An Examination of Preschool Teachers’ Beliefs about Early Literacy within the Context of a Transdisciplinary Neuroeducation Learning Framework: An Exploratory Qualitative Case Study

Teacher beliefs have been shown to be an influential factor in student outcomes in all areas of learning. In light of the persistent achievement gap between White students and students of color, it seems important to study and understand the role of teacher beliefs in public education. This exploratory case study contributes to a deeper understanding of how preschool teachers’ beliefs about early literacy are expressed or may evolve within a context of implementing the Neuro-semantic Language Learning Theory, a learning framework integrating neuroscience, Western cognitive psychology, and language acquisition into educational applications. The study design included a sample of three preschool educators and multiple data collection events using a robust variety of elicitation methods, including concept map construction, video-stimulated recall, and semi-structured interviews. The data were analyzed following Saldaña’s first, second, and third cycle coding methods and employed both deductive and inductive approaches. Findings included broader definitions of early literacy by study participants than are noted in the literature and the belief that meaningful learning requires context within social interactions in addition to skill-based interventions. The most significant finding highlighted the complex and contextualized nature of teacher beliefs, which may be changed through the insertion of cognitive disequilibrium supported by a complex and contextualized system of theoretical translation, professional learning opportunities, ongoing coaching, and believable vicarious experiences. Specific recommendations for professional learning experiences and future research are offered

“Is it his Language?” A Neuroeducation Approach to Exploring the Connection Between Levels of Language Function and Prosocial Concepts for Elementary Students Identified with Emotional and Behavioral Disorders

Preparing students to acquire prosocial behaviors is of growing concern for educators. Although a connection between language structures and students struggling to acquire prosocial behaviors has been established, students identified with emotional and behavioral disorders (EBD) are not being consistently identified with language impairment (LI). Viewing language differently, the acquisition of language functions is theorized to play a role in the attainment of prosocial concepts resulting in prosocial behaviors. Currently, limited research exists that explores the connection between language functions and students struggling to acquire prosocial behaviors. The purpose of this study was to: (a) triangulate literature in the areas of cognitive psychology, neuroscience, and language to support a theoretical framework in neuroeducation to address the acquisition of prosocial behaviors; and, (b) apply this framework by exploring the connection between levels of language function and the acquisition of the underlying prosocial concepts through language function sampling analyses with elementary students identified with EBD and/or LI. Four methods of language sampling were used to address two main research questions: (a) What similarities and differences in language function levels and characteristics exist, if any, among varying educational levels of students with EBD, LI, and/or both? (b) Will students identified with EBD, LI and/or both make prosocial or antisocial relationships among the agents, their actions, and the context? This study of language sampling included nine participants identified with EBD and two identified with LI. Language samples were analyzed through deductive content analysis based off predefined codes from existing literature in language function. Key findings include: (a) Commensurate deficits of iv language function among participants with EBD and LI indicated by pre-language levels of language function; (b) a proclivity among the students with EBD to assign antisocial meaning to oral and cartooned responses to event-based pictures; and (c) limited production of prosocial responses from all participants to event-based pictures. The results of this study suggest the current structural methods of language assessment for educational eligibility may be inadequate among elementary students identified with EBD. The inclusion of language function measures is recommended for this student population. Additionally, this study suggests that (a) current behavioral curricula that do not factor in acquisition of language function may fail to provide the concepts necessary for acquisition of prosocial behaviors; and (b) a neuroeducation approach that considers the importance of prosocial concept acquisition may result in prosocial development

Interdisciplinary Studies in General Music Education: Enhancing Learning Across Content Areas

Some perspectives of educators and community members in small rural school districts fail to see the academic benefits of music education and the importance of integrated forms of study, despite the many clear connections that can be seen between the general music curriculum and other content areas such as math and language arts. Interdisciplinary studies in general music education are essential for student growth across content areas. This study reveals the importance of music integration and interdisciplinary music studies in small rural elementary schools. It gives example lessons of mathematics and language arts in the elementary music curricula. Guided by literature and observational data, this qualitative case study explores interdisciplinary studies in elementary general music classrooms. Findings on interdisciplinary music connections across content areas, music integration, and music and the brain have emerged as themes through exploring existing literature and observations of music classes in small rural elementary schools. Since music education longs to be understood, this study and the interdisciplinary lessons provided could benefit elementary general music education teachers and advance elementary teachers’ knowledge and understanding across content areas. This project exemplifies the intersection between music education and learning across content areas, specifically mathematics and language arts. Further, this study and lessons encourage further research by music educators to find lessons and connections that increase student learning across content areas. Further research could also seek information regarding the perceptions of community members and educators towards music education in small rural elementary schools

The Effects of Digital Game-Based Learning on Algebraic Procedural and Conceptual Understanding and Motivation Towards Mathematics

This study examined the impact of digital game-based learning (DGBL) on procedural and conceptual understanding of algebraic expressions and equations and the motivation of students towards classroom mathematics. The mixed-methods sequential explanatory design was used in this study to collect data to determine the effectiveness of DGBL in a 7th grade STEM class. Following a pre-test and pre-motivation survey, students were assigned to either the DGBL group or the non-gaming computer applications as supplemental to mathematics instruction. In order to address both procedural targets and conceptual targets students would be using the technology interventions in addition to traditional math instruction as part of their daily math class, and a problem-based unit taught as part of their STEM class. Following the treatment, a post-test, post-motivation survey, and a conceptual assessment were administered, as well as a digital questionnaire. No significant differences were detected between their understanding of procedural or conceptual problems, nor was there a significant impact to their motivation towards mathematics based on the quantitative data gathered. Students displayed an enthusiastic response to the DGBL environment based on their transcripts from the follow-up questionnaire. The results of the study imply that there is a need for further development of DGBL systems and scaffolded supports to assist students in making connections from the digital environment to classroom mathematics. It further indicates that enjoyment of the DGBL environment does not necessarily transfer to motivation to learn the subject matter in the non-digital environment

Crazy by design : brain research and adolescence : implications for classroom teaching, teacher learning and possibilities of teacher research

This research aims to influence teacher understandings of brain research and its implications for teaching adolescents by addressing the following issues: 1. What are the implications of changes in the adolescent brain for teaching and teachers and the adolescent learning environment? 2. How can teachers better accommodate knowledge of the brain into their understandings and pedagogical practices for adolescents? 3. What can the use of a teacher-as-researcher model contribute to teacher learning in understanding brain research and the adolescent learning environment? To address these questions, this research aimed to: 1. Design, implement and evaluate a teacher learning package that would fill a gap in teacher knowledge by strengthening teacher knowledge of current brain research and deepen teacher understanding of the connection between this research and the adolescent learning environment. 2. Support a team of teachers to use an action research methodology to apply brain-research-informed pedagogical practices, learning tools and ‘essential understandings’ of adolescents in mainstream adolescent educational learning environments to improve educational experience and success. 3. Develop a further teacher learning package that: i) Builds the capacity of teachers outside of my research, and leaders of teachers, to implement action research processes in their own context to improve practice. ii) Describes how teachers at Purple High School (PHS) worked as teacher researchers to use brain research to improve the educational experience and success of adolescent learners, and what they learned about action research as teacher learning. This research addresses these aims and questions by telling the story of three inter-related projects. It engaged with three areas: with neuroscience, with teacher-as-researcher and with the teacher-learning literature and research and built connections to teacher praxis

Impact of Scratch on the achievements of first-year computer science students in programming in some Nigerian polytechnics

To support the advancement of modern civilisation, our institutions of higher learning must produce the right pool of professionals, who can develop innovative software. However, the teaching and learning of the first programming language (CS1) remains a great challenge for most educators and novice computer students. Indicators such as failure and attrition rates, and CS1 student engagement, continue to show that conventional pedagogy does not adequately meet the needs of some beginning CS students. For its ease in introducing novices to programming, Scratch—a visual programming environment following the constructionism philosophy of Seymour Papert—is now employed even in some higher education CS1 classes with mixed evidence of its impact. Scratch captures the constructionist agenda by its slogan: “Imagine, Program, Share.” Therefore, this study explored the impart of using a constructionist Scratch programming pedagogy on higher education CS1 students’ achievements. This study also sought to compare the impacts of the two CS1 modes: the conventional class - involving textual programming language, lectures and labs, and the constructionist Scratch inquiry-based programming class. It further aims to discover if gender, academic level, age, prior programming, and visual artistic abilities moderate the effects of programming pedagogy on students’ achievements. To realize the study’s aims, the study employed a quasi-experimental pretest-posttest nonequivalent groups design, involving four intact CS1 classes of polytechnic students (N = 418) in north-central Nigeria. The investigation was conducted in phases: a pilot (n = 236) and main (n=182) studies lasting two academic sessions, with each study comprising one experimental and one control group. In each session, learning in both modes lasted for six weeks. In both studies, purposive sampling was employed to select institutions, and selected institutions were randomly assigned to treatment groups. Instruments employed included CS1 Student Profile Questionnaire (CSPROQ) and Introductory Programming Achievement Test (IPAT). To strengthen the research design, I employed Coarsened Exact Matching (CEM) algorithm—after conducting a priori power analysis—to generate matched random samples of cases from both studies. Thus, research data employed in the analysis include: from the pilot, 41 cases in each treatment group; from the main study, 42 cases in each treatment group. Descriptive and inferential statistics were employed to find answers to research questions and test the research hypothesis. Data from both studies satisfied the requirements for statistical tests employed, i.e., t-test and ANCOVA. The alpha level used in testing hypotheses was p = 0.05. The dependent variable is the IPAT post-test score, while the independent variables are treatment, gender, age, academic achievement level, prior programming, and prior visual art. The covariate was the IPAT pretest score. Statistical analyses were conducted using SPSS version 23. The t-test results from both pilot and main studies indicated that, both programming pedagogies had significant effects on student IPAT scores, although the effect of the constructionist Scratch intervention was higher. Results from the one-way ANCOVA analysis of both pilot and main study data—while controlling for students’ IPAT pretest scores—yielded the same outcome: There was significant main effect of treatment on students’ IPAT posttest scores, although the impact was moderate. Controlling for pre test scores, analysis of the main studies data yielded no significant main effects of: gender, age, academic level, prior programming and prior visual artistic ability. The result from the main study also reveals no interaction effect of treatment, gender, academic level, age, prior programming, and prior artistic ability. While the quality of CS1 students’ performance in each session varies as their IPAT achievements show, yet the results of this research revealed a consistent pattern: Students in the constructionist Scratch class outperformed those in the conventional class, although the impart was moderate. This finding implies college students without prior programming experience can perform better in a class following a constructionist Scratch programming pedagogy. The study recommends the use of Scratch, following a constructionist pedagogy with first-year students in colleges, especially those without prior background in programmingSchool of ComputingPh. D. (Computing Education

Art Therapy for Enhancing Academic Experience of Male High School Freshmen

The aim of this study was to assess the efficacy of group art therapy interventions in improving social and emotional issues for male high school freshmen. The Behavioral Assessment System for Children Second Edition (BASC-2) was used to measure academically tracked high school freshman (n = 80) receiving the 12 week intervention in a group setting in comparison to an academically matched control group (n=76). Independent sample t-tests compared participants in the Honor, Average and At Risk Tracks who received art therapy versus participants who did not. The findings indicate that for participants in the honors track, those receiving art therapy improved on Inattention/Hyperactivity (t (51) = 1.854, p\u3c.035) more than those in the control group. For participants in the Average Track, Personal Adjustment (t (50) = 2.086, p\u3c.021) and Self-Esteem scores (t (50) = 2.762, p\u3c.004) improved more for art therapy participants than for those in the control group. No statistically significant differences were found for participants in the At-Risk track. Participant responses collected through five prompts aimed to assess participant’s perceptions regarding elements of their art therapy intervention experience. Qualitative findings were analyzed within academic track and suggested the efficacy of art therapy for ventilating frustrations, processing daily challenges and mediating emotions. Overall, eight themes emerged; sense of ownership, cathartic release, introspection, ventilation of negative feelings, expression of positive affect, fantasy or future projection, concrete descriptors and change in affect. Eighty-six percent of participants in the Honors Track art therapy group expressed positive affect when describing their emotions post art creation. Responses from the Honors Track participants were classified into four themes; ventilation of negative emotions, expression of positive affect, concrete descriptors and use of symbolic language. For participants in the Average Track, 80% of responses indicated positive feelings after creating the art work. Four themes emerged from Average Track participant responses; sense of ownership, ventilation of negative feelings, expression of positive affect and concrete descriptors. Although 42% of At-Risk Track participants reported a sense of ownership directly after creating the art piece, only 17% continued to express such ownership when reflecting about the artwork after several weeks. After participating in art therapy groups, participants reported feeling “more relaxed,” “successful and confident.” Author Keywords: Art Therapy; Education; Secondary Education; High School Males; Inner City; Poverty; BASC-2; Academically Tracked; Delinquency; At-Risk Students; Honors Students; Enhancing Academic Experiences; Freshmen; Quasi-Experimental; Emotional Regulation; Trends in Education; Disappearance of Art; Anxiety; Depression; Self-Esteem; Inattention; Hyperactivity; Personal Adjustment; Internalizing Problems; School Problem

An Analysis of the Suitability of Philosophy as a Core K-12 Public School Subject

In 2005 Michael Katz invited philosophers of education to reinvigorate the inquiry into what is required to provide a proper education for everyone to lead a productive life. In the literature review, I analyze the suitability of philosophy in teaching K-12 students how to think and reason logically—essential abilities for a productive life. I also examine the educational landscape through the philosophy of Nicholas Rescher’s Cognitive-Values Theory and address the value of learning philosophy. I present a Philosophical Dialectic that shows how epistemic diversity (aporetic clusters) justifies making philosophy a K-12 core subject while analyzing philosophers’ reasons for including philosophy as a core K-12 public school subject. Finally, I assess the Philosophical Dialectic by applying the Heuristic-Systematic Model. Because cognition and metacognition require training the mind, I show how philosophy is most suited to provide this systematically. I assess how Artificial Intelligence (general and generative) is interrupting pedagogy and how a K-12 philosophy curriculum can both mitigate and harness this positively. I demonstrate the importance of neuroscientific research and why this must inform curriculum construction. In Chapter Three, I provide a Scope and Sequence for a Philosophy K-12 curriculum to demonstrate how logic, reasoning, and critical thinking develop students’ cognition and metacognition. I present reasons why philosophy has become the elephant in the room, even though it is the subject best suited to teach children systematically how to think well. I present a rationale for why colleges of education must recruit trainee teachers educated in philosophy to be trained as philosophy teachers and why philosophy should be a core K-12 subject

Improving Assessment and Evaluation Strategies on Online Learning

ICLI is an annual International Conference on Learning Innovation (ICLI) hosted byUniversitas Negeri Malang, Indonesia in collaboration with the Islamic Development Bank (IsDB) and Indonesian Consortium for Learning Innovation Research (ICLIR) as well as Univerisiti Teknologi MARA Cawangan Perlis, Malaysia serving as co-organizer this year. The conference aims to gather researchers, practitioners, students, experts, consultants, teachers and lecturers to share their insights and experiences on research not only in constructing innovations in learning but also the knowledge of learner’s capability. The learners who are characterized as creative and competent by having the ability to understand what they have learned and capable of taking initiative and thinking critically. In addition, ICLI is organized on the basis of the trend in the 21st century, categorized by the increasing complexity of technology and the emergence of a corporate restructuring movement. This book is the proceeding of ICLI 2021, containing a selection of articles presented at this conference as the output of the activity. Various topics around education are covered in this book and some literature studies around specific topics on learning and education are covered as well. This proceeding book will be beneficial to students, scholars, and practitioners who have a deep concern in education. It is also futuristic with a lot of practical insights for students, faculty, and practitioners, and also a description of the Indonesian educational system in today’s era

Musical linguistics: How music and artistic creativity when delivered as a linguistic practice, help students master academic skills in English language arts

This Masters project consists of two elements: 1) an integrated after-school program to improve student English language reading and academic outcomes for third graders\u27 vocabulary development by incorporating music, artistic creativity and linguistics; 2) a pilot sample curriculum that demonstrates the approach for building student comprehension through musical theater and Science, Technology, Engineering, and Mathematics (STEM) content experiences. Called Water Buddy , this is an after-school program uses singing, dancing, writing, and play to build reading and vocabulary skills. The goal is to improve learner academic outcomes by mastering the elemental building blocks of words, letters, symbols by making memorable the sound units, idioms, print conventions, and concepts that they were previously lacking