472 research outputs found

    THE ROLE OF MUSEUMS IN EDUCATIONAL PEDAGOGY AND COMMUNITY ENGAGEMENT

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    Museums provide exceptional opportunity for experiential and social/emotional learning that often cannot be simulated elsewhere. Schools and communities, however, are not taking full advantage of what these spaces have to offer. Learning science has indicated the need for more progressive education initiatives, making stronger partnerships between museums, schools, and communities imperative. Data was collected through surveys and interviews with museum education departments and K-12 teachers in the Chicagoland area to discuss available programs, usage, outcomes, and feedback for improvement. Analysis of data reiterated the positive role museums play in creating well-rounded, critically-thinking, emotionally intelligent individuals, who are civically engaged and democratically centered. The future of a successful education system and a healthy society rely on the adoption of more active, diverse, and informal pedagogies, as we shift away from traditional test-based, didactic, rote methods. Museums, schools, and communities each have important work to do in order to secure these pivotal partnerships. Keywords: museum education, experiential learning, social learning, community engagemen

    A Functional Assessment of the Use of Virtual Simulations to Train Distance Preservice Special Education Teachers to Conduct Individualized Education Program Team Meetings

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    The individualized education program (IEP) is a critical component of providing special education services to children with disabilities, outlining the services and modifications that will be provided to help them make progress towards the general curriculum. While simulations have been shown to be an effective means of teaching special education policies and procedures, this can be challenging when working with distance students. The purpose of this study was to identify and examine how virtual simulations function to train preservice teachers learning to conduct IEP team meetings. Seven preservice special education teachers enrolled in a mild/moderate distance degree and licensure program participated in this research. Through multiple case study analysis, this study examined the specific behaviors emitted by each participant throughout these simulated meetings, as well as the antecedent stimuli and consequences controlling these behaviors. Additionally, participants were each asked to construct rules, based on their own simulated experiences, to govern their future behaviors for in vivo individualized education program team meetings. Results indicate that virtual simulations served a variety of functions for training teachers to work on a collaborative team, including increased practice opportunities and self-efficacy to collaborate with parents in the future. Although teacher trainees had difficulty generating complete verbal statements to govern future behaviors, each was able to identify discrete antecedents, behaviors, and consequences responsible for controlling their actions throughout the simulations

    Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches From Eight Urban Districts

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    Profiles eight Wallace-supported approaches to preparing future principals to succeed in improving troubled city schools, including establishing clear expectations so that university preparation programs can craft training accordingly

    Context-Aware Mobile Augmented Reality Visualization in Construction Engineering Education

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    Recent studies suggest that the number of students pursuing science, technology, engineering, and mathematics (STEM) degrees has been generally decreasing. An extensive body of research cites the lack of motivation and engagement in the learning process as a major underlying reason of this decline. It has been discussed that if properly implemented, instructional technology can enhance student engagement and the quality of learning. Therefore, the main goal of this research is to implement and assess effectiveness of augmented reality (AR)-based pedagogical tools on student learning. For this purpose, two sets of experiments were designed and implemented in two different construction and civil engineering undergraduate level courses at the University of Central Florida (UCF). The first experiment was designed to systematically assess the effectiveness of a context-aware mobile AR tool (CAM-ART) in real classroom-scale environment. This tool was used to enhance traditional lecture-based instruction and information delivery by augmenting the contents of an ordinary textbook using computer-generated three-dimensional (3D) objects and other virtual multimedia (e.g. sound, video, graphs). The experiment conducted on two separate control and test groups and pre- and post- performance data as well as student perception of using CAM-ART was collected through several feedback questionnaires. In the second experiment, a building design and assembly task competition was designed and conducted using a mobile AR platform. The pedagogical value of mobile AR-based instruction and information delivery to student learning in a large-scale classroom setting was also assessed and investigated. Similar to the first experiment, students in this experiment were divided into two control and test groups. Students\u27 performance data as well as their feedback, suggestions, and workload were systematically collected and analyzed. Data analysis showed that the mobile AR framework had a measurable and positive impact on students\u27 learning. In particular, it was found that students in the test group (who used the AR tool) performed slightly better with respect to certain measures and spent more time on collaboration, communication, and exchanging ideas in both experiments. Overall, students ranked the effectiveness of the AR tool very high and stated that it has a good potential to reform traditional teaching methods

    Power to the Teachers:An Exploratory Review on Artificial Intelligence in Education

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    This exploratory review attempted to gather evidence from the literature by shedding light on the emerging phenomenon of conceptualising the impact of artificial intelligence in education. The review utilised the PRISMA framework to review the analysis and synthesis process encompassing the search, screening, coding, and data analysis strategy of 141 items included in the corpus. Key findings extracted from the review incorporate a taxonomy of artificial intelligence applications with associated teaching and learning practice and a framework for helping teachers to develop and self-reflect on the skills and capabilities envisioned for employing artificial intelligence in education. Implications for ethical use and a set of propositions for enacting teaching and learning using artificial intelligence are demarcated. The findings of this review contribute to developing a better understanding of how artificial intelligence may enhance teachers’ roles as catalysts in designing, visualising, and orchestrating AI-enabled teaching and learning, and this will, in turn, help to proliferate AI-systems that render computational representations based on meaningful data-driven inferences of the pedagogy, domain, and learner models

    Culturally Responsive Classroom Management in an Urban After-School Program

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    This action research study used the Guskey Model (2000) to evaluate the effects of a professional development program on an urban after-school program staff. The purpose of the 15-week professional development was to increase staff self-efficacy in classroom management, to improve student-staff relationships, and to decrease serious discipline events at the program. The impact of the professional development program was investigated with a diverse sample of seven after-school program staff participants who were studied through semi-structured interviews, surveys, class observations, and aggregated student behavior and academic records. The variety of data sources were concurrently triangulated to find that the professional development program had a positive impact on staff self-efficacy and student-staff relationships. During this professional development period, student disciplinary behaviors showed a downward trend. A paired sample t-test revealed no statistically significant difference in student achievement pre- and post- staff professional development. Qualitative data from the interviews produced the following results as crucial elements to successful urban classroom management: community immersion by the staff, longevity by the staff, ongoing staff accountability and supervisory support, and parent and community engagement. Future research should further evaluate the effects of culturally responsive classroom management through increased sample size and/or multi-site study

    Games for a new climate: experiencing the complexity of future risks

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    This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.” Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr

    The Effect of Game-Based Learning on Title 1 Elementary Students\u27 Math Achievement

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    The purpose of this quasi-experimental study was to investigate game-based learning, using a computer game system as a supplementary tool in math for elementary students in a low-income Title 1 school. The research question asked, “What are the effects of a game-based learning supplemental instruction on math achievement of Title 1 students?” The null hypothesis was rejected for all five hypotheses. Dreambox is a research-based computer game system that is aligned according to various curricula needs to meet the fourth-grade standards. Four fourth-grade classes, two classes each, were divided into a comparative group and an experiential group. Both the groups were administered the Test of Mathematical Ability-3 pretest. The experiential group received treatment via a computer game system for a seven-week period; whereas, the comparative group received instructions through traditional approaches. Both the groups were given Test of Mathematical Ability-3 as a pre- and post-test. They were tested in (a) mathematical symbols and concepts, (b) math computation, (c) math in everyday life, and (d) math word problem-solving. The independent t-test was used to compare the mean of the pre- and post-test scores of the groups on the afore-mentioned four subtests. The results indicated the experiential group exceeded the comparative group in all four areas: (a) Recognizing mathematical symbols, Subtest 1, experiential group: M = 3.20, SD = 2.02; comparative group: M = .60, SD = 2.79); (b) math computation, Subtest 2, experiential group: M = 3.58, SD = 2.30; comparative group: M = 1.70, SD = 1.87); (c) math in everyday life, Subtest 3, experiential group: M = 3.73, SD = 1.83; comparative group: M = .95, SD = 3.15); and (d) math word problem-solving, Subtest 4: experiential group: M = 3.68, SD = 1.85; comparative group: M = 1.40, SD = 6.42). The difference in improvement between the comparative group and experiential group demonstrated that game-based learning had the potential to benefit students academically. In addition, game-based treatment helped students in the experiential group to develop a positive attitude toward math. Utilizing game instruction as a supplement proves advantageous and helps to promote learning and positive attitudes for students of math

    Learner Anxiety and Professional Practice Self-efficacy in Nursing Education

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    The purpose of this study was to examine the affective component of learner engagement (Linnenbrink & Printrich, 2003); more specifically students’ perceptions of learner anxiety and self-efficacy for professional practice in clinical nursing education. This study identified the factors in clinical learning contexts that contribute to learner anxiety, the differences among these factors in real and simulated learning contexts, and finally, the teaching and learning strategies that minimize learner anxiety and positively enhance self-efficacy for professional nursing practice. A convenience sample of 186 students from three university nursing programs in Ontarioparticipated in a two-phased mixed methods study, reflecting a response rate of 72%. In phase one, participants were asked to respond to four self-report instruments: the State-Trait Anxiety Inventory (STAI) (Spielberger, 1983), the Factors Contributing to Anxiety in Clinical Learning (Pierazzo, 2013), the Teaching and Learning Strategies that Enhance Professional Practice Self-Efficacy in Clinical Learning (Pierazzo, 2013) and a demographic questionnaire requesting gender and age. In phase two, a total of 31 participants participated in one of three focus groups. The results of the study confirm that nursing students do experience feelings of anxiety during clinical learning in both real and simulated contexts, although their state and trait anxiety is similar to the average college student. The participants identified specific factors that contribute to feelings of learner anxiety in both real and simulated learning contexts. Findings reveal that in both contexts, nursing students perceive preparation for patient care as the first subscale of factors most likely to contribute to perceptions of anxiety. Following this, patient acuity in real contexts and learning processes in simulated contexts was the second subscale of factors. In terms of single factor ranking, three of the top five factors for both contexts were the same: feeling unsure about my ability; making a mistake in patient care; and being watched by others as I provide care. Making a mistake while caring for patients was the factor contributing most to anxiety in real clinical contexts, whereas being watched by others contributed most to anxiety in simulated contexts. In terms of themes describing teaching and learning strategies to enhance professional practice self-efficacy in situations of anxiety, there were both similar and unique differences between the two learning contexts. The teaching strategy identified by students as contributing to their self-efficacy in both contexts was the teachers’ interaction with the student, specifically positive encouragement, constructive feedback and challenges critical thinking. Distinct differences in teaching strategies for both contexts were related to specific elements of the learning process within each context. Learner strategies on the other-hand revealed similar themes in both learning contexts, although being self-directed and looking for new learning opportunities seemed to be more prevalent in real clinical contexts. The findings in this study have implications for nursing educators by contributing to a better understanding of affective learner engagement in clinical education and ensuring safe patient care during the learning process

    “It's like you’re actually playing as yourself”: Development and preliminary evaluation of ‘Green Acres High’, a serious game-based primary intervention to combat adolescent dating violence

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    AbstractThis paper provides an overview of the development of ‘Green Acres High’, a serious game-based primary intervention to raise awareness of and change attitudes towards dating violence in adolescents, and an analysis of how adolescents described their experience of playing this game. Transcripts from focus group data were analysed using thematic analysis. The global theme that was developed, Assessment of the game, was represented by two organising themes, Positive assessment: Pedagogical Underpinnings and Negative Assessment: Functionality Limitations and Frustrations. These represented the fact that overall the learning experience was positive based on the pedagogical principles and content that could be embedded in this digital game but that technical issues with the game needed to be addressed as these could impinge on the learning experience of the adolescents. It was seen that using a serious game was a valid and meaningful way for adolescents to learn about dating violence and that this is a viable alternative or adjunct to traditional teaching methods
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