Making the Case for a Null Effects Framework in Environmental Education and K-12 Academic Outcomes: When “Just as Good” Is a Great Thing

As K-12 audiences represent a major proportion of environmental education (EE) audiences, academics should be an outcome of interest in EE research and evaluation. However, research around links between EE and academic outcomes (e.g., grades, test scores) is scant. Reasons for limited research on EE and academic outcomes may include disinterest in academic outcomes, assertion that academic outcomes are poor measures of learning, and normative biases against publishing null or negative effects within academia. We argue for adoption of a null effects framework for linking EE and academic outcomes. We begin by outlining what we mean by a null effects framework and then suggest reasons why the EE community should adopt it. Specifically, a null effects framework embraces and celebrates research demonstrating no difference in traditional academic outcomes associated with EE curricula and more traditional classroom instruction. We describe key aspects of operationalizing a null effects framework, including use of key statistical procedures (e.g., measuring power), and changes in peer review associated with emphasizing measures of evidence beyond hypotheses testing and p-values. We conclude by describing how this approach matches EE objectives, strengthens links to academic outcomes without being bound by them, avoids setting unrealistic expectations for EE, and highlights the myriad of non-academic co-benefits offered by EE. As including EE in schools is the best opportunity for reaching the most learners in terms of numbers and diversity, we offer a null effects framework as an approach that can boost adoption of EE where it is arguably needed most

Opinions Of K-12 Students About An Online Social Learning Environment, Edmodo

Günümüzde eğitsel sosyal ağ ortamlarından birisi olan Edmodo, etkileşimi artırarak birlikte öğrenmeye olanak sağlamaktadır. Nitel ve nicel araştırma yöntemlerinin birlikte kullanıldığı bu çalışmada Ankara’da özel bir kolejin ilköğretim bölümünden toplam 182 öğrencinin derse destek olarak Edmodo ortamını kullanımı incelenmiş, Edmodo’nun özellikleri ve derste kullanılmasına yönelik öğrenci görüşlerinin ortaya konması amaçlanmıştır. Araştırmanın veri toplama araçlarını, araştırmacılar tarafından geliştirilen Edmodo ortamına karşı öğrenci görüşleri anketi, Edomodo ortamını değerlendirme rubriği ve yapılandırılmış görüşme soruları oluşturmuştur. Elde edilen veriler üzerinde nicel analiz sonucu elde edilen bulgular, nitel içerik analizi ile ortaya çıkan bulgular ile birlikte yorumlanmıştır. Sonuçta, öğrenciler tarafından Edmodo’nun bazı özellikleri eleştirilse de genellikle öğrenmelerine olumlu etkisi olan bir sistem olarak görüldüğü tespit edilmiştir.Anahtar Kelimeler: edmodo, çevrimiçi sosyal ağ siteleri, eğitimde sosyal ağlar

COVID-19: Descriptive Case Study Of A K-8 School District’s Abrupt Transition To Remote Learning From A Traditional In-Person Model

COVID-19 resulted in many changes worldwide in how humans and organizations interact and operate. One such significant adjustment was the closure and transition from a classroom instruction model to a remote instruction model across the United States. The purpose of this descriptive case study was to explore student achievement, teacher preparation and instructional hours, and student attendance levels for grades kindergarten through eighth grade (K-8) at four schools in a single school district. The study examined these datasets at a school administrative unit (SAU) comprising of three terms during the 2019-20 school year, comparing pre-COVID-19 levels with post-COVID-19 levels. The overarching research question for this case study was to explore how abruptly moving to a fully online learning environment affects student achievement and assessment, teacher work hours, and student attendance. The study examined four K-8 schools with a total population of 1,370 students, 75 core content teachers and 20 unified arts teachers. The findings supported the hypothesis that there would be no difference in student achievement between terms one through two and term three as measured by competency grades based on curriculum standards. However, the traditional assessment grades did see an increase from terms one through two compared to term three. Further, teachers reported working fewer hours per week in term three. Finally, the student absences increased in term three. There are a few practical recommendations to improve an abrupt change from a traditional in-person instructional model to an online instructional model in the event of crisis. Equity is a concern for vulnerable groups and can be addressed with the provision of internet, computing devices, and meals. Further, follow-up with student guardians and implementation of a non-punitive grading and assessment system can mitigate equity issues. The researcher suggests that further qualitative research is necessary to understand full implications of a crisis-induced transition from in-person to online learning. Additional insight into why teachers worked fewer hours, students attended class less regularly, and if/why teachers adjusted grading and assessment may prove beneficial

The Prediction of Technology Integration in the Christian K-12 Classroom Based on Openness to Change, Technology Training, and Work beyond the Contractual Work Week

This predictive correlational study explored the lack of generalizable data regarding the use of technology in the Christian K-12 environment. The study searched for a predictive correlation between teachers’ overall use of technology, openness to change, amount of technology training, and hours of work beyond the contractual work week, based on previous study in public education (Vannatta & Fordham, 2004). The target population was all teachers who work in schools that are members in good standing with the Association of Christian Schools International in the United States. Using a random sample, teachers were asked to participate in the study and data was collected based on a self-report survey. This study provides insight in the Christian K-12 environment to understand how teachers in that setting compared to previous measurement of public school teachers

Technology Integration Experiences and Perceptions of Southeastern Secondary Teachers

This research examined secondary southeastern teachers’ experiences and perceptions of technology integration in the classroom. Two research questions guided this study: What are the experiences of South Carolina secondary high school teachers in technology-equipped classrooms? How do secondary high school teachers in southeastern schools perceive the process of integrating technology in their daily lessons? The study was conducted using the conceptual framework of Bruner (1961), Dewey (1910), Piaget (1970), and Vygotsky (1978). Constructivism suggests that individuals construct their knowledge and meaning through their experiences. Eight purposefully selected secondary teachers who used technology integration in their classrooms more than once participated in the study. These data were collected in two phases: semistructured interviews conducted in person, and member-checking face-to-face interviews. An inductive analysis model was used. Data were coded to identify patterns and themes using initial and pattern coding. Results indicated teachers had positive perceptions and experiences regarding technology integration. Teachers viewed technology integration as beneficial and necessary for students to employ 21st-century skills. Teachers also identified the need for technology-focused professional development, online resources, a supportive culture, and an established technology standard to achieve effective technology integration in the classroom

Examining Administrators\u27 Perceived Influence of Social Media on Adolescent School Discipline: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to understand middle and high school administrators’ perceived influence of social media on school discipline and student behavior in southeastern Virginia. Bandura’s social cognitive theory and Skinner’s behavioral theory of operant conditioning guided this study and provided the theoretical framework for learning through observation and reinforcement. Twelve middle and high school administrators participated in this study and shared their administrative experiences regarding social media and its perceived influence on student discipline and behavior in their respective schools. The central question guiding this research study was the following: What are the experiences of middle and high school administrators as they manage school discipline when student behaviors are influenced by outside interactions on social media? Data collection included interviews, a focus group, and an analysis of current disciplinary policies and procedures. Data analysis followed those procedures outlined in Moustakas’ (1994) guidelines for transcendental phenomenological studies, including using epoche for bracketing, identifying, and coding emergent themes, utilizing textural and structural descriptions, and developing a composite description to derive a universal essence of the shared experiences. The essence of this study revealed the increased usage of social media among adolescents influences their behavior. Both negative and positive behaviors are reinforced through the quantifiability of social media. These behaviors spill into the school environment, affecting discipline at the secondary level. Even without social-media-specific policies to guide them, administrators leverage the code of conduct to teach students about appropriate behavior and effectively address negative behaviors

Preparing for Online Instruction: An Analysis of Teacher Professional Development during the COVID-19 Pandemic

Following school closures in the spring semester of 2020 due to the COVID-19 pandemic, school districts across the United States began making plans for a remote start to the 2020-2021 school year. In Texas, professional development plans were required by the Texas Education Agency for K-12 public school districts planning to provide online learning options for students. This study examined these professional development plans using directed qualitative content analysis methods to identify and categorize the learning experiences provided to educators in preparation for online instruction. The plans were coded in NVivo using etic codes based on relevant literature related to the TPACK framework, online teacher competencies, and standards for quality online teaching. Emic codes were created as needed during the iterative coding process. Data analysis revealed trends related to teacher training gaps, district priorities, target audiences, and the occurrence of professional development sessions. The study findings were discussed, and suggestions were made to inform the development and design of future professional development plans for online teachers at multiple levels. Recommendations for further research specific to in-service teacher professional development and preservice teacher preparation programs were offered

A Study of Internet Spending and Graduation Rates: A Correlational Study

The purpose of this study was to examine the relationship between school district spending on Internet access and student achievement, defined by graduation rates, in the state of Florida. Internet funding received for Internet access from E-rate funding administered by the Universal Service Administration Company (USAC) and graduation rates of the 67 school districts in the state of Florida were compared. Further, the data were adjusted for socio-economic status (SES) to determine the relationship between school districts\u27 SES and spending on Internet access. Lastly, school district connectivity and bandwidth were examined to determine whether the ConnectED initiative requirements were related to student achievement and the implementation of school district digital learning programs. E-rate funding and graduation rates were not correlated. Regression and multiple regression analyses demonstrated that Internet spending, bandwidth, and ratio of computers to students did not statistically predict graduation rates during the years of the study

Factors Contributing to the Success of Students in an Alternative Learning Center with an Online Curriculum: A Multiple Case Study

The purpose of this qualitative, multiple case study was to discover the factors which contribute to the success of students in alternative learning centers with online curriculums in Central Virginia. The main theory guiding this study was Albert Bandura’s social cognitive theory as it proposes that learning occurs in social environments through an interaction with people, the environment, and behavior. Self-regulation theory was also used as it posits that learners are active participants in the learning process. The central question guiding this study was: What factors contribute to the success of students in an alternative learning center with an online curriculum in Central Virginia? Purposeful sampling coupled with criterion sampling was utilized to procure three cases, who were students of an alternative learning center for one semester or longer and made improvements in behavior and/or grades. These three students along with their parents, teachers, and administrators from the school sites were included in the study. Data in this qualitative multiple case study was collected through interviews, document analysis, and graphic representations from participants. A cross-case synthesis technique was used to analyze the three cases

Exploring the Phenomenon of Secondary Teachers Integrating the LMS Canvas in a Blended-Learning Course

Online learning has become fully ingrained within the educational environment and extensive LMS use in higher education settings is challenging secondary education institutions to keep pace with the growing trend to offer LMS resources to their teachers and students; however, schools that have chosen to implement an LMS face multiple challenges in motivating teachers and students to accept and integrate the new technology into their course curriculum. The purpose of this phenomenological study was to investigate teachers’ experiences integrating the LMS Canvas within a blended-learning course in a rural high school district located in the Southeastern United States. The study integrated the theoretical frameworks of the unified theory of acceptance and use of technology (UTAUT) and technological pedagogical content knowledge (TPACK) and draws primarily from a postpositivism framework. The study sought to understand teachers’ motivational and attitude factors for integrating the LMS Canvas into their blended-learning course and involved: distributing a questionnaire for descriptive purposes, conducting individual and focus group interviews, and evaluating course materials. Qualitative data analysis was conducted using NVivo, and coding was utilized to develop an interpretation of the phenomenon. Based on data analysis, four themes developed: (1) motivation and attitude, (2) training and technology support, (3) teaching effectiveness, and (4) student benefits, which along with their related categories, supported the central research question and subsequent sub-research questions. In the final analysis process, in which the essence of the phenomenon is formulated, a central concept for why teachers use Canvas was reduced to adaptability