Experts’ Agreement of the Personalized m-Learning Curriculum Model Based on Fuzzy Delphi Method

The purpose of this study was to identify the experts’ agreement on the suitability of the personalized m-learning curriculum model. A total of 25 experts were selected to evaluate the model. A Fuzzy Delphi Method was used to identify suitability of the elements in personalized m-learning model. Based on the overall findings, all the items have met the requirements needed in the triangular ­­­­­­­­­fuzzy number and meet the deffuzification process (more than the Alpha α - cut value of 0.5). This revealed that all the experts consensually agreed with all questionnaire items. Hence, the proposed personalized m-learning curriculum implementation model is suitable to serve as a guideline for the instructor in implementing personalized m-learning. The new personalized m-learning elements for another course or programme could be determined based on the experts’ opinions. This will enable the development of personalized m-learning model that could be implemented for any course or programme

Discovery, video self-confrontation, and intervention as a means to improve quality of individual instrumental practice

Doctor of PhilosophyDepartment of Curriculum and InstructionFrederick BurrackThe purpose of this research is to discover influences that guide practice habits of collegiate instrumental music students, explore student self-discovery of practice needs, and create strategies that can be used to improve the quality of students’ individual music practice. To best address these intentions, three unique yet sequential studies were implemented. The Discovery study focused on the uncovering prior experiences that shaped students’ practice habits before entering college to get an idea of how current practice habits were formed. The Video Self-Confrontation study had participants watch a video recording of a practice sessions to address possible gaps between their perception and the reality of their practice habits. The video self-confrontation prompted discussion about possibilities for enhanced practice skills. The Intervention study expanded upon information from previous studies to develop and administer personalized interventions designed to address weaknesses and identify effect on participants’ practice habits. Independent practice, the time after instruction when a student works toward mastery of skills or concepts, is widely recognized as a critical component of improvement in the performance music. These studies aim to help bridge the gap between practice theories and optimal experiences. These studies explored elements related to practice behavior. Because each person had unique experiences and diverse ways to describe their experiences, a methodology for each study was required that allowed for structured data collection and organization. As such, the constructivist paradigm supported these studies

Program Information

POD/NCSPOD National Conference Tenth National Conference for the Professional and Organizational Development Network in Higher Education (POD Network) and First Joint Conference with National Council for Staff, Program and Organizational Development (NCSPOD) 1985 POD/NCSPOD Conference Sessions Conference Addenda An Actively Learned Special Event! Schedule Overview Welcome, by Rusty Wadsworth and Bob Pierleoni Some Highlights Lake Lawn Lodge Conference Schedul

Move your desks and chairs : primary students working in groups in the English classroom

Group work, has long been promoted by scholars as well as the Education Bureau, is believed to be beneficial to students’ learning, especially in equipping them with language knowledge as well as generic skills needed in the 21st knowledge-based society such as collaboration skills. Although an ample amount of researches have indicated the merits of using group work to facilitate students’ second language acquisition, limited is heard from students regarding their opinions towards the use of group work in English lessons. The current research aims at investigating Hong Kong primary students’ perceptions towards the use of group work during English lessons. It also targets at exploring some teaching strategies that English teachers could implement in lessons for the sake of assisting students to work and learn effectively in groups. This research was done in a local CMI Primary school with students from Primary 2 and 5. Both quantitative and qualitative data was collected through a variety of means such as conducting observations, distributing questionnaires, writing teaching journals and doing interviews with teachers and students etc. The data collected was then analyzed through tabulation and transcription. The results indicated that students generally demonstrated positive attitude towards the use of group work in English lessons and they held the belief that group work is an effective tool for facilitating English learning. It also reflected the essentiality of teaching students some communication strategies before engaging them in group work, which may have long been neglected by practitioners.published_or_final_versionEducationBachelorBachelor of Education in Language Educatio

TEACHING AS CARING RELATIONS: A CASE STUDY OF AN EXEMPLARY SECONDARY SPECIAL EDUCATION TEACHER

Thesis (Ph.D.) - Indiana University, School of Education, 2004ABSTRACT Sandra Joy Washburn TEACHING AS CARING RELATIONS: A CASE STUDY OF AN EXEMPLARY SECONDARY SPECIAL EDUCATION TEACHER This interpretive case study examines the teaching practices and thoughts of a secondary special educator considered by many (teachers, administrators, students, university faculty, pre-service teachers) to be an exemplary teacher. During two years, the researcher spent an average of two days per week observing the public high school teacher, his students, and co-teaching partners in several general education math classes that included students with disabilities. During the second year of the study, the researcher also observed and worked with the teacher and his students in a Resource Class. The data included field notes, taped interviews, student course evaluations, teaching materials, and other artifacts. The original research questions focused on instructional practices, co-teaching, student perceptions, teacher caring and relationships, and the development of community. The researcher systematically categorized multiple data types and sources to arrive at her categories and conclusions. The study's findings show that caring teaching and pedagogical mastery are interdependent and that students perceive teacher competence at promoting students' academic engagement and success as demonstrable proof of caring teaching. The study also determines that this exemplary teacher perceived his role to extend beyond the teaching of subject matter content, that he felt obligated to promote the development of caring and responsible students who were knowledgeable about interpersonal relationships and dimensions of the self. By portraying a strong moral authority, displaying high levels of enthusiasm for teaching, students, and subject matter, forming close, caring, personal relationships with students, and consistently modeling expected behaviors, the teacher created a classroom climate that supported student engagement, effort, and success with academic and behavioral expectations. Finally, the findings show many benefits of the co-teaching model, and that students and teachers preferred co-teaching over solo-teaching. The study aims to provide substantive content to the discussion of how best to engage low-achieving students, including students with disabilities, at the secondary level. Implications for teacher practice and teacher education are discussed

Final MA Portfolio

This portfolio contains four projects, two of which are lesson plans to be used in the secondary Language Arts classroom

Teaching Practicum: Achieving Competency in the Massachusetts Professional Standards

In order for a teacher to become certified in Massachusetts, one must prove that they have achieved competency in five professional standards: Plans Curriculum & Instruction, Delivers Effective Instruction, Manages Classroom Climate & Operation, Promotes Equity, and Meets Professional Responsibilities. In this paper, the background of Massachusetts school systems as well as details about Burncoat Senior High School are explored. Proof is given for my competency in each of the five professional standards

Understanding Online Teacher Best Practices: A Thematic Analysis to Improve Learning

The purpose of this study was to examine brick-and-mortar and online teacher best practice themes using thematic analysis and a newly developed theory-based analytic process entitled Synthesized Thematic Analysis Criteria (STAC). The STAC was developed to facilitate the meaningful thematic analysis of research based best practices of K-12 education delivery options. In the study, data for the thematic analysis consisted of published research about best practices in both brick-and-mortar and online education. The use of both brick-and-mortar as well as online teacher best practices provided an opportunity to identify commonalities among these modes of delivery. Based on these commonalities, the thematic analysis detected emergent themes, which could be used as a foundation upon which online teachers might build specialized practice. As well, research-validated teacher best practice themes generated from this study may be considered a starting point for defining teacher best practices in online education and for their development. Emergent themes were discussed in the context of the data and the environment of online education. The STAC analytic process provides a foundation for analysis and may be used by researchers for other thematic analyses in the future

The Let Me Learn Process® : a robust theory with practical implications

This paper reviews a learning system that has withstood empirical tests of its theoretical and psychometric robustness. The system includes both an instrument that serves as an important tool to launch the process as well as a system of skills that empower learners to interact effectively with the learning environment and ensure successful learning. This article traces critical reviews of published learning styles models and juxtaposes them with research conducted on the Let Me Learn Process to test the robustness of the theory that supports it. The author contends that the Let Me Learn Process has a strong theoretical and psychometric base thus giving what it claims to give, namely, a robust and inclusive theoretical foundation, a comprehensive lexicon of terms that provide a means of communicating one’s experience of learning, an explanation of learning which fosters a learner’s responsibility, and finally empirical evidence revealing a measurable difference in the behaviour of learners.peer-reviewe

Giftedness and language teaching: a case study.

La plusdotazione si è rivelata un fenomeno costantemente emergente nel corso degli ultimi anni. Tuttavia, nello scenario educativo italiano sono presenti ancora alcune lacune nella formazione del corpo docenti sulla tematica. Ciò causa incuria verso i giovani talenti, che sono pertanto portati a non sviluppare le proprie capacità e, al contrario, a percepire un senso di distacco e disconnessione dal contesto scolastico e sociale. L’obiettivo di questo studio è approfondire l’aspetto psicologico e didattico della plusdotazione, esaminando le principali teorie e strategie per l’insegnamento delle lingue straniere e, nello specifico, della lingua inglese, proponendo infine un’attività didattica personalizzata per uno studente gifted, frequentante una scuola secondaria di II grado italiana