250,137 research outputs found
A lattice representational definition of a hierarchy of instructional processors usable in educational courseware
The basic ârecognize-act-recognize-endâ cycle can be recognized in elementary as well as in more advanced forms of CAI. This article attempts to offer a unifying formal framework in which different elaborations of this cycle (embodied in a âprocessorâ) can be placed. Three different levels of elaboration are distinguished which can be considered to be situated into the nodes of a lattice of models of the instructional process. A formal definition of such a framework can serve at least two functions. In the first place a uniform and precise definition of various elaborations can be given and new elaborations can be created in a logically funded way. Secondly, such a framework can support the modelling of instructional processes and the stimulation of student behavior. Thus, pre-testing of courseware could become feasible. Aspects of the framework have been used to implement two prototypes of support systems for the development of CAI courseware
Leadership for Learning Improvement in Urban Schools
Examines urban school leaders' efforts to improve the quality of teaching and learning by supporting progress for diverse students, sharing leadership work, and aligning resources. Analyzes school environments and coordination of various leadership roles
An Unfinished Canvas: Arts Education in California: Taking Stock of Policies and Practices
Provides an overview of K-12 arts education, including course offerings; availability of teachers, facilities, and materials; standards alignment, assessment, and accountability practices; and equal access. Discusses barriers and recommendations
An Unfinished Canvas: Allocating Funding and Instructional Time for Elementary Arts Education
An Unfinished Canvas found that California's elementary schools face unique challenges inproviding all students with sequential, standards-based arts education. In particular, elementary principals identified inadequate funding and insufficient instructional time as significant barriers to the provision of arts education. For this study, we sought to further understand the impact of funding and time on elementary arts education. To do so, we examined the allocation of funding and instructional time in 10 schools across five states (Kentucky, Massachusetts, Minnesota, New Jersey, and California)
Recommended from our members
The Practices of Play and Informal Learning in the miniGEMS STEAM Camp
Science, Technology, Engineering, and Mathematics (STEM) play an important role in the educational reform and global economy. However, STEM education lacks the hands-on laboratory in the formal middle school and high school curricula. The widespread gender gap in multiple STEM disciplines causes middle-school aged girls have lower positive attitudes and interests towards STEM fields than male students. In recent years, Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has been viewed as other approaches to increase studentsâ interests and improve study accesses to STEM fields in the United States. The addition of the arts in STAEM education provides more learning opportunities and real-world contexts which meet more studentsâ interests.
miniGEMS 2017 was a free two-week summer STEAM and programming camp for middle school girls in grades six to eight hosted by the Autonomous Vehicle Systems (AVS) Research and Education Laboratory at the University of the Incarnate Word (UIW). miniGEMS was the first free camp with a special focus on engineering and programming in San Antonio. The camp utilized project-based learning curriculum and provided multiple hands-on experiments, field trips, and significant interactions with guest speakers, all of which were designed to increase the middle school girlsâ interests in STEM-related fields. This paper provides an overview of miniGEMS STEAM camp, motivation for miniGEMS camp, and details on practicing project-based play activities in an informal learning environment.Cockrell School of Engineerin
Redefining Roles, Responsibilities, and Authority of School Leaders
Addresses the core challenges faced by principals and other school leaders faced with high expectations and accountability and inconsistent or limited support, based on current research literature in the field
Lessons for PreK-3rd From Montgomery County Public Schools
Presents a case study of how a district improved third-grade reading proficiency rates and narrowed the achievement gap, in spite of growing English Language Learner and low-income populations, by implementing an integrated early learning strategy
Recommended from our members
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
Leading, Learning, and Leadership Support
Offers a framework for improving learning-focused leadership through the use of data and evidence, reallocation of resources, redefined roles and responsibilities, assessment of leadership performance, better governance, and a focus on high schools
- âŠ