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Book part
Publication date: 23 August 2022

Patience Sowa

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income…

Abstract

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.

Book part
Publication date: 30 November 2018

Maria De Marsico, Filippo Sciarrone, Andrea Sterbini and Marco Temperini

In the last years, the design and implementation of web-based education systems has grown exponentially, spurred by the fact that neither students nor teachers are bound to a…

Abstract

In the last years, the design and implementation of web-based education systems has grown exponentially, spurred by the fact that neither students nor teachers are bound to a specific location and that this form of computer-based education is virtually independent of any specific hardware platform. These systems accumulate a large amount of data: educational data mining and learning analytics are the two much related fields of research with the aim of using these educational data to improve the learning process. In this chapter, the authors investigate the peer assessment setting in communities of learners. Peer assessment is an effective didactic strategy, useful to evaluate groups of students in educational environments such as high schools and universities where students are required to answer open-ended questions to increase their problem-solving skills. Furthermore, such an approach could become necessary in the learning contexts where the number of students to evaluate could be very large as, for example, in massive open online courses. Here the author focus on the automated support to grading open answers via a peer evaluation-based approach, which is mediated by the (partial) grading work of the teacher, and produces a (partial as well) automated grading. The author propose to support such automated grading by means of two methods, coming from the data-mining field, such as Bayesian Networks and K-Nearest Neighbours (K-NN), presenting some experimental results, which support our choices.

Details

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence
Type: Book
ISBN: 978-1-78756-555-5

Keywords

Book part
Publication date: 23 September 2009

Amanda Kloo and Naomi Zigmond

In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention (RtI…

Abstract

In this chapter, we describe the policy and practical decisions one school district and school had to make to implement a progress monitoring and Response to Intervention (RtI) model in an historically low-achieving school with a substantial population of students at risk tfor academic failure – characteristics that are common to many public schools across the nation. We contrast the lofty goals and theoretical orientations of RtI described in a burgeoning literature in special and general education with the “real life” burdens of capacity, resources, time, and school culture in a struggling school.

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Policy and Practice
Type: Book
ISBN: 978-1-84855-311-8

Book part
Publication date: 30 October 2018

Shu-Ling Tsai, Michael L. Smith and Robert M. Hauser

Results from international large-scale assessments, such as PISA surveys, suggest that boys do better in math and science, whereas girls do better in reading. How do gender gaps…

Abstract

Results from international large-scale assessments, such as PISA surveys, suggest that boys do better in math and science, whereas girls do better in reading. How do gender gaps vary across subjects, when estimated simultaneously? Building on the work of Tsai, Smith, and Hauser (2017), we answer this question by applying a multilevel-MIMIC model that enables us to estimate gender gaps in two ways: gender differences in the effects of observed family and school factors on math, science, and reading scores; and the “adjusted” gender gaps in test scores across all three subjects after controlling for observables. We apply the model to 2012 PISA data of students aged 15–16 and enrolled in 9th or 10th grade in three East Asian (Japan, South Korea, and Taiwan) and three Western countries (USA, Germany, and the Czech Republic) that represent both similar and different types of school systems. Our findings indicate that the gender gap in math or science achievement in Western countries, favoring boys, does not necessarily apply to the East Asian countries examined here, while all three East Asian countries exhibit similar features of gender reading gaps in the 10th grade. There is evidence indicating that observed background and school factors impact boys’ and girls’ achievement in a similar way in USA, Japan, Korea, Taiwan, and the Czech Republic, but not in Germany. Overall, gender differences in family and school influences do not account for gender differences in academic achievement in any of the six countries.

Details

Research in the Sociology of Education
Type: Book
ISBN: 978-1-78769-077-6

Keywords

Book part
Publication date: 28 March 2012

Jerry L. Johns, Susan K. L’Allier and Beth Johns

Purpose – The chapter provides the reader with an overview of the major components of informal reading inventories (IRIs) and how they can be administered to answer specific…

Abstract

Purpose – The chapter provides the reader with an overview of the major components of informal reading inventories (IRIs) and how they can be administered to answer specific questions about students’ reading behaviors. The focus then shifts to how IRIs can be used to help teachers target instruction to better meet students’ instructional needs.

Methodology/approach – The authors describe how educators can use the results of IRIs to analyze a student's strengths and areas of need, align those findings with research about six types (clusters) of readers (Valencia & Buly, 2004), and select one or more of the strategies recommended in the chapter to provide instruction related to that student's specific areas of need.

Practical implications – In addition to the numerous instructional recommendations provided for the six clusters of readers, the chapter includes a detailed scenario of how one teacher used the results of an IRI to plan instruction for a struggling reader, a process that could be replicated by educators who read the chapter.

Social implications – The chapter suggests how small groups of educators could work together to determine which of their students to assess with an IRI and, after assessing, to discuss how they will use the results to target instruction for those students.

Details

Using Informative Assessments towards Effective Literacy Instruction
Type: Book
ISBN: 978-1-78052-630-0

Keywords

Book part
Publication date: 23 August 2014

Dennis Schmidt and Martha Wartick

This chapter reports the results of a study of student performance in upper-level accounting courses, especially intermediate accounting I and cost accounting. Of particular…

Abstract

This chapter reports the results of a study of student performance in upper-level accounting courses, especially intermediate accounting I and cost accounting. Of particular interest is the performance of students who transferred the introductory accounting courses from a two-year institution versus native four-year students. We found that after controlling for a number of aptitudinal and demographic variables, transfer students performed at a significantly lower level than native students. On average, the difference was about 0.8 of a grade point. This study also provides evidence of grade inflation at two-year institutions relative to our four-year institution; documents a mean lag time of more than two years for community college students between taking principles of accounting courses and the upper-level courses; and shows that although the transfer shock lessens as the students continue in the major, it does not disappear. We also discuss the implications of our findings.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78190-840-2

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Abstract

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Global Perspectives on Educational Testing: Examining Fairness, High-Stakes and Policy Reform
Type: Book
ISBN: 978-1-78635-434-1

Book part
Publication date: 21 November 2015

Eeva Kaisa Hyry-Beihammer and Tina Hascher

This chapter focuses on teaching practices used in multigrade classes and the importance of them being incorporated in teacher education as promising pedagogies for future use…

Abstract

This chapter focuses on teaching practices used in multigrade classes and the importance of them being incorporated in teacher education as promising pedagogies for future use. Multigrade classes – defined as classes in which two or more grades are taught together – are common worldwide. Hence, there is a need for teacher candidates to become familiar with how to teach in split grade classrooms. However, research on multigrade teaching as well as its development in teacher education studies has been neglected, even though multigrade teachers need special skills to organize instruction in their heterogeneous classrooms. We argue that in successful multigrade teaching practices, the heterogeneity of students is taken into account and cultivated. Based on content analysis of teacher interviews conducted in Austrian and Finnish primary schools, we recommend teaching practices such as spiral curricula, working plans, and peer learning as promising teacher education pedagogies for future multigrade class teaching. We also suggest that the professional skills required in high-quality teaching practices in multigrade teaching should be further studied by researchers and educators.

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

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Abstract

Details

Perspectives on Access to Higher Education
Type: Book
ISBN: 978-1-78756-994-2

Article
Publication date: 15 December 2023

Sanjay Kumar Singh, Lakshman Sondhi, Rakesh Kumar Sahu and Royal Madan

The purpose of the study is to perform elastic stress and deformation analysis of a functionally graded hollow disk under different conditions (rotation, gravity, internal…

Abstract

Purpose

The purpose of the study is to perform elastic stress and deformation analysis of a functionally graded hollow disk under different conditions (rotation, gravity, internal pressure, temperature with variable heat generation) and their combinations.

Design/methodology/approach

The classical method of solution, Navier's equation, is used to solve the governing equation. The analysis considers thermal and mechanical boundary conditions and takes into account the variation of material properties according to a power law function of the radius of the disk and grading parameter.

Findings

The findings of the study reveal distinct trends and behaviors based on different grading parameters. The influence of gravity is found to be negligible, resulting in similar patterns to the pure rotation case. Variable heat generation introduces non-linear temperature profiles and higher displacements, with stress values influenced by grading parameters.

Practical implications

The study provides valuable insights into the behavior of displacement and stresses in hollow disks, offering a deeper understanding of their mechanical response under varying conditions. These insights can be useful in the design and analysis of functionally graded hollow disks in various engineering applications.

Originality/value

The originality and value of this study lies in the consideration of various loading combinations of rotation, gravity, internal pressure and temperature with variable heat generation. Furthermore, the study of effect of various angular rotations, temperatures and pressures expands the understanding of the mechanical behavior of such structures, contributing to the existing body of knowledge in the field.

Details

International Journal of Structural Integrity, vol. 15 no. 1
Type: Research Article
ISSN: 1757-9864

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