11,747 research outputs found
Ausubel's meaningful learning re-visited
This review provides a critique of David Ausubel’s theory of meaningful learning and the use of advance organizers in teaching. It takes into account the developments in cognition and neuroscience which have taken place in the 50 or so years since he advanced his ideas, developments which challenge our understanding of cognitive structure and the recall of prior learning. These include (i) how effective questioning to ascertain previous knowledge necessitates in-depth Socratic dialogue; (ii) how many findings in cognition and neuroscience indicate that memory may be non-representational, thereby affecting our interpretation of student recollections; (iii) the now recognised dynamism of memory; (iv) usefully regarding concepts as abilities or simulators and skills; (v) acknowledging conscious and unconscious memory and imagery; (vi) how conceptual change involves conceptual coexistence and revision; (vii) noting linguistic and neural pathways as a result of experience and neural selection; and (viii) recommending that wider concepts of scaffolding should be adopted, particularly given the increasing focus on collaborative learning in a technological world
Interdependence between Perceived Cooperative Learning, Sense of Belonging, and Generic Skills in Undergraduate STEM Education
The development of sense of belonging and generic skills may be considered important to succeed in higher education and in life and may be enhanced through student group work. For group work to succeed, Social Interdependence Theory and Cooperative Learning suggest that group members need to be positively interdependent. In the present study we conducted a cross-sectional survey in a sample of 401 students in undergraduate Science, Technology, Engineering, and Mathematics education in Norway mapping the students’ perceptions of cooperative learning, sense of belonging and generic skills. By means of Pearson bivariate correlation analyses and standard multiple regression analyses, we found that 1) Cooperative Learning was positively associated with the development of both sense of belonging and generic skills, 2) Sense of belonging and generic skills were positively interrelated, and 3) Interaction was the cooperative learning principle contributing most to the association with both sense of belonging and generic skills.publishedVersio
A Design Science Research Approach to Smart and Collaborative Urban Supply Networks
Urban supply networks are facing increasing demands and challenges and thus constitute a relevant field for research and practical development. Supply chain management holds enormous potential and relevance for society and everyday life as the flow of goods and information are important economic functions. Being a heterogeneous field, the literature base of supply chain management research is difficult to manage and navigate. Disruptive digital technologies and the implementation of cross-network information analysis and sharing drive the need for new organisational and technological approaches. Practical issues are manifold and include mega trends such as digital transformation, urbanisation, and environmental awareness.
A promising approach to solving these problems is the realisation of smart and collaborative supply networks. The growth of artificial intelligence applications in recent years has led to a wide range of applications in a variety of domains. However, the potential of artificial intelligence utilisation in supply chain management has not yet been fully exploited. Similarly, value creation increasingly takes place in networked value creation cycles that have become continuously more collaborative, complex, and dynamic as interactions in business processes involving information technologies have become more intense.
Following a design science research approach this cumulative thesis comprises the development and discussion of four artefacts for the analysis and advancement of smart and collaborative urban supply networks. This thesis aims to highlight the potential of artificial intelligence-based supply networks, to advance data-driven inter-organisational collaboration, and to improve last mile supply network sustainability. Based on thorough machine learning and systematic literature reviews, reference and system dynamics modelling, simulation, and qualitative empirical research, the artefacts provide a valuable contribution to research and practice
A Descriptive Qualitative Study Exploring Middle-School Teachers’ Perceptions of Professional Development on Technology Integration
Today’s teachers are being encouraged to incorporate technology into their classrooms. Technology integration became a worldwide focus for schools after remote learning was necessary to continue instruction due to the COVID-19 pandemic. Additionally, research shows that technology-infused lessons improve student achievement and increase student engagement. Despite efforts to support teachers throughout the technology integration process, concerns have developed. Preparing highly qualified teachers ready to incorporate technology into their teaching repertoire has developed additional stress factors. In this descriptive qualitative study, the researcher wanted to address the problem of teacher attrition, possibly related to stress factors associated with technology integration. The purpose of this qualitative descriptive study was to explore teachers’ perceptions of professional development opportunities that possibly improve the technology integration process. Additionally, the researcher wanted to identify stress factors associated with technology adoption and how professional development may help to reduce stress factors associated with technology integration in one middle school in New York. The researcher chose a qualitative descriptive study using Vygotsky’s social constructivist theory and Bandura’s social learning theory on self-efficacy as the theoretical framework. The researcher included an exposition of the literature sources, synthesized the research findings, and provided recommendations for practice and future research. The data collection process consisted of semistructured open-ended questions that were developed with the support of a panel of experts. There were 10 participants chosen using a snowball sampling strategy. This study’s findings were that professional development should be hands-on, continuous, and targeted to increase teachers’ personal level of engagement. Also, creating opportunities for colleague support systems reduced stress factors associated with technology integration. These peer support systems reduced the time required to research the most effective resources, digital tools, and applications as participants shared the resources with one another. Recommendations for practice included providing adequate professional development, offering appropriate infrastructure, and hands-on, targeted, continuous training for teachers to feel more comfortable developing technology-infused lessons. Recommendations for research include providing additional insight into teachers’ perceived benefits and motivation for technology integration and how stress factors associated with the technology adoption process possibly increase teacher attrition
Peer teachers Taking the Lead in Classroom Instruction: Program Creation and Challenges Faced
Purpose – This paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.
Design/methodology/approach – The approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.
Findings – While the curriculum was successful in developing students’ information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program - solo student teaching, was not realized.
Originality – Peer teaching is widely implemented in many disciplines, however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries
Examples of works to practice staccato technique in clarinet instrument
Klarnetin staccato tekniğini güçlendirme aşamaları eser çalışmalarıyla uygulanmıştır. Staccato
geçişlerini hızlandıracak ritim ve nüans çalışmalarına yer verilmiştir. Çalışmanın en önemli amacı
sadece staccato çalışması değil parmak-dilin eş zamanlı uyumunun hassasiyeti üzerinde de
durulmasıdır. Staccato çalışmalarını daha verimli hale getirmek için eser çalışmasının içinde etüt
çalışmasına da yer verilmiştir. Çalışmaların üzerinde titizlikle durulması staccato çalışmasının ilham
verici etkisi ile müzikal kimliğe yeni bir boyut kazandırmıştır. Sekiz özgün eser çalışmasının her
aşaması anlatılmıştır. Her aşamanın bir sonraki performans ve tekniği güçlendirmesi esas alınmıştır.
Bu çalışmada staccato tekniğinin hangi alanlarda kullanıldığı, nasıl sonuçlar elde edildiği bilgisine
yer verilmiştir. Notaların parmak ve dil uyumu ile nasıl şekilleneceği ve nasıl bir çalışma disiplini
içinde gerçekleşeceği planlanmıştır. Kamış-nota-diyafram-parmak-dil-nüans ve disiplin
kavramlarının staccato tekniğinde ayrılmaz bir bütün olduğu saptanmıştır. Araştırmada literatür
taraması yapılarak staccato ile ilgili çalışmalar taranmıştır. Tarama sonucunda klarnet tekniğin de
kullanılan staccato eser çalışmasının az olduğu tespit edilmiştir. Metot taramasında da etüt
çalışmasının daha çok olduğu saptanmıştır. Böylelikle klarnetin staccato tekniğini hızlandırma ve
güçlendirme çalışmaları sunulmuştur. Staccato etüt çalışmaları yapılırken, araya eser çalışmasının
girmesi beyni rahatlattığı ve istekliliği daha arttırdığı gözlemlenmiştir. Staccato çalışmasını yaparken
doğru bir kamış seçimi üzerinde de durulmuştur. Staccato tekniğini doğru çalışmak için doğru bir
kamışın dil hızını arttırdığı saptanmıştır. Doğru bir kamış seçimi kamıştan rahat ses çıkmasına
bağlıdır. Kamış, dil atma gücünü vermiyorsa daha doğru bir kamış seçiminin yapılması gerekliliği
vurgulanmıştır. Staccato çalışmalarında baştan sona bir eseri yorumlamak zor olabilir. Bu açıdan
çalışma, verilen müzikal nüanslara uymanın, dil atış performansını rahatlattığını ortaya koymuştur.
Gelecek nesillere edinilen bilgi ve birikimlerin aktarılması ve geliştirici olması teşvik edilmiştir.
Çıkacak eserlerin nasıl çözüleceği, staccato tekniğinin nasıl üstesinden gelinebileceği anlatılmıştır.
Staccato tekniğinin daha kısa sürede çözüme kavuşturulması amaç edinilmiştir. Parmakların
yerlerini öğrettiğimiz kadar belleğimize de çalışmaların kaydedilmesi önemlidir. Gösterilen azmin ve
sabrın sonucu olarak ortaya çıkan yapıt başarıyı daha da yukarı seviyelere çıkaracaktır
ENHANCING STUDENT ENGAGEMENT, TEACHER SELF-EFFICACY, AND PRINCIPAL LEADERSHIP SKILLS THROUGH MORNING MEETING IN AN ONLINE LEARNING ENVIRONMENT
This study examined the experiences of educators in a small, rural elementary school who provided live instruction in an online setting during the COVID-19 pandemic. The scholarly practitioner collaborated with inquiry partners to enhance student engagement, teacher self-efficacy, and principal leadership skills by implementing Morning Meeting, a social and emotional learning program from Responsive Classroom®, when students participated in remote online learning. The scholarly practitioner used over four decades of research about efficacy and identified leadership strategies and approaches that assisted in building individual and collective teacher efficacy so that teachers could effectively engage students.
Behavioral, emotional, and cognitive engagement were identified in research and used by teachers to determine the quality of participation in Morning Meeting. Teachers took daily and weekly attendance to measure engagement, and the scholarly practitioner facilitated team meetings with groups of teachers to compile comments and statements regarding student engagement. These statements were coded using pre-selected codes based on research about types of student engagement.
The scholarly practitioner facilitated the administration of a pre-study and post-study Teacher Self-Efficacy Scale so that individual, grade-span, and full-school efficacy data could be compiled. In addition, the scholarly practitioner held team meetings with the teachers to compile comments and categorize those statements into four areas: job accomplishment, skill development, social interaction, and coping with job stress. These four areas were also coded using the four categories described on the Teacher Self-Efficacy Scale.
The scholarly practitioner also maintained a journal using a self-reflection tool about the lived experiences before, during, and after the study. The emphasis on this journal was about the development and growth of leadership skills, and the categories were pre-coded using Bernard Bass’s categories of transformational leadership: individualized consideration, inspirational motivation, idealized influence, and intellectual stimulation.
Student engagement increased throughout the study, and 77 percent of students were fully engaged during the study. Teachers expressed an increase in collective efficacy at the conclusion of the study, and six of the eight teachers reported individual increases in efficacy. The scholarly practitioner’s use of differentiation within the context of transformational leadership was observed most frequently in the study
Visualisation of Fundamental Movement Skills (FMS): An Iterative Process Using an Overarm Throw
Fundamental Movement Skills (FMS) are precursor gross motor skills to more complex or specialised skills and are recognised as important indicators of physical competence, a key component of physical literacy. FMS are predominantly assessed using pre-defined manual methodologies, most commonly the various iterations of the Test of Gross Motor Development. However, such assessments are time-consuming and often require a minimum basic level of training to conduct. Therefore, the overall aim of this thesis was to utilise accelerometry to develop a visualisation concept as part of a feasibility study to support the learning and assessment of FMS, by reducing subjectivity and the overall time taken to conduct a gross motor skill assessment. The overarm throw, an important fundamental movement skill, was specifically selected for the visualisation development as it is an acyclic movement with a distinct initiation and conclusion. Thirteen children (14.8 ± 0.3 years; 9 boys) wore an ActiGraph GT9X Link Inertial Measurement Unit device on the dominant wrist whilst performing a series of overarm throws. This thesis illustrates how the visualisation concept was developed using raw accelerometer data, which was processed and manipulated using MATLAB 2019b software to obtain and depict key throw performance data, including the trajectory and velocity of the wrist during the throw. Overall, this thesis found that the developed visualisation concept can provide strong indicators of throw competency based on the shape of the throw trajectory. Future research should seek to utilise a larger, more diverse, population, and incorporate machine learning. Finally, further work is required to translate this concept to other gross motor skills
Strategies for Early Learners
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: • Developing curriculum through the planning cycle • Theories that inform what we know about how children learn and the best ways for teachers to support learning • The three components of developmentally appropriate practice • Importance and value of play and intentional teaching • Different models of curriculum • Process of lesson planning (documenting planned experiences for children) • Physical, temporal, and social environments that set the stage for children’s learning • Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. • Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety • Making children’s learning visible through documentation and assessmenthttps://scholar.utc.edu/open-textbooks/1001/thumbnail.jp
- …