Current Issues in Education (E-Journal, Arizona State University)
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Teachers' Perceptions of the Influence of No Child Left Behind On Classroom Practices
Get PDFDue to the magnitude of NCLB, the pressure on teachers has increased to perhaps immeasurable proportions. One could argue that NCLB has ramifications for nearly all aspects of the teachingâlearning process, including classroom-based assessment. The purpose of this study was to describe teachers' beliefs about NCLB and its influence on classroom practices. Differences based on several demographic variables were also examined. An original instrument was administered to teachers and 1,534 responses were received. Salient findings revealed that teachers believe NCLB is having negative impacts on instructional and curricular practices, including higher levels of stress related to improving student performance. Teachers reported several changes in how they assess students. Significant group differences were found, particularly on the resultant components of Student Test Preparation and Instructional Changes
The 65% Instructional Expenditure Ratio and Student Achievement: Does Money Matter?
Get PDFIn this study, the researchers examined the extent to which Texas public school districtsâ compliance with the 65% instructional expenditures ratio was related to student academic success on the Texas Assessment of Knowledge & Skills tests. Separated into three groups (i.e., 65% instructional expenditures and higher, 60 to 65% instructional expenditures, and less than 60% instructional expenditures), statistically significant differences were yielded among these groups in the TAKS Reading, Math, Social Studies, Science, and Writing measures. School districts that spent less than 60% of their monies on instructional expenditures had the lowest percent passing rates in all five TAKS tests. Effect sizes ranged from small to large and were consistent across ethnic groups. Implications of these findings and suggestions for further research are discussed
Texas High Schools and New Teachers: A Multi-Year Statewide Study
Get PDFWe examined the five most recent years of data (2003-2004 through 2007-2008) from the Texas Academic Excellence Indicator System regarding new teachers employed at high school campuses. We specifically focused on the extent to which differences were present between high school campuses with the highest new teacher percentages and high school campuses with the lowest new teacher percentages. High school campuses with the highest new teacher percentages had higher percentages of minority students and higher percentages of economically disadvantaged students but lower percentages of at-risk students than did high school campuses with the lowest percentages of new teachers. Implications of these findings and suggestions for further research are discussed
Evidence and Ideology on Consumer Choices in Education Markets
Get PDFThe question of how information is used by parents in selecting schools is a central issue in school choice debates, where advocates and opponents frequently intermingle theory (often economic), ideological beliefs, and empirical evidence in constructing arguments about the potential of this reform. We employ a nomination strategy to analyze rational choice claims about information on school quality, finding a much more complex picture of this issue than is typically found in policy advocacy. We offer an alternative framework for evaluating consumer information on schools, concluding that researchers and policymakers must consider the nature, quality, and equitable distribution of information
Education websites and their benefits to potential international students: a case study on tertiary institutions in Malaysia
No full textThis paper looks at all possible areas on how tertiary institution websites could benefit their potential students from overseas. Effective design of education website is important as web users are typically fastidious and want information fast - this serves as the background of this study. The study focuses on three selected education institutionsâ websites; identifying their strengths and weaknesses, followed by recommendation on how institutions can improve their websites to gain good impression or perception from potential customers, such that they will re-visit the websites to get more information. Ultimately, the goal is to turn potential students to real students. Three private tertiary institutions (all located in Penang, Malaysia) have been identified and used for this study. They are INTI International College Penang, KDU College Penang and Olympia College Penang. These websites are examined against a list of criteria: source, layout, accessibility, speed, navigability, content, accuracy, appropriate level of details, current information and appearance. Based on the study done, the KDU College website is the best website compared to the other two colleges. Nevertheless, further improvement can be made in terms of displaying all course fees, Frequently Asked Questions (FAQ) for international and local student admission, and contact information for faculty, staff and students
Latino and White Students' Perceptions of Teacher Behaviors That Convey Caring: Do Gender and Ethnicity Matter?
Get PDFKnowing how to improve educational experiences for students through the construct of caring, especially those that are often disconnected from access to an equal education, may be one way to improve their success. This paper reports on the findings from a study conducted to measure Latino and White high school students' perceptions of teacher behaviors that convey caring and the influence of students' gender and ethnicity on those perceptions. Results suggest that gender is an influential variable, and while ethnicity was not statistically significant overall, there was some significance at the item level
Using Narrative Case Studies in an Online World Religions Course to Stimulate Deep Learning about Islam
Get PDFThe purpose of this action research was to examine how a narrative case study in an online asynchronous world religions course affected learnersâ understandings, appreciation, and respect for the beliefs and values of others. The world religions course examined a variety of religions including Islam. Ten participants received information about the Five Pillars of Islam; they then analyzed a narrative case study written by the instructor that was a fictional representation centering around the Five Pillars. Following this analysis, learners used the Five Pillars of Islam to construct their own narrative case study. Pre and post assignment data were collected and analyzed. The data sources included: responses to a survey; narrative answers to open-ended questions; written analyses of the narrative case study; responses to telephone interviews; and, written original narrative case studies.
Results indicated that learners demonstrated positive changes in their beliefs and attitudes about Islam, and experienced different ways of thinking. In particular, participants demonstrated changes when they: (a) expressed new understandings of Islam as framed through self reflection; (b) compared Islam to a personal prayer life; (c) reflected new appreciations of the Islamic faith; and, (d) recognized stereotypes about Islam. The different ways of thinking that participants experienced occurred when they; (a) created mental images; (b) understood comprehensively and analytically; (c) reflected understandings in constructing an original narrative; (d) applied content to real-life; and, (e) enjoyed analyzing the case. The results of this study were encouraging for this on-line asynchronous course. Others who wish to complete their own action research may consider designing narrative case studies for learners to analyze and inviting them to construct their own narrative case studies.
Keywords: Teaching World Religions; Islam; Deep Learning; Narrative Case Studie
Confronting the Other: Understanding Empathy
Get PDFThe concept of empathy is strongly at play across the field of education. In analyzing literature from which this concept both emerges and presently appears, this review elaborates on what empathy affords the educational enterprise. Drawing from theorists from diverse fields of inquiry, among them education research, phenomenology, and psychoanalysis, we focus on the limits of empathy while questioning what lies beyond. We find that deployments of empathy might actually create more distance between self and other rather than bring about more understanding across difference. Further, in looking at the literature on empathy there is an insufficient attention to broader social considerations that impact understandings of the other. In light of what we find to be problematic about the idea and uses of empathy in education, the paper concludes with speculations about how practicing educators might adequately address the inherent problems within learning across difference
Pre-service teachersâ changing visions of themselves as reform-oriented teachers
Get PDFBoth teacher educators and researchers have been trying to ensure that teacher education programs prepare teachers to take on the role of âreform-orientedâ teachers upon entering the classroom. Pre-service teachersâ visions of themselves as future classroom teachers have been found to influence their teaching. The purpose of this study was to further the discussion and understanding of how pre-service teachers envision themselves as future teachers by examining the experiences of 11 pre-services teachers who taught a course in their content area while completing their undergraduate education. Interviews and survey data show that some of the pre-service teachers from this cohort shifted their visions toward a more reform-oriented stance
The Development of 'Project 1': Formative Assessment Strategies in UK Schools
Get PDFIn recent years a growing political emphasis has been placed upon the development of transformative assessment-driven reform in schools. There is global consensus on the value of assessment activities that are carefully designed to be consistent with desired learning outcomes, and coherently connect cognitive learning theory, the curriculum, classroom activities and assessment items. The consensus ends when there is debate between those who believe that schools produce more able students when they are faced with summative assessments and those who propose the implementation of formative assessment strategies in classrooms. This article investigates the development of formative assessment strategies in the UK known as Project 1. Of central importance here, are the perceptions of teachers as they work in cooperation to implement new policy into their classrooms and manage the impact of these innovative changes upon their personal and professional lives