508 research outputs found

    The Level of Passion for Knowledge among High School Students while Learning Social Studies in Saudi Arabia

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    The present research paper aims to measure the level of passion for knowledge while learning social studies among high school students in Saudi Arabia. It adopts a descriptive approach. To achieve its objectives, the researcher created a scale of passion for knowledge that consists of 25 sentences. The study population covered all high school students in Jeddah, but the scale was applied to a stratified sample of 1142 students only who were selected randomly from all the public high schools in Jeddah, Saudi Arabia. The results show that the level of passion for knowledge is high as it reached 3.77. Compared with the other grades, the highest level of passion for knowledge was found for the first-grade high school students because they studied the new curricula in all stages, while those in the second and third grades studied the curriculum that was implemented before curricula were developed according to Saudi Vision 2030

    Assessment and creative liberty: An action research study of Preliminary HSC English

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    In today’s learning environment, students thrive when learning is personalised and where they are empowered by working collaboratively through open-ended and liberated thinking. Through inquiry-based approaches to teaching and learning facilitated through blended-learning experiences, teachers can develop a more inclusive, interactive and creative approach to teaching, whilst students develop self-confidence, independence and pride with their learning. This action research study explored how a blended and inquiry-based approach to learning, facilitated through an online collaborative platform, enriched engagement and improved motivation in Preliminary Higher School Certificate English students. Participants in this action research responded to an inquiry-based summative assessment task with freedom to choose format and style, drawing on multiple modes, semiotic resources, and digital tools. The benefits included enriched collaborative learning experiences through innovative activities and digital technologies, allowing students to employ creative liberty within their learning processes. Findings suggest that students approached the inquiry question through differing motivations; some students were engaged by the independence, flexibility and freedom of the inquiry-based approach, and some saw the process as a rite of passage. The students were empowered by the personalised approach to learning; notably, students had a profound shift in their awareness of their ability to learn and construct new knowledge. The differing motivations driving students through their inquiry ignited different perspectives, generated novel ideas and established a dynamic energy. The action research shed light onto the changing role of the teacher, who served as team leader, project manager, coordinator and facilitator of student learning. Findings indicate that adopting a more democratic and participatory role dramatically transformed the relationship between teacher and students

    Assessment and creative liberty: An action research study of Preliminary HSC English

    Get PDF
    In today’s learning environment, students thrive when learning is personalised and where they are empowered by working collaboratively through open-ended and liberated thinking. Through inquiry-based approaches to teaching and learning facilitated through blended-learning experiences, teachers can develop a more inclusive, interactive and creative approach to teaching, whilst students develop self-confidence, independence and pride with their learning. This action research study explored how a blended and inquiry-based approach to learning, facilitated through an online collaborative platform, enriched engagement and improved motivation in Preliminary Higher School Certificate English students. Participants in this action research responded to an inquiry-based summative assessment task with freedom to choose format and style, drawing on multiple modes, semiotic resources, and digital tools. The benefits included enriched collaborative learning experiences through innovative activities and digital technologies, allowing students to employ creative liberty within their learning processes. Findings suggest that students approached the inquiry question through differing motivations; some students were engaged by the independence, flexibility and freedom of the inquiry-based approach, and some saw the process as a rite of passage. The students were empowered by the personalised approach to learning; notably, students had a profound shift in their awareness of their ability to learn and construct new knowledge. The differing motivations driving students through their inquiry ignited different perspectives, generated novel ideas and established a dynamic energy. The action research shed light onto the changing role of the teacher, who served as team leader, project manager, coordinator and facilitator of student learning. Findings indicate that adopting a more democratic and participatory role dramatically transformed the relationship between teacher and students

    Sojourning for Best Practice: Enriching and Transforming Teaching Pedagogy Through International Service Learning

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    This case study investigates the potential professional outcomes of International Service Learning (ISL) on high school teacher participants. Specifically, the aim of this study is to examine the degree to which teacher participation in ISL programming leads to pedagogical enrichment and/or perspective transformation upon their post-trip return to the classroom. The study draws from the perspective of six teacher participants. In their interviews, they commented on the degree to which they found their ISL experiences to have enriched their professional practice as classroom teachers. In addition, they commented on the extent to which they found these experiences to be personally transformative. With respect to their professional practice, participants reported that their ISL experience(s) did lead them to enrich selected areas of curriculum, improve elements of their pedagogy, enjoy enhanced student-teacher relationships, and engage in more meaningful reflective teacher practice. With respect to the issue of personal transformation (which is closely related to professional transformation), by using Kiely’s (2004) model of perspective transformation, evidence emerged that participants experienced shifts and disruptions to their current modes of thought. They reported two or more of Kiely’s forms of perspective transformation. This study identifies the enrichment and/or transformative potential of ISL participation for teachers, however, it also documents that such transformation can also be challenging and complex as teachers strive to turn intention into action. The study concludes with recommendations for post-trip support of teachers to enhance the enrichment and transformative potential of ISL trips on their professional practice and their personal perspective

    Manteniendo la Chispa: Testimonios of Latina Veteran Urban Teachers

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    As the student population in U.S. public schools becomes more diverse, with an increase of students of color and from low socioeconomic backgrounds, it is critical that the opportunity gaps in our education system are addressed to provide an equitable education for urban youth. To mitigate these gaps, there is a need for an experienced urban teacher workforce, but urban schools face staffing challenges that make this difficult. There is an exceptional need for Latina/o teachers, who demonstrate positive impacts on Latina/o students, the largest minority population nationwide, however, the retention rate amongst Latina/o teachers is lower than that of other demographics. This phenomenological qualitative research study explored the personal and professional factors that sustain Latina veteran urban teachers in a predominantly Latina/o school district through the development of testimonios. Data was collected through a survey, instructional documents, and interviews to produce the individual testimonios of each participant’s history as a Latina veteran urban teacher and a cross-case analysis of the participants’ shared experiences. The findings demonstrated that Latina veteran urban teachers possessed la chispa, the spark, for serving students who share their cultural and linguistic identity. These teachers ignited, fueled, and preserved their chispa through various personal and professional factors, including a commitment to serving urban students, a dedication to continuous professional growth, and the support from personal and professional networks. These findings can inform teacher preparation programs and school systems on how to prepare and sustain Latina teachers for long-term careers in urban education

    The impact of pilgrimage upon the faith and faith-based practice of Catholic educators

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    A pilgrimage of Catholic educators from Sydney Catholic Schools served as a phenomenographic case study for an investigation into the impact of pilgrimage upon the faith and faith-based practice of Catholic educators. Forty-five Catholic educators embarked on a pilgrimage for the Canonisation of Popes John XXIII and John Paul II in April 2014. The pilgrimage itinerary led the educators through Italy, whereby the pilgrims visited the holy sites of Saints significant in the life of the Church. Phenomenographic data collection and analysis are used to investigate the range of ways educators’ perceive the impact of pilgrimage on faith. Pilgrimage is explored as a means to greater identification with Christ and His Church; and the influence of pilgrimage and its impact on the educators’ faith-based practice is examined. The external journey of pilgrimage is interpreted both as an opportunity for an analogous interior journey of growth and for its potential to lead to a transformation in faith. The writings of Turner & Turner (1978) provide a structure to discuss the way in which pilgrimage leads the educator to leave home and all that is familiar, to potentially have a liminal experience leading to transformation or confirmation of faith, and to return home with a newly integrated confidence in his/her role in the school and/or classroom. This study investigates the experience of pilgrimage for its capacity to provide the educator with an encounter of dynamic Catholic culture. The impact of this experience of Catholic culture on the educators’ perceived potential to influence the culture of the school community is also examined. The results of the study demonstrated that the impact of pilgrimage upon the faith of the Catholic educator was seen as a transformative process, integrating the experience into everyday life and vibrantly benefiting the community. The themes that emerged from the data and supported the growth in faith of the educator on pilgrimage were: the role of community; 10 the liturgy and prayer; and the places of the Saints. The most inclusive awareness of the impact of pilgrimage upon faith-based practice were expressed by the educators as: an experience of pilgrimage as an ongoing inspiration to share personal meaning of faith, in order to encourage a personal connection with God among students, colleagues and community. Based upon the findings, recommendations are made to Sydney Catholic Schools pilgrimage program to continue to foster the formation of her educators. Suggestions are given of potential ways to enhance the pilgrimage experience, acknowledging the need to provide further follow-up and on-going opportunities for formation that would extend the graces of pilgrimage into the lives and communities of educators. Recommendations for future research include the replication of this study for a larger sample, extending to multiple pilgrimages

    Teacher Portfolios in the Supervision Process: A Journey of Discovery

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    Facilitating the personal and professional growth of teachers is a very effective way to positively impact students\u27 self-esteem, skills development, and behavior. Certain professional development strategies, for example, developmental supervision, enable teachers to plan for their own growth. Developmental supervision is a nonevaluative approach to providing feedback that meets individual needs of teachers. The process utilizes research in the areas of professional development, teacher supervision, and adult learning. Portfolio projects could be a component of developmental supervision. However, there is minimal empirical research to support the use of portfolio projects in nonevaluative supervision. The purpose of this qualitative study was to describe the experiences of elementary teachers in a Canadian school district who completed a portfolio project as part of a developmental supervision process. Research questions guided data collection about the journeys each teacher experienced. Teachers revealed insights about the portfolio project process, their personal and professional growth, and how the meaning of the experience contributed to their development. The interview data and the portfolio projects document teacher growth through reflection on practice. An analysis of interview data and portfolio projects revealed three themes: continuous learning, enhancement of esteem, and a new sense of personal and professional meaning. This study documented that a nonevaluative supervision approach contributed to the personal and professional growth of teachers. Teachers revealed that the process of portfolio project development left lasting legacies, which included personal and professional affirmation, fulfillment, worthiness and competency, as well as the joy of learning. The study concludes with strategies for supporting portfolio project development for teachers, principals, and district administrators

    Teachers\u27 Experiences with Integrating Play-based Learning into Standards-driven Curriculum: A Phenomenological Study

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    The purpose of this phenomenological study was to describe kindergarten teachers’ experiences with integrating play-based learning into standards-based academic curriculum in a school district in South Carolina. Play–based learning experiences were defined as instances which allow children to engage in active, social learning experiences in classrooms. This study explored the question of how kindergarten teachers describe their experiences with integrating play-based learning experiences in their classrooms, the value of play in their classrooms, their role as the adult during play experiences, and the difficulties that they face in making instructional decisions. The theories guiding this study were Froebel’s early childhood learning theory and Vygotsky’s cognitive constructivist theory as they demonstrate the importance of providing play-based learning experiences for kindergarten children. The sample was gathered through a criterion sampling strategy where teachers from a school district in South Carolina were selected because they have experienced the phenomenon being studied. Data collection included interviews, a focus group, and artifact analysis. The data was transcribed and analyzed using memoing and coding to identify emerging themes. Five themes emerged: academic values resulting from play-based learning, functional values resulting from play-based learning, intentional instructional planning, classroom interactions as a key component, and difficulties with implementing play-based learning. The results of the study will provide information to educators about how to best support kindergarten teachers in their pedagogical decision making

    Greatest Potential, Greatest Need: Soaring Beyond Expectations

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    As an introduction, this article provides context for consideration of a special population of gifted children, the highly gifted. Justification for specialized service for this population, recommendations regarding various content area applications, and rationales for these students\u27 need to find a place of belonging are examined and discussed. Special considerations are given to the interactions between cognitive levels and affective intensities. The core materials for this volume originated with selected presentations from Greatest Potential, Greatest Need: Soaring Beyond Expectations- a Conference on Highly Gifted Children hosted by the Institute for the Development of Gifted Education, Morgridge College of Education, University of Denver, on October 7 and 8, 2009. Highly gifted children are as different from gifted children as gifted children are from typical learners. And, as a reflection of their difference from the norm, they are highly unique individuals as well. The concept underlying many of these articles is based on Annemarie Roeper\u27s (1982) definition of giftedness: Giftedness is a greater awareness, a greater sensitivity, and a greater ability to understand and transform perceptions into intellectual and emotional experiences (as cited by Silverman, 2011, p. 20), and expanded upon by Linda Silverman: The highly gifted have a different worldview (p. 10). Recognition of these differences and subsequent needs is not only essential to serve this population, but also to create environments that allow them to thrive. Those of us working with these children have no greater opportunity to impact the future than to care for and cherish these unique individuals.https://digitalcommons.du.edu/perspectivesingifteded/1006/thumbnail.jp

    Authentic Scientific Inquiry, Student Engagement, and Transformational Learning: Are They Related?

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    Students on the Beamlines (SotB) is a unique program offering an opportunity for high school students and their teachers to collaborate with scientists to develop, execute, and share an authentic scientific inquiry using techniques offered by the Canadian Light Source (CLS). Canada’s synchrotron is a national science research facility that generates intense beams of x-ray and infra-red light to probe the structure and function of matter. The nature of the SotB program, involving high school students in authentic scientific inquiry, and observation of engaged students provided an opportunity for investigation into these concepts. The purpose of this study was to provide insight into what engaged these students and in particular, to determine if, how and to what extent the authentically scientific nature of the program contributed to student engagement, as well as to determine if, how, and to what extent this unique situation nurtured the potential for a transformational learning experience. To address the research questions qualitative methods were employed to study field notes, correspondence, observations and feedback related to the program and interviews of the student, teacher, and researcher participants. This provided insight into the experiences of the participants that will be of interest to teachers, parents, students, curriculum writers, researchers, funding agencies, outreach program developers, scientific research facilities and others. Through the analysis of literature, this work produced a list of indicators of engagement and attributes of authentic scientific inquiry. These indicators and attributes were used as a framework through which data were analysed resulting in the refinement of these frameworks. In addition, evidence supported a connection between participation in authentic scientific inquiry and the engagement of students, although it also suggested other contributions to engagement. There is also evidence to support the presence of transformational learning for some students and teachers. This thesis presents the evidence in the form of a series of manuscripts drawing conclusions useful for those wishing to create similar science experiences for high school students and for science educators
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