Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

Monitoring What Matters About Context and Instruction in Science Education: A NAEP Data Analysis Report

This report explores background variables in the National Assessment of Educational Progress (NAEP) to examine key context and instructional factors behind science learning for eighth grade students. Science education is examined from five perspectives: student engagement in science, science teachers' credentials and professional development, availability and use of science resources, approaches to science instruction, and methods and uses of science assessment

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Good professional development in schools: how does leadership contribute?

"This good practice report considers what makes continuing professional development work so well in successful schools. It identifies four key questions that effective school leaders regularly ask themselves about the quality of their arrangements for professional development. The report then sets out the key characteristics of good practice associated with the four areas and illustrates these to help all schools learn from the examples. It also identifies three barriers that confront schools." - cover

Conversion of a mathematics course to CAL: A case study of a large‐scale rapid change of resources and organization

During 1994–95, first‐year maths for the BTechEd degree at the University of Glasgow was student‐centred, teacher‐supported A modular online maths course replaced a traditional, lecture‐based course. Students worked at their own pace, with timetabled and open access computer classes and/or paper handbooks. The course was evaluated by open‐ended measures, and study of examination outcomes, providing us with some pedagogical questions and some recommendations for change. With some adaptation, and with important questions still open, the new course will continue to run

What learning analytics based prediction models tell us about feedback preferences of students

Learning analytics (LA) seeks to enhance learning processes through systematic measurements of learning related data and to provide informative feedback to learners and educators (Siemens & Long, 2011). This study examined the use of preferred feedback modes in students by using a dispositional learning analytics framework, combining learning disposition data with data extracted from digital systems. We analyzed the use of feedback of 1062 students taking an introductory mathematics and statistics course, enhanced with digital tools. Our findings indicated that compared with hints, fully worked-out solutions demonstrated a stronger effect on academic performance and acted as a better mediator between learning dispositions and academic performance. This study demonstrated how e-learners and their data can be effectively re-deployed to provide meaningful insights to both educators and learners

A multi-modal study into students’ timing and learning regulation: time is ticking

Purpose This empirical study aims to demonstrate how the combination of trace data derived from technology-enhanced learning environments and self-response survey data can contribute to the investigation of self-regulated learning processes. Design/methodology/approach Using a showcase based on 1,027 students’ learning in a blended introductory quantitative course, the authors analysed the learning regulation and especially the timing of learning by trace data. Next, the authors connected these learning patterns with self-reports based on multiple contemporary social-cognitive theories. Findings The authors found that several behavioural facets of maladaptive learning orientations, such as lack of regulation, self-sabotage or disengagement negatively impacted the amount of practising, as well as timely practising. On the adaptive side of learning dispositions, the picture was less clear. Where some adaptive dispositions, such as the willingness to invest efforts in learning and self-perceived planning skills, positively impacted learning regulation and timing of learning, other dispositions such as valuing school or academic buoyancy lacked the expected positive effects. Research limitations/implications Due to the blended design, there is a strong asymmetry between what one can observe on learning in both modes. Practical implications This study demonstrates that in a blended setup, one needs to distinguish the grand effect on learning from the partial effect on learning in the digital mode: the most adaptive students might be less dependent for their learning on the use of the digital learning mode. Originality/value The paper presents an application of embodied motivation in the context of blended learning

Mathematics, computers in mathematics, and gender: public perceptions in context

In Australia, national tests of mathematics achievement continue showing small but consistent gender differences in favor of boys. Societal views and pressures are among the factors invoked to explain such subtle but persistent differences. In this paper we focus directly on the beliefs of the general public about students’ learning of mathematics and the role played by computers, and then we compare the findings with data previously gathered from students. Although many considered it inappropriate to differentiate between boys and girls, gender based stereotyping was still evident

Advancing the REVOLUTION: Using Earth Systems Science to Prepare Elementary School Teachers in an Urban Environment

This article describes an Earth Systems approach that was developed to prepare preservice elementary school teachers in understanding science content and pedagogy with emphases in technology and mathematics. This approach, developed at the University of New Orleans, uses Lake Ponchartrain as the unifying theme for four courses in which students learn both scientific content and process. The authors note that many children decide if they like or dislike science by middle school and that improvements in science teaching in the middle grades are imperative, and that improving elementary science education is especially important in regions where significant portions of the student body are from groups traditionally under-represented in science. Surveying and field-testing results suggest that participants in these classes are likely to apply this approach to science teaching in their own classrooms. Educational levels: Graduate or professional

Development of an Assessment of Student Conception of the Nature of Science

This article describes a study in which a series of general education and introductory science courses were assessed using a Likert-scale instrument. As universities across the country have begun to make changes in their science curricula, especially with regards to non-science majors, assessment of courses and curricula has lagged behind implementation. The Likert-scale instrument, Attitudes and Conceptions in Science (ACS), provides a means by which faculty can determine the partial effectiveness of introductory and general education science courses. The established validity and reliability of this test suggests that its use in a variety of courses could allow identification of specific teaching methods, content, or other course characteristics that promote scientific literacy. Educational levels: Graduate or professional