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The purpose was to describe the redesigning of an online course that utilized adult learning principles and a framework to engage students.
Abstract
Purpose
The purpose was to describe the redesigning of an online course that utilized adult learning principles and a framework to engage students.
Design/methodology/approach
The methodology used is a first person account from the instructor point of view.
Findings
Findings indicate that the teaching strategies used encouraged student engagement in the course.
Research limitations/implications
The research is limited to one course with less than 20 students.
Practical implications
Other online instructors can utilize teaching strategies used that promote engagement among students.
Social implications
This course is an example of a highly engaging online course. This shows that online courses can be engaging and satisfying for students.
Originality/value
This paper adds to the body of literature on what teaching strategies encourage students to engage online. It connects theories with real life examples that others teaching online can implement.
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Bryant Jensen and Royce Kimmons
Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized…
Abstract
Purpose
Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices.
Design/methodology/approach
Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals.
Findings
Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices.
Originality/value
OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms.
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Mohamed O. Elkhosht, Mahmoud Mahmoud, Ahmed Zayed, Mo’taz S. Abdallah, Mohamed S. A. Kharbush and Dalal Mahmoud
This study aims to investigate the relationship between the spread of extremist thoughts and the weak economic and social factors surrounding it. There are higher chances of…
Abstract
Purpose
This study aims to investigate the relationship between the spread of extremist thoughts and the weak economic and social factors surrounding it. There are higher chances of better understanding of this relationship on Egypt’s borders more than its center. Achieving development and stability leads to creating a preventive environment to extremist thoughts existence and spread, in addition to preventing its transformation into terrorism.
Design/methodology/approach
The study depends on an analytical methodology to examine the validity of the research hypothesis through two basic steps. The first step depends on describing the geographical, demographical, economic, social, political and security aspects of North Sinai. The second step is a prospective approach to build a strategy that helps in achieving development and accordingly a comprehensive confront for the opportunities of extremist thought spreading in North Sinai.
Findings
The study concludes that Egypt is well aware of the dimensions of encountering extremist thoughts and has adopted a comprehensive approach in achieving this. It has already started the paces of this confrontation in general, with some specificity in North Sinai Governorate that observed lately increased activities by extremists and terrorist groups. The proposed strategy is a set of policies that can help the country achieve its goals against extremism and terrorism.
Research limitations/implications
The study covers a time frame that starts from 2014, which is considered the beginning of a new phase for the Egyptian state. The study relies on the field of strategic studies and it focuses on North Sinai Governorate.
Originality/value
The study has a scientific importance because it presents a proposal for a comprehensive strategy to encounter extremist thoughts, which adds value to the literature of the study of extremism. The current study makes its contributions in some directions, such as reviewing the contents of this extremist thought or the juristic comment on it, the impacts of the spread of extremist thoughts, the role of the official media in disseminating extremist thoughts or standing up to it. In terms of application, the study presents a proposal with many policies in various fields to counter extremist ideology. These proposals are implementable in North Sinai Governorate as well as other frontier governorates.
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This study determines which aspects of the intended object of learning (planned by teachers during the first phase of a learning study) is made discernible from a learners'…
Abstract
Purpose
This study determines which aspects of the intended object of learning (planned by teachers during the first phase of a learning study) is made discernible from a learners' perspective. In a learning study, the intended, enacted, and lived object of learning are considered. This study focuses on the learning material used by teachers while designing a lesson.
Design/methodology/approach
In many learning studies, variation theory is used to design lessons, which predicts difficulties in and possibilities for student learning. The data consisted of a lesson part – instruction through a video-recorded dance choreography – employed to enhance primary school (in a Swedish context, grade 4) students' dancing skills in the subject of Physical Education and Health. The choreography comprised five different sequences, where a variation occurred when the subsequent (new) sequence was applied to the previous movement pattern. The sequences acted as building blocks, where the students' transitions from one movement pattern to another were logical and distinguishable.
Findings
The results of this study show in what way an analysis of learning material, based on variation theory, can help teachers take into account the level of complexity of the object of learning. The results also identify which parts of a lesson design can be predicted to present a higher degree of challenge and by that more difficult to grasp, especially for students with different educational needs.
Originality/value
Lessons may be designed based on theoretical assumptions to ensure effective classroom learning and provide guidance to teachers based on student needs.
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Ben Alexander, Sean Owen and Cliff B. Thames
This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from…
Abstract
Purpose
This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.
Design/methodology/approach
This study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.
Findings
The results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.
Originality/value
These results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.
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Purpose – This paper aims to explain the concept of post-conflict peace education that has been implemented in East Aceh.Design/Methodology/Approach – This research used the…
Abstract
Purpose – This paper aims to explain the concept of post-conflict peace education that has been implemented in East Aceh.
Design/Methodology/Approach – This research used the qualitative method where data were gathered by deep interview and study of documents.
Findings – The results show that the Aceh government education agency has not yet developed a standarized concept of peace education to be implemented throught out the schools in East Aceh. However, non-governmental agencies both national and international have stepped ahead and implemented it in formal and non-formal educational institutions. UNICEF and AusAID had facilitated the preparation of a peace education textbook which was written by academicians at UIN Ar-Raniry in 2005. It has been applied to many schools in East Aceh by incorporating peace education in to Aqidah Akhlak subject.
Research Limitations/Implications – The paper does not examine students’ understanding of peace education that can be learnt by incorporating concepts of peace education.
Practical Implications – The concept of peace education is feasible to be adopted at whole senior high school in Aceh.
Originality/Value – This paper offers a new concept of peace education, the liberal peace, religious peace, and traditional values that have been integrated in one subject to be taught at once.
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Stefan Kleinke and David Cross
The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part one, presented in this paper, examined…
Abstract
Purpose
The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part one, presented in this paper, examined achievement differences between learners in a fully remote learning environment and those in a hybrid setting.
Design/methodology/approach
A quantitative, quasi-experimental study with factorial design was used to investigate group differences in student achievement between the different learning environments. Ex-post-facto data from standardized test scores were utilized to examine in which ways the learning environment may have affected learner progress in two distinct subject areas crucial to elementary education: English language (ELA) and math.
Findings
Findings revealed a significant difference between the two learning environments in both subject areas. While preexisting group differences, selection biases and testing inconsistencies could be effectively ruled out as potential causes for the observed differences, other factors such as developmental and environmental differences between the learning environments seemed to be influential. Therefore, the follow-on research aimed at further investigating and confirming the influence of such factors and will be presented in a Part 2 paper.
Practical implications
Knowledge of the observed differences in learning achievements between the different environments, as well as the factors likely causing them, may aid educators and school administrators in their decision processes when faced with difficult circumstances such as during the pandemic.
Originality/value
When the SARS-CoV-2 virus started to rapidly spread around the globe, educators across the world were looking for alternatives to classroom instruction. Remote learning became an essential tool. However, in contrast to e-learning in postsecondary education, for which an abundance of research has been conducted, relatively little is known about the efficacy of such approaches in elementary education. Lacking this type of information, it seems that educators and administrators are facing difficult decisions when trying to align the often conflicting demands of public health, local politics and parent pressure with what may be best for student learning.
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This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action…
Abstract
Purpose
This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy.
Design/methodology/approach
Through this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers.
Findings
Effective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies.
Originality/value
The insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.
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Sarah Barnett and Heather Drew Francis
This paper describes how a pre-service teacher’s knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade…
Abstract
Purpose
This paper describes how a pre-service teacher’s knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade classroom during her pre-service teacher preparation program. The pre-service teacher spent three-months conducting an action research project in collaboration with a university mentor.
Design/methodology/approach
This paper explores what she and her mentor learned as she prepared arts-integrated lesson plans based on the four studio structures for learning and analyzed them along with identifying and documenting evidence of deep learning through field notes and video recordings.
Findings
Analysis of field notes, video recordings and lesson plans led the authors to take a deeper look at where the four studio structures for learning overlapped in the teaching event. In the data the intersections of the four studio structures shared a pattern of increased evidence of deep learning for the students. This paper describes the phenomenon in the classroom at various points of intersection.
Research limitations/implications
This action research study is preliminary, and the findings are suggestive of further research that would require indexing what deep learning looks like and gathering and analyzing student data.
Practical implications
It is recommended that teachers use the four studio structures to integrate the arts in their classrooms and to enhance and encourage creativity, communication, critical thinking, collaboration, character and culture and as teachers work toward deep learning for students.
Originality/value
This case shows how a university partnership provides fertile ground for educators of all skills and experience to participate in the expansion of the field of education as well as personal and professional development.
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