7,079 research outputs found

    Impact of Traditional Education and Learner-Centered Education on Standardized Tests

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    There is a current shortage of approximately 45,000 nurses and nursing faculty to train student nurses, a number that is projected to grow. One proposed method to combat the shortage is to transition from traditional lecture-based classrooms to a learner-centered approach. Asking or requiring faculty to transition an entire nursing program from one teaching method to another without supporting data could be a waste of valuable time and resources. It could also prove detrimental to a program if students were unable to pass the NCLEX-RN exam, and a program was forced to close. The current study examined whether there was a link between teaching and learning model and student performance using the lens of Piaget’s theory of constructivism. Archived student test data from four graduated classes of approximately 239 students were used from both a traditional four-year baccalaureate nursing program and an accelerated second-degree baccalaureate nursing program. Chi-squared and t-tests were used to analyze the data. The results indicated that students who were enrolled in the learner-centered nursing program performed similarly to traditional program students on most courses on the Assessment Technologies Institute (ATI) proctored exams; students in the traditional program passed the NCLEX-RN at a higher rate. Findings may be used by educators for positive social change by moving toward learner-centered models in nursing instruction; this can help graduate more nurses, alleviate the nursing shortage, and provide care for more people

    Impact of Traditional Education and Learner-Centered Education on Standardized Tests

    Get PDF
    There is a current shortage of approximately 45,000 nurses and nursing faculty to train student nurses, a number that is projected to grow. One proposed method to combat the shortage is to transition from traditional lecture-based classrooms to a learner-centered approach. Asking or requiring faculty to transition an entire nursing program from one teaching method to another without supporting data could be a waste of valuable time and resources. It could also prove detrimental to a program if students were unable to pass the NCLEX-RN exam, and a program was forced to close. The current study examined whether there was a link between teaching and learning model and student performance using the lens of Piaget’s theory of constructivism. Archived student test data from four graduated classes of approximately 239 students were used from both a traditional four-year baccalaureate nursing program and an accelerated second-degree baccalaureate nursing program. Chi-squared and t-tests were used to analyze the data. The results indicated that students who were enrolled in the learner-centered nursing program performed similarly to traditional program students on most courses on the Assessment Technologies Institute (ATI) proctored exams; students in the traditional program passed the NCLEX-RN at a higher rate. Findings may be used by educators for positive social change by moving toward learner-centered models in nursing instruction; this can help graduate more nurses, alleviate the nursing shortage, and provide care for more people

    Perception of Engineering Students on Social Constructivist Learning Approach in Classroom

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    The social constructivist approach to teaching and learning has garnered significant interest among educators and researchers. However, further investigation into its implementation and effectiveness in the classroom is still needed. This study aims to investigate engineering students’ perceptions of social constructivist practices in their technology classes, using the constructivist learning environment survey (CLES) as its framework. A mixed-methods approach combining quantitative and qualitative methods was used, which included online surveys and semi-structured interviews. Analysis of data from 300 responses showed that constructivism was partially implemented in the classroom. Specifically, student negotiation emerged as the most frequently perceived dimension, while shared control was perceived as seldom occurring. Most items on the personal relevance scale were frequently perceived, highlighting the importance of integrating technology learning into students’ daily lives. Similarly, the uncertainty of technology was found to be a common experience for students. In contrast, the dimension of critical voice received mixed results, emphasizing the necessity of a learning environment that fosters student expression and meaningful discussions. These findings suggest the necessity for additional investigation and integration of social constructivist practices that emphasize the enhancement of student engagement, promotion of critical thinking, and redistribution of power within the classroom setting

    Teaching in the “Home Language” Is not Enough: Navigating Spanish Raciolinguistic Ideologies in a Dual Language Bilingual Program

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    This ethnographic case study examines how fourth graders in a New York City Spanish/English dual language bilingual public school navigate hegemonic language ideologies about Spanish. Drawing on the scholarship of raciolinguistic ideologies—those that position the language practices of people of color as inherently deficient (Flores & Rosa, 2015), I analyze the discourse of seven Kiskeyanx students to examine how they navigate the widespread raciolinguistic marginalization of Kiskeyanxs— a demographic that is racialized as more Black than other Spanish-speaking groups. As a first-generation Kiskeyana-New Yorker, a bilingual teacher educator and researcher, and a former dual language bilingual public-school teacher, it was important for me to center self-reflexivity in this research. Before beginning the case study, I engaged in autohistoria-teoría—an Anzaldúan framing of autoethnography— to examine my own experiences navigating hegemonic ideologies. By analyzing personal and collective herstories, poems, letters, photos, and reflexive memos, I was able to see all the choques (Anzaldúa, 1987) I’ve experienced from kindergarten to the present day— the collisions, contradictions, and complicated dynamics brought on by trying to survive within oppressive systems. Similarly, my analysis of student interviews, classroom observations, and students’ schoolwork brings to light the complex and contradictory ways in which the raciolinguistically marginalized fourth graders navigate oppressive ideologies about themselves. Guided by el conocimiento del cuerpo (Juarez Mendoza & Aponte, 2021) and moment analysis (Li Wei, 2011), I observed tensions and choques in the ways students both aligned with hegemonic ideologies about Kiskeyanxs while also resisting dominant perceptions about their speech. While students expressed pride in their Dominicanness and critiqued limiting raciolinguistic ideologies, they also conveyed an internalization of raciolinguistic ideologies that conflate Kiskeyanxs with linguistic deficiency and inferiority. Students communicated the need to surveil their speech based on discourses of appropriateness (Flores & Rosa, 2015) that relegate their “Dominican” language practices as appropriate for home and Whitestream Spanish as appropriate for school. Ideologies of linguistic purism were also evident in the ways students held themselves to monoglossic expectations of what it means to be fluent in Spanish. This dissertation calls attention to the hegemony of violent colonial ideologies that pervade even this dual language bilingual school that works intentionally to counter them. To move towards the anti-racist bilingual schooling that civil rights activists envisioned, I discuss potentials for an anti-colonial approach to bilingual education that addresses the deep-seated racist colonial foundations of raciolinguistic ideologies

    Embedding higher order thinking skills in Islamic history (Sirah) education in Malaysia

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    The promotion of integrating higher order thinking skills (HOTS) in the Malaysian education system is pivotal to producing analytical thinkers to keep up with the rapid globalization of this era. Thus, the implementation of HOTS in learning and facilitation (PdPc) has been emphasized. However, little is known about the integration of HOTS in Islamic history and civilization (Sirah) lessons. Furthermore, teachers continue to use traditional methods and disregard incorporating HOTS in PdPc. Therefore, the current study conducted an in-depth investigation into the components of Sirah lessons to support the implementation of the Malaysian education development plan (PPPM) 2013-2015 by strengthening teaching techniques through the use of HOTS for a better understanding of Sirah lessons. Using an explanatory sequential mixed method design, the findings reveal that the teaching components of Sirah lessons with the integration of HOTS are at a moderate level in the conclusion stage of a lesson. Therefore, the current study proposes a model that integrates HOTS, i.e., the element of attitude, preparation and planning, teaching aids with relevant aspects of PAK21, knowledge of HOTS, mastery of the subject content, teaching techniques and approach, assessment, and evaluation

    Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

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    This research aimed to determine how the reading, identifying problem, constructing solution, solving problem, reviewing and extending problem solution (RICOSRE) learning model integration with collaborative mind mapping affects students’ information literacy in higher education institutions. This quasi-experimental study used a pretest-posttest non-equivalent control group design. There were 40 multiple-choice questions selected to assess student information literacy. All instruments have been validated and are reliable. The data were collected from 100 participants who were college students enrolled in the environmental pollution course of the biology education degree program at Siliwangi University, Indonesia. To analyze the research data, analysis of covariance (ANCOVA) was used at a 5% level of significance, followed by the least significance difference (LSD) test. The ANCOVA results showed that the RICOSRE-CMM learning model impacted students’ information literacy. LSD scores were significantly different in terms of students’ information literacy. It can be concluded that the RICOSRE-CMM model could enhance each component of information literacy as these components have been integrated into the learning model syntax, which involves a series of information discovery and analysis processes during group work to find a solution to a problem

    In the name of status:Adolescent harmful social behavior as strategic self-regulation

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    Adolescent harmful social behavior is behavior that benefits the person that exhibits it but could harm (the interest of) another. The traditional perspective on adolescent harmful social behavior is that it is what happens when something goes wrong in the developmental process, classifying such behaviors as a self-regulation failure. Yet, theories drawing from evolution theory underscore the adaptiveness of harmful social behavior and argue that such behavior is enacted as a means to gain important resources for survival and reproduction; gaining a position of power This dissertation aims to examine whether adolescent harmful social behavior can indeed be strategic self-regulation, and formulated two questions: Can adolescent harmful social behavior be seen as strategic attempts to obtain social status? And how can we incorporate this status-pursuit perspective more into current interventions that aim to reduce harmful social behavior? To answer these questions, I conducted a meta-review, a meta-analysis, two experimental studies, and an individual participant data meta-analysis (IPDMA). Meta-review findings of this dissertation underscore that when engaging in particular behavior leads to the acquisition of important peer-status-related goals, harmful social behavior may also develop from adequate self-regulation. Empirical findings indicate that the prospect of status affordances can motivate adolescents to engage in harmful social behavior and that descriptive and injunctive peer norms can convey such status prospects effectively. IPDMA findings illustrate that we can reach more adolescent cooperation and collectivism than we are currently promoting via interventions. In this dissertation, I argue we can do this in two ways. One, teach adolescents how they can achieve status by behaving prosocially. And two, change peer norms that reward harmful social behavior with popularity

    Discipleship: A Biblical Approach and Alignment to the Spirit of the Ministry at Kingdom Collegiate Academies Early Childhood Program

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    The purpose of this qualitative study was to examine the spiritual practices of early childhood teachers at Kingdom Collegiate Academies Early Childhood Program at Oak Cliff Bible Fellowship Church. The research study was designed to develop a professional training program to increase staff effectiveness and alignment with the Spirit of the Ministry traits at Oak Cliff Bible Fellowship Church. The program was delivered through a biblically based discipleship and Spirit of the Ministry training program. Through the Bible study, each trait was examined and discussed to solicit adherence to the various traits. During the study, early childhood teachers grew in their understanding that biblical knowledge and spiritual disciplines formed the foundation for a holistic worldview of discipleship. The literature review supports the various themes taught throughout the Bible study to the early childhood teachers. A focus on Lawrence Kohlberg’s stages of Moral development and James Fowler stages of faith development provide context to the spiritual development of children through adulthood. The design of the research included a discipleship survey and questionnaires. Each instrument provided information, yet more specific research on the effects of the Bible study with the participants needs further exploration. The Bible study, daily devotions, and prayer served a purpose in supporting each teacher in their development for a deeper relationship with Christ and sensitivity to the Holy Spirit. The findings indicate the impact of the Bible study on early childhood teachers and the degree for continuous professional and spiritual growth development in discipleship

    A Phenomenological Study Exploring the Factors That Contribute to Persistence in Online Doctoral Programs for Students With Learning Disabilities or ADHD

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    The purpose of this transcendental phenomenological study was to discover the factors that contributed to persistence in online doctoral programs for students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). The theory guiding this study was Tinto’s theory of student persistence, as it suggested the more students were academically and socially integrated into their institution, the more likely they were to persist in their studies. The Central research question of this study is, “What are the factors that contribute to persistence in online doctoral programs for students with LD and ADHD?” Participants in this study consisted of seven individuals with learning disabilities or ADHD who had completed all of their required coursework in their current online doctoral program and had started the dissertation phase of their program, and four who had graduated from their online doctoral programs within the last two years. Candidates were selected using purposive sampling. Perspectives of students with LD and ADHD as they related to their academic persistence were shared. The lived experiences of online doctoral students with LD and ADHD were studied using online discussion board prompts, individual interviews, and focus groups. The data were collected and analyzed using Moustakas’ transcendental phenomenology approach and generated six themes and commonalities among the participants in this study. The themes were Overcoming Challenges and Barriers, Adaptation and Coping Strategies, Motivation, Self-Efficacy, Support Systems, and Personal Determination and Perseverance. The data analysis revealed empirical, practical, and theoretical implications along with recommendations for future research

    How Can Teachers of English Achieve Equity in their English Classrooms? A case study on how teachers use intersectionality and intersectional pedagogy in the English classroom to address educational inequalities and facilitate their pupils' differing needs.

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    An intersectional perspective refers to how different aspects of a person's social, racial, and political identities interact to create discrimination. There has been extensive research on the concept of intersectionality, in terms of how different forms of oppression interact and work together in complex ways to create different outcomes for individuals and groups; however, little is known about what intersectional interventions and strategies work to increase pupil attainment and aspirations in English classrooms. Additionally, there is a lack of empirical data which is necessary to substantiate intersectionality theory when it comes to English classrooms predominantly composed of working-class pupils. Therefore, the findings of this thesis are of interest not only to teachers and schools but also to education policymakers because they build on the small number of qualitative studies exploring the relationship between English and intersectionality and extend this literature by improving our understanding of this relationship. In this thesis, I explore how teachers use intersectionality and intersectional pedagogy in the English classroom to address educational inequalities and facilitate pupils' differing needs, resulting in a sense of inclusivity and equity for all pupils. This thesis therefore uses intersectionality to irradiate the experiences of Teachers of English in predominantly working-class school contexts, and the impact intersectionality and intersectional pedagogies have on teaching quality for pupils from different genders, races, and social backgrounds. Qualitative interviews with 20 Teachers of English and two focus groups with six teachers each were conducted to investigate this issue, and thematic analysis was applied to analyse the data. Intersectionality theory was used to give voice to the voices of teachers as they navigate the curriculum and the classroom to provide a more equitable education for their pupils. Intersectionality theory also helps teachers to ensure that the invisible voices in their classrooms are heard by ensuring that race and ethnicity, gender, social class, disadvantage, disability and more of these many diverse voices are heard in the English curriculum which then will be reflected in their lesson planning. As well as knowing their students, having a thorough understanding of their cultural background and being able to engage in sometimes sensitive and difficult conversations with students, the findings show that embedding intersectionality in the English curriculum and English classrooms requires deliberate practice and planning by teachers. This deliberate practice is necessary to create an inclusive learning space that challenges the traditional power structures within the English classroom. Through this practice, teachers can focus on the various identities and experiences of their students to ensure that all voices are heard and valued. In addition, the findings suggest that if intersectionality strategies and interventions they are adopted more widely they can assist teachers and schools in finding common ground and understanding across different educational settings. To address underachievement and educational inequality, classrooms should be more equitable in order to create an environment that fosters a sense of diversity and inclusion so that pupils of all racial, social, and economic backgrounds can succeed. This will directly benefit pupils from working-class backgrounds
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