Mastery Learning Leads to Better Learning: 7th Grade

This Interactive Qualifying Project is an experiment project designed to analyze the relationship between mathematical test performance and the amount of mathematical practices a student undertakes. The proposed hypothesis is that there exists a positive proportional relationship between students\u27 mathematical performance and the amount of practices the students complete. By analyzing the results obtained from the experiment, we found a reliable difference of the performance gains between the control and experiment (mastery) groups. Therefore, we conclude that there does indeed exists a positive proportional relationship between students\u27 mathematical performance and the amount of practices they complete. In other words, mastery learning leads to better learning

PAIR Final Comprehensive Report Part 3: Analysis of PAIR Student Arts Integration Assessments and their Intersections with Teacher and Student Performance Outcomes

While the previous two parts of PAIR report focused entirely on the impact of PAIR on teacher professional development and on student standardized academic test results, Part 3 of the report is organized into seven sections that present the analysis of multiple student arts integration learning assessment results and the intersection among teacher-student outcome variables by the final year of the project. The results are reported in seven different sections, each featuring its own table of contents, list of figures and tables, and an appendix:A. Snapshots of Arts Integration (SAIL) Interview Response Ratings analyzed for control treatment and within-treatment school differences in students' understanding of arts integration processes and connections;B. PAIR Student Survey Responses analyzed for control-treatment school differences in the perception of arts integration practices in their classrooms and control-treatment schooldifferences in the presence of classroom culture practices most highly associated with PAIR professional development goals and outcomes;C. PAIR Partnership Arts Integration Learning (PAIL) Student Work Samples analyzed for qualitative differences among within PAIR treatment school classroom practices and in relation to the documentation and assessment goals for the PAIR project;D. PAIR Portfolio Conference Performance Assessments of teacher verbal reflections and student individual and group performance assessments analyzed for qualitative differences in PAIR treatment school PAIR student work and portfolio conference performance assessments.E. PAIR Portfolio Conference Performance Assessments of student individual and group performance assessment data analyzed statistically for their relationship to SAIL assessments, PAIL classroom ratings, and teacher portfolio conference performance data.F. PAIR Treatment School Teacher-Student Outcome Intersections analyzed for statistically significant degrees of association between teacher professional development variables analyzed and student learning outcome data

How do student prior achievement and homework behaviors relate to perceived parental involvement in homework?

This study investigated how students' prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students' prior academic performance was significantly associated with both of the students' homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Lowachieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students' achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.This work has been funded by the Department of Science and Innovation (Spain) under the National Program for Research, Development and Innovation: project EDU2014-57571-P, and from the European Union, through the European Regional Development Funds and the Principality of Asturias, through its Science, Technology and Innovation Plan (grant GRUPIN14-100 and GRUPIN14-053).info:eu-repo/semantics/publishedVersio

Virtual learning environments – help or hindrance for the ‘disengaged’ student?

The introduction of virtual learning environments (VLEs) has been regarded by some as a panacea for many of the problems in today’s mass numbers modular higher education system. This paper demonstrates that VLEs can help or hinder student engagement and performance, and that they should be adapted to the different types of learner. A project is described that aimed to investigate whether the introduction of a VLE can assist ‘disengaged’ students, drawing on click count tracking data and student performance. The project took place in the context of two very large undergraduate modules (850 and 567 students) in a Business School of a new university in the UK. In an adaptation of a model of learner engagement in Web-enhanced environments, four distinct learner types have emerged: model, traditionalist, geek and disengaged. There was evidence that use of the VLE exacerbated, rather than moderated, the differences between these learner types

Las variables mediadoras de los estudiantes en la relación entre implicación familiar y rendimiento académico: el efecto de los estilos de implicación

The present study is aimed at observing the degree to which family support and control determine academic performance in Mathematics and Language, and at understanding how this relationship is mediated by a series of factors related to students’ motivation (self-efficacy), their study habits, the learning environment perceived at school, their school satisfaction, and a history of school retention. On this premise, a study was proposed in 44 Compulsory Secondary Education (CSE) schools, selecting 1,316 students (938 enrolled in the first, and 378 in the second year). Data confirm that both parental support and control directly influence academic performance in both subjects, but also indirectly through the mediator variables, which in the case of support are environment, satisfaction, study habits and self-efficacy, whereas in the case of control they are habits and retentionEl presente estudio tiene como objetivo observar en qué medida el apoyo y el control de la familia determinan el rendimiento académico en Matemáticas y Lengua y comprender cómo esta relación está mediada por una serie de factores relacionados con la motivación (autoeficacia) de los estudiantes, sus hábitos de estudio, el ambiente de aprendizaje percibido en la escuela, su satisfacción escolar y su historial de repeticiones. Con esta premisa, se propuso un estudio en 44 escuelas de Educación Secundaria Obligatoria (ESO), seleccionando 1,316 estudiantes (938 matriculados en el primer año y 378 en el segundo). Los datos confirman que tanto el apoyo como el control de los padres influyen directamente en el rendimiento académico en ambas materias, pero también indirectamente a través de las variables mediadoras, que en el caso del apoyo son el ambiente, la satisfacción, los hábitos de estudio y la autoeficacia, mientras que en el caso del control son los hábitos y la retenciónThis research was developed through the funding of two research project: PGIDIT 10SEC214042PR of the Regional Government of Galicia (Spain), and EDU2015-66781-R of the Ministry of Science, Innovation and Universities of the Spanish GovernmentS

Exploring Predictors of Teamwork Performance in an Interprofessional Education Setting

Abstract EXPLORING PREDICTORS OF TEAMWORK PERFORMANCE IN AN INTERPROFESSIONAL EDUCATION SETTING By Danah M. Alsane, MS. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Pharmaceutical Science at Virginia Commonwealth University Virginia Commonwealth University, 2016 Advisor: Patricia Slattum, Pharm.D., Ph.D. Professor and Director of the Geriatric Pharmacotherapy Program Department of Pharmacotherapy and Outcomes Science Objectives: The primary objective of this study was to explain how individual characteristics influence teamwork development. In addition, it evaluated how teamwork development, in conjunction with content knowledge, impact students’ performance on a team-based project in an Interprofessional Quality Improvement and Patient Safety (IPQIPS) course. Methods: This cross sectional study included medical, pharmacy, and nursing students enrolled in an IPQIPS course offered for the first time at VCU. Predictors of teamwork development examined included collective orientation (measured using the Collective Orientation Scale, which included dominance and affiliation subscales), and prior interprofessional teamwork experience (measured using self-report). The Team Development Measure (TDM) was used to measure teamwork development. The Statistical Process Control Quiz (SPCQ) was used to assess content knowledge acquired during the course. The final project score was used to evaluate students’ performance on a team-based project. Structural equation modeling was used to test study hypotheses. Results: Among the proposed predictors (dominance, affiliation, and interprofessional teamwork experience), only dominance was related to TDM. No significant relationship was found between teamwork development combined with content knowledge and successful accomplishment of team-based project. Conclusion: This study was the first to our knowledge to simultaneously assess the impact of individual characteristics on teamwork development, and how teamwork development (combined with individual student knowledge) influences students’ performance on team-based project in an interprofessional education setting. Although findings were not conclusive, several potential avenues for future study are highlighted

Competencies for Improving Construction Performance: theories and practice for developing capacity

The focus on improving construction performance has been narrow in many nations using partnering,leanness and supply chain management. This paper asks three practical construction related questionsconcerning reinventing the wheel across projects, blame culture and continuity of service. In addressingthese practical issues, three theories are engaged: organisational learning, emotional intelligence andrelationship management. The solutions are enhanced through applying the concepts and, indeed, thereis synergy between the concepts. The solutions require investment for the expected return, the theoreticalsynergy maximising the benefits from the investment. It is argued that such an approach has as much, ifnot more chance, to yield improvement in construction. The starting point are issues faced in constructionand theory is induced through addressing the problems, rather than starting with concepts applied inother sectors and then trying to squeeze them into the construction context

Teaching telecommunication standards: bridging the gap between theory and practice

©2017 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.Telecommunication standards have become a reliable mechanism to strengthen collaboration between industry and research institutions to accelerate the evolution of communications systems. Standards are needed to enable cooperation while promoting competition. Within the framework of a standard, the companies involved in the standardization process contribute and agree on appropriate technical specifications to ensure diversity and compatibility, and facilitate worldwide commercial deployment and evolution. Those parts of the system that can create competitive advantages are intentionally left open in the specifications. Such specifications are extensive, complex, and minimalistic. This makes telecommunication standards education a difficult endeavor, but it is much demanded by industry and governments to spur economic growth. This article describes a methodology for teaching wireless communications standards. We define our methodology around six learning stages that assimilate the standardization process and identify key learning objectives for each. Enabled by software-defined radio technology, we describe a practical learning environment that facilitates developing many of the needed technical and soft skills without the inherent difficulty and cost associated with radio frequency components and regulation. Using only open source software and commercial of-the-shelf computers, this environment is portable and can easily be recreated at other educational institutions and adapted to their educational needs and constraints. We discuss our and our students' experiences when employing the proposed methodology to 4G LTE standard education at Barcelona Tech.Peer ReviewedPostprint (author's final draft