COMPUTING IN SCHOOLSNon-formal education in K-12 CS --

ACM Inroads ◽  
2017 ◽  
Vol 8 (3) ◽  
pp. 24-26 ◽  
Author(s):  
Michal Armoni
Keyword(s):  
Formal Education ◽  
K 12

Aquatic Stewardship Education in Theory and Practice

2007 ◽  
Keyword(s):  
Preservice Teachers ◽  
Education Reform ◽  
Citizen Science ◽  
Formal Education ◽  
Science Inquiry ◽  
Field Investigation ◽  
Subject Area ◽  
Community Sustainability ◽  
Science Tests ◽  
K 12

<i>Abstract</i>.—Washington State has used education reform best practices to redesign stewardship education. The directors of state natural resource agencies, education associations, businesses, and nonprofits who created the Pacific Education Institute (PEI) provide the leadership. PEI represents a systematic effort to work in the formal education sector using environmental education (EE) standards that align with subject area standards and provide a framework for integrated learning. PEI undertakes education research based on those EE standards to understand student achievement and its relationship to environment- based experiential education. PEI has refined the description of science inquiry to include three types of field investigation with rigorous protocols that will be included in the state’s science tests beginning in 2007. Finally, PEI has fostered a citizen science initiative with NatureMapping to connect the research undertaken by students through field investigation to questions asked by scientists. In partnership, the Washington Department of Fish and Wildlife expects citizen science to contribute to the statewide biodiversity index now being designed. Integral to delivering these opportunities to K– 12 is the university teacher preparation faculty and their work to prepare preservice teachers with these opportunities. The result is school districts now foster stewardship education, contributing to community sustainability.

scholarly journals Cultural Sustainability in Ethnobotanical Research with Students Up to K-12

2020 ◽  
Vol 12 (14) ◽  
pp. 5664
Author(s):  
Lorena Gutiérrez-García ◽  
José Blanco-Salas ◽  
Jesús Sánchez-Martín ◽  
Trinidad Ruiz-Téllez
Keyword(s):  
Personal Development ◽  
Formal Education ◽  
Field Work ◽  
Global Awareness ◽  
The Sustainable Development ◽  
Cultural Sustainability ◽  
Global Vision ◽  
Development Goals ◽  
K 12

In the achievement of the Sustainable Development Goals (SDGs), education plays a fundamental role. However, traditional methodologies do not favor the enrichment and personal development essential to promote global awareness. The use of active methodologies based on experiences improve the quality of learning. This work describes the design, implementation, and evaluation of the acquired knowledge of a didactic proposal for non-formal education as a support for regulated education based on botany content. Firstly, a workshop was held, where young people participated directly in developing field work with a real scientific methodology. Subsequently, a group of students was chosen to be interviewed to obtain a global vision of the learning they obtained. The motivation of the students was quite positive, which allowed us to obtain voluntary participation in the field work and also gave the students a participative attitude throughout the development of the workshops. Four months later, this positive attitude remained during their direct involvement in various activities, and the students still remembered the fundamental content discussed. Relating the didactic proposal to its immediate environment was shown to increase interest in learning and value in its own context. The results of this educational experience have been very positive, as knowledge was acquired, and interest in the preservation of the environment and the profession of a researcher was promoted.

scholarly journals Focus on How it Works: A Mechanistic Emphasis Enhances Elementary Student Learning Outcomes

2021 ◽  
Author(s):  
Nicole Betz ◽  
Frank Keil
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Formal Education ◽  
Age Groups ◽  
Learning Goals ◽  
Elementary Student ◽  
Science Content ◽  
Causal Explanations ◽  
Mechanistic Explanations ◽  
K 12

Biologists, lay adults, and children alike value understandings of how biological entities work, prioritizing these mechanistic explanations in learning choices from at least five years of age and onwards. Despite this, formal education of young children has historically lacked mechanistic content, reserving these types of causal explanations for older students. We explored strategies by which mechanistic explanations may be emphasized to learners, identifying asymmetries between teacher intuitions and the influence of a mechanistic focus on young children’s science learning. In Study 1, we contrasted K-12 teacher intuitions about two types of learning goals—mechanistic or labels—in elementary school biology lessons, assessing general preferences and beliefs about which goal would maximize learning. Teachers preferred labels-focused learning goals when considering first and second grade lessons, but increasingly shifted to mechanistic learning goals for third through fifth grade lessons. In Study 2, children ages 6 to 11 were given either a mechanistic or a labels-focused learning goal prior to watching a video lesson about the heart. In Study 3, children ages 6 to 9 heard either a mechanism-focused or labels-focused description of the small intestine prior to viewing the target heart lesson. For both learning studies, children of all sampled age groups guided to focus on mechanism performed better on a learning assessment than those guided to focus on labels. While teachers believe that younger students benefit more from superficial goals such as labels, we find that mechanistic goals enhance learning even among the youngest children. We discuss implications of initial emphasis of mechanistic science content in early elementary school to boost subsequent learning outcomes and science interest.

Guiding Our Way

2011 ◽  
pp. 307-326 ◽  
Author(s):  
Kathleen P. King ◽  
Frank J. Melia ◽  
Marlene D. Dunham
Keyword(s):  
Professional Development ◽  
Focus Groups ◽  
Technology Use ◽  
Online Survey ◽  
Formal Education ◽  
Online Professional Development ◽  
Learning Needs ◽  
Group A ◽  
Group B ◽  
K 12

Increased accountability for student outcomes among teachers led to an examination of the needs and motivations of 324 K-12 educators who participated in 6-week online professional development modules of study. This research was conducted through focus groups and an online survey. The most telling findings indicate four themes regarding teacher online professional development: learner expectations, learner support and access, incentives, and content. This project illuminates issues that arise in formal education online learning environments as we continue to discover how to best serve educators’ learning needs. This two step study uses surveys and focus groups to empirically identify critical factors in instructional design and implementation. It benefits from large samples and the application of knowledge derived from Group A experiences to Group B. Follow-up research of 944 participants at year 4 of the project provides additional insight into technology use and motivation.

Social Movements and Educational Research: Toward a United Field of Scholarship

2018 ◽  
Vol 120 (3) ◽  
pp. 1-41
Author(s):  
Tricia Niesz ◽  
Aaron M. Korora ◽  
Christy Burke Walkuski ◽  
Rachel E. Foot
Keyword(s):  
Social Movements ◽  
Adult Education ◽  
Literature Review ◽  
Social Movement ◽  
Educational Research ◽  
Research Program ◽  
Informal Education ◽  
Formal Education ◽  
K 12 ◽  
Educational Scholarship

Background/Context Educational research addressing social movements appears to be growing rapidly but, with a few exceptions, this body of literature has remained largely isolated in pockets stretched across myriad fields of educational scholarship. Awareness and dialogue across researchers is limited because social movement-focused educational research lacks the structure, identity, profile, and networks of a field of scholarship. Purpose/Objective The purpose of this article is to explore how educational researchers have addressed social movements in their scholarship. Through presenting the findings from a wide-ranging literature review, we aim to generate greater awareness of social movement-oriented educational scholarship and argue for a more united field of research on social movements and education. Research Design We conducted an extensive review of educational scholarship with an explicit focus on social movements. Our sample included more than 370 publications from myriad fields of educational research, including adult education, higher education, social foundations of education, and other fields addressing K–12 schooling. Findings/Results We found that most of the educational literature addressing social movements can be grouped into one of two categories: the study of education and learning in social movements, and the study of the influence of movements on formal education. The first category of scholarship, produced primarily (though not entirely) in the field of adult education, has the appearance of a research program, with researchers engaged in scholarly conversation with shared theoretical touchstones. The second category of scholarship does not have the appearance of a research program, as it is produced across a number of fields that do not appear to be in dialogue. Although there is little sign of mutual awareness across these two large categories of literature, we found that researchers on both sides of the divide have much in common, including theoretical, methodological, and topical interests. Conclusions/Recommendations We conclude the literature review by arguing for the establishment of a more united field of research on social movements and education. We posit that an interdisciplinary and multi-perspective field devoted to understanding the educational dimensions and implications of social movements would not only benefit researchers and their scholarship but also pose and answer new and important questions related to formal, non-formal, and informal education. A more united field of inquiry related to social movements and education would also raise the profile of this scholarship such that it could have greater influence on educational policy and practice, as well as on social movements themselves.

scholarly journals School Librarians, Informal Learning and Digital Reference Services

2021 ◽  
Author(s):  
Joanne Silverstein ◽  
Sarah Webb
Keyword(s):  
Informal Learning ◽  
Formal Education ◽  
School Libraries ◽  
School Librarians ◽  
Formal Curriculum ◽  
Reference Services ◽  
Digital Reference ◽  
Digital Reference Services ◽  
K 12

Digital reference services support informal learning, and integrate it with formal education. Such services can promote the literacy of K-12 students by cultivating children’s desires to learn outside the classroom. Yet few school libraries offer digital reference services to students. This paper describes the use of formal,curriculum reflective, digital reference services that were used outside of school, by children who were seeking answers while pursuing informal learning. Findings and conclusions will be of interest to librarians who want to support informal learning through the use of digital reference services within their school libraries.

scholarly journals K–12 Administration of Inclusive Schools in Canada: A Literature Review of Expectations and Qualifications of Formal School Leaders

2020 ◽  
Vol 30 (2) ◽  
pp. 51-67
Author(s):  
Anders Lunde
Keyword(s):  
Professional Development ◽  
Educational Leadership ◽  
Inclusive Education ◽  
Leadership Style ◽  
Distributed Leadership ◽  
Formal Education ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Inclusive Schools ◽  
K 12

The formal educational requirements for principals in Canada vary significantly between educational jurisdictions. Principals are typically unprepared to lead inclusive schools upon graduation from educational leadership programs, despite the importance of formal education and experience in inclusive education in order to lead inclusive schools. Being unprepared includes lacking knowledge about students with exceptionalities and how they can and should be accommodated. Whether administrators value and support inclusion is imperative to schools being inclusive. Support of inclusion can include the use of teachers’ varied and extensive skill set through distributed leadership. The utilization of a leadership style focused on distributed leadership can be addressed through educational leadership programs, but also through professional development programs such as locally developed programs on mentorship. Educational leadership programs need to change in order to develop leaders for inclusive schools. Until such change occurs, principals are in significant need of professional development on inclusive education and how to lead inclusive schools.

The Moral Judgment of Physical Education Teachers

1985 ◽  
Vol 4 (3) ◽  
pp. 178-189 ◽  
Author(s):  
Steven A. Henkel ◽  
Neal F. Earls
Keyword(s):  
Physical Education ◽  
Moral Judgment ◽  
Formal Education ◽  
Total Sample ◽  
Defining Issues Test ◽  
Physical Education Teachers ◽  
Sample Mean ◽  
Moral Thought ◽  
Teachers And Students ◽  
K 12

A theoretical framework was developed to frame research on the moral thought and actions of teachers and students. The moral judgment of K-12 physical education teachers (n = 47) was investigated to determine their characteristic types of moral judgment, the amount of variability in moral judgment, and how this variability was distributed with regard to gender, teaching level, formal education, amount of coaching experience, type of coaching involvement, and coaching aspiration. Moral judgment was assessed according to Rest’s (1979b) Defining Issues Test. The largest differences were revealed for the coaching related subgroups. The total sample mean P (principled reasoning) score of 37.8% was lower than the normative mean for comparison groups in other studies employing the DIT.

scholarly journals Nutrition Education Practices of Health Teachers from Shanghai K-12 Schools: The Current Status, Barriers and Willingness to Teach

2019 ◽  
Vol 17 (1) ◽  
pp. 86
Author(s):  
Fan Li ◽  
Yaqun Yuan ◽  
Xinming Xu ◽  
Jingsi Chen ◽  
Jiaxuan Li ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Formal Education ◽  
School Administrators ◽  
Current Status ◽  
Cross Sectional ◽  
School Year ◽  
Formative Stage ◽  
The Subject ◽  
K 12 ◽  
Health Teachers

China is facing challenges in both undernutrition and overnutrition, resulting from unhealthy diets. Nutrition education early in life, especially in school settings, has been reported to be effective in addressing these challenges. However, little is known about how nutrition education is delivered in schools in China. This study aimed to investigate the current status of delivering nutrition education by health teachers in Shanghai and to determine the barriers and resources that influence the teachers’ practices and their willingness to teach nutrition. In 2016–2017, a cross-sectional questionnaire survey was conducted on 904 health teachers from 823 K-12 schools in Shanghai, China. There were 722 (79.9%) teachers that had the experience of teaching nutrition, but only 137 (19.0% of 722) spent ≥1 h teaching nutrition courses in each school year. Only 18.6% of the teachers had received a formal education in nutrition in college. About 88.5% of teachers expressed their willingness to teach nutrition in the future. The three major reasons for never teaching nutrition were categorized as: nutrition being taught by other teachers (39.5%), willing to teach but lack of knowledge (37.9%), and the subject not being required by school administrators (31.3%). Teachers who spent more time or were more willing to teach nutrition courses were those who were female, from private schools, had a better background in receiving nutrition education, and were more concerned about nutrition. Our data show that nutrition education is at a formative stage in Shanghai, China.

scholarly journals Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador

2019 ◽  
Vol 5 (1) ◽  
pp. 62-93
Author(s):  
Diana Rodríguez-Gómez
Keyword(s):  
Education Policy ◽  
Formal Education ◽  
Social Inequalities ◽  
Human Mobility ◽  
Great Difficulty ◽  
Educational Access ◽  
Structured Interviews ◽  
Public Servants ◽  
Refugee Youth ◽  
K 12

Ecuador’s innovative approach to social policy and human mobility is reflected in its education policies, specifically those pertaining to access to school. Under Ecuador’s constitutional notion of universal citizenship, youth are not required to have previous academic records to enter the equivalent of K-12 education, regardless of their migratory status. Grade placement is based on a free test, and any identification documents a future student provides are officially deemed valid and sufficient for school registration. Despite these constitutional guarantees, refugee youth still have great difficulty enrolling in school in Ecuador. Drawing from semi-structured interviews with civil employees, NGO staffers, and Colombian refugees conducted in Quito, Ecuador, in 2013 and 2014, I analyze how access to school for Colombian refugee youth is shaped by the official and unofficial rules that regulate the formal education system. Situating policy as practice relative to the daily workings of the state bureaucracy, I analyze how public servants and refugees interpret and enact policy within the state’s administrative structure. I argue that, in this context, the appropriation of education policy and, therefore, access to education are mediated by the workings of bureaucracy. This implies that universal definitions of access to school obscure the contingent and unpredictable character of educational access for refugees. By delving into the manifold interpretations of education policy, this analysis suggests that an inconsistent bureaucracy has the potential to amplify social inequalities among refugees.

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