A Causal-Comparative Study on the Efficacy of Intelligent Tutoring Systems on Middle-Grade Math Achievement

This study is a quantitative examination of intelligent tutoring systems in two similar suburban middle schools (grades 6-8) in the Southeastern United States. More specifically, it is a causal-comparative study purposed with examining the efficacy of intelligent tutoring systems as they relate to math achievement for students at two similar middle schools in the Midlands of South Carolina. The independent variable, use of an intelligent tutoring system in math instruction, is defined as the supplementary use of two intelligent tutoring systems, Pearson’s Math Digits and IXL, for math instruction. The dependent variable is math achievement as determined by the Measures of Academic Progress (MAP) SC 6+Math test. The student data examined is archived MAP SC 6+ Math scores from the 2017-2018 school year. A one-way ANCOVA was used to compare the mean achievement gain scores of both groups, students whose math instruction included intelligent tutoring systems and students whose math instruction did not include intelligent tutoring systems, to establish whether or not there was any statistically significant difference between the adjusted population means of the two independent groups. The results showed that the adjusted mean of posttest scores of students who did not receive math instruction that involved an intelligent tutoring system were significantly higher than those who did

Educating the academic librarian as a blended professional : a review and case study

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Educating the academic librarian as a blended professional: a review and case study

Purpose This paper aims to explore the phenomenon of the hybrid information specialist in the academic library setting. It does this in relation to curriculum development for preparatory and continuing professional education for librarianship and makes particular reference to the contemporary iSchools movement. Design/methodology/approach The paper reviews trends and developments in academic information services and the information science academy in the context of continuing technological advances and educational change. It presents a case study of curriculum development and portfolio renewal, using the specialist roles of digital library manager and information literacy educator to show how the principles of interactive planning can be applied in articulating an academic strategy to meet the changing demands of educational institutions, professional bodies and employers. Findings There are significant parallels between professional education and professional practice in the shifting boundaries, expanded portfolios and challenged identities evident in the current information marketplace. A combination of continuous incremental development with periodic fundamental review enables professional educators to meet the changing mandates of different stakeholder groups. When combined with a strong professional focus, the breadth and depth of multidisciplinary expertise found in a researchled iSchool facilitates the design of specialised pathways and programmes for practitioners moving into blended roles. Practical implications Practitioners intent on careers in academic libraries should consider the opportunities and demands of hybrid blended roles when choosing educational programmes and pathways. Originality/value The paper provides a conceptual framework to illustrate the nature of emergent professional roles and current challenges facing professional educators. Ackoff's interactive planning theory is used to illuminate the problem of academic planning in complex pluralist contexts. © 2010, Emerald Group Publishing Limited. All rights reserved

У пошуках методики: переосмислення системи

This article is an attempt to rethink the concepts of "methodic" and "methodologic / methodical system" as basic to educational technology. What should be the structure of a methodical system? What is primary – the methodical system or the methodology? How are methodical systems created and developed? How do educational technology and a methodical system relate? How does changing the components of a system make it emergent? These and other issues are explored through the development of a new class of teaching methods – computer-based training systems.Ця стаття є спробою переосмислити поняття "методична" та "методологічна / методична система" як основи освітньої технології. Якою має бути структура методичної системи? Що є первинним - методична система чи методологія? Як створюються та розвиваються методичні системи? Як співвідносяться освітня технологія та методична система? Як зміна компонентів системи робить її емерджентною? Ці та інші питання досліджуються шляхом розробки нового класу методів навчання-комп’ютерних систем навчання

Graduate Bulletin, 2022-2023

https://red.mnstate.edu/graduate_bulletins/1036/thumbnail.jp

Graduate Bulletin, 2023-2024

https://red.mnstate.edu/graduate_bulletins/1037/thumbnail.jp

Development of a Nursing Clinical Evaluation Instrument Using the Cipp Model

National nursing education organizations are responding to the trends and challenges in healthcare with updated professional guidelines and a call for transformation in nursing education. The purpose of this study was to improve clinical performance evaluation in a baccalaureate prelicensure nursing program by developing a clinical evaluation instrument that is aligned with The Essentials: Core Competencies for Professional Nursing Education. The Context Input Process Product (CIPP) Evaluation Model was used as a framework to guide decisions and appraise the quality of the end product. During instrument development, I revised an existing instrument to align with the Essentials, assessed the face validity of the instrument by conducting a focus group interview with nursing program faculty, and surveyed content experts to refine instrument items and increase its content validity. Once final revisions were made, I conducted a focus group interview of nursing students to help guide the future implementation of the new instrument. The clinical evaluation instrument achieved a high content validity level among experts with a scale content validity index (S-CVI/Ave) of .976. The instrument has garnered the support of nursing program faculty and students for future use in a capstone nursing course, with meaningful student and faculty input for successful future implementation in the nursing program