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Learning to Use Historical Evidence: Reflections from the Experiences of Prospective Social Studies Teachers
Get PDFThis study aims at determining perceptions and experiences of prospective social studies teachers who create learning and teaching activities using historical evidence. We used the case study methodology in our study and collected data from activities created by prospective teachers, research stories, focus group interviews, and observations. We evaluated the data obtained using content analysis and presented in tables. Our results demonstrated that while prospective teachers qualified internet sources as more reliable before the implementation, their opinion changed and they selected (primary) sources belonging to that time as reliable sources after the implementation. Moreover, participants highlighted that the use of historical evidence offers important pedagogical benefits such as learning without memorization, in-depth, and permanent learning. Based on these observations, we suggest that the use of evidence should become part of lessons from the first stages of education
Creating Appropriate Clinical Guidelines for The Bilingual Population with Acquired Brain Injuries
Get PDFWhile there is a growing bilingual demographic in the United States, relatively little is known about treating this population should they experience a brain injury. This is a growing area of interest, as research has demonstrated that the acquisition of a second language promotes neuroplastic changes that then impact brain functioning pre- and post-brain-injury. Given bilingualism’s cognitive complexity, clinicians are left with challenges on how best to tailor treatment for brain-injured bilingual populations. Therefore, the focus of this review was to provide clinical recommendations to clinicians performing assessments with bilingual individuals with acquired brain injuries. The goal was for the guidelines provided to aid in the augmentation of appropriate strategies for neurorehabilitation to maximize linguistic, cognitive, and communicative improvement, leading to social readaptation and a better quality of life
The Impact Of A K-8 STEM Program On Grades And Student Choice Of STEM And Advanced Mathematics And Science Coursework In High School
Get PDFThe demands of today’s workforce call for schools to prepare their students to have problem-solving skills and be critical thinkers and collaborative colleagues. Science, Technology, Engineering, and Mathematics (STEM) learning has been known to cultivate, excite, and promote critical thinking and problem-solving skills in students from an early age.
This study explored the high school course selection of students who had participated in a compulsory Kindergarten to 8th grade (K-8) STEM program, called Project Lead the Way (PLTW), while in middle school. Specifically, the study compared the number of STEM and advanced mathematics and science courses that students who were exposed to this program took while in high school. It also examined the impact of PLTW on these students’ mean grades in STEM, mathematics, and science courses.
An analysis of the course enrollment revealed that participating in PLTW coursework for one or two quarters in middle school did not result in students increasing the number of STEM, advanced mathematics, and science courses taken in high school. However, the results also showed that participating in PLTW courses for one or two quarters in middle school was associated with an increased likelihood that students characterized as English Language Learners (ELL) took more STEM courses in high school. Additionally, an analysis of the academic outcomes for students who completed one or two-quarters of PLTW coursework prior to entering high school achieved higher academic grades than their historic predecessors’ grades on mathematics and science courses taken in high school.
From these findings, the researcher recommends that the state create a K-12 policy that addresses access to STEM coursework for all its students. The researcher also recommends that each district in the state creates a district policy to ensure every student has an opportunity to engage in STEM opportunities from pre-Kindergarten through high school. This study provides evidence for the continued support of heuristic approaches to learning through a compulsory K-12 STEM program in schools
The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
Get PDFThe aim of this study is two-fold. First, to better understand and capture the lived experiences of Latinx parents as they navigate the registration/enrollment process at the school and select a language program for their Pre-kindergarten child. Second, to understand what lived experiences influence their perception about bilingual education programs. Using Van Manen’s (2016) concept of human sciences and phenomenology, data was collected through the use of conversational interviews. The responses provided by the parents and school clerk revealed five themes, fear & anxiousness, hope for things to come & for a brighter future, use of social networks to understand the new landscape, linguistic and cultural pride, and resilient spirits. Implications for schools, school leaders, school practitioners and research implications are discussed
Creating Digital Stories: A Case Study of Turkish Preschool Environmental Education
Get PDFThis study examined an integration of digital stories in teaching environmental concepts to preschool children aged 3-6 in Turkey. The participants were the forth-grade preservice teachers who used a variety of activities to implement environmental education plans. Structured questionnaires were employed as the main data collection tool. The Technological Pedagogical Content Knowledge (TPACK) framework served as a springboard to analyze the data. The findings of this study demonstrate that creating and implementing digital stories in the preschool curriculum can enhance students\u27 learning outcomes. Also the digital stories can be handled as a teaching method in the preschool period. As a result, the integration of technology with pedagogy and content in preschool education has demonstrated the importance of TPACK
Evaluating The College And Career Readiness Of High School Students In Chicago, Illinois- Strategies, Actions And Policy Implications For School Districts
Get PDFDuring my course of study in my doctoral program, I was made aware of research where there was considerable concern by businesses and corporations regarding the potential candidates for hire graduating from our nation’s colleges and universities and their readiness to be engaged and contribute in their particular workforce and/or industry.
As detailed in the book The Global Achievement Gap (Wagner, 2014), this concern arose as the various human resource departments of these corporations and businesses began to discover an “unreadiness” in the educational preparation of graduating college students. Consequently, college admissions departments throughout our country saw more and more college students admitted to their institutions were not prepared for the level of rigor necessary as they entered into their postsecondary career.
This research study evaluated and investigated how high school graduates are prepared for college and career readiness, with a focus on the Illinois Board of Education and the Chicago Public Schools, the largest school district in the state. This study also advocated for policy recommendations that are geared to improving the probability of high school graduates being adequately prepared for college rigor, as well as the accountability measures and key factors to ensure students are college and career ready upon graduation
Investigation of Teachers’ Self-Assessment to Create a Positive Classroom Environment
Get PDFThe aim of this study is to examine the self-assessment of teachers to create a positive classroom environment. The survey method was used and the sample of the research is composed of 260 teachers who work in the province of Tokat in the 2017-2018 academic year. Research data were collected through the “Class Control Index ”developed by Howard (1978) and translated into Turkish by Özden (2005). In the analysis of the data, t-test and one-way analysis of variance, Kruskal Wallis H and Mann Whitney U tests and Pearson Moments Multiplication Correlation Coefficient were used. According to the research findings, teachers have high self-assessment to create a positive classroom environment. It was determined that primary school teachers had higher self-assessment scores than middle and high school teachers. Women’s scores are higher than men, classroom teachers had the highest scores, and the ICT teachers.had the lowest scores. In addition, it was determined that there was no significant difference in terms of age, occupational seniority, postgraduate education, type of school (for high school), type of school they graduated from, and classroom management
Students’ Conceptions of Learning Biology and Achievement after STEM Activity Enriched Instruction
Get PDFAlthough many studies are analyzing the effect of the STEM model on students\u27 cognitive characteristics, it is known that there are not many studies conducted especially on its impact on students\u27 conceptions of learning (COL), and it is thought that there is a need for these studies as well. It is necessary to determine how COL, which may vary depending on cultural features and learning environments, will take shape with STEM, a learning model of great importance. Therefore, in the current study, the effects on Turkish high school students’ academic performances and conceptions of learning biology (COLB) in STEM activity enriched biology courses were investigated. This study implemented a true-experimental design, which was carried out with 99 high school students. COLB Scale was used to determine the students\u27 COLB, and Nervous System Achievement Test (NSAT) was used to assess their achievement regarding the nervous system\u27s structure, function, and mechanism. The data analysis was conducted with MANOVA. According to the analysis results, the STEM activity enriched learning model affected the students\u27 academic performances; however, it made no difference in terms of their COLB
Positive Symptoms of Schizophrenia and Suicide: A Systematic Review of Gender, Race/Ethnicity, and Premorbid IQ Variables
Get PDFSchizophrenia is an exceptionally debilitating mental disorder. Its effects permeate all facets of psychosocial functioning and it is associated with premature mortality. As such, suicide is of clinical concern. Positive symptoms such as hallucinations and delusions may influence the risk of suicide among individuals diagnosed with schizophrenia, but additional research is necessary, as the limited literature on this topic is dated and includes heterogeneous results. Early recognition of and intervention for suicide risk factors, such as the presence of positive symptoms of psychosis, may reduce mortality rates for individuals with schizophrenia. The present literature review examined the role of gender, race and ethnicity, and intelligence quotient (IQ) variables in the association between positive symptoms and suicide, revealing current knowledge gaps and highlighting areas for future research. For mental health clinicians, this work suggests a need for culturally competent care, comprehensive assessment measures, and holistic treatment options to address vulnerabilities and suicide risk factors in this population. Furthermore, in future work, researchers should use larger sample sizes, practical study designs, balanced participant groups, and U.S. participants