scholarly journals Principal Perceptions of the Distance Learning Transition During the Pandemic

2021 ◽  
pp. 089590482110494
Author(s):  
David DeMatthews ◽  
Pedro Reyes ◽  
Janet Solis Rodriguez ◽  
David Knight
Keyword(s):  
Distance Learning ◽  
School Closure ◽  
Principal Perceptions ◽  
Policy And Practice ◽  
Student Groups ◽  
Mild Disabilities ◽  
State Education ◽  
School Preparedness ◽  
Opportunity Gaps ◽  
Perceptions Of School

Drawing on data from the RAND American School Leader Panel 2020 COVID-19 Distance Learning Surveys, we analyze principal perceptions of school preparedness for distance learning with a specific focus on how different school types (e.g., rural, urban, and suburban) and student groups (e.g., students with mild disabilities, English learner students) were impacted by rapid school closure. These findings have important implications for how state education agencies, policymakers, and districts plan to address the growth of opportunity gaps among student groups. In addition, findings have important implications for education leadership and policy researchers seeking to design and implement studies to inform next generation policy and practice.

Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia

2020 ◽  
Vol 30 (2) ◽  
pp. 146-158
Author(s):  
Robyn Anderson ◽  
Carla Anderson
Keyword(s):  
Department Of Education ◽  
Relative Risk Ratio ◽  
First Year ◽  
Grade Repetition ◽  
Policy And Practice ◽  
State Education ◽  
State Education Department ◽  
Early School ◽  
Early Schooling ◽  
Future Policy

AbstractDespite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.

Principal Perceptions of School Safety

2002 ◽  
Vol 1 (4) ◽  
pp. 51-64 ◽  
Author(s):  
Jeffrey Sprague ◽  
Stephen Smith ◽  
Steven Stieber
Keyword(s):  
School Safety ◽  
Principal Perceptions ◽  
Perceptions Of School

scholarly journals Involving Students in the Instructional Design Process to Improve Their Satisfaction with Their Learning in the COVID-19 Era

2021 ◽  
Vol 11 (9) ◽  
pp. 410-415
Author(s):  
Ryane Imane ◽  
Keyword(s):  
Distance Learning ◽  
Design Process ◽  
Engineering Students ◽  
School Closure ◽  
First Year ◽  
New Paradigm ◽  
First Year Students ◽  
Instructional Design Process ◽  
Almost All ◽  
Students Satisfaction

Like most university students worldwide, the engineering students at the School of Information Sciences (ESI) have to deal with their school closure and the new paradigm of distance learning. Despite efforts made by the administration and the teachers to accompany students, an internal survey conducted by the end of October 2021 revealed that almost all students, especially first-year ones, did not accept distance learning. This paper describes our experience to improve students’ satisfaction with distance learning by involving them in their courses’ design process. Four courses were concerned by the experience and were designed following the ADDIE method. Last-year students participated in the ADDIE analysis step, while the first-year students participated in the last step by evaluating the co-created courses. Courses were co-created with students as most of them got involved in the ADDIE development step and enriched courses by realizing extras activities. Results showed that students were highly satisfied with courses taught in the context of this study.

scholarly journals 414 Biotechnology in Agriculture: A Multimedia Approach to Problem-based Learning and Distance Learning

HortScience ◽  
2000 ◽  
Vol 35 (3) ◽  
pp. 464D-464
Author(s):  
S.L. Kitto ◽  
L. Griffiths ◽  
J. Pesek ◽  
E. Mackenzie ◽  
K. Bauer
Keyword(s):  
Distance Learning ◽  
Real Time ◽  
Problem Based Learning ◽  
Traditional Students ◽  
Traditional Classroom ◽  
The Internet ◽  
Multimedia Technology ◽  
Actual Knowledge ◽  
Student Groups ◽  
Time Distance

In 1997, we added distance students to a traditional, classroom-taught biotechnology course. To reach distance students, we used a multimedia approach: lectures via videotapes and problem-based learning exercises (PBL) via the Internet. About a third of the course was taught using PBL. The major challenge of the course was to teach the PBL segments to distance and traditional students working in groups. We explored ways to use multimedia technology that would allow distance students to participate in the PBL segments of the course. To assess the effectiveness of the methods used in this project, we compared the distance students with traditional students using measures of perceived and actual knowledge of biotechnology. The student–student interactive PBL segments were challenging because the traditional students were working in “real time” and the distance students were working in “distance time.” Distance students did as well as in the course as traditional students; however, management of groups composed of distance and traditional students was challenging. PBL could probably be used more effectively and successfully with student groups composed solely of distance students.

scholarly journals COVID-19 AND EDUCATION IN NORTH REGIONAL STATE EDUCATION SYSTEMS: first lessons

2020 ◽  
Vol 6 (2) ◽  
pp. a6en
Author(s):  
Katia Cristina C. F. Brito ◽  
Meire Lúcia Andrade da Silva ◽  
Ana Gabriela Ferreira Brito ◽  
Lêda Lira Costa Barbosa
Keyword(s):  
Distance Learning ◽  
The State ◽  
School Meals ◽  
Learning Mechanisms ◽  
Education Systems ◽  
The North ◽  
Documentary Analysis ◽  
Regional State ◽  
First Case ◽  
State Education

The article presents and analyzes the level of development of the actions and deliberations of the State Teaching Systems in the North Region from the occurrence of the first case of contamination by COVID-19 in Brazil, revealing potentialities, trends and gaps. It uses documentary analysis from three categories: suspension of classes, deliberations regarding the possibilities of remote teaching and destination of school meals. It was identified that the deliberations have been provisional and indicate a predominant tendency to use distance-learning mechanisms although there are few conditions for access and learning from the solutions presented.

The Status of Arts Assessment in the United States

2019 ◽  
pp. 56-94
Author(s):  
Marcia McCaffrey ◽  
Linda Lovins
Keyword(s):  
No Child Left Behind ◽  
The United States ◽  
Policy And Practice ◽  
Media Arts ◽  
The Arts ◽  
State Education ◽  
The Status ◽  
Education Agency ◽  
State And Local ◽  
Arts Assessment

Based on data gathered from members of SEADAE, the State Education Agency Directors of Arts Education, the authors report on current priorities and practices in dance, media arts, music, theatre, and visual arts assessment in states across the nation and in Department of Defense schools around the world. With the 2014 publication of the National Core Arts Standards and the then-impending replacement of No Child Left Behind (NCLB) by the Every Student Succeeds Act of 2015 (ESSA), it became clear that conditions and resources at national and state levels had undergone significant change since the completion of the 2008 SEADAE study of arts assessment practices. New questions relative to current policy and practice needed to be addressed in order to inform the approach to and development of state and local assessment in the arts, the outcomes of which must inform and raise the quality of instruction in today’s arts classrooms.

POVERTY ALLEVIATION THROUGH ENTREPRENEURSHIP IN THE UNITED STATES: A FRAMEWORK FOR POLICY AND PRACTICE

2021 ◽  
pp. 2150014
Author(s):  
LUTISHA S VICKERIE ◽  
KYLE E MCCULLERS ◽  
JEFFREY A ROBINSON
Keyword(s):  
United States ◽  
Public Policy ◽  
Low Income ◽  
Poverty Alleviation ◽  
Job Creation ◽  
The United States ◽  
Entrepreneurial Ecosystem ◽  
Policy And Practice ◽  
Policy Environments ◽  
Opportunity Gaps

The traditional macroeconomic approach to poverty alleviation in neighborhoods and communities is to use housing development and job-creation programs to address the income and the opportunity gaps. Entrepreneurship is a much less used poverty alleviation strategy that, in our estimation, can have a significant effect in favorable policy environments. After a brief literature review, we highlight policy approaches that use entrepreneurship as a poverty alleviation strategy. We present several case studies from the United States as evidence of how public policy can empower an entrepreneurial ecosystem to support the self-employed and other low-income entrepreneurs. We conclude with a framework for how public policy can alleviate poverty through entrepreneurship that is generalizable in other contexts.

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