Education Commons^™

Www (When Websites Work): Students’ Perceptions Of Their Engagement When Using A Website Creation Tool, Jamie J. Els

Perspectives In Learning

When students find value in technology and can apply that technology in their learning and beyond, they become more actively engaged in the classroom. After having first-year seminar students use Web 2.0 technology, specifically a website creation tool as part of an assignment, they participated in a survey to provide feedback over their engagement in creating a Google Sites® website. Quantitative and qualitative data was collected and analyzed to determine students’ perceptions of their engagement when using website creation tools to complete a modified discussion assignment. Results indicated students were significantly more engaged than the normal population when they used …

Evaluating Active Lecture And Traditional Lecture In Higher Education, Kathleen Klein, Jennifer Calabrese, Adam Aguiar, Sunny Mathew, Kimoni Ajani, Rania Almajid, Jennifer Aarons

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

The purpose of this study was to evaluate the effectiveness of traditional and active lecture methods in higher-education courses. A multiple group convergent parallel mixed method design was used, with measurement of learning, attention, and student preference for active or traditional lecture methods. Six faculty at a public university in the northeast region of the United States engaged 178 undergraduate and graduate students in a traditional lecture session and an active lecture session during the Spring 2022 semester. Results indicated effectiveness of active and traditional lecture approaches (p < .05). Analysis of qualitative and quantitative data in the study provides additional information regarding student preference for active lecture based on perceptions of increased learning benefits, interaction/engagement, attention, activities, discussion, and the use of multimedia. In implementing both traditional and active lecture sessions this study employed pre-lecture and post-lecture quizzes that students found to be very beneficial to learning.

Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 2, Fall 2023

Journal on Empowering Teaching Excellence

The full-length Fall 2023 issue (Volume 7, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2023 issue presents research and guidance on topics related to educational adaptation. The first article by C. Farrell describes an adaptation of the interteaching method to the hybrid delivery method. The second article by C. C. Loose and R. Jagielo-Manion describes a study of modules on personalized learning to preservice teachers and its impact on their comfort level and preparation to implement personalized learning in their classrooms. The third article by B. …

Spotlight On Student Engagement. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr, Australian Council For Educational Research

Education Analytics Service

The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including the roll-out of a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to roll out the new primary curriculum in schools. BEQUAL support included teaching and learning materials, orientation training on the new curriculum, and education support grants. Phase 2 (2022-26) is focused on inclusive teaching practices, student engagement and improved learning outcomes. To understand progress and to make necessary adjustments, the …

Reevaluating Student Engagement: Exploring And Applying Alternative Assignments In Higher Education Undergraduate Applied Saxophone, Anthony S. Cincotta Ii

Dissertations, 2020-current

Undergraduate applied saxophone study revolves around the conservatory model. This inflexible model, often referred to as a master-apprentice relationship, can create an instructor-centric power dynamic which does not address the needs of the modern student. A classroom where the power lies so heavily with the instructor can stifle student engagement and can create a sense of disenfranchisement. In this setting, students have limited input on their assignment selections. While curricula have evolved with regards to being more culturally diverse, relevant, and inclusive, the approach that educators use to deliver the material has remained largely unchanged. There is limited research on …

Defining And Increasing Student Engagement Using Flexible Seating In Elementary Classrooms, Jacklyn Phillips

Culminating Experience Projects

Education has mostly stayed the same since the 19th century, yet students and teachers have changed. Teachers once defined student engagement as the time students spent working on the task assigned. However, today there are many definitions for student engagement; which is correct? Researchers have defined student engagement as anything from "time on task" to seven different levels of engagement (Merwin, 1969, as cited in Trowler, 2010, p. 34; Schlechty, 2011). There is no one standard definition for student engagement. The concern is how educators increase engagement. This project suggests that educators move out of the 19th-century classroom setting and …

Teacher Development Multi-Year Study Series. Report Highlights. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong

Education Analytics Service

The Australian Government is supporting the Government of Timor-Leste to undertake educational reforms through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA enables the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning to support the implementation of its National Basic Education Curriculum. Under the Teacher Development Multi-Year Study for Timor-Leste, the Education Analytics Service (EAS) is investigating how ALMA is making a difference to teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6, with a focus on improving …

Tools, Tips, And Tricks For Beginning Teachers, Kimberly Lilley, Regina Lineback, Brad Rhew, Elia Spencer

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Tools, Tips, and Tricks for Beginning Teachers is a professional learning module (PLM) that supports the growth and development of beginning teachers. The topics reviewed in this PLM include classroom management, collaboration, instructional strategies, and student engagement. The strategies included in this PLM are research-based and support the Beginning Teacher Standards, Professional Teaching Standards, and Beginning Teacher Standards for Science Education. As you proceed through the PLM, you will have opportunities to consider your current or planned practices in each of the focus areas and select new tools, tips, or tricks that can be applied to your classroom practices.

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A Narrative Inquiry Of Latinx Undergraduates' Participation In High-Impact Educational Practices, Sarah R. Villarreal

Antioch University Full-Text Dissertations & Theses

There are systematic barriers to educational equity in the U.S. higher education system, and the system overwhelmingly fails Latinx undergraduates more often than other students. It is crucial that evidence-based methods be used to reduce the existing postsecondary student success inequities. Scholars have linked specific educational practices to positive learning effects. A growing body of evidence has suggested these educational practices, coined high-impact practices (HIPs), provide amplified benefits to historically underserved students (HUS) and may be an effective tool for advancing equity and closing achievement gaps. The extant literature has neither adequately explained the reason(s) that HIPs provide an academic …

Pre-Service Elementary Teachers' Framing Of Mathematical Discussions After Problem-Solving Through Mursion™ Simulation, Sezai Kocabas, Melva Grant, Signe Kastberg, Hanan Alyami

Teaching & Learning Faculty Publications

Research on pre-service teachers' discussion practices has focused on decompositions of practice into subskills, while acknowledging the importance of the role of context, identity, and relationships between interactive moves. We focused on 66 elementary preservice teachers' (PSTs') framing-launching moves in discussions after problem-solving in a MursionTM custom simulation. PSTs used five moves: gathering information about student processes, focusing on problem features, task and non-task oriented social interactions, and partner talk. Empirical findings of PSTs' intentions and tacit actions coupled with study findings of the diversity in PSTs' framing moves, highlight the complexity of teacher decision making involved in discussion subsills …