A systematic review of pliance, tracking, and augmenting

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Hands-On Physical Science for In-Service Teachers

The initiation of the Virginia Commonwealth University B.S. in Science program was reported in this journal Fall 1999 as a program designed to meet the academic content major of a teacher preparation program for elementary and middle school mathematics and science teachers [1]. This paper reports the current status of the interdisciplinary B.S. in Science degree program including program enrollment data and trends. Also described are refinements in the required curriculum, which include a newly developed geometry, a mathematical computing course, and an emerging teaching technology course featuring graphing calculators, CBLs, and computer software applications

Educator Evaluation 3.0: Leveraging Educator Evaluation Systems to Improve Outcomes for Students With Disabilities

Educatio

Assessments as Teaching and Research Tools in an Environmental Problem-Solving Program for In-Service Teachers

This article discusses the use of a scenario-based assessment tool in two environmental geoscience in-service programs for middle school and high school teachers. This tool served both to guide instructional techniques and as a method to evaluate the success of the instructional approach. In each case, participants were assessed before the workshops to reveal misconceptions that could be addressed in program activities and afterwards to reveal shifts in their understanding of concepts and approaches. The researchers noted that this scenario-based assessment was effective in providing guidance in refining instructional techniques and as a method to evaluate the effectiveness of an instructional program. In addition, participating teachers reported significant changes in their teaching as a result of the program. Educational levels: Graduate or professional, Graduate or professional

Complete LibTech 2013 Print Program

PDF of the complete print program from the 2013 Library Technology Conferenc

Expanding the Supply of High Quality Public Schools

Two levers that play critically important roles in determining how quickly and consistently successful schools and design models can be replicated. One is the degree of managerial responsibility, support, and control the organization chooses to exercise. The other is related to specificity of school design.This paper examines the school development landscape in the context of these levers, with examples of organizations that have chosen different paths with different tradeoffs and outcomes

Augmenting Education: Ethical Considerations for Incorporating Artificial Intelligence in Education

Artificial intelligence (AI) has existed in theory and practice for decades, but applications have been relatively limited in most domains. Recent developments in AI and computing have placed AI-enhanced applications in various industries and a growing number of consumer products. AI platforms and services aimed at enhancing educational outcomes and taking over administrative tasks are becoming more prevalent and appearing in more and more classrooms and offices. Conversations about the disruption and ethical concerns created by AI are occurring in many fields. The development of the technology threatens to outpace academic discussion of its utility and pitfalls in education, however. Conversations about the disruption and ethical concerns created by AI are occurring in many fields. To ensure that AI in education serves learners and educators and that ethical concerns are answered or mitigated, the field must first clarify what those concerns are. This paper surveys academic and trade literature and draws upon a parallel questionnaire deployed to define existing and emerging ethical concerns of AI in education