92,736 research outputs found

    A Flipped Classroom in Nursing: The Effects of Peer-Led Simulation on Cognitive Learning and Critical Thinking

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    This aim of this project was to implement a flipped classroom model of instruction using a peer-led in-class simulation in a nursing course. The student-centered learning environment fosters self-paced class preparation and provides interactive application of concepts in the classroom to improve critical thinking and cognitive learning in first level nursing students. The faculty introduced new content by using video lectures and online material assigned as homework with a peer-led simulation used during class to apply the concepts in a hands-on, interactive, learning experience. The effect the flipped classroom using a peer-led simulation had on cognitive learning, critical thinking, and overall effectiveness was evaluated using multiple measures. Improvement was evident in both critical thinking and cognitive post-test scores. Student evaluations of the flipped classroom using a peer-led simulation were favorable

    Enriching Human Capital: How to Empower ESL/FL Learners Through P2P Design to Instruction

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    This field project seeks marry students’ desire for classroom collaboration with a shift to student-centered instruction. It demonstrates how such collaboration can increase student engagement and motivation while lowering their anxiety and inhibitions toward foreign language learning. Potential opportunities for cross-curricular collaboration are also highlighted to better satisfy students\u27 academic and emotional needs. This project includes an interest-based language acquisition manual designed to elicit an authentic exchange of language and culture between ESL/FL students working in pairs. Nearly 20% of the entire LHS student body, accounting for the struggles of ELL students – low graduation rate and high chronic absenteeism rate – and FL students -increase in plagiarism, less than 3% of students qualifying for the California State Seal of Biliteracy - enrolled at Liberty High School (LHS, Brentwood, Contra Costa Country, CA), and drawing on the experience that I have in working with both student populations, it is evidently clear that collaboration between the English Language Development and Foreign Languages departments and their respective groups of students can effectively, and economically, address the affective factors - anxiety, low level of motivation, low level of engagement - that greatly determine ELL and FL students’ academic achievement, and can serve as a catalyst in the overall improvement of our school as a safe and inclusive institution for higher learning. Without a collaborative pedagogical framework and working partnership between ELD and FL faculty/students, both student populations continue to labor and struggle parallel and unbeknownst to one another. Consequently, it is imperative that we as teachers, and language educators in particular, come together to devise cross-curricular, student-centered instruction that calls for increased peer-to-peer collaboration and cooperative learning strategies among and between both groups of students. Such cooperative-based learning will empower our students with agency to help one another achieve their respective personal and academic goals in second language acquisition, while affording them greater learner autonomy, thus holding them more accountable for their own education

    Infusing social emotional learning into the teacher education curriculum

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    Research supports the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting young children’s social and emotional readiness for classroom learning has been recognized, but instruction in children’s well-being and social emotional competence is a low priority in teacher preparation programs. In this study we, used qualitative methods to examine whether we could successfully infuse an undergraduate curriculum and instructional course with social emotional learning content. The article reports on this effort, and considered the following questions: How can courses infused with SEL content impact prospective teachers’ views on the overall role of emotions in the classroom? What is the influence of the course on preservice teachers’ conceptions of SEL and its association with children’s classroom learning and behavior? How can teacher preparation programs encourage prospective teachers to consider children’s social emotional skills once they enter the classroom as teachers? At course end, the 15 enrolled students responded to predetermined questions as part of a self-reflection assignment. Using grounded theory methods, three themes were identified from participants’ reflections, including the connection between SEL and academic learning, shifting from teacher- to student-centered pedagogy, and the desire for continued learning related to SEL. An in-depth examination of these themes revealed that SEL concepts can be successfully infused in an undergraduate course on curriculum and instruction. Implications for teacher training are discussed and future avenues for research are presented.peer-reviewe

    Making Disciples: The Effects of Technology Integration Coaching

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    This paper describes a pilot study of collegial coaching for technology integration at two private Christian schools. Two students nearing completion of a Master’s in Education in Curriculum and Instruction with a Specialization in Instructional Technology each coached three fellow teachers, self-described as digital immigrants, to integrate technology into their teaching. The coaches spent an average of 15 hours per teacher brainstorming, teaching, and facilitating technology integration. Information obtained from a variety of data sources (interviews, a post-coaching questionnaire, a focus group, and analyses of journals kept by both coaches and coached teachers) revealed the positive effects of their collegial coaching and suggested ideas for optimizing coaching for technology integration

    Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

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    This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

    Peer mediation for conflict management: a Singaporean case study

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    The burgeoning interest in conflict and its management has recently begun to impact on schools and school systems worldwide. Motivated by a concern for increasing levels of violence in schools and student�student conflict, many school administrators are looking at conflict management programs as a means of dealing with the problem. Most of the more widely used programs have their origins in the United States; their appropriateness and effectiveness in other countries and cultures is, at best, unknown, and in some respects open to conjecture. In this paper the cultural appropriateness of a peer mediation program in a primary school in Singapore is the subject of investigation. The study also addresses, in an exploratory manner, the effectiveness of peer mediation as a mechanism for student�student conflict management

    After the In-Service Course: Challenges of Technology Integration

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    This case study chronicles one teacher\u27s experience in the semester after an in-service course, Using Technology for Instruction and Assessment. Results suggest that success in the course and good intentions do not necessarily translate into dramatic change in methods or media of instruction. Student mobility and special needs, unexpected administrative mandates, the anxiety of being judged as competent based on standardized test results, poorly designed classrooms, insufficient time to master new software, and habitual ways of conceptualizing what and how students should learnall complicate efforts to help students use computers to construct meaning and represent their learning to others. Certainly, a professional development course is just one variable in a complex equation which has, as its solution, transformative teaching

    Developing a Constructivist Model for Effective Physics Learning

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    The paper considered developing a constructivist model for effective physics teaching. The model is imperative because of the increasing difficulty in learning physics and the resulting poor academic performance in the subject. The paper reviewed two types of constructivism which are the social and cognitive constructivism. Highlights of correlations between the constructivist learning and the authentic learning were revealed. To applying the model to physics learning, it was argued that constructivist teachers should give serious attention to the prior knowledge of the students. This will determine the mode of teacher instruction. The teacher content knowledge and pedagogical knowledge are central to excellent teaching. The paper concludes that physics teacher should promote student interactions and respect student ideas being the kernel of the constructivist learning. Aina, Jacob Kola "Developing a Constructivist Model for Effective Physics Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 201

    Enhancing the Engineering Curriculum: Defining Discovery Learning at Marquette University

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    This paper summarizes the results of our investigation into the feasibility of increasing the level of discovery learning in the College of Engineering (COE) at Marquette University. We review the education literature, document examples of discovery learning currently practiced in the COE and other schools, and propose a Marquette COE-specific definition of discovery learn-ing. Based on our assessment of the benefits, costs, and tradeoffs associated with increasing the level of discovery learning, we pre-sent several recommendations and identify resources required for implementation. These recommendations may be helpful in enhancing engineering education at other schools

    The Flipped Classroom and its Impact on Student Engagement and Academic Performance in a Culinary Arts, Career and Technical Education Program

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    The purpose of this study was to gather evidence from a CTE culinary arts program to determine if students perform better academically and are more engaged in the flipped classroom using digital technology, than the traditional classroom. The study included 24 participants in a post-secondary, CTE culinary arts program who were divided into two groups of 12: a traditional, teacher-centered group and a flipped, student-centered group. Utilizing action-based research, surveys, journals, and an engagement matrix were created and used. Although not statistically significant, student grades in the flipped classroom were nearly 4% higher than those in the traditional classroom and were consistently higher throughout the semester. This study helps establish a foundation of evidence that student engagement and academic success improve in the flipped classroom for culinary arts CTE students
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