Education Commons^™

Assessment Of An Interdisciplinary Climate Change Facultylearning Community: From Course Redesign To Implementation, Elise Decamp

Assessment Grants

This project is an IRB approved secondary data analysis that serves as a program assessment of the Climate Change Across the Curriculum learning community facilitated in Spring 2022. The primary objectives are to evaluate the learning community’s (1) success in supporting the integration of the complex topic of climate change across the curriculum through interdisciplinary faculty collaboration and (2) the role of this programming in promoting climate literacy among WMU students. Data include pre-/post-survey data on the learning community’s faculty participants, session notes, faculty module and course revision plans, faculty reflections on implementation of their plans, and pre-/post-climate literacy quizzes.

The Usage And Impact Of Act 1240 Teacher Licensure Waivers In Arkansas, Sarah C. Mckenzie

Policy Briefs

Act 1240 of 2015 allows Arkansas school districts to petition for waivers allowing for the employment of teachers who are not licensed under the standard procedures of the state. Since the program’s inception in the 2016-17 school year, the number of teachers employed under Act 1240 waivers has increased, with the Arkansas Department of Education reporting 836 teachers hired using Act 1240 waivers in 69 districts during the 2021-22 school year. This represents approximately one quarter of the districts within the state, but only approximately 2 percent of the nearly 40,000 teachers employed last year.

Using publicly available data from …

Maximizing The Value Of Career Events In Higher Education: An Analysis Of Student Experiences Using Smartpls, Melissa Diegnau

Management and Entrepreneurship Department Publications

No abstract provided.

Data Storytelling Strategies, Kate Mcdowell

Measures of Success Series

By understanding storytelling dynamics, anyone can learn how to bring data stories to life. Data stories can help persuade decision-makers, but we need accessible tools for breaking down the dynamic process of storytelling into achievable steps. Based on ongoing research, this talk presents tools anyone can use, including:

-Introduction to storytelling thinking
-Classic advocacy arguments
-Evidence and forms of data for those arguments
-Narrative strategies that draw from common story structures
-Tone and tactics for engaging storytelling with different audience attitudes

One of the most critical things we can do to support institutions of higher education in challenging times is …

The Predictive Validity Of The Gre Across Graduate Outcomes: A Meta-Analysis Of Trends Over Time, David F. Feldon, Kaylee Litson, Brinleigh Cahoon, Zhang Feng, Andrew Walker, Colby Tofel-Grehl

Instructional Technology and Learning Sciences Faculty Publications

This meta-analysis assesses the predictive validity of the Graduate Record Examination (GRE) across outcome variables, including grade point average, for graduate students. In addition to aggregate effects, this paper also assessed changes in observed effects over time as related to increasing diversity in the graduate student population and as a function of gender and racial/ethnic composition of study samples. Framed using a lens of critical whiteness, this analysis examined n = 1,744 individual effects across k = 208 studies. Overall, 61.6% of reported effects were nonsignificant (i.e. no predictive value of GRE scores on student outcomes). Further, the magnitude of …

After-School Programs: Impact On The Academic Outcomes Of Elementary Students In A Rural School, Jeremy Brent Hogan

Doctoral Dissertations and Projects

The purpose of this quantitative, causal-comparative study was to determine if there is a difference in academic achievement between first-, second-, and third-grade students who attended a 21st Century Community Learning Center after-school program and first-, second-, and third-grade students who did not attend a 21st Century Community Learning Center after-school program. There is limited research investigating the effect of after-school programs on the academic achievement of students from rural school settings. Offering quality after-school programs in rural communities is important to meet the needs of students and families and promote positive academic and social outcomes. The sample (N=1062) included …

Success Vs. Survival: The Challenges Of Teaching K-12 School Music In South Metro Atlanta, Davion Rashad Battle

Doctoral Dissertations and Projects

Music education has been an essential part of American education and society. Since the earliest beginning of our nation's founding, many proponents of music education successfully advocated for musicians to teach music as a curricular discipline within the core of academics. Still, changes continue to occur with governmental reform and educational policies. Coupled with the demographic changes within our society, successful and influential music education has become a difficult challenge for many educators who teach within communities with limited resources. Many teacher-educator preparation programs across the nation modify curriculums to meet the concerns of an ever-changing society, including socioeconomic status, …

Multilingual Zambia - Language Issues In Primary/Secondary Schools Of The Eastern/Southern Provinces, Kenzie Steiner

NUTR/GLST 498b: Global Research Experiences in Nutrition and Health

Introduction: Zambia is a multilingual country that uses 8 different languages for instruction including English and 7 other indigenous languages.

Methods: Survey research conducted between May-June 2022 on 6-7th graders within 9 Zambian schools. Classroom observations made and teachers interviewed.

Results: In Eastern and Southern Provinces, Zambian teachers speak an average of 5 languages while students speak an average of 2. Both teachers and students say English remains the most important language followed by first languages.

Conclusion: Continued research on language-in-education policies and impacts on student performance must be conducted if “One Zambia, One Nation” is meant to promote all …

Measures Of Success - Learning From Our Assessment Heroes: The 2022 Assessment Mini Grant Winners, Amy Heath, Carrie Barrett, Elizabeth Isidro, Zee-Sun Yun, Chitra Singh, Kelly Weathers

Measures of Success Series

This session highlights the accomplishments of a number of WMU instructors and staff who were recipients of the WMU 2022 University Assessment Steering Committee Assessment Mini Grant Program. With subjects ranging from assessment in literacy studies, fashion merchandising, and physical therapy, the presenters offer up insights that you can use in your own projects and courses.

Measures Of Success: The Why And How Of Wmu Essential Studies Assessment, Jonathan Bush, Randy Ott

Measures of Success Series

Dr. Jonathan Bush, Professor of English and Director of WMU Essential Studies, and Dr. Randy Ott, Senior Director of Academic Collaboration in Merze Tate College, will share the how and why assessment within WMU Essential Studies courses is important, including how the rubrics can be used to measure student learning and future course optimization.

Centering Equity In Assessment: Theories, Models And Practices, Anne E. Lundquist

Measures of Success Series

Assessment data can be a valuable tool to explore inequities on campus and move to remedy them. But assessment itself is not apolitical or objective and the approaches we use and the mindfulness with which we conduct assessment can advance equity in higher education or perpetuate inequities and cause harm. This session will highlight the critical role of cultivating individual awareness as assessors; discuss the context and scholarly history of equity-centered and equity-minded assessment; share frameworks for considering various approaches to centering equity in assessment; and provide some examples of practice and resources. Participants will have an opportunity to reflect …

Movers, Switchers, And Exiters: Teacher Turnover During Covid-19, Andrew Camp, Gema Zamarro, Josh B. Mcgee

Education Reform Faculty and Graduate Students Publications

In this brief, we examine teacher turnover in the state of Arkansas both before and during the COVID-19 pandemic. In line with available reports from Washington State, North Carolina, and South Carolina, we find evidence of increased teacher turnover in Arkansas entering the current school year. However, a large proportion of this turnover can be explained not by teachers leaving the education sector but switching to non-instructional roles such as principals or instructional coaches. The use of Elementary and Secondary School Emergency Relief (ESSER) funds may be driving these transitions. A survey of schools conducted by the National Center for …

Comparison Of Flex Vs. Residential Clinical Education Program Outcomes: Physical Therapy Students’ Self-Efficacy, Confidence, And Clinical Competence, Derrick F. Campbell, Jean-Michel Brismée, Brad S. Allen, Troy Hooper, Manuel A. Domenech, Kathleen Manella

Education Collection

Purpose: Alternative flexible (Flex) path Doctor of Physical Therapy (DPT) programs may have an emerging footprint. The differences between Flex and traditional residential DPT program clinical experience outcomes remain unknown. The purpose of this study was to evaluate Flex and residential DPT students’ clinical reasoning self-efficacy, confidence with treating, and Clinical Performance Instrument (CPI) clinical reasoning and summative scores during clinical experiences.

Methods: A descriptive and exploratory cross-sectional survey was used with a voluntary convenience sample of 211 university DPT students during Fall 2020 full-time clinical experiences. Descriptive and inferential statistics evaluated differences in Flex and residential DPT program …

Exploration Of Motivations For Adopting A Four-Day School Week Or Year Round Calendars: Evidence From Arkansas, Sarah C. Mckenzie, Josh B. Mcgee, Kate Barnes

Policy Briefs

This brief provides an overview of the motivations for Arkansas school districts adopting a four-day school week or year-round calendar. In addition to examining these motivations, this brief provides an overview of the districts adopting non-traditional calendars and policy recommendations for districts and communities considering changing calendars.

We Wanted To Do Something Innovative: Exploring Motivations Of Arkansas Districts Adopting Four-Day School Weeks Or Year-Round Calendars, Kate Barnes, Sarah C. Mckenzie

Arkansas Education Reports

Recent legislation has allowed Arkansas school districts increased flexibility to adopt a non-traditional calendar. Act 688 introduced four calendar options for districts: a traditional calendar, a four day calendar, a year-round calendar, and an alternate calendar based on the number of instructional hours.

During the 2022-23 school year, 33 school districts throughout the state adopted new calendars. The motivations behind why districts adopted new calendars were unclear. This report aims to identify the rationale behind why these districts moved away from the traditional calendar.

This report uses data gathered from interviews with twenty-three superintendents in districts that selected non-traditional calendars …

The Role Of Academic Libraries In Research Data Management In Tertiary Institutions, David Onyeamaechi Ekeh Phd, Chidiebere Cordelia Ojemuyide Mrs., Claris N. Eze Phd, Mercy Ifunanaya Ani Phd, Ogochukwu Faith Igu Phd, Catherine Mbana Okpala Mrs., Chidiebere Kelechi Duru Phd

Library Philosophy and Practice (e-journal)

Abstract

An institution cannot exist and function properly without the presence of a library because the services provided by an academic library reflect the quality of the institution. This paper attempts to present a brief overview of the concept of library, research data, Research Data Management (RDM) and its constraints as well as the roles of academic libraries. These roles has experienced new paradigm shift, unprecedented reshaping and alterations as a result of emerging waves of information communication technology (ICT) and its accompanying sustainable and disruptive technologies. Scholars are now producing, storing and disseminating digital data in much larger volumes …

The Impact Of Covid-19 On Students' Academic Performance: The Case Of The University Of Ghana Business School, Joseph Ofori Acheampong

Political Science Student Research

The unruly consequences of the COVID-19 outbreak have hamstrung higher education institutions. This study aims to investigate the perceived impact of COVID-19 on student learning and academic performance through a qualitative approach. In-depth semi-structured interviews with 30 purposively chosen informants were used. The results indicated that 70% of students perceive a paradigm shift in their learning experience before and after COVID-19. It was discovered that their sociodemographic characteristics influenced 60% of students, and 57% were influenced by their parent's socioeconomic status, which influenced their academic achievements during the COVID-19 outbreak. The findings revealed that 63% of students had faced numerous …

Connecticut Educator Insights On Building A More Effective, Diverse Educator Workforce, Madeleine Sims, Elizabeth Chu, Scheherazade Salimi, Delaney Lawson, Zoe Mitrofanis, Ivy Moore, Julia Skwarczyński

Center for Public Research and Leadership

Teachers are the strongest school-based determinant of student success. Yet at the start of the 2022-23 school year, across the state of Connecticut, over 1,200 certified staff member positions were vacant. The educator shortage was particularly acute in upper-level math and science, special education, and bilingual education.

Despite growing demand for educators in those subject areas, the number of pre-service educators pursuing those endorsements has generally remained constant or decreased between 2015-2021, suggesting that absent meaningful change, shortages will persist.

Educators, administrators, and policymakers hypothesize that the state’s current educator preparation and certification process contributes to the state’s twin challenges …

Science Assessments As A Learning Opportunity: Feedforward With Multiple Attempts, Emily Faulconer

Publications

Feedback best practices support timely, high-quality feedback with application opportunity. Multiple attempts on assessments support learning gains. A learning management system can be used to automatically provide feedback for application on a future assessment attempt. Current research has not thoroughly investigated the student impacts or opinions on this combined strategy. In this study, students took a second attempt 46% of the time, scoring an average of 10.1% higher on their second attempt. More than 60% of students who failed their first attempt completed a second attempt. Students perceived the feedback as useful in preparing for their second attempt. Future research …

Acer 2021-2022 Annual Report, Australian Council For Educational Research (Acer)

ACER Annual Reports

No abstract provided.

Thinking Global, Acting Local, Ali Gohar Qazi

Institute for Educational Development, Karachi

Ongoing or continuous professional development is essential for teachers to develop and maintain the knowledge base required to produce more powerful learning outcomes among their students. Research has shown that professional development is more effective and meaningful to teachers when it is content focused, involves active learning and collective participation, and when it is sustained in duration, instead of being top-down, episodic, or delivered as ‘one-shot’ training workshops.

Policy Analysis Of Girls’ Primary School Completion In Rural Sindh: Root Causes And Policy Recommendations Using Iiep Education Policy Toolbox, Sajid Ali, Aisha Naz Ansari, Mushtaq Ahmed, Zobia Israr Ahmed, Naveed Saleh Siddique, Naveed Ahmed Shaikh, Shazia Solangi, Mujeeb Rehman Khatri, Tauseef Lateef

Institute for Educational Development, Karachi

This report emerged from the policy analysis work produced as part of the course titled ‘Diagnostic tools for improving education policy planning’ by the IIEP-UNESCO with support from KIX. This course enabled us to explore diagnostic tools and their implications, specifically for developing countries, and helped the team unpack diagnostic tools and learn the history of their evolution. We further learned how the education management information system works and how data is essential for policy decisions. Finally, we engaged with real policy analysis using the IIEP Education Policy Toolbox. As a team, we chose to study the issue of girls’ …

21st Century Learning Ecosystem Opportunities: Research And Findings With Kathy Harris, Kathy Harris

PDXPLORES Podcast

In this episode of PDXPLORES, Kathy Harris, the Director of the Literacy, Language and Research Group in the Department of Applied Linguistics at Portland State University, discusses 21st Century Learning Ecosystem Opportunities: Research and Findings. 21 CLEO is a research project launched to increase the understanding and of the complexities of learning ecosystems in employer supported training and education initiatives for individuals struggling with the digital literacy skills required to navigate life in the 21st Century.

Click on the "Download" button to access the audio transcript.

Designing Hybrid Human-Ai Orchestration Tools For Individual And Collaborative Activities: A Technology Probe Study, Vanessa Echeverria, Kexin Yang, Luettamae Lawrence, Nikol Rummel, Vincent Aleven

Instructional Technology and Learning Sciences Faculty Publications

Combining individual and collaborative learning is common, but dynamic combinations (which happen as-the-need arises, rather than in pre-planned ways, and may happen on an individual basis) are rare. This work reports findings from a technology probe study exploring alternative designs for classroom co-orchestration support for dynamically transitioning between individual and collaborative learning. The study involved 1) a technology-probe classroom study in an authentic, AI-supported classroom to understand teachers' and students' needs for co-orchestration support over dynamic transitions; and 2) workshops and interviews with students and teachers to get informed feedback about their lived experiences. 118 students and three teachers from …

知源育利用のガイド, Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

知源育を応用するための様々な角度からのヒントを学ぶことができるガイドです。実勢んをしながら、時々このガイドを参照することで、より高いレベルでの実践が可能になるでしょう。

The Impact Of A Canine-Assisted Reading Program On Readers Needing Extra Practice, Amanda N. Coffman, Elana Bernstein, Susan C. Davies, Ann F. Justice

Counselor Education and Human Services Faculty Publications

Canines can provide emotional support, create a nonjudgmental environment, facilitate positive social interactions, and shape student behavior. This study investigated the impact of a canine-assisted reading program on four second-grade students' reading fluency and attitudes toward reading. Oral reading fluency (ORF) was measured using ORF probes, and students' attitudes toward reading were measured with the Elementary Reading Attitude Survey. Although ORF skills did not improve significantly following the program, students' attitudes toward reading did. Implications regarding innovative strategies for reading fluency programs, including canine-assisted methods, are discussed, with emphasis on the importance of maintaining reading enjoyment among readers needing extra …

“I Can't Say It”! Doodling To Emancipate Adolescents' Voices In A Transformative Mixed Methods Study Of Covert Bullying In Jamaican High Schools, Ingrid Hunt-Anderson, Peggy Shannon-Baker

Department of Curriculum, Foundations, & Reading Faculty Publications

This article demonstrates the value of doodling as an emancipatory method to enhance mixed methods research studies. We draw from the qualitative phase of an exploratory sequential mixed methods study about covert bullying among high school students in Jamaica. This study was based in the transformative-emancipatory paradigm. The authors illustrate how students' doodles contributed to triangulating, expanding findings from the qualitative phase, and providing an emancipatory space for students’ voices. Lessons learned and recommendations are provided that demonstrate the applicability of doodling within mixed methods studies in educational psychology, developmental psychology, counseling, and applied psychology.

Revisiting Ethnic Differences In In-Person Learning During 2021-2022, Andrew Camp, Alison H. Johnson, Gema Zamarro

Education Reform Faculty and Graduate Students Publications

During the 2020-21 school year, Black and Hispanic students were less likely to attend school in-person than white students. Prior research indicated multiple factors helped explain this gap. In this study, we revise these observed racial gaps in in-person learning to examine whether the relationship between these gaps and explanatory factors observed earlier in the pandemic changed during the 2021-2022 school year. We find that, while in-person gaps decreased, Black respondents continued to be less likely to report in-person learning than white respondents. Political leanings and COVID-19 health risks, which helped explain observed gaps in 2020-2021, lose explanatory power. But …

Arkansas’S 9th Grade Course Failures And Building Configurations, Sarah C. Mckenzie, Josh B. Mcgee, Sarah R. Morris

Policy Briefs

In this brief, we examine the relationship between course failures among Arkansas’s 9th grade students and the grade levels served in their school. We find that in schools that terminate at 9th grade, 9th graders are less likely to fail one or more course during the year compared to failure rates in schools that terminate at 12th grade. We suggest an increase in awareness and examination of how we assess 9th graders in Arkansas.

Mid-Term Evaluation Report (Final): Global Education Monitoring (Gem) Centre Phase 3, Valerie Haugen

Monitoring Learning

This report provides findings and recommendations from the external mid-term evaluation of Phase 3 of the Global Education Monitoring (GEM Centre) - a long-term partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT). The goal of the GEM Centre is to improve learning, by ensuring that education policies, practices and investments are influenced by high-quality evidence. The aim of the mid-term evaluation was to enable reflection on the long-term partnership through the GEM Centre. The findings highlight the successes and achievements of the GEM Centre over the past decade, …