Teachers Know Best: Making Data Work For Teachers and Students

The Teachers Know Best research project seeks to encourage innovation in K - 12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The intent of Making Data Work is to drill down to help educators, school leaders, and product developers better understand the challenges teachers face when working with this critical segment of digital instructional tools. More than 4,600 teachers from a nationally representative sample were surveyed about their use of data to drive instruction and the use of these tools.This study focuses on the potential of a specific subset of digital instructional tools: those that help teachers collect and make use of student data to tailor and improve instruction for individual students. The use of data is a crucial component in personalized learning, which ensures that student learning experiences -- what they learn and how, when, and where they learn it -- are tailored to their individual needs, skills, and interests and enable them to take ownership of their learning. Personalized learning is critical to meeting all students where they are, so they are neither bored with assignments that are too easy nor overwhelmed by work that is too hard

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers

When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning

Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities

Opportunity-Rich Schools and Sustainable Communities: Seven Steps to Align High-Quality Education With Innovations in City and Metropolitan Planning and Development

Details challenges and steps for linking quality education and community and economic vitality, including establishing a shared vision and metrics, aligning investments for prosperity, and expanding access via transportation. Lists promising practices

Application of Learning and Testing Intelligent System with Cognitive Component Based on Mixed Diagnostics Tests

Relevance of computer based learning and testing of students is discussed. Learning and testing intelligent system (LTIS) is proposed for learning, testing, learning results and dynamics assessment. LTIS is aimed at professional and personal skills and abilities estimation, and also for designing learning trajectory of courses. A new assessment approach called mixed diagnostic tests (MDT) for LTIS construction is discussed. Analysis of the effective MDT and their implementation are proposed. The cognitive component based on 3-simplex and 2-simplex prism is suggested. MDT reduces both time and cost expenses for organization and control of the educational process. Since MDT may replace consultant function of teacher, the proposed approach is promising in the blended learning. The decision-making results are justified via cognitive component

The Need for Trauma-Informed Training to Build Teacher Efficacy in Managing Externalizing Student Behavior

This starred paper is a review of literature that examines qualitative and quantitative studies conducted to explain the relationship between childhood adversity, childhood development, and externalizing behaviors. Additionally, this literature review further examines the impact of childhood adversity and trauma on student learning, teacher efficacy, and the need for trauma-sensitive school systems

Developing digital literacy in construction management education: a design thinking led approach

Alongside the digital innovations in AEC (Architectural, Engineering and Construction) practice, are calls for a new type of digital literacy, including a new information-based literacy informed by creativity, critical analysis and the theoretical and practical knowledge of the construction profession. This paper explores the role of design thinking and the promotion of abductive problem situations when developing digital literacies in construction education. The impacts of advanced digital modelling technologies on construction management practices and education are investigated before an examination of design thinking, the role of abductive reasoning and the rise of normative models of design thinking workflows. The paper then explores the role that design thinking can play in the development of new digital literacies in contemporary construction studies. A three-part framework for the implementation of a design thinking approach to construction is presented. The paper closes with a discussion of the importance of models of design thinking for learning and knowledge production, emphasising how construction management education can benefit from them