High School Mathematics Grading Practices and their Correlation to Standardized Test Scores

Research Question In high school mathematics do standards-based grading scores show more validity/ correlation to standardized test scores than traditional grading scores? Focus of the Paper The purpose of this study was to examine the effectiveness of standards-based grading and math achievement on standardized tests and the effectiveness of traditional grading and math achievement on standardized tests. I have used the EBSCO host resources, using the academic search premier’s databases to search for my information. In my search for articles, I used the following words or phases: “standards-based grading,” “grades,” “math achievement,” “Common Core,” “No Child Left Behind (NCLB),” “grade inflation,” “formative assessment,” “summative assessment,” “rubrics,” “feedback,” and “homework.. I also searched for the following authors: “Gusky,” “Hattie,” “Marzano,” and “Wormelli.” When choosing my resources, I read through my articles and made sure they correlated with my topic. There were a lot of limitations that came up in my study. Standards-based grading is a newer method that currently has not been overly studying in research based journals. Most of the articles I have used in this paper are quite recent and very few of them were actually using their own action research or findings. Rationale The significance of this study was to find ways to improve student achievement in math. Educators who have or are thinking about switching to standards-based grading can benefit from the results of this research. If standards-based grading has more of an impact or correlation to standardized test results, more teachers should or would make the switch to give their students the best chance of success. If traditional grading has more of an impact or correlation to standardized test results, more teachers should continue doing what they are using or switch back to a traditional grade book to give their students the best chance for success. In the current age of standardized testing and its impact on schools, all teachers want to be able to accurately give students, parents, and administration the understanding of what grades mean and what will best predict student achievement on standardized tests

Measuring Engagement of Online High School Students

The purpose of this mixed methods study was to explore why online learners do not engage with their studies. Online high schools can create social change by creating learning environments that can flex place, pace, path and time. Theoretical constructs of student engagement were based on recent work in brick and mortar schools and adapted for an online context. Over 400 high school students were surveyed for their perceptions of what are the most engaging aspects of online learning. Twenty three teachers were interviewed about how they engaged students. Students who were engaged showed a pattern of having and keeping a work schedule, communicating with teachers, feel confident about their reading skills, and have involved parents. Teachers engaged students by personalizing lessons, communicating frequently through multiple channels, learning about their students personal lives, and understanding school is not the most important thing in many students lives. The research affected social change by raising awareness among students and faculty about the importance of staying connected to school for academic success.https://scholarworks.waldenu.edu/archivedposters/1128/thumbnail.jp

Vygotsky y el teatro: descubrimientos, relaciones laborales y revelaciones

Este texto tem por finalidade revelar os resultados parciais da pesquisa em andamento que investiga as profundas relações dos escritos do psicólogo Lev S. Vigotski (1896 - 1934) com a arte teatral. Para tanto, apresenta dados referentes à biografia do autor, como a questão de, em sua juventude, ele ter sido apreciador, leitor de obras dramáticas, diretor e ator, experiências, que contribuíram na sua formação e estão expressas em produções como A Tragédia de Hamlet, Príncipe da Dinamarca (1968), que mostra fortes influências do espetáculo Hamlet (1911), dirigido por Gordon Craig e Stanislavski. Além disso, este texto exibe breves comentários acerca de obras de Vigotski, entre as quais Psicologia da Arte (1965), que oferece uma noção de recepção estética da catarse fundamentada no contraditório. Tais dados vêm ampliar os conhecimentos e as interpretações acerca da vida e obra do psicólogo russo, bem como os estudos a respeito da relação dele com o teatro.This paper aims to reveal the partial results of ongoing research that investigates the deep relationship of the writings of psychologist Lev S. Vygotsky (1896 - 1934) with the theatrical art. It presents data on the biography of the author, as a matter of him having been in youth, lover, reader of dramatic works, director and actor. Experiences that contributed to its formation and are expressed in productions such as The Tragedy of Hamlet, Prince of Denmark (1968), which has strong influences of the show Hamlet (1911), directed by Gordon Craig and Stanislavsky. Moreover, the text displays brief comments about the works of Vygotsky, among these, Psychology of Art (1965) that provides a notion of aesthetic reception based on contradictory catharsis. Data that are expanding knowledge and interpretations about the life and work of the Russian psychologist, as well as studies regarding his relationship with the theater.Este artículo pretiende mostrar los resultados parciales de la investigación en curso que investiga la relación profunda de los escritos del psicólogo Lev S. Vygotsky (1896 - 1934) con el arte teatral. Presenta datos sobre la biografía del autor, como una cuestión de que hubiera estado en la juventud, amante, lector de obras de teatro, director y actor. Las experiencias que contribuyeron a su formación y se expresan en producciones como La tragedia de Hamlet, príncipe de Dinamarca (1968), que tiene fuertes influencias de la serie Hamlet (1911), dirigida por Gordon Craig y Stanislavsky. Además, el texto muestra un breve comentario sobre la obra de Vygotsky, entre ellas, la Psicología del Arte (1965) que proporciona una idea de la recepción estética basada en la catarsis contradictorias. Los datos que se están ampliando los conocimientos e interpretaciones sobre la vida y la obra del psicólogo ruso, así como estudios sobre su relación con el teatro

Can social media be a tool for reducing consumers’ food waste? A behaviour change experiment by a UK retailer

This paper reports on a landmark study to field-test the influence of a large retailer to change the behaviour of its millions of customers. Previous studies have suggested that social media interaction can influence behaviour. This study implemented three interventions with messages to encourage reductions in food waste. The first was a social influence intervention that used the retailer’s Facebook pages to encourage its customers to interact. Two additional information interventions were used as a comparison through the retailer’s print/digital magazine and e-newsletter. Three national surveys tracked customers’ self-reported food waste one month before as well as two weeks after and five months after the interventions. The control group included those who said they had not seen any of the interventions. The results were surprising and significant in that the social media and e-newsletter interventions as well as the control group all showed significant reductions in self-reported food waste by customers over the study period. Hence in this field study, social media does not seem to replicate enough of the effect of ‘face-to-face’ interaction shown in previous studies to change behaviour above other factors in the shopping setting. This may indicate that results from laboratory-based studies may over-emphasise the effect of social media interventions

Investigation of energy absorption in a multi-body system under impact.

University of Minnesota M.S. thesis. December 2009. Major: Mechanical Engineering. Advisors: Thomas R. Chase and Arthur G. Erdman. 1 computer file (PDF); xii, 94 pages, appendices A-B.This thesis investigates the energy absorption of a multi-body system impacted by a suddenly contracting pretensioned helical extension spring. The system consists of a helical extension spring and other common components used in a consumer application. Impact tests were performed on the system with varying input energies; resulting damage included plastic and brittle failure. Impact tests were also performed on individual components from the system to characterize the amount of energy each component absorbed given a specific energy input. Component models were created by carrying out regression analysis on the results from each of the components, including the helical extension spring. Through inverse prediction, component models were used to determine the amount of energy each component absorbed during system tests. System models were created, estimating the amount of energy transfered from the helical extension spring to each of the components in the system. Further analysis of the data from a prior study on the energy absorption of helical extension springs was also conducted. The energy absorption models developed in this thesis provide an understanding of the energy being absorbed in the system due to an impact event. The system models predicted energy absorption between 88 and 120 percent of the initial potential energy stored in the helical extension spring. Energy absorptions of over 100 percent indicate that the component models have over-predicted the amount of energy actually absorbed. The helical extension spring was found to absorb between 37 and 68 percent of its own potential energy during coil impact

Investigating the impact of adding an environmental focus to a developmental chemistry course

This study explores how adding environmental perspectives to a developmental chemistry course affected student learning of both general chemistry and environmental chemistry concepts. In addition to measuring learning changes, changes in students’ environmental attitudes and behaviors were also measured. A pretest−posttest design measured achievement in two sections of the same course for statistical comparison. The comparison section used everyday chemistry examples, such as pH of household substances and the thermodynamics of beverage coolers. The treatment section drew everyday examples from the environment, such as the pH of acid rain from different places and how burning fossil fuels releases carbon dioxide. Students in both sections showed concern for the environment from the beginning of the course, which did not change significantly during the semester. Assessments of general chemistry knowledge did show small yet significant differences between the two sections. Environmental chemistry assessments showed no significant differences between the two sections. The authors conclude that the amount of emphasis on environmental examples may not have been sufficient; they recommend further research on this topic using additional environmental examples taught more strategically throughout the course

Social Scholars: Teaching and Research Practices in Social-Mediated Environments

Recent articles in AERA\u27s Educational Researcher call for a stronger research focus on learning with ‘everyday technologies’ and the changing nature of scholars’ practices in light of technological advancements. This paper answers this call, presenting findings from a study of whether, how, and why educational researchers integrate social media in research and teaching activities, with what purposes and concerns. Results from surveys and interviews indicate the majority use social media in teaching and research, but limit use to four types, and the type and regularity of social media used differ based on purposes and role, with graduate students using social media for more tasks, more often. Insights generated will appeal to those interested in research and instruction in social-mediated environments

Social Scholars: Teaching and Research Practices in Social-Mediated Environments

Recent articles in AERA\u27s Educational Researcher call for a stronger research focus on learning with ‘everyday technologies’ and the changing nature of scholars’ practices in light of technological advancements. This paper answers this call, presenting findings from a study of whether, how, and why educational researchers integrate social media in research and teaching activities, with what purposes and concerns. Results from surveys and interviews indicate the majority use social media in teaching and research, but limit use to four types, and the type and regularity of social media used differ based on purposes and role, with graduate students using social media for more tasks, more often. Insights generated will appeal to those interested in research and instruction in social-mediated environments