Mapping the quality of feedback to support students’ learning in lower secondary classrooms

2013 ◽  
Vol 44 (1) ◽  
pp. 75-92 ◽  
Author(s):  
Siv M. Gamlem ◽  
Elaine Munthe
Keyword(s):  
Secondary Classrooms ◽  
Support Students

Supporting Students in Critiquing Math Arguments

2021 ◽  
Vol 114 (11) ◽  
pp. 820-829
Author(s):  
Meghan Shaughnessy ◽  
Nicole Garcia ◽  
Darrius D. Robinson
Keyword(s):  
Early Childhood ◽  
Secondary Classrooms ◽  
Mathematical Arguments ◽  
Support Students

Using cases from early childhood, elementary, and secondary classrooms, we showcase the work that teachers do to support students in building a collective argument and critiquing an individual’s argument. We identify four areas of work central to teaching students to build and critique mathematical arguments.

Developing and Applying the Law of Cosines

2020 ◽  
pp. 274-288
Author(s):  
Vecihi S. Zambak ◽  
Budi Mulyono
Keyword(s):  
Instructional Technology ◽  
Ninth Grade ◽  
Steam Education ◽  
The Law ◽  
Law Of Cosines ◽  
Ninth Grade Students ◽  
Space Sciences ◽  
The Given ◽  
Support Students

In history, geometry was founded more as a practical endeavor than a theoretical one. Early developments of the branch portray philosophers' attempts to make sense of their surroundings, including the measurement of distances on earth and in space. Such a link between earth and space sciences and geometry motivated us to develop and implement a multidisciplinary lesson focusing on the conceptual understanding of the law of cosines in the context of astronomy. In our content specific STEAM lesson, the authors aimed to facilitate an understanding of the law of cosines in ninth grade students, and then apply the law in a star map task to find approximate distances between stars. The second part of the lesson also included the use of an instructional technology to support students' work with the star map task. In the conclusion, the authors discuss possible ways to improve the quality of their STEAM education efforts for the given context.

Developing University-School Partnerships to Support Students and Teachers in Rural Schools

2020 ◽  
pp. 295-318
Author(s):  
Cheryl Y. Lambert ◽  
Lori Allen ◽  
Lisa Barron
Keyword(s):  
School Districts ◽  
Rural Schools ◽  
Positive Impact ◽  
Rural Poverty ◽  
Rural School ◽  
School Partnerships ◽  
Children In Poverty ◽  
University School Partnerships ◽  
Support Students

This chapter examines the potential for positive impact from partnerships between rural school districts and universities, currently underexplored and overlooked. The challenges facing rural schools offer opportunities for school districts and university partners to develop, organize, and implement strategies for productive collaboration. Examining the rural, educational landscape through the lens of children in poverty, this chapter offers a view of urgency for educational reform. This chapter examines the challenges of high-poverty, rural schools; the rationale for building university-school partnerships with rural schools; insight into building trust with rural school leaders and teachers; and suggestions for developing practical programs which benefit children in rural poverty. Practical suggestions for improving the quality of the educational experiences of children in poverty are included in this chapter.

Defending either a personal or an assigned standpoint

2018 ◽  
Vol 7 (1) ◽  
pp. 72-100
Author(s):  
Timo Salminen ◽  
Miika Marttunen
Keyword(s):  
Secondary School ◽  
Role Play ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Face To Face ◽  
Personal Opinion ◽  
Upper Secondary ◽  
Support Students

Abstract This study clarifies whether a specific type of role play supports upper secondary school students’ collaborative argumentation. Data consist of 12 dyadic face-to-face and 12 chat debates. Data analysis focused on the quality of students’ argumentation. Comparisons were made between students who defended standpoints at variance with their personal opinions on the topics, between the two study modes and topics, and by gender. When the students defended a standpoint differing from their personal opinion, the male students engaged in counterargumentation more often than the female students. When, in turn, the students defended their personal standpoint, they produced both counterargumentative and non-argumentative speech turns equally often, and their arguments were more poorly elaborated than when they defended an assigned standpoint. The study suggests that role play in which both counterargumentation and students’ personal standpoints on an issue are taken into account is a viable means to support students’ high quality argumentation.

scholarly journals Emerging Technology Mediation among Pre-service History Teachers at Makerere University

2019 ◽  
Vol 11 (1) ◽  
pp. 15-29
Author(s):  
Dorothy Kyagaba Sebbowa ◽  
Harriet Mutambo Nabushawo
Keyword(s):  
Approaches To Learning ◽  
Active Engagement ◽  
History Teachers ◽  
Makerere University ◽  
Learning History ◽  
The Past ◽  
General Pedagogy ◽  
Support Students ◽  
Creativity And Innovation

General pedagogy in higher education is constrained in terms of creativity and innovation. In the area of History Education, many teachers view history as a single accurate story about the past so they are slow in embracing dialogic and inclusive pedagogies that are mediated by emerging technologies (ETs) that can bring interpretation of the past in conversation with the present. This may become an impediment to improving the quality of learning since today’s students need to be taught using ETs that are aligned with the way they learn and think. Therefore, this study sought to support students’ participation in doing history mediated by ETs. Data was collected using interviews and observation from an educator and 20 pre-service teachers at Makerere University. The data were analysed through a Hermeneutic cycle-driven analysis. The findings revealed that historicity is constructed through active engagement in doing history by interpreting images, videos, pictures and texts as relics from the past afforded by ETs. Dialogical approaches to learning history through open conversations between the educator and students embedded by ETs helped the pre-service teachers to learn in a democratic way. If utilized this will be relevant to the pre-service teachers’ future students.

scholarly journals An AN INVESTIGATION ON THE INDONESIAN CULTURAL ASPECTS IN ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOLPUBLISHED BY KEMENDIKBUD

2020 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
Samsudin Syam
Keyword(s):  
Cultural Awareness ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
Cultural Aspects ◽  
Cultural Information ◽  
Qualitative Research Design ◽  
The Media ◽  
English Textbooks ◽  
Support Students

Abstract Cultural understanding is the core of language acquisition because language and culture can not be seperated with language. Culture can be understand through media either electronic or manual such internet, magazine, textbooks etc. Textbook is one of the media used most people in school. In textbooks, there are many cultural aspects presented for students. Therefore, this study aimed at presenting the cultural aspects, describing the frequency of cultural aspects and Indonesian cultural aspects in English textbooks of  2013 curriculum and describing the level of quality of English textbooks in terms of intercultural awareness. This study employed a qualitative research design. The data are the cultural aspects and Indonesian cultural aspects in English textbooks of 2013 curriculum grade X, XI and XII. The textbook of these grades has not analyzed by the other researchers. The results show that English textbooks grade X, XI and XII contained 490 cultural aspects consisting of 232 products, 75 practices, 11 perspectives and 172 persons (Yuen:2001).While Indonesian cultural aspects contained 127 consisting of 64 cultural aspects on grade X, 34 on grade XI, and 29 on grade XII. From the results of the study, it can be concluded that the presentation of cultural aspects and Indonesian cultural aspects are not balanced and does not provide student to have intercultural awareness. And third English textbooks are equality to use in terms of basic cultural awareness. Whereas, advanced cultural awareness and  intercultural awareness leveldo not support students to have intercultural awareness. From the results above the authors of English textbooks should put the more cultural information explicitly Indonesian cultural aspects to enrich students cultural information.   Keyword: Indonesian Cultural Aspects, English Textbooks, Kemendikbud

Instructional Improvement and Teachers’ Collaborative Conversations: The Role of Focus and Facilitation

2017 ◽  
Vol 119 (2) ◽  
pp. 1-37
Author(s):  
Christine Andrews-Larson ◽  
Jonee Wilson ◽  
Adrian Larbi-Cherif
Keyword(s):  
School Districts ◽  
Teacher Learning ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Instructional Quality ◽  
Learning Goals ◽  
Data Set ◽  
Support Teacher ◽  
Support Students

Background/Context School districts are increasingly expected to support students in meeting ambitious mathematical learning goals. Many schools and districts are investing significant resources in the provision of time for teacher collaboration in the hope that this will help teachers improve their instruction in ways that support students in meeting ambitious learning goals. While existing research points to the potential of this collaboration time to support teacher learning, findings from previous work suggest that use of this time varies in ways that are likely to be consequential for teachers’ learning. Research Question In this analysis, we investigate the question: In what ways do focus and facilitation shape teachers’ opportunities to learn during collaborative conversations? Research Design The data for this analysis comes from a 4-year study of 4 large urban school districts that examines what it takes to improve the quality of middle school math instruction at scale. Our analysis draws on the broader data set by first using teacher-level data (observed instructional quality) from 30 schools to identify schools that exhibited the most growth in instructional quality. We then analyze audio recordings of teacher collaborative meetings at those schools to better understand how the conversations that take place in these meetings might function to support teachers’ professional learning. In particular, we examine differences in facilitator questioning and subsequent facilitator press on teachers to elaborate their pedagogical reasoning. Findings/Results We observed two foci in identified sessions: writing learning targets and lesson co-planning. As enacted, the lesson co-planning sessions held greater potential for supporting teachers’ professional learning. Use of an activity-structuring tool was related to higher quality facilitator questions in these sessions but was not related to improved facilitator press on teachers to elaborate on their responses to these questions. These facilitator moves are marked by (1) solicitation of detailed representations of teachers’ classrooms and practice, (2) orientation toward students as sense-makers, and (3) press for teachers to articulate rationales for instructional decisions that are tied to goals for student learning. We provide examples of facilitator questioning and press that are generative for teacher learning. Conclusions/Recommendations This work contributes to the research on the ways collaborative time can support teacher learning. It identifies specific practices that facilitators can draw on to support teachers’ professional learning—which has the potential to inform both teacher learning and the training of facilitators. This work can additionally inform the design and use of tools (protocols) that can help productively structure teacher collaborative time and also reveal the limitations of such tools. Importantly, we offer a coding scheme for analyzing the quality of facilitation through questioning and press that can subsequently be challenged, problematized, and built upon in the field.

Kształcenie rozumienia tekstu pisanego u dzieci w wieku wczesnoszkolnym. Wybrane zagadnienia

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 31-41
Author(s):  
Barbara Murawska
Keyword(s):  
Reading Comprehension ◽  
Cognitive Activity ◽  
Motivation To Read ◽  
Comprehension Skills ◽  
The Subject ◽  
Support Students ◽  
Reading Comprehension Skills ◽  
Interesting Area

Reading is a complex and difficult cognitive activity which involves acquiring reading comprehension skills. The teacher’s task is to support students in this process. The article analyses selected opportunities how it can be done. An interesting area investigated by psychologists is the role of working memory in the effectiveness of reading. While there is agreement on the existence of such a dependence, there is no certainty that it is possible to shape it and if so, to what extent. The second task the teacher has to face is to present various strategies helpful in reading comprehension. While the strategies mentioned in this text are the subject of considerations of many authors, the role of metacognitive strategies is worth paying attention to. Supporting the ability to control own learning process, organisation of this process and evaluation of the obtained results, refers not only to learning reading, but also to the quality of learning in general. The last factor necessary for reading comprehension raised in this text is motivation. Developing motivation to read is not an easy task, but it can be achieved in many different ways.

Clustering Education Policy in Secondary Provision: Impact on Higher Education and Job Market

2020 ◽  
Vol 30 (1) ◽  
pp. 56-76
Author(s):  
Gazi Mahabubul Alam
Keyword(s):  
Higher Education ◽  
Job Performance ◽  
Qualitative Method ◽  
Developed Countries ◽  
Policy Support ◽  
Job Market ◽  
Research Questions ◽  
Support Students ◽  
Limited Scope

International commitment is to address all forms of imbalanced and discriminatory situations experienced within the education system. While students of secondary provision in many developed countries enjoy the liberty of choosing their desired subjects from different areas (i.e., science, business, and arts), students in some developing counterparts are restricted to consider one cluster. With a policy support, students of the science cluster can procure higher education (HE) in any area, while students from other clusters are restricted to study HE in their respective area only. By virtue of this policy, the limited scope of HE and jobs in the areas of business and arts is being occupied by science graduates because of one-way traffic that favors science cluster. This has a grave impact on the HE and job market, which is the central focus of this research. We failed to find such studies conducted in the context of a developing nation. Considering this, the article is the first of its kind. Given the differentiated nature of research questions, multiple techniques were used to collect the data. However, this research bears the norms of qualitative method. Findings confirm that having been denied access to HE, secondary graduates especially from the business cluster, dropped out without furthering their education. This has deteriorated the quality of HE and job performance—more precisely, it has deprived students of the business and arts clusters. This research suggests a revision of the prevailing policy to address these constraints.

scholarly journals Enhance the Quality of the University Tutoring Services to Counteract Undergraduate Students’ Educational Failure: A Focus on the Department Of Education of Roma Tre University

2019 ◽  
Vol 8 (1) ◽  
pp. 52-60
Author(s):  
Marco Burgalassi ◽  
Giovanni Moretti ◽  
Arianna Giuliani ◽  
Arianna Lodovica Morini
Keyword(s):  
Undergraduate Students ◽  
Longitudinal Research ◽  
Educational Process ◽  
Department Of Education ◽  
Educational Failure ◽  
Qualitative And Quantitative ◽  
Admission Test ◽  
The University ◽  
Support Students

Tutoring services are one of the variables which educational research investigates to counteract the educational failure of universities (Topping, 1996; Falchikov & Blythman, 2001; Da Re, 2017). An effective strategy, in order to counteract dropout and delay in achievement of a degree and to promote a positive continuation of studies, is to enhance the quality of the university tutoring services which could support students in their studies with personalized and interactive educational process, providing them with support both on the educational and emotional-motivational levels (Felice, 2005; Álvarez & González, 2008). This paper presents the results of longitudinal research developed at the Department of Education at the Roma Tre University. The research analyzed the academic careers of three cohorts of students (academic years: 2013, 2016 and 2017) with what are defined “Additional Educational Obligations” (OFA) because they had scored an insufficient grade in the admission test and so attended “S.Tu.Di OFA” tutoring service. The objective was to reduce undergraduate students’ educational failure. The results of the research have shown how the innovation of the didactic design has proved to be effective in helping to counter the university students' educational insufficiencies. Both qualitative and quantitative tools were used (Trinchero, 2002; Pellerey, 2011; Semeraro, 2014). Data analysis highlighted the effectiveness of the tutoring actions proposed for students with initial difficulties in studying. Also, the reflections advanced by tutors and students confirmed the importance of continuing to strengthen the university’s offering of formative tutoring.

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