40,129 research outputs found
Using classroom communication systems to support interaction and discussion in large class settings
Teaching methods that promote interaction and discussion are known to benefit learning. However, large class sizes make it difficult to implement these methods. Research from the United States has shown that an electronic classroom communication system (CCS) can be used to support active discussion in large lecture classes. This investigation extends that research and it evaluates studentsâ and teachersâ experiences of CCS technology in the context of two different modes of discussion â peerâgroup and classâwide discussion. With CCS technology, studentsâ answers to multipleâchoice concept tests are collated in real time with the class results fed back as a histogram. This information serves as the trigger for each mode of discussion. This paper explores the unique contribution of CCS technology, the relative strengths of peerâ and classâwide discussion and some practical implementation issues
A case study of effective practice in mathematics teaching and learning informed by Valsinerâs zone theory
The characteristics that typify an effective teacher of mathematics and the environments that support effective teaching practices have been a long-term focus of educational research. In this article we report on an aspect of a larger study that investigated âbest practiceâ in mathematics teaching and learning across all Australian states and territories. A case study from one Australian state was developed from data collected via classroom observations and semi-structured interviews with school leaders and teachers and analysed using Valsinerâs zone theory. A finding of the study is that âsuccessfulâ practice is strongly tied to school context and the cultural practices that have been developed by school leaders and teachers to optimise student learning opportunities. We illustrate such an alignment of school culture and practice through a vignette based on a case of one âsuccessfulâ school
Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation
Course-based undergraduate research experiences (CUREs) are being championed as scalable ways of involving undergraduates in science research. Studies of CUREs have shown that participating students achieve many of the same outcomes as students who complete research internships. However, CUREs vary widely in their design and implementation, and aspects of CUREs that are necessary and sufficient to achieve desired student outcomes have not been elucidated. To guide future research aimed at understanding the causal mechanisms underlying CURE efficacy, we used a systems approach to generate pathway models representing hypotheses of how CURE outcomes are achieved. We started by reviewing studies of CUREs and research internships to generate a comprehensive set of outcomes of research experiences, determining the level of evidence supporting each outcome. We then used this body of research and drew from learning theory to hypothesize connections between what students do during CUREs and the outcomes that have the best empirical support. We offer these models as hypotheses for the CURE community to test, revise, elaborate, or refute. We also cite instruments that are ready to use in CURE assessment and note gaps for which instruments need to be developed.Howard Hughes Medical InstituteScience and Mathematics Educatio
The Effects of Mind Mapping Activities on Students\u27 Motivation
We examined how studentsâ motivation differed when they participated in three different types of mind mapping activities: one activity that was completed individually outside of class time, one that was completed individually in class with the instructor available for help, and one that was completed in class with other students and the instructor available for help. Using the MUSIC Model of Academic Motivation (Jones, 2009) as a framework, we implemented a concurrent mixed methods design using identical samples whereby the quantitative component was dominant over the qualitative component. Participants included 40 undergraduate students enrolled in an educational psychology course at a U.S. university. After each of the mind mapping activities, study participants completed questionnaires that included open- and closed-ended items. Although the three activities had similar effects on studentsâ motivation-related beliefs, some differences were documented in their preferences of mind mapping activities. Instructional implications are provided
Improving Underrepresented Minority Student Persistence in STEM.
Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)-convened by the National Institute of General Medical Sciences and the Howard Hughes Medical Institute-review current data and propose deliberation about why the academic "pathways" leak more for URM than white or Asian STEM students. They suggest expanding to include a stronger focus on the institutional barriers that need to be removed and the types of interventions that "lift" students' interests, commitment, and ability to persist in STEM fields. Using Kurt Lewin's planned approach to change, the committee describes five recommendations to increase URM persistence in STEM at the undergraduate level. These recommendations capitalize on known successes, recognize the need for accountability, and are framed to facilitate greater progress in the future. The impact of these recommendations rests upon enacting the first recommendation: to track successes and failures at the institutional level and collect data that help explain the existing trends
A System Approach to Building a World-Class Teaching Profession: The Role of Induction
Reviews research on teacher retention and quality. Argues for "comprehensive induction," including high-quality mentoring, common planning time for interaction with other teachers, intense professional development, and ongoing support from school leaders
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Education Workforce Initiative: Initial Research
The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic â effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful.
The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal.
Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms.
EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachersâ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working
The Influence Of Peer-Led Team Learning on Underrepresented Minority Student Achievement in Introductory Biology and Recruitment and Retention In Science, Technology, Engineering, and Mathematics Majors
Increasing underrepresented minority (URM) participation in science, technology, engineering, and mathematics (STEM) is of increasing national importance as the United States continues to fall behind other nations in global economic competitiveness. These students constitute a large pool of potential STEM majors at the college level, but they have been recruited to and retained in STEM programs at significantly lower rates than students from other populations. As such, President Barack Obamaâs Presidentâs Council of Advisors on Science and Technology (PCAST) has called on undergraduate science instructors to diversify their teaching methods and employ active learning strategies to improve studentsâ success in introductory or âgatekeeperâ courses as well as improving studentsâ attitudes toward STEM. As a strategy that fosters active learning, Peer-Led Team Learning (PLTL) holds the potential to provide much of what PCAST deems necessary to improve URM student performance in introductory courses and retention in STEM majors. In the first of two studies presented herein, we found the PLTL model to be effective in improving scores for both URM and non-URM students in an introductory college science course. In the second study, we found PLTL to be associated with higher levels of retention among URM students. We conclude that participation in PLTL can help URM students who may struggle to identify with STEM to develop stronger STEM identities, which, along with higher achievement, may lead to enhanced retention
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