct of instructional design. Thus online learning designers, in their approaches are expected to be familiar with the epistemological underpinnings of several theories and their consequences on the process of instruction. In the same vein constructivism holds assumptions, that learning is an active process whereby the learner constructs knowledge base on experience. Secondly, learning occurs when there is disequilibrium. It therefore takes place in a social context. Recently, technological developments are playing an important role in improving the educational process especially the integration of holographic presentation in the area. A hologram is a three-dimensional record of the positive interference of laser light waves. Teacher training in virtual holographic classrooms could help the new teachers adapt to a real problematic classroom with such tools. Nigeria being one of the moderately growing economy and a successful and relatively stable democracy, educational development is always on the increase due to commitment of government in the area. Holography is a virgin area in the Nigerian educational mindset. Colleges of education in Nigeria are basically teacher training institutions. Teachers are the backbone of education every development. This brought about the need of this study to investigate on the perception, appreciation attitude as well as acceptance of holography in teaching among the academicians in colleges of education in the Nigerian context. This study therefore in a small sample of 100 teachers survey opinions and reported the results in a descriptive statistics as well as variance (t-test and ANOVA with regards to gender and designation. On the scale of structural equation modeling (SEM tool and SPSS regression analysis as well, it presents the actual model of the modified technology acceptance model TAM. The finding indicates less positive attitude and less general acceptance of the holographic system
Leaf, Justin B.; Leaf, Ronald; McCray, Cynthia; Lamkins, Carol; Taubman, Mitchell; McEachin, John; Cihon, Joseph H.
Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In…
that it has been argued that the early childhood teacher should strive to develop in the young learner, the freedom to explore. The crux in this article ... story – telling, music, dramatic play, dance and visual arts. The focus in this ... with a general movement towards realistic representation of what they know of the world.
Williams, Elizabeth A; Jensen, Robin E
Despite enormous resources spent on sex education, the United States faces an epidemic of unplanned pregnancy and sexually transmitted infections among young people. Little research has examined the role sex educators play in alleviating or exacerbating this problem. In this study, we interviewed 50 sex educators employed by public schools throughout a Midwestern, U.S. state about their experiences in the sex education classroom. Twenty-two interviewees communicated feelings of conflicted identification and provided examples of the ways in which they experienced this subjectivity in the context of their employment. We find these interviews shed light on the as-yet-understudied communicative experience of conflicted identification by delineating key sources of such conflict and discursive strategies used in its negotiation. Our results suggest that those who experience conflicted identification and who have a sense of multiple or nested identifications within their overarching professional identity may be safeguarded to some extent from eventual organizational disidentification. © The Author(s) 2015.
Sohn, Lucinda N.
Historically, science education research has promoted that learning science occurs through direct physical experiences. In recent years, the need for best practices and student motivation have been highlighted in STEM research findings. In response to the instructional challenges in STEM education, the National Research Council has provided guidelines for improving STEM literacy through best practices in science and mathematics instruction. A baseline qualitative ethnographic case study of the effect of instructional practices on a science classroom was an opportunity to understand how a teacher and students work together to learn in an International Baccalaureate life science course. This study was approached through an interpretivist lens with the assumption that learning science is socially constructed. The following were the research questions: 1.) How does the teacher implement science instruction strategies in the classroom? 2.) In what ways are students engaged in the classroom? 3.) How are science concepts communicated in the classroom? The total 35 participants included a high school science teacher and two classes of 11th grade students in the International Baccalaureate program. Using exploratory qualitative methods of research, data was collected from field notes and transcripts from a series of classroom observations, a single one-on-one interview with the teacher and two focus groups with students from each of the two classes. Three themes emerged from text coded using initial and process coding with the computer assisted qualitative data analysis software, MAXQDA. The themes were: 1.) Physical Forms of Communication Play Key Role in Instructional Strategy, 2.) Science Learning Occurs in Casual Environment Full of Distractions, and 3.) Teacher Persona Plays Vital Role in Classroom Culture. The findings provided insight into the teacher's role on students' motivation to learn science. The recommendation for STEM programs and new curriculum is a
Musiol, S.; Rosenberg, H.; Rohwer, G.; Balthasar, H.; van Gasselt, S.
In Germany, education in astronomy and planetary sciences is limited to very few schools or universities and is actively pursued by only selected research groups. Our group is situated at the Freie Universität Berlin and we are actively involved in space missions such as Mars Express, Cassini in the Saturnian system, and DAWN at Vesta and Ceres. In order to enhance communication and establish a broader basis for building up knowledge on our solar-system neighborhood, we started to offer educational outreach in the form of workshops for groups of up to 20 students from primary/middle schools to high schools. Small group sizes guarantee practical, interactive, and dialog-based working environments as well as a high level of motivation. Several topical workshops have been designed which are targeted at different age groups and which consider different educational background settings. One workshop called "Impact craters on planets and moons" provides a group-oriented setting in which 3-4 students analyze spacecraft images showing diverse shapes of impact craters on planetary surfaces. It is targeted not only at promoting knowledge about processes on planetary surfaces but it also stimulates visual interpretation skills, 3D viewing and reading of map data. A second workshop "We plan a manned mission to Mars" aims at fostering practical team work by designing simple space mission scenarios which are solved within a team by collaboration and responsibility. A practical outdoor activity called "Everything rotates around the Sun" targets at developing a perception of absolute - but in particular relative - sizes, scales and dimensions of objects in our solar system. Yet another workshop "Craters, volcanoes and co. - become a geologist on Mars" was offered at the annual national "Girls' Day" aiming at motivating primary to middle school girls to deal with topics in classical natural sciences. Small groups investigated and interpreted geomorphologic features in image data of
Hubenthal, M.; O'Brien, T.; Taber, J.
Despite a decline in popularity within U.S. society, posters continue to hold a prominent place within middle and high school science classrooms. Teachers' demand for posters is largely satisfied by governmental and non-profit science organizations' education and public outreach (EPO) efforts. Here, posters are produced and disseminated as both tangible products resulting from the organization's research, and instruments to communicate scientific content to teachers and students. This study investigates the taken-for-granted good of posters through a survey/interview of science teachers who received sample posters at professional development workshops. The design of sample EPO posters were also examined for their implied, underlying assumptions about learning and their alignment to the setting of the classroom, which is unique for the genera of posters. Based on this analysis we found that rates of poster use were as low as 43% and that many EPO posters fail to achieve their potential as an instructional instrument. As a result, many EPO posters are relegated to merely a collection of pretty pictures on the wall. Leveraging existing research in both cognition and the cognitive theory of Multimedia learning, we propose a design framework for educational posters that is likely to activate students' attention, catalyze cognitive processing, provide a framework to guide students' construction of knowledge, and connect to extended learning through live or web-based exploration of phenomenon. While work to examine the implications of this framework is still on-going, we present a prototype poster and supporting website developed using the framework as a guide, as well as results from focus group discussions with classroom practitioners regarding the prototype poster and its potential in the classroom.
Passow, M.; Iturrino, G. J.; Baggio, F. D.; Assumpcao, C. M.
The Earth2Class (E2C) workshops, held at the Lamont-Doherty Earth Observatory (LDEO), provide an effective model for improving knowledge, teaching, and technology skills of middle and high school science educators through ongoing interactions with research scientists and educational technology. With support from an NSF GeoEd grant, E2C has developed monthly workshops, web-based resources, and summer institutes in which classroom teachers and research scientists have produced exemplar curriculum materials about a wide variety of cutting-edge geoscience investigations suitable for dissemination to teachers and students. Some of the goals of this program are focused to address questions such as: (1) What aspects of the E2C format and educational technology most effectively connect research discoveries with classroom teachers and their students? (2) What benefits result through interactions among teachers from highly diverse districts and backgrounds with research scientists, and what benefits do the scientists gain from participation? (3) How can the E2C format serve as a model for other research institution-school district partnerships as a mechanism for broader dissemination of scientific discoveries? E2C workshops have linked LDEO scientists from diverse research specialties-seismology, marine geology, paleoclimatology, ocean drilling, dendrochronology, remote sensing, impact craters, and others-with teachers from schools in the New York metropolitan area. Through the workshops, we have trained teachers to enhance content knowledge in the Earth Sciences and develop skills to incorporate new technologies. We have made a special effort to increase the teaching competency of K-12 Earth Sciences educators serving in schools with high numbers of students from underrepresented groups, thereby providing greater role models to attract students into science and math careers. E2C sponsored Earth Science Teachers Conferences, bringing together educators from New York and New
practice and the other half to research and group discus- sions with the students. In the 4th, 6th and 7th years, group discussions are held with students about capita selecta chosen in consultation with the students and about casuis- tics in the general practitioner~ practice. In Utrecht a university group-practice is Jeveloping,.
Linker, Jenny Mae; Woods, Amelia Mays
The purpose of this study was to examine preservice elementary classroom teachers' (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher's role in…
Full Text Available Introduction The emergency medicine (EM clerkship curriculum at Los Angeles County + University of Southern California Medical Center includes monthly lectures on pediatric fever and shortness of breath (SOB. This educational innovation evaluated if learning could be enhanced by “priming” the students with educational online videos prior to an in-class session. Factors that impacted completion rates were also evaluated (planned specialty and time given for video viewing. Methods Twenty-minute videos were to be viewed prior to the didactic session. Students were assigned to either the fever or SOB group and received links to those respective videos. All participating students took a pre-test prior to viewing the online lectures. For analysis, test scores were placed into concordant groups (test results on fever questions in the group assigned the fever video and test results on SOB questions in the group assigned the SOB video and discordant groups (crossover between video assigned and topic tested. Each subject contributed one set of concordant results and one set of discordant results. Descriptive statistics were performed with the Mann-Whitney U test. Lecture links were distributed to students two weeks prior to the in-class session for seven months and three days prior to the in-class session for eight months (in which both groups included both EM-bound and non-EM bound students. Results In the fifteen-month study period, 64% of students rotating through the EM elective prepared for the in class session by watching the videos. During ten months where exclusively EM-bound students were rotating (n=144, 71.5% of students viewed the lectures. In four months where students were not EM-bound (n=54, 55.6% of students viewed the lectures (p=0.033. Participation was 60.2% when lecture links were given three days in advance and 68.7% when links were given two weeks in advance (p=0.197. In the analysis of concordant scores, the pre-test averaged 56
Epidemiology instruction has expanded at the undergraduate level in part because it increases student critical thinking and scientific literacy, promotes students' perception of public health as both practical and relevant, and empowers students as independent, lifelong learners. Why then are more high schools not adopting epidemiology as a course requirement for students? Although prior iterations of high school epidemiology courses are noteworthy for incorporating active and participatory learning, embedding them into existing and continually shifting curricula is challenging and time-consuming, especially for teachers not trained in the field. It also may be argued that currently available epidemiology teaching resources emphasize content rather than thinking skills and therefore do not optimally promote students' personal engagement with, and in-depth understanding of, the mission and goals of public health. I propose a new framework for high school epidemiology that draws from progressive education ideology, including three critical elements: empowerment, authenticity, and transfer. I provide multiple examples to show how this framework has been used across a wide array of settings to hone epidemiology thinking skills in high school students.
Simm, Lynnette Marie Gresham
According to the National Association of Single-Sex Public Education (NASSPE, 2010), an increase of 540 public schools offering single-sex classrooms in the United States has occurred since 2001. Educators who understand the gender differences between boys and girls can inspire students to learn to the best of their ability; however, the problem…
Widjaja, Wanty; Dolk, Maarten
This study is grounded on adaptations of Realistic Mathematics Education, Lesson Study and design-based research in Indonesian classroom contexts. Design-based research has gained currency in educational research over the past decade due to its strength to bridge the divide between theoretical
Ullman, Jacqueline; Ferfolja, Tania
While little is known about parental beliefs and desires regarding LGBTQ-inclusive education, assumptions about these appear to justify teachers', curriculum writers' and policy makers' silences regarding sexuality and gender diversity in the K-12 classroom. Thus, in order to better inform educators' practices, this paper presents an analysis of…
This study predicts the number of correct answers given by pre-service classroom teachers in Civil Servant Recruitment Examination's (CSRE) educational sciences test based on their high school grade point averages, university entrance scores, and grades (mid-term and final exams) from their undergraduate educational courses. This study was…
Weiland, Ingrid S.; Akerson, Valarie L.
This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was…
Allen, Jaclyn; Luckey, M.; McInturff, B.; Huynh, P.; Tobola, K.; Loftin, L.
NASA is eager for students and the public to experience lunar Apollo samples and meteorites first hand. Lunar rocks and soil, embedded in Lucite disks, are available for educators to use in their classrooms, museums, science centers, and public libraries for education activities and display. The sample education disks are valuable tools for engaging students in the exploration of the Solar System. Scientific research conducted on the Apollo rocks reveals the early history of our Earth-Moon system and meteorites reveal much of the history of the early solar system. The rocks help educators make the connections to this ancient history of our planet and solar system and the basic processes accretion, differentiation, impact and volcanism. With these samples, educators in museums, science centers, libraries, and classrooms can help students and the public understand the key questions pursued by many NASA planetary missions. The Office of the Curator at Johnson Space Center is in the process of reorganizing and renewing the Lunar and Meteorite Sample Education Disk Program to increase reach, security and accountability. The new program expands the reach of these exciting extraterrestrial rocks through increased access to training and educator borrowing. One of the expanded opportunities is that trained certified educators from science centers, museums, and libraries may now borrow the extraterrestrial rock samples. Previously the loan program was only open to classroom educators so the expansion will increase the public access to the samples and allow educators to make the critical connections to the exciting exploration missions taking place in our solar system. Each Lunar Disk contains three lunar rocks and three regolith soils embedded in Lucite. The anorthosite sample is a part of the magma ocean formed on the surface of Moon in the early melting period, the basalt is part of the extensive lunar mare lava flows, and the breccias sample is an important example of the
Clary, R. M.; Walker, R. M.; Wissehr, C.
Environmental education (EE) facilitates students' scientific and environmental literacy, and addresses content areas including sustainability, ecology, and civic responsibility. However, U.S. science content compartmentalization and EE's interdisciplinary nature historically made it a fragmented curriculum within U.S. schools. To gain a better understanding of effective EE instruction that can be transferred to traditional K-12 classrooms, we researched the interactions between a recognized environmental residential camp and students and teachers from six participating schools using grounded theory methodology. Our research identified the residential learning center's objectives, methods of instruction, and objectives' alignment to the delivered curricula. Data generated included lesson plans, survey responses, and interviews. Students (n = 215) identified wilderness and geology activities as the activities they wanted to experience more; they also identified developing curiosity and a sense of discovery as the most meaningful. Whereas most student-identified meaningful experiences aligned with the center's curricular objectives within the optional units, categories emerged that were not explicitly targeted in the unit activities but were embedded throughout the curriculum in sustainable practices, data collection, and reflections. We propose that embedded activities and implicit instruction can be included across content areas within K-12 classrooms. Teacher modeling and implicit instruction will require minimal classroom time, and facilitate students' scientific and environmental literacy in topics such as sustainability and citizen responsibility.
Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl
Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.
Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper; Nielsen, Glen; Mygind, Erik; Bentsen, Peter
BACKGROUND: Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not.METHODS: In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC cl...
The role of general and special educators in implementing the Individualized Education Program (IEP) is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results ind...
Park, Sang E; Howell, T Howard
This article describes the development and implementation of a flipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "flips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre- and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.
Radic-Sestic, Marina; Radovanovic, Vesna; Milanovic-Dobrota, Biljana; Slavkovic, Sanela; Langovic-Milicvic, Ana
The general objective of this study was to establish the relation between general and special education teachers within teamwork and to define socio-demographic factors that affect teamwork. The sample encompassed 223 general and special education teacher of both genders, age 25 to 60, who are employed in regular elementary schools in Serbia. The…
Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy
In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.
SABRINA PATRICIA CANEDO- IBARRA
Full Text Available This study aimed to explore young children scientific precursor models construction and how the designed teaching strategy was successful for improving science learning at preschool in a social context. We describe how 6 years old children built a precursor model of flotation based on density. The exploratory study used a qualitative data collection and analysis following a pre-interview, instructional process and post-interview design. On analyzing children’s answers after the instructional period, we realized that several children were led to both the construction of a precursor model and a general qualitative upgrade in reasoning. We conclude that learning activities were effective and that the approach used in this study may help expand and improve teaching and learning of scientific concepts in preschool education
Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.
A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE
Hassan, Nurul Huda; Shih, Chih-Min
This article describes and reviews the Singapore-Cambridge General Certificate of Education Advanced Level General Paper (GP) examination. As a written test that is administered to preuniversity students, the GP examination is internationally recognised and accepted by universities and employers as proof of English competence. In this article, the…
Fernanda T. Orsati
Full Text Available This two-year ethnographic case study critically examines the language educators use to describe students with disabilities who are considered to present challenging behaviors in one classroom. Focusing on the language and practices used by one special education teacher and three teaching assistants, this paper explores how educators respond to students’ behaviors by analyzing educators’ utterances and the implication of such use for the education of the students. Using critical discourse analysis, this paper highlights how educators’ language in the classroom reflects a discourse of expectations that is based on various social standards and pressures that educators have to juggle. Educators expressed academic and behavioral standards by comparing students’ performance to the expected norm as well as through comparisons between students. Based on such comparisons, some students were constructed as always lacking and ultimately defined by the adjectives originally used to describe them. Students were perceived to embody defiance or smartness, the characteristics by which they were defined.
Anzhelika D. Tsymbalaru
In the paper the scientific approaches to modeling of innovation educational environment of a general educational institution – system (analysis of object, process and result of modeling as system objects), activity (organizational and psychological structure) and synergetic (aspects and principles).
T. I. Zerchaninova
Full Text Available The paper deals with the theory and practice of social audit of the municipal system of general education. The authors have developed a conceptual model of social audit to accurately identify both the short- and long-term development prospects of the given system. The paper describes the social audit procedures in Berezovsky municipal district of Sverdlovsk region including four stages: the content analysis of municipal documents concerning the development strategy of the general education system, diagnosis of the current conditions and problems, effectiveness evaluation of the municipal system of general education, and practical recommendations for improving the education quality. The above mentioned audit demonstrates that the indices of education development are unsystematically tracked, obstructing therefore the adjustment process. To solve the given problems the following measures are recommended: personnel policy development, creating the regional managerial reserve and organizing management workshops, informing the teachers about the modern educational tools, and updating the municipal program of the «Educational System Development of Berezovsky Municipal District for 20011–20015». However, the above suggestions target only the current problems disregarding the challenges of tomorrow which require the advancing strategy. In authors’ opinion, the main emphasis should be re-placed on the quality improvement of the municipal educational services instead of the infrastructure reinforcement.
T. I. Zerchaninova
Full Text Available The paper deals with the theory and practice of social audit of the municipal system of general education. The authors have developed a conceptual model of social audit to accurately identify both the short- and long-term development prospects of the given system. The paper describes the social audit procedures in Berezovsky municipal district of Sverdlovsk region including four stages: the content analysis of municipal documents concerning the development strategy of the general education system, diagnosis of the current conditions and problems, effectiveness evaluation of the municipal system of general education, and practical recommendations for improving the education quality. The above mentioned audit demonstrates that the indices of education development are unsystematically tracked, obstructing therefore the adjustment process. To solve the given problems the following measures are recommended: personnel policy development, creating the regional managerial reserve and organizing management workshops, informing the teachers about the modern educational tools, and updating the municipal program of the «Educational System Development of Berezovsky Municipal District for 20011–20015». However, the above suggestions target only the current problems disregarding the challenges of tomorrow which require the advancing strategy. In authors’ opinion, the main emphasis should be re-placed on the quality improvement of the municipal educational services instead of the infrastructure reinforcement.
Full Text Available While citizenship education forms part of the formal curriculum at primary level in Ireland, its inclusion as a strand unit of Social, Personal and Health Education, rather than as a discrete subject, tends to make it less visible. In practice, citizenship education is strongly influenced by external agencies and non-governmental organisations (NGOs active in the field as the dominant producers of teaching resources and programmes in the area. In many cases, these programmes are award-driven, requiring schools to compete with others for recognition or to exemplify a particular standard of practice. Using thick description (Geertz 1973 and teachers' narratives, this article presents two cases based on the practice of two experienced primary teachers who negotiate the complex space between professional practice and the particular agendas of external agencies and NGOs. Focusing on two exemplars of their teaching, the article locates their work within the broader context of citizenship education in Ireland, highlighting the extent to which the exemplars chosen typify or challenge existing practice. The article includes the outline plans used by the participating teachers and draws on an extended dialogue between the participants and the researchers in which issues relating to citizenship education, classroom and whole school practice and the broader educational context were discussed and probed.
Riklikiene, Olga; Karosas, Laima; Kaseliene, Snieguole
The aim of this study was to explore and compare the self-reported general and professional values in undergraduate student nurses and nurse educators in Lithuania. Contemporary nursing requires strong moral motivation and clear values as nurses confront many ethical dilemas in their practice. Students acquire essential values of the nursing profession through the appropriate role modelling of their educators. Nursing students seek to become capable in providing ethical and professional patient care while their educators attempt to model desired behaviours. A national cross-sectional comparative study was carried out in March 2011. Four-hundred eight respondents participated: 316 undergraduate nursing students and 92 nurse educators. A 57-item questionnaire was delivered to nursing programs at three universities and six colleges. Permission to conduct the study was granted by The Center on Bioethics. Student nurses and their educators rated the general value of altruism equally. Educators, in comparison with students, ranked honesty and intellectualism significantly higher and more often admired truth-telling in any circumstance. Students were more likely to avoid intellectual challenges in reading and placed lower importance on academic qualifications for career advancement. The professional nursing values of honesty, intellectualism and authority were ranked significantly higher by nurse educators than student nurses. The study revealed differences in self-reported general and professional values in undergraduate student nurses and nurse educators. The values of nurse educators were not always stronger than those of students. Positive relationships between particular general and professional values in both students and educators confirmed the link between professional and personal values. © 2017 John Wiley & Sons Ltd.
Güven, N. Dilsad; Dede, Yüksel
Each classroom has its own microculture with its own norms that belong to this microculture. It is these norms that characterize every kind of activity and discussion in the classroom. What makes a mathematics classroom different from any other classroom is the nature of norms, rather than their existence or absence. This study aims to identify…
The study aims to investigate the effect of "Physical Education and Sport Culture" (PESC) course on the attitudes of preservice classroom teachers towards physical education and sports. The one group pre-test post-test design among experimental models which is included in quantitative research designs was employed in the study. The study…
Full Text Available The importance of the teaching of Biotechnology and Molecular Biology is evidenced by the progress of those areas and it generates a demand in the updating of science and biology teachers. In that sense, a project was proposed inside of the Public Education Program of FAPESP, in partnership with CBME.The goal was evaluate, among other educational tools, the contribution of the plastic models "Building the molecules of the life: DNA and RNA" in the teaching and learning of these concepts. Nine science teachers of public elementary schools had an updating course after which they elaborated a diagnosis questionnaire in order to subsidize the application of the activities in the classroom. The activities were planned seeking contextualize the subject in classroom, taking into account the difficulties detected in the diagnosis questionnaire. A sheet of notes was elaborated, where the teachers could record their observations and thoughts after the application of the activities, as well as their possibilities and the students' difficulties. These registers indicated that the teachers were satisfied with the use of the material, which made possible a deepened study on the content and a greater interest and participation of the students. It also allowed a reflection on their practice, glimpsing new ways to teach.
For the first time in history, there are 4 distinct generations of nurses working side by side at the clinical bedside: Veterans, Baby Boomers, Generation X, and Generation Y. All the generations have their unique personalities, beliefs, values, and learning styles. Approach to learning range from the traditional instructional method preferred by the Veteran's nurses to the more advanced technology (eg, Web-based, webinars, simulations, podcasts, and blogs) approach favored by Generation Y. Nurse educators and clinical nurse specialists must consider each generation's style of learning to best engage, stimulate, and promote transference and assimilations of new knowledge. This article briefly describes the generational learning style differences and explores alternative educational modalities to the traditional classroom instruction.
Geralyn E. Stephens
Full Text Available Industry professionals are permitted to teach in Michigan’s federally funded Career and Technical Education (CTE secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of AOA teachers and their use of specific instructional activities and a statistical relationship between their years teaching in the CTE classroom and the degree of collaboration with academic, industry and occupational colleagues. While AOA teachers are confident in their ability to share occupational knowledge and skills, they lack an extensive awareness of authentic assessment strategies. Recommendations include establishing Teacher Mentoring programs, where both academic and occupational peers serve as mentors to AOA teachers.
Full Text Available Polytechnic instruction has a common place in the Cuban education system (Gasperini, 2000. In polytechnic institutions, teachers leverage technological tools to prepare students for labor market competences. This case study examined a polytechnic institution in Cuba to consider how teachers defined educational technology. Based on teacher questionnaire responses, site-based teacher interviews, and field observations, technology was primarily viewed as a method for student preparation. In other words, teachers used technology to prepare students for their future careers and the technology they will need to be successful in that career. The study found that teachers highly valued their technical pedagogical training, believed that the growing spaces were an integral part of their technology based instruction, and claimed that the limited resources was their greatest barrier to integrating ICT in the classroom.
Grier, Jennifer A.; Ruberg, L.
We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre
Leeman, Y.A.M.; Volman, M.L.L.
Teaching that takes into account the increasing range of differences between pupils is often called 'inclusive education'. The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced 'recipes' for effective education with a view to academic
Pepper, Kaye; Blackwell, Sarah; Monroe, Ann; Coskey, Shawn
In this study, researchers investigated the influence of modeling active learning strategies in an introductory foundations teacher preparation course: 1) on teacher candidates' perceptions of participating in active learning in the college classroom, 2) on participants' acquisition of course content, and 3) on participants' later use of active…
Mdikana, Andile; Ntshangase, Sibusiso; Mayekiso, Tokozile
The inclusion of learners with special educational needs in general education is becoming more prevalent. As a result various special education researchers have begun to examine the success of inclusion, as well as the attitudes and beliefs of general educators towards the inclusion of learners with disabilities in the general education classroom.…
Digranes, Ingvild; Fauske, Laila Belinda
With the Norwegian 2006 curriculum, the thoughts of a global responsibility in terms of a wide understanding of sustainability was introduced in general education in Art and Design education from 1st grade through lower secondary school (6-15 years). The focus of individual expression that dominated the subject during the charismatic paradigm of self-expression has in the documents to some extent been replaced by the focus on citizenship and user participation. The introduction, o...
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Holliday-Cashwell, Janet Rose
Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of
O'Regan, Andrew; Culhane, Aidan; Dunne, Colum; Griffin, Michael; McGrath, Deirdre; Meagher, David; O'Dwyer, Pat; Cullen, Walter
Educational activity in general practice has increased considerably in the past 20 years. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' capacity to fulfil this role. To explore the potential for vertical integration in undergraduate and postgraduate education in general practice, by describing the experience of (and attitudes towards) 'vertical integration in general practice education' among key stakeholder groups. Qualitative study of GPs, practice staff, GPs-in-training and medical students involving focus groups which were thematically analysed. We identified four overarching themes: (1) Important practical features of vertical integration are interaction between learners at different stages, active involvement in clinical teams and interagency collaboration; (2) Vertical integration may benefit GPs/practices, students and patients through improved practice systems, exposure to team-working and multi-morbidity and opportunistic health promotion, respectively; (3) Capacity issues may challenge its implementation; (4) Strategies such as recognising and addressing diverse learner needs and inter-agency collaboration can promote vertical integration. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' teaching capacity. Recognising the diverse educational needs of learners at different stages and collaboration between agencies responsible for the planning and delivery of specialist training and medical degree programmes would appear to be important.
Alavi, S Shohreh; Makarem, Jalil; Mehrdad, Ramin
General practitioners (GPs) who work in occupational medicine (OM) should be trained continuously. However, it seems that ethical issues have been neglected. This cross-sectional study aimed to determine educational priorities for GPs working in OM. A total of 410 GPs who participated in OM seminars were asked to answer a number of questions related to items that they usually come across in their work. The respondents were given scores on 15 items, which pertained to their frequency of experience in OM, their felt needs regarding education in the field, and their knowledge and skills. Ethical issues were the most frequently utilised item and the area in which the felt need for education was the greatest. The knowledge of and skills in ethical issues and matters were the poorest. Ethical principles and confidentiality had the highest calculated educational priority scores. It is necessary to consider ethical issues as an educational priority for GPs working in the field of OM.
Holzer, M. A.; National Earth Science Teachers Association
Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in
Kowalewicz, Eva A.; Coffee, Gina
This study is an examination of the effectiveness of the Mystery Motivator--an interdependent group contingency, variable-ratio, classwide intervention--as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. The study was conducted using an ABAB, changing…
Within inclusive education research, the call to foster participation stems from a generalized vision for promoting democratic practices within classrooms, prompting the concern for eliciting student "voices." In this ethnographic study, I explore the utility of "voice" as a workable construct in securing participation within inclusive classrooms.…
De Carvalho, Roussel
Steven Vertovec (2006, 2007) has recently offered a re-interpretation of population diversity in large urban centres due to a considerable increase in immigration patterns in the UK. This complex scenario called superdiversity has been conceptualised to help illuminate significant interactions of variables such as religion, language, gender, age, nationality, labour market and population distribution on a larger scale. The interrelationships of these themes have fundamental implications in a variety of community environments, but especially within our schools. Today, London schools have over 300 languages being spoken by students, all of whom have diverse backgrounds, bringing with them a wealth of experience and, most critically, their own set of religious beliefs. At the same time, Science is a compulsory subject in England's national curriculum, where it requires teachers to deal with important scientific frameworks about the world; teaching about the origins of the universe, life on Earth, human evolution and other topics, which are often in conflict with students' religious views. In order to cope with this dynamic and thought-provoking environment, science initial teacher education (SITE)—especially those catering large urban centres—must evolve to equip science teachers with a meaningful understanding of how to handle a superdiverse science classroom, taking the discourse of inclusion beyond its formal boundaries. Thus, this original position paper addresses how the role of SITE may be re-conceptualised and re-framed in light of the immense challenges of superdiversity as well as how science teachers, as enactors of the science curriculum, must adapt to cater to these changes. This is also the first in a series of papers emerging from an empirical research project trying to capture science teacher educators' own views on religio-scientific issues and their positions on the place of these issues within science teacher education and the science classroom.
Graeff, Evelyn C; Vail, Marianne; Maldonado, Ana; Lund, Maha; Galante, Steve; Tataronis, Gary
The effect that classroom response systems, or clickers, have on knowledge retention and student satisfaction was studied in a physician assistant program. A clicker, a device similar to a remote control, was used by students to answer questions during lectures. This new technology has been marketed to educators as beneficial in keeping students actively involved and increasing their attentiveness in the classroom. To date, the results of studies on knowledge retention with the use of clickers have been mixed. For this pilot study, the students were divided into two groups with a pre- and post-test given in order to evaluate knowledge retention. One group received lectures in a traditional format, while the other group received the lectures incorporating clicker response questions. After the test scores from four lectures were analyzed, the incorporation of clickers did not alter knowledge retention. Retention of knowledge from both groups was similar and no statistical difference was found. However, student satisfaction regarding the use of clickers was positive. Students reported that clickers kept them more actively involved, increased attentiveness, and made lectures more enjoyable. Although the pilot study did not show a greater improvement in knowledge retention with the use of clickers, further research is needed to assess their effectiveness.
It is well recognized that science and technology and the quality of scientifically trained manpower crucially determines the development and economic growth of nations and the future of humankind. At the same time, there is growing global concern about flight of talent from physics in particular, and the need to make physics teaching and learning effective and careers in physics attractive. This presentation presents the findings of seminal physics education research on students' learning that are impacting global praxis and motivating changes in content, context, instruments, and ways of teaching and learning physics, focusing on active learning environments that integrate the use of a variety of resources to create experiences that are both hands-on and minds-on. Initiatives to bring about innovative changes in a university system are described, including a triadic model that entails indigenous development of PHYSARE using low-cost technologies. Transfer of pedagogic innovations into the formal classroom is facilitated by professional development programs that provide experiential learning of research-based innovative teaching practices, catalyze the process of reflection through classroom research, and establish a collaborative network of teachers empowered to usher radical transformation.
Kendall, Leslie Threadgill
Connectedness and classroom management has been defined as the ability to relate to students and keep order and maintain successful relationships with individuals. This qualitative study utilized surveys, questionnaires, interviews, and observations to examine the best practices implemented by educators to develop and maintain connections with…
Hemmati, Nima; Omrani, Soghra; Hemmati, Naser
The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training…
This study describes an attempt of using an educational social networking platform, which is called Edmodo, for English language learning outside classrooms at tertiary level. Considering the notion of communicative competence, the instructor incorporated Edmodo into his English classes as a project which is a formal assignment. In the project,…
Cunliffe, Rachel H.
Peace education provides for the development of knowledge, skills, and dispositions appropriate to effective peacebuilding. Therefore, the development of curriculum in degree programs which builds bridges by which students in conflict resolution/peace studies classrooms may cross over to the field of conflict transformation and peacebuilding may…
McEvoy, Christian S.; Cantore, Kathryn M.; Denlinger, LeAnn N.; Schleich, Michele A.; Stevens, Nicole M.; Swavely, Steven C.; Odom, Anne A.; Novick, Marsha B.
Objective: The purpose of this study was to evaluate the feasibility of a flipped classroom progamme, designed and implemented by medical students, in communicating nutrition education to fourth-grade school students aged 9-10 years and to characterise teachers' assessments of the progamme, which was designed to minimise the burden placed on…
Wong, Marina Wai-yee; Chik, Maria Pik-yuk
It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…
Audebrand, Luc K.; Camus, Annie; Michaud, Valérie
Although the paradox perspective is gaining increasing attention among management scholars, most of us continue to struggle with addressing this challenging topic in the classroom, as it seems out of reach for many students. In this article, we describe a potentially beneficial way to approach paradoxical thinking in management education: teaching…
Aseery, Fahad. A.
This study investigated teachers attitudes toward including Deaf and hard of hearing (D/hh) students in regular education classrooms in Saudi Arabia. In addition, the study analyzed how the teachers' attitudes toward inclusion were influenced by the following variables: teaching position, training on inclusion the teachers had received, years of…
Al-Zahrani, Abdulrahman M.
This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two-group…
Talib, Tasneem L.
Under federal law, students with disabilities have the right to be educated in classrooms with students without disabilities. For students with autism, social, communication, and behavioral deficits make inclusion difficult. The severity of deficits change over time, and therefore, so too do the effects of these deficits upon inclusion. Although…
McLaughlin, Jacqueline E.; White, Paul J.; Khanova, Julia; Yuriev, Elizabeth
This case report explored the implementation of flipped classrooms at two higher education institutions. Experiences and publications from the institutions were used to identify and describe common themes, including successes and challenges encountered along with potential solutions to common misalignments, particularly as related to…
Barney, David C.; Pleban, Francis T.
Objectives: To provide further information regarding physical education (PE) teachers' perceptions of incorporating music in PE lessons and to evaluate the influence of music on the classroom environment using a qualitative approach. Method: Electronic survey interviews were conducted with 26 veteran PE instructors (10 male, 16 female), from 7…
Full Text Available Civic education is not taught as a separate subject at Swiss schools. In this context, it is of great interest to look for specific characteristics of how civic education can be observed as a cross-disciplinary subject in schools through video recordings. The empirical analysis is based on classroom observation in ninth grade classes in various Swiss cantons (Aargau, Bern, and Zurich from 2003 to 2007. Criteria that allow the identification of elements of civic education in various school subjects are developed, the concept of “political perspective”. The analysis provides useful hints for planning and running classes where civic education is used as an overarching, cross-disciplinary approach. The concept of “political perspective” should not be taken as substitute for institutional knowledge. But the concept can rise above the function of an analytical tool and become a tool that serves the planning and designing of lessons. The perspective could as such be related to the postulate for epistemological knowledge.
Shea, Charlene K.
The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.
Shreeve, Michael W
In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.
Stephenson, Christopher R; Wang, Amy T; Szostek, Jason H; Bonnes, Sara L; Ratelle, John T; Mahapatra, Saswati; Mandrekar, Jayawant N; Beckman, Thomas J; Wittich, Christopher M
New teaching approaches for CME are needed. In flipped classrooms, coursework is completed beforehand and applied during class time. Studies of flipped classrooms and their potential benefits in CME have not been published. We sought to develop and validate an instrument measuring flipped classroom perceptions, identify whether participation changed perceptions, and determine which flipped classroom components were perceived as most effective. In this cross-sectional validation study, 167 participants in the Mayo Clinic's 2015 Internal Medicine Board Review course received surveys. Online modules were developed to deliver content before flipped classroom courses on acid-base disorders and electrolyte disorders. A flipped classroom perception instrument (FCPI) was developed and validated. The FCPI, with eight items structured on 5-point Likert scales, was given to participants before and after their flipped classroom experiences. Of the 167 participants, 111 returned surveys. Flipped classroom perceptions improved, with mean (SD) FCPI scores increasing from 3.74 (0.75) to 3.94 (0.76) (P flipped classrooms increased from 38% before the course to 53% after (P = .002). Positive changes in FCPI scores were unrelated to module completion. Most participants thought knowledge was enhanced by in-class sessions and online modules equally. The FCPI, the first validated measure of participants' perceptions of a CME flipped classroom, has strong validity evidence. Participants' perceptions of and preference for the flipped classroom improved after experiencing the flipped CME classroom. These findings support the need to further explore flipped classroom models in CME.
Graffi, Paige Valderrama; Stefanov, William; Willis, Kim; Runco, Sue
Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and
Full Text Available Relationships between the challenges of Basic Education, especially those related to contemporary school, and the research-linked educational challenges are investigated, based on theoretical reflections on the employment of research in the classroom as an educational principle. The arguments are foregrounded on the analysis of aspects associated to the genesis of education and school crises. Current paper focuses on the importance of the teachers’ reflective practice and on their constitution as researchers-teachers for the implementation of the language game provided by classroom research, taking into consideration Freire’s dialogue. It underlines the active teaching methodologies that try to bridge the communication gap between school cultures and children’s and young people’s cultures, linked to everyday life dilemmas and with experience-built knowledge.
Full Text Available ISSUE. There has been much recent discussion on the funding of medical education. There has also been much discussion about the funding of higher education more generally. EVIDENCE. The topics of discussion have included the rising costs of education; who should pay; the various potential models of funding; and how best to ensure maximum returns from investment. IMPLICATIONS. Medical education has largely followed the emerging models of funding for higher education. However there are important reasons why the funding models for higher education may not suit medical education. These reasons include the fact that medical education is as important to the public as it is to the learner; the range of funding sources available to medical schools; the strict regulation of medical education; and the fact that the privatisation and commercialisation of higher education may not been in keeping with the social goals of medical schools and the agenda of diversification within the medical student population.
There has been much recent discussion on the funding of medical education. There has also been much discussion about the funding of higher education more generally. The topics of discussion have included the rising costs of education; who should pay; the various potential models of funding; and how best to ensure maximum returns from investment. Medical education has largely followed the emerging models of funding for higher education. However there are important reasons why the funding models for higher education may not suit medical education. These reasons include the fact that medical education is as important to the public as it is to the learner; the range of funding sources available to medical schools; the strict regulation of medical education; and the fact that the privatisation and commercialisation of higher education may not been in keeping with the social goals of medical schools and the agenda of diversification within the medical student population.
Swanson, Elizabeth; Wanzek, Jeanne; Haring, Christa; Ciullo, Stephen; McCulley, Lisa
Treatment fidelity reporting practices are described for journals that published general and special education intervention research with high impact factors from 2005 through 2009. The authors reviewed research articles, reported the proportion of intervention studies that described fidelity measurement, detailed the components of fidelity…
However, majority of students, particularly in the developing countries, enrol for general education programs that prepare them for white-colour jobs. A questionable aspect is whether these students have any vocation skills that would prepare them for job creation upon graduation. In this study, we provide insights into the ...
Reynolds, Charles W.; Allain, Violet Anselmini; Erwin, T. Dary; Halpern, Linda Cabe; McNallie, Robin; Ross, Martha K.
Describes the new general education program at James Madison University (Virginia) and the process by which it was developed. Indicates that the program is organized by five broad areas of knowledge that are defined by interdisciplinary clusters of learning objectives, which in turn were developed using input from every academic department on…
Ali, Azad; Smith, David
A department of computer science (CS) has faced a peculiar situation regarding their selection of introductory programming course. This course is a required course for the students enrolled in the CS program and is a prerequisite to their other advanced programming courses. At the same time, the course can be considered a general education course…
Dark, Marta L.; Hylton, Derrick J.
This article describes a general education course offering, Physics and the Arts. During the development of this course, physics and arts faculty collaborated closely. We cover the usual physics phenomena for such a course--light, color, and sound--in addition to gravity, equilibrium, and spacetime. Goals of the course are to increase students'…
... exterminators) who may come in contact with asbestos in a school are provided information regarding the... 40 Protection of Environment 30 2010-07-01 2010-07-01 false General local education agency responsibilities. 763.84 Section 763.84 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC...
Technology hasbeen developing rapidly in our age and it has influenced every aspect of our livesas well as education and teaching. In our country, the use of technology foreducation is considered to be the means of catching up with developed countriesby improving quality and a great deal of investment is made on this field.The purpose ofthis research is to determine the perspectives of candidate teachers towardshow educational technology affects classroom management, what its advantagesand di...
Bølling, Mads; Otte, Camilla Roed; Elsborg, Peter
The aim of this quasi-experimental intervention study was to investigate the association between primary school students’ (9–13 years) school motivation and regular participation in education outside the classroom (EOtC). School motivation of 311 Danish public students from 24 intervention classes...... and 88 students from seven parallel comparison classes was measured at the start and end of the 2014–2015 school year using the Academic Self-Regulation Questionnaire (SRQA). Exposure to EOtC was monitored by intervention and comparison teachers. Multilevel analyses showed that regular exposure to EOt......C was associated with improvement in intrinsic motivation and was moderated by prior intrinsic motivation in favor of students with higher prior intrinsic motivation. Results were independent of gender and socio-economic-status....
Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper
to treat' (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using......BACKGROUND: Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine...... if children who participate regularly in EOtC spend more time being physically active than children who do not. METHODS: In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOt...
Vogt, Patrik; Kuhn, Jochen; Müller, Sebastian
This paper continues the collection of experiments that describe the use of cell phones as experimental tools in physics classroom education.1-4 We describe a computer-aided determination of the free-fall acceleration g using the acoustical Doppler effect. The Doppler shift is a function of the speed of the source. Since a free-falling objects speed is changing linearly with time, the Doppler shift is also changing with time. It is possible to measure this shift using software that is both easy to use and readily available. Students will use the time-dependency of the Doppler shift to experimentally determine the acceleration due to gravity by using a cell phone as a freely falling object emitting a sound with constant frequency.
Moerk, M. [Bodensee-Stiftung, Radolfzell (Germany)
Summary: The swimming classroom is a particular environmental education programme. Since 2002 school classes are taught aboard the solar ferry Helio at the Lower Lake Constance. Schoolboys and girls as well as teachers have the opportunity to enlarge their knowledge about Lake Constance, its natural environment and the solar ferry Helio. They also get informed about photovoltaic systems, water pollution control and environment-friendly tourism in the Lake Constance region. Solar ferry is most suitable for nature and adventure pedagogy as well as experimental instruction. School classes and advanced training groups can easily carry out a comprehensive programme aboard the Helio and experience nature and solar technology cruising on the lake. Issues are - Energy/Photovoltaic - Limnology - Life in and on the water - Water pollution control - Geography/Landscape development. (orig.)
Matilde Peinado Rodríguez
Full Text Available INTRODUCCTION: The objective of this work is to carry out a reflection on the changes that we have been forced to address from the teaching of the social sciences, and in particular, in the course “Didactics of Social Sciences: geographical space and its didactic treatment”, a subject which is greatly enriched with school trips and educational itineraries for which we lack economic funding, although new technologies are erected in an indispensable resource to offset, at least in part, these deficiencies. We propose to use ICT resources to bring the environment into the classroom, natural and virtual, to have their space in the process of teaching and learning in geographical discipline.
Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper
Background: Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine...... being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools' weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six. Trial registration: The Scientific...... if children who participate regularly in EOtC spend more time being physically active than children who do not. Methods: In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOt...
Graff, P. V.; Stefanov, W. L.; Willis, K. J.; Runco, S.; McCollum, T.; Baker, M.; Lindgren, C.; Mailhot, M.
Classroom teachers are challenged with engaging and preparing today s students for the future. Activities are driven by state required skills, education standards, and high-stakes testing. Providing educators with standards-aligned, inquiry-based activities that will help them engage their students in student-led research in the classroom will help them teach required standards, essential skills, and help inspire their students to become motivated learners. The Astromaterials Research and Exploration Science (ARES) Education Program, classroom educators, and ARES scientists at the NASA Johnson Space Center created the Expedition Earth and Beyond education program to help teachers promote student-led research in their classrooms (grades 5-14) by using NASA data, providing access to scientists, and using integrated educational strategies.
Jain, A; Agarwal, R; Chawla, D; Paul, V; Deorari, A
To compare gain in knowledge and skills of neonatal resuscitation using tele-education instruction vs conventional classroom teaching. This randomized controlled trial was conducted in the tele-education facility of a tertiary care center. In-service staff nurses were randomized to receive training by tele-education instruction (TI, n=26) or classroom teaching (CT, n=22) method from two neonatology instructors using a standardized teaching module on neonatal resuscitation. Gain in knowledge and skill scores of neonatal resuscitation were measured using objective assessment methods. Age, educational qualification and professional experience of the participants in two groups were comparable. Pre-training mean knowledge scores were higher in TI group (8.3±1.7 vs 6.6±1.4, P=0.004). However, skill scores were comparable in the two groups (11.7±3 vs 10.3±2.9, P=0.13). Training resulted in a significant and comparable gain in knowledge scores (4.2±2.2 vs 5.3±1.7; P=0.06) and skills scores (4.5±3.3 vs 5.0±3.1, P=0.62) in both the groups. The post-training knowledge scores (TI: 12.5±1.7 vs CT: 12.0±1.7, P=0.37) and the post-training skill scores (TI: 16.0±0.5 vs CT: 15.6±2.5, P=0.55) were comparable in the two groups. However, the post-training scores, adjusted for baseline knowledge scores, were statistically higher in the in-person group compared with the telemedicine group (knowledge: 12.46±0.03 vs 12.16±0.01, P=0.00; skills: 15.6±2.5 vs 16.0±2.8, P=0.00). The quantum of lower scores in the telemedicine group was only 2% for knowledge and 6% for skills. This difference was felt to be of only marginal importance. Satisfaction scores among trainees and instructors were comparable in the two groups. Tele-education offers a feasible and effective alternative to conventional training in neonatal resuscitation among health-care providers.
Long, Taotao; Cummins, John; Waugh, Michael
The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then come to the classroom for active learning experiences. Previous research has shown that the flipped classroom model can motivate students towards active learning, can improve their higher-order thinking…
The flipped classroom seeks to remove didactic instruction from the classroom and deliver it via electronic videos outside of the classroom, leaving contact time free for more interactive and engaging teaching and learning activities. This paper has two distinct aims: (1) to conduct a literature review of published UK-based "flipped…
Lo, Chung Kwan
The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…
Engels, Paul T; de Gara, Chris
Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p learning style found in the residents and faculty. The predominant learning styles of the residents and faculty were convergent and accommodative, with no statistically significant differences between the residents and the faculty. We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents.
de Gara Chris
Full Text Available Abstract Background Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. Methods The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. Results A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p Conclusions We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents.
Full Text Available This paper describes the in-service teacher education activities carried out by the research unit from the University of Bologna involved in the European project E-LENGUA. This project focuses on the use of Information and Communication Technologies (ICTs in teaching Italian in the multilingual classroom. The paper opens with a description of the Italian educational context, characterised by an increasing presence of non-native speakers of Italian. Taking into consideration the linguistic needs of students with different sociolinguistic backgrounds is a significant challenge for teachers. ICTs may be helpful for teachers facing such challenges, even though there are contrasting opinions about their usage in the classroom. The paper presents some case studies on the use of ICTs in the classroom, developed within in-service teacher education activities and implemented in the classroom. These studies aim to examine the use of ICTs as a teaching resource in order to elaborate generalizable guidelines for best practices in the Italian school system.
Full Text Available Technology skills are assumed to be a necessity for college and career success, but technology is constantly evolving. Thus, development of students’ technology skills is an on-going and persistent issue. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that help students adapt to changing working environments. These skills resemble the National Association for Gifted Children’s program and teacher preparation standards. Descriptive research about what is already occurring in classrooms has been done, but the information is frequently limited to a list of activities. A qualitative multi-case phenomenological study of six Alabama teachers of the gifted examined how they use and shape technology experiences with students, and promote student learning of 21st century skills. The teachers were chosen for the case study due to their reputation as teachers skilled in using technology with students. Lesson plans, interviews, and observations were used to discover themes between the teachers. Findings from the research indicate that educational technology use with students is shaped by factors such as teacher attitudes and expertise, available equipment and support, pedagogical decisions related to working with technology, and the particular student group participating in the technology use.
Fraga, Lucretia M.; Harmon, Janis
One teaching style gaining popularity is the flipped classroom model of instruction. In this model, what generally occurs during class time, such as lectures and demonstrations, occurs at home, and assignments typically completed out of class occur during class. Currently, there is a dearth of research about the effectiveness of this instructional…
Schneller, Mikkel Bo; Schipperijn, Jasper; Nielsen, Glen
Background: Implementation of education outside the classroom (EOtC) practice in a single or a few school classes has resulted in increased physical activity (PA) during school huors. As such, EOtC is a potential movement integration (MI) strategy within the traditional classroom school setting......-specific analysis. Mixed-effects regressions were used to test for associations between proportion of PA during different activities or day types. Results: The proportion of moderate-to-vigorous physical activity (MVPA) did not differ between school days with EOtC activities and school days without EOtC and PE....... Proportion of time spent in light physical activity (LPA) was higher school days with EOtC activities compares to on school days with no EOtC and PE activites (girls 2.4%, boys 2.1%). Boys spent 8.0% more of their time in MVPA during EOtC activities compared to classroom activities (no difference observed...
This exploratory qualitative study examined the role that professors play in classroom climate for immigrant students within their first two years in higher education. The research questions were 1) How are immigrant students generally experiencing the climate of higher education classrooms? 2) How specifically does the immigrant student's…
Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K-12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers' perceptions and classroom practices regarding STEM integration. A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers' perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers' practices of STEM integration? 2) What are secondary science teachers' overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers' perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers' perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K-12.
Cai, Qijie; Wong, Ka-Wah
In general education astronomy courses, many students are struggling with understanding the foundational concepts and theories in astronomy. One of the possible reasons is that, due the large class size, many of the courses are taught using a lecture mode, where human interactions and active learning are limited (Freeman et al., 2014). To address this challenge, we have applied the knowledge building framework (Scardamalia & Bereiter, 2006) to design an online collaborative learning component, called Scholarly Conversations, to be integrated into a general education astronomy course at a public, comprehensive university.During Scholarly Conversations, students are treated as scholars to advance knowledge frontiers (Scardamalia & Bereiter, 2006). The whole process involves the creation of new ideas and requires discourse and collective work for the advancement and creation of artifacts, such as theories and models (van Aalst, 2009). Based on the knowledge building principles (Scardamalia, 2002; Zhang, Scardamalia, Reeve, & Messina, 2009), several features have been built into Scholarly Conversations so that students are guided to deepen understanding of the astronomy concepts through three phases: knowledge sharing, knowledge construction and knowledge building, and reflections on learning growth (van Aalst, 2009; Cai, 2017). The online Scholarly Conversation is an extension of the lecture component of the general education astronomy course. It promotes student interactions and collaborative learning, and provides scaffolds for students to construct meanings of the essential concepts in astronomy through social learning and online technology. In this presentation, we will explain the specific design principles of the online Scholarly Conversation, and share the artifacts created to facilitate the online conversations in an general education astronomy course.Note: This project has been supported by the College of Education Research Grant Program at Minnesota State
Full Text Available IntroductionAs physical performance may be more difficult for overweight children than for their non-overweight peers, understanding how weight impacts student performance in the physical education (P.E. classroom could inform school-based obesity prevention programming.Materials and methodsThis qualitative case study examined one elementary physical educator’s perspectives of overweight students’ weight-related experiences in her classroom. Narratives were elicited during an in-depth interview and analyzed using structural and thematic analyses. We utilized the social cognitive theory to inform our exploration of the narratives.FindingsThe thematic analysis illuminated a behavioral pattern of student refusal to participate in the P.E. classroom while the structural analysis emphasized the teacher’s constructive, individualized responses to participation refusals. Combined, the two analytic techniques provided a more holistic snapshot of the experiences of overweight students in this elementary school. In addition, a preliminary model explaining the behavioral pattern among overweight students in this particular P.E. classroom was created.DiscussionStudents who were overweight were more likely to initially refuse to attempt physical tasks in the classroom because they feared peer ridicule, and the teacher played a critical role in whether these students chose to participate in subsequent classes. As agents of change, P.E. educators should be included in formative stages of comprehensive, systemic changes to combat childhood obesity.
Wearne, Susan; Dornan, Tim; Teunissen, Pim W.
Context General practice supervisors are said to serve as the cornerstones of general practice postgraduate education and therefore it is important to clearly define their roles and what makes them effective. The commonly used definition of a supervisor is not primarily based on general practice...... with resident doctors that provided a foundation for learning. Residents needed a balance of challenge, usually provided by patients, and support, provided by supervisors. Supervisors established learning environments, assessed residents' learning needs, facilitated learning, monitored the content and process...... of learning and the well-being of residents, and summarised learning in ways that turned 'know that' into 'know how'. Conclusions General practice must be expert in ensuring patients are well cared for 'by proxy' and in giving residents just the right amount of support they need to face the challenges posed...
Kelly, Martina; Bennett, Deirdre; O'Flynn, Siun
The clinical learning environment is changing. General practice placements are now a fundamental part of undergraduate medical education. There is growing recognition that changes in hospital work practices are altering the breadth of exposure available to students. Surprisingly little work has been done comparing the quality of clinical placements between the hospital and community using validated tools. Such comparisons inform curriculum planning and resource allocation. The aim of this study was to compare the quality of the educational environment experienced by junior medical students during hospital and general practice placements using a widely used tool. Following the introduction of a new integrated curriculum, all Year 3 students (n=108) completed a standardised evaluation instrument, the Dundee Ready Education Environment Measure (DREEM) at the end of each of their clinical attachments (two different hospital sites and one in general practice), giving a total of 324 questionnaires. All forms were analysed and input into Graphpad INSTAT version 3. Total DREEM scores as well as subscale scores were calculated for each site. These were compared across sites using a Mann-Whitney U non-parametric test. By comparison with international standards, clinical attachments in our new integrated curriculum were rated highly. In particular, attachments in general practice scored highly with a mean score of 156.6 and perform significantly better (P students' perceptions of atmosphere and students' social self-perceptions. Finally, significant differences also emerged in students' perceptions of teachers in general practice when compared to those in the hospital setting. These findings provide evidence of the high-quality educational environment afforded students in primary care. They challenge the traditional emphasis on hospital-based teaching and preempt the question - Is the community a better place for junior students to learn?
Khrisat, Abdulhafeth A.; Mahmoud, Salameh Saleem
This study investigates the effect of ten teaching English as a foreign language (TEFL) oriented features of mobile phones in the English language classroom on the achievement of foundation-year students in King Abdulaziz University (KAU) in General English. The study also explores students' attitudes towards this new method of teaching. The study…
Full Text Available The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL and traditional classroom lecture (TCL for continuing medical education (CME programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 ±2.32 than TCL format (54.6±2.18 (p=.001. There were no significant differences between the two groups in cognitive gains (p<0.05. well-designed IBL content can be effective or a supplement component to CME.
Butke, Marla A.
Expressive movement, created by students to demonstrate musical elements and artistry, provides a valid assessment opportunity for general music teachers. This purposeful movement, "plastique animée", was developed by Swiss composer, Émile Jaques-Dalcroze, in the early 20th century. "Plastique animée" can serve as a useful…
Teaching musical vocabulary in a middle school general music class can often be challenging to the performance-based teacher. This article provides several teaching strategies for approaching words from both a theoretical and a practical standpoint. Based on a dialectical "this-with-that" approach by Estelle Jorgensen, this article argues that…
Jenkins, John A.
Describes the University of Massachusetts Amherst's commitment to and program of general education for undergraduates, asserting that a curriculum balanced between professional specialization and general education provides the most practical education for a life of visionary leadership. (EV)