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Effectiveness of Cooperative Learning on Students Achievement in Genetics, Self-Efficacy and Conceptions of Learning Biology
Get PDFThe purpose of this study is to analyze the effect of cooperative learning, which is defined as the process of working in small groups to achieve a goal, on students’ general academic achievement in “General Principles of Genetics” unit, their academic self-efficacy and conceptions of learning biology (COLB). In the study, in order to investigate the effects of cooperative learning and the teaching method that the biology curriculum in Turkey anticipates on the students’ academic achievement, their self-efficacy and COLB, pre-test/post-test control group quasi experimental design was used. The study was administered to 126 Turkish high school students from four different classes, i.e. two experimental and two control groups, for a period of ten weeks. General Principles of Genetics Achievement Test, Academic Self-Efficacy Scale and Conceptions of Learning Biology Scale were implemented as pre-test and post-test. Within the scope of the study, independent sample t-test and MANOVA were used. The findings of the study demonstrated that there was a significant difference between the experimental and the control groups in terms of the post test scores in the variables addressed in the study. The findings of the study were discussed by making comparisons to the literature and suggestions were also made
Tools to Support Collaboration in Educating Emergent multilingual Students: Jumpstart and Electronic Performance Log
Get PDFCollaboration is a vital component of educating emergent multilingual students, and technology plays an integral role in supporting the process. This article presents two tools to facilitate collaboration among emergent multilingual students: Jumpstart and Electronic Performance Log. The authors developed the digital tools in concert with paraeducators and teachers during a two-year, grant-funded, professional development program. In their roles as participant-observers, the authors were able to work with paraeducators and teachers to create tools that fit within the learning context during a professional development program for high school paraeducators. Concepts from activity theory are used to demonstrate that teaching emergent multilingual students takes place within complex contexts that are impacted by the introduction of new tools to promote collaboration. By describing the tools and how they were developed, the goal is to inform educators so that they might consider how best to use or adapt the tools presented. In addition, these professionals can use them as a jumping-off point to create their own resources. The purpose of this paper is to change previously-held assumptions as well as provide tangible solutions to aid high school teachers and paraeducators in teaching emergent multilingual students within the context of a two-year professional development project
Students As The Golden Resource: Incorporating Student Voice Into Overall School Culture
Get PDFThis study is a program evaluation of AGA Middle School’s current school culture as it relates to being either a student-centered culture or an adult-centered culture. Following the analysis of the program evaluation, this study also set out to gather the voices of the students of AGA Middle School in order to determine the positive relationship building strategies and characteristics that teachers whom have positive relationships with students have in common. Employing a mixed methodology of survey data along with individual student interviews from each grade level (six through eight), this study found that the current school culture committee, the PATH committee, lacked student voice and student input. However, the study also uncovered that many teachers were in fact incorporating student voice and positive student-teacher relationship building skills within their own classrooms. Ultimately, the recommendations provided as a result of this study include a structure for incorporating student voice into the previously adult-centered school culture, along with a student derived set of positive student-teacher relationship building strategies and characteristics
The Underlying Psychophysiology of Pedophilic Disorder and the Implications for Treatment Approaches
Get PDFSexual crimes are a persistent and significant social dilemma that continues to plague our society (Lee, Jackson, Pattison, & Ward,2002). Past research has made considerable advancements in terms of the types of interventions that clinicians can utilize when they work with individuals who have a history of child sexual offenses. However, current literature lacks an understanding of the risk factors that influence the development of Pedophilic Disorder. A history of sexual trauma also affects families. The children of traumatized individuals have more adjustment difficulties than their counterparts who did not have a parent(s) with a sexual trauma history. This clinical research project examines the variables which contribute to the manifestation of Pedophilic Disorder. Specifically, this study looks at how the current literature distinguishes between Pedophilic Disorder, child molestation, and incest.
Additionally, this project explores the types of treatments utilized. The goal of this study is to facilitate more insight into the causes of this mental disorder. Due to the increased prevalence rate of sexual offenses against children, it is essential to help elucidate the origins of Pedophilic Disorder with the goal of improved interventions and with the hope of movement towards a prevention model of treatment for the disorder
Teacher Professional Development and The Seven 21st Century Survival Skills: A Program Evaluation
Get PDFThis evaluation examined the extent to which one 6-12 school in an urban school district used professional development to support teachers’ inclusion of 21st century survival skills (Wagner et al., 2008) in classroom instruction. Through collecting quantitative and qualitative data from stakeholders using surveys and interviews, this study revealed how effectively teachers are or are not being instructed to teach the post-graduate survival skills necessary for student success. This study included commentary on the needed changes in leadership determined by the evaluation of the program. Outcomes of this study outline an essential new program and a change in policy that is needed to support student success in every area of post-high school life
Sources Of Missed Understanding: A Framework For Diagnosing Comprehension Breakdown
Get PDFThis research sought to understand how a formative assessment framework created by the researcher (called the Sources of Missed Understanding construct) would be used by teachers to diagnose students’ reading comprehension challenges during authentic reading instruction, and to understand the context and supports teachers needed to use the tool effectively. A design experiment methodology was used to follow the diagnostic processes of five reading specialist candidates, each working one-to-one with an upper elementary or middle school reader during a five week summer university-based tutoring setting, resulting in five case studies and cross case analysis. This study shows that teachers who used the Sources of Missed Understanding construct and received support were successful at formatively assessing causes of student comprehension breakdown and adapting instruction accordingly. It also revealed that teachers needed two levels of support to use the tool effectively. First, teachers needed knowledge building about the common categories of comprehension breakdown and where they fall in the comprehension process illuminated by the construct. It was this knowledge that enabled teachers to analyze what meaning their readers were (or were not) gleaning from a text and hone in on the cause. Second, teachers needed “thinking-partner” support to become aware of their own diagnostic processes. With support, teachers became attentive to what they observed, and how to set up instruction to detect and ultimately address sources of missed understanding
Reforming The Identification Process for Math Placement in a High Performing School District: A Change Plan
No full textThis change plan investigated the Enterprise School District’s identification practices for placement in math course pathways and enrichment using Wagner’s 4 C’s change leadership model, which includes culture, context, conditions, and competencies. A mixed-methods approach was taken using both qualitative and quantitative data. Surveys were given to math teachers to investigate their perceptions for identifying students to participate in advanced course pathways and enrichment. An analysis of the top-performing 15 percent of students over three years was conducted reviewing multiple assessment measures to identify trends for the top-performing students. As a result of the study, several strategies and actions for change are shared, including a comprehensive identification matrix and communication plan for stakeholders
Bicultural Development of Students in a Dual Language Program
Get PDFDual language programs are often viewed as enrichment programs for students of various language backgrounds. This study evaluated the long-term bicultural impact on students who participated in the Hawkins School District (pseudonym) Spanish-English dual language program. The participants in this study were graduates of the Hawkins Spanish-English dual language program who were in college or beginning their careers. These graduates participated in an interview to offer their perceptions on their current level of biculturalism and the extent to which their participation in the dual language program shaped it. The results of this study revealed that biculturalism is a possible outcome for dual language students. Through the implementation of a Bicultural Instruction Policy, an increased prioritization of the bicultural development of dual language students can have long-lasting implications that increase future career opportunities, develop cultural proficiency and prepare students to be global citizens
Simulations in educational leadership internship programs
Get PDFThis brief describes the state of educational leadership internships. Immersing future leaders in virtual reality simulations has the potential to standardize performance expectations and is explored as a method of harnessing the power of technology to provide practice in responding to actual situations while learning to lead
Minority Students in STEM Careers in the U.S. – the Role of AP Calculus
Get PDF“The number of native-born S&E [science and engineering] graduates entering the workforce is likely to decline unless the nation intervenes to improve success in educating S&E students from all demographic groups, especially those that have been underrepresented in S&E careers” (National Science Board [NSB], 2003, p. 13). More than a decade ago, the National Science Board (NSB) sounded an alarm regarding the projected decline in native-born science and engineering graduates with the aim of driving strategic fundamental changes. There is limited evidence that the NSB’s prognostication is actively being addressed. Approximately 81% percent of all full-time graduate students in U.S. electrical engineering programs are international students with 79% of them majoring in computer science (Redden, 2017). The U.S. will need 1 million STEM professionals over the next 10 years to fill a growing domestic economic demand (Xue & Larson, 2015). “Mathematics preparation may be particularly critical, since at many colleges, readiness for college-level calculus is a prerequisite to admission for quantitative majors” (Oakes, 1990, p. 14). As of April 2019, approximately 48 undergraduate bachelor degrees at Saint Louis University required students to take Survey of Calculus or Calculus 1 as a prerequisite for meeting graduating requirements in STEM majors. According to the U.S. Department of Education (DOE), students who took high school calculus and expressed interest in STEM careers had the lowest attrition rate in college (U.S. Department of Education [DOE], 2014). Research from the Federal Reserve Bank of Cleveland indicates that students that took advance mathematics in high school received a greater economic return over life-time (James, 2013; Thompson, 2013). This study used correlations and regression tests to determine that the educational attainment of the parent’s was statistical significant in predicting high school calculus completion. The research data set from the DOE contained approximately 18,922 high school students from across the nation. If the parent’s highest level of education was a high school diploma then only 8.54% of the children took and passed high school calculus in comparison to 44.08% of the children of doctorate graduates that took and passed calculus