Education Commons^™

Why Do Students Attend Stem Clubs, What Do They Get Out Of It, And Where Are They Heading?, Margaret R. Blanchard, Kristie S. Gutierrez, Kylie J. Swanson, Karen M. Collier

Teaching & Learning Faculty Publications

This research investigated what motivated and sustained the involvement of 376 students in culturally relevant, afterschool STEM clubs at four rural, under-resourced schools. A longitudinal, convergent parallel mixed methods research design was used to investigate participants’ participation in and perceptions of the clubs, their motivations to attend, and their future goals, over three years. Situated Expectancy-Value Theory (SEVT) served as a guiding theoretical and analytical framework. Overall, students who attended the clubs were African American (55%), female (56%), and 6th graders (42%), attended approximately half of the clubs (43%), and agreed with quality measures on the STEM Club Survey (M …

Retrieval Practice Consistently Benefits Student Learning: A Systematic Review Of Applied Research In Schools And Classrooms, Pooja K. Agarwal, Ludmila D. Nunes, Janell R. Blunt

Faculty Works

Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2,000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n = 5,374, the majority of which (57%) revealed medium or large benefits …

Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle

Antioch University Full-Text Dissertations & Theses

Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data …

The Impact Of Visual Displays On Learning Across The Disciplines: A Systematic Review, Daibao Guo, Erin M. Mctigue, Sharon D. Matthews, Wendi Zimmer

Literacy, Language, and Culture Faculty Publications and Presentations

The current systematic review aimed to investigate in what ways the incorporation of visual display tasks benefits K-12 students’ content-area learning. After screening 1693 articles at abstract level and a systematic evaluation of methodological quality, we synthesized 44 articles for this review. The qualitative synthesis of the studies is organized by categories of interaction with visual displays (ViDis), instructional support, and types of knowledge and learning. Overall findings indicate the simple inclusion of visual displays does not guarantee a positive learning effect. More detailed findings distinguish three categories of ViDis: author-provided, student-filled-in, and student-created visual displays. Furthermore, we discuss …

Metacognition: How To Improve Students' Reflections On Learning, Lisa K. Son, Nicole Brittingham Furlonge, Pooja K. Agarwal, Retrievalpractice.Org

Faculty Works

No abstract provided.

How To Implement Retrieval-Based Learning In Early Childhood Education, Lisa K. Fazio, Pooja K. Agarwal, Retrievalpractice.Org

Faculty Works

No abstract provided.

Retrieval Practice And Transfer Of Learning: Fostering Students' Application Of Knowledge, Steven C. Pan, Pooja K. Agarwal, Retrievalpractice.Org

Faculty Works

No abstract provided.

Online Adaptive Learning: A Study Of Score Validity Of The Adaptive Self-Regulated Learning Model, Hoda Harati, Cherng-Jyh Yen, Chih-Hsiung Tu, Brandon J. Cruickshank, Shadow William Jon Armfield

Educational Foundations & Leadership Faculty Publications

Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on this model, the Adaptive Self-regulated Learning Questionnaire (ASRQ) was developed. The reliability and validity of …

09. Group Dynamics, Illinois Mathematics And Science Academy

CORE

The Group Dynamics module focuses on informing students about inter/intra group interactions, while also demonstrating the role of an individual within a group. As individuals become a part of a group, they lose a certain distinction between their personal identity and their group personality, or prototype. Individuals become part of a social categorization and comparison, and require the skills of empathy and relations to successfully communicate with not only their ingroup, but also their outgroup. An absence of awareness of the feelings around them can develop the negative effects of groupthink, as individual ideas are unheard. As fitting into the …

Ace Your Course Challenge Survey Instruments, Holly J. Swanson, Eric Kaldor Phd, Joshua Caulkins

ATL Surveys

The Ace Your Course (AYC) Challenge is a series of reflective surveys intended to extend students’ evaluation of metacognitive learning strategies, based on the work of Dr. Saundra McGuire. The survey questions used for different stages of the Challenge can be found here. These surveys were developed as part of an initiative from the Office for the Advancement of Teaching and Learning and through collaboration with the Academic Enhancement Center to support the development of self-regulated learning through student reflection on metacognition.

Empowering Students To Perform An Enhanced Role In The Assessment Process: Possibilities And Challenges, Paul Dervan

Articles

Assessment is key to student learning. This paper examines the case for increased participation by higher education students in the assessment process to deepen learning and improve learner motivation. While increased student participation may not solve all problems relating to assessment, a review of the literature dealing with enhancing the role of students in the assessment process, and original research conducted amongst academics and students at the author's institution, suggests improvements can be made leading to increased student satisfaction, motivation and competency. This paper therefore argues for change in the approach to assessment by empowering students to become partners in …

Humanoid Robots Supporting Children’S Learning In An Early Childhood Setting, Helen Crompton, Kristen Gregory, Diane Burke

Teaching & Learning Faculty Publications

This qualitative study explored the affordances provided by the integration of the NAO humanoid robot in three preschool classrooms. Using the Head Start Early Learning Outcomes Framework as a lens, the researchers qualitatively analyzed data from focus groups, observations, field notes and student artifacts, using grounded coding to uncover language and communication, physical, cognitive and social–emotional learning experiences for children. The researchers also examined interactions between the robot, children and teachers to identify successes and challenges experienced during the integration. Findings indicate the robot provided opportunities for student development in all learning domains. Students were intellectually curious about the robot; …

Embracing Multiple Definitions Of Learning, Andrew B. Barron, Eileen A. Hebets, Thomas A. Cleland, Courtney L. Fitzpatrick, Mark E. Hauber, Jeffrey R. Stevens

Eileen Hebets Publications

Definitions of learning vary widely across disciplines, driven largely by different approaches used to assess its occurrence. These definitions can be better reconciled with each other if each is recognized as coherent with a common conceptualization of learning, while appreciating the practical utility of different learning definitions in different contexts.

Learning is a major focus of research in psychology, neuro- science, behavioral ecology, evolutionary theory, and computer science, as well as in many other disciplines. Despite its conceptual prevalence, definitions of learning differ enormously both within and between these disciplines, and new definitions continue to be proposed [1]. Ongoing disputes …

Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the importance …

Procrastination And The College Student: An Analysis On Contributing Factors And Academic Consequences, Jourdan Ford

Education Undergraduate Research

No abstract provided.

The Sciences Of Learning, Instruction, And Assessment As Underpinnings Of The Morningside Model Of Generative Instruction, Elizabeth M. Street, Kent Johnson

All Faculty Scholarship for the College of the Sciences

This paper focuses on a subset of the practices that have created the powerful learning technology developed and disseminated by Morningside Academy in Seattle, Washington, U.S.A. We briefly describe this technology, known as the Morningside Model of Generative Instruction, and tell how it builds on the selectionist approach of B. F. Skinner and the pragmatic approach of John Dewey. We also describe the critical role Precision Teaching plays at Morningside Academy and its dependence on findings from the science of learning and the science of instruction, including placement of learners, task analysis, content analysis, instructional protocols, and principles of instructional …

Toward A More Perfect Definition Of Learning: Using Biomarkers To Predict And Assess Learning Performance, Samuel J. Hunt

Dissertations

This study seeks to establish groundwork for a new definition of learning based on neurogenesis capable of guiding future educational policy and practice. The purpose of the research was to: (1) produce separate increases in neurogenesis and intelligence, (2) measure the changes in neurogenesis using protein biomarkers, and (3) correlate increases in levels of the protein biomarkers with increases in intelligence. The study employed a randomized pretest-posttest, control/comparison group research design. Thirty-eight fourth- and fifth-grade students with diverse academic needs were divided into three experimental groups: chess, exercise, and combined; with an additional control group. Pre-post measures included intelligence (RSPM) …

Social Cognitive Theory, Isalt Team

iSALT Resources: Theories, Concepts, and Measures

No abstract provided.

Student Engagement, Isalt Team

iSALT Resources: Theories, Concepts, and Measures

No abstract provided.

Andragogy Around The World In K-20 Education: It Is All About Trust, John A. Henschke Edd

IACE Hall of Fame Repository

The author's research in andragogy started in the late 1960s. More serious in-depth attempts were launched in 1997, just after Malcolm S. Knowles died - the author wanted to honor his legacy since he and his work in andragogy were influential in the author's life. The author's research yielded an instrument with the strongest factor being 'teacher trust of learners' - a belief that applies all the way through k-20 Education. This is found to be so in doctoral dissertations, overarching trust behaviors, and threaded through the literature surrounding trust. Trust is found to be congruent between the author's scholarship …

Teaching Children According To Learning Preference, Anne J. Derby

Senior Honors Theses

Several learning preferences describe students learning preferences. Learning sequence influences teaching order. Contemporary lecture-based, small group based, and activity-based methods for teaching are evaluated for which learning preferences are most compatible with each teaching method. Products can aid the teacher and student in their respective roles during the lesson. Other resources can instruct the people who lead the lesson in the classroom.

A Rough Look At The Shifting Effects On Learning Through Student Work Placement, Frank Cullen

Articles

The use of internship as a means of informal education is relatively commonplace. This is evident by the vast amount of literature dedicated to workplace learning, however very little research to date has explored the impact of international culinary internships on students. This paper addresses the void in research by exploring the nuances associated with culinary internships and in particular investigates the 2006 and 2007 student cohorts studying in the Technological University Dublin for the degree award of BA in Culinary Arts. The paper examines the internship preparation and experiences examining the impact of internship on the student’s attitudes towards …

A Student's Perspective Of Learning On A Dedicated Education Unit, Rachael L. Johnsen

Honors Projects

It is the intent of this honors project to give a student’s perspective of learning in the Dedicated Education Unit (DEU) on Bridge 7 at Rhode Island Hospital. Bridge 7 is a 38-bed unit specializing in general medical surgical patient care services. A student’s perspective is illustrated by journal entries written from each clinical experience over the course of one semester, during the course Adult Health II. In addition to a student’s perspective, it is the intention to compare the learning experience on the DEU, to the traditional model of clinical learning. This project will include current nursing research that …

How Do Millennial Engineering And Technology Students Experience Learning Through Traditional Teaching Methods Employed In The University Setting?, Elizabeth A. Howard

Department of Computer Graphics Technology Degree Theses

The purpose of the study was to document and analyze how Millennial engineering and technology students experience learning in large lecture classrooms. To help achieve this purpose, perceptions Millennials have toward traditional teaching methods employed in large lecture classes were analyzed and discussed. Additionally, this study documented how Millennials experienced technology within large lecture classrooms. A learning model depicting how Millennials experience learning within the large lecture classroom was created based on the results of this study. This model employed three separate tools utilized within the large lecture classroom. These tools: Lecture, Technology, and Homework, work together to synthesize learning …

The Relation Between Speech And Reading, Erin St. Jacques

Honors Projects

An analysis is made of the connection between speech and reading, and language and reading, and how both are related to a Speech-Language Pathologist's job in a school setting, working with struggling readers. Research about the process of learning how to read and how and SLP can be brought in at different stages is examined. This research paper looks at how a child learns to read; programs were executed involving young readers with reading disabilities. It also examines the different stages of learning to read and how an SLP can try to hep. The tactics were examined more closely as …

Loving The World And Our Children Enough--Nurturing Decidedly Different Scientifc Minds, By Design, Stephanie Pace Marshall

Publications & Research

Wise world-shaping and problem-solving requires that we and our children think in decidedly different, integral and wise ways. This transformation requires a fundamental shift in consciousness and the emergence of global minds that can creatively live into a new worldview of an interconnected planet and a sustainable and interdependent human family. "The fullness of our humanity and the sustainability of our planet rest with the nurturing of decidedly different minds."

Overcoming Learning Barriers Through Knowledge Management, Itiel E. Dror, Tamas Makany, Jonathan Kemp

Research Collection Lee Kong Chian School Of Business

The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note-taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non-linear note-taking. All our participants were professionals working in the banking and financial sector. We examined comprehension, accuracy, mental imagery & complexity, metacognition, and memory. We found that participants with dyslexia, when using a non-linear note-taking technique outperformed the control group using linear note-taking and matched the performance of the control group using non-linear note-taking. These findings emphasize how different knowledge management techniques can avoid …

Atlas Program Profile Analysis Framework Data From: Adult Transitions Longitudinal Study, Laura Gluck

Master's Capstone Projects

This paper explores the theoretical basis and past research exploring what helps adults to learn effectively in the Adult Basic Education (ABE) setting. Information on eleven ABE-to-college transition programs was compiled through the Adult Transitions Longitudinal Study (ATLAS) data collection. Statistical analyses of the resulting program-level variables were conducted to examine their effect on transition course participants’ college outcomes. Four of the twelve variables analyzed were found to significantly impact the likelihood of participants enrolling in college and successfully earning at least three credits: 1) whether the program uses grades versus pass/fail marks; 2) whether the program has a documented …

Bringing Together Personal Learning, Higher Education Institutional Elements, And Global Support For A Re-Orientation Toward A Focus On Lifelong Learning And Education, John A. Henschke Edd

IACE Hall of Fame Repository

This extended research study focused on bringing together learning, higher educational institutional elements to be considered for helping higher educational institutions and individual learners in various countries to re-orient themselves toward a focus on lifelong learning, and placing this within the support and context of lifelong learning and education around the globe. Research is presented on the background and experiences of various higher educational institutions and individual learners in this regard, developing a tentative policy statement and identification of the elements of a re-orientation toward lifelong learning focus as products of several worldwide conferences. In addition, the support of UNESCO …

Impediments To Learning Object Reuse And Openness As A Potential Solution, David Wiley

Faculty Publications

This paper has argued that the simple act of adding an open license providing 4Rs usage rights to learning object users will significantly expand our understanding of “reuse;” that the application of open licenses will greatly increase the reach of learning objects (making them available to individuals and organizations with financial or other resource challenges), and that open licenses are easy to apply to learning objects. Because of the challenges inherent with fully copyrighted learning objects, “open learning objects” seem to be the best path forward for this very promising educational technology.