scholarly journals Assessment of Science, Technology, Engineering and Mathematics Strand of the K-12 Program among Selected Public Schools in Zone 2 Division of Zambales

2021 ◽  
Vol 2 (10) ◽  
pp. 870-881
Author(s):  
Lyra Castillo Honrado ◽  
Adelia D. Calimlim
Keyword(s):  
Public Schools ◽  
Professional Learning ◽  
Technology Use ◽  
Lesson Study ◽  
Innovative Technology ◽  
Teaching Staff ◽  
High Expectations ◽  
Minimum Number ◽  
K 12 ◽  
The Impact

The study determined the impact of the STEM Strand implementation of senior high schools in the Division of Zambales. The study was limited to fifty secondary public-school teachers in Zone II.The study revealed that majority teacher-respondents, are generally young with only a minimum number of trainings attended. STEM trends, there were more males than females and a larger are married. There were no significant differences in the success of the STEM schools in Palauig, Botolan and Iba in the following domains:college preparation;integrated and innovative technology use; STEM-rich informal experiences; connections with industry and the world of work; well-prepared STEM teachers and professionalized teaching staff and  positive school community and culture of high expectations  for all. Based on the summary of findings and the conclusions arrived at, the researcher has offered the following recommendations that professional learning in the form of learning action cells and lesson study should be provided to relatively novice STEM teachers in order to expose them to effective instructional strategies and impact their actual classroom practices as opposed to cascading in-service trainings. Greater involvement of these partners through planning, implementation, and review should be targeted instead of only involving them for immersion activities. A more intensive evaluation of the STEM implementation following the Context-Input-Process-Product approach should be conducted to strengthen and confirm the findings of the study. A more study that would monitor the whole system as opposed to the present investigation’s focus on teacher perception would lend greater credence to the results.

A Scenario That Works

2018 ◽  
pp. 184-191
Author(s):  
Patricia K. Gibson ◽  
Dennis A. Smith ◽  
Sarah G. Smith
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Continuing Education ◽  
Professional Learning ◽  
Technology Use ◽  
Military Training ◽  
General Information ◽  
High Tech ◽  
K 12 ◽  
Teacher Learning Communities

Technology use in K-12 classrooms in this era of rapid high-tech change ranges from deep and meaningful technological immersion to an outright classroom ban on electronic devices. Attempting to mitigate this technological divide between students and teachers, school districts increasingly require professional development in applicable student technologies and teacher support resources. Unfortunately, the standards for continuing education requirements are broad, money is tight, and development efforts are often far less organized. As unfortunate, current issues and general information sharing dominate the professional learning communities (PLCs) or teacher learning communities (TLCs) originally designed to fulfill professional development requirements. These challenges render the occasional professional development initiative included in a PLC or TLC event, ineffective where the fragmented, uninteresting, and often poorly planned technology instruction very rarely seems to stick. Drawing on experience with military training and continuing education training, the authors propose a simple, inexpensive, and internally resourced means used by soldiers to train individual and collective military tasks, to assist elementary and secondary teachers to learn how emerging technology works, and more importantly, how to maximize its effective use in the classroom.

scholarly journals Factors That Influence Curricular Adoption in a Sustainability Focused Marine Science Professional Development for In-Service Teachers

2020 ◽  
Vol 14 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Timothy A. Goodale
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
The United States ◽  
School Science ◽  
Marine Science ◽  
Teacher Professional ◽  
Sustainability Initiatives ◽  
K 12 ◽  
The Impact

The focus of this article is on the evaluation and outcomes of a professional learning opportunity that focused on 13 current K–12 public school science educators in the United States. This teacher training concentrated on sustainability education that utilized marine sciences as a unifying concept. Findings from this training helped to identify models within teacher professional development in marine science that lead to comprehensive adoption of presented curricula. Four established models/frameworks of professional development were identified and their subsequent classroom implementation was evaluated. Results include adoption rates of the various session materials, the impact and effect size of differing variables (such as deliverables or standards alignment) among the four models and their frameworks and changes in perceptions towards sustainability initiatives. These outcomes underscore several methods and strategies for successful science teacher professional development implementation in regard to marine sciences.

One-to-One Technology in the K-12 Classroom

Education ◽  
2020 ◽  
Author(s):  
Andrea H. Parrish
Keyword(s):  
Public Schools ◽  
Learning Environments ◽  
Teaching And Learning ◽  
The United States ◽  
Dynamic Learning ◽  
Computing Device ◽  
Access To Technology ◽  
One To One ◽  
K 12 ◽  
The Impact

In Toward a New Learning Ecology: Teaching and Learning in 1:1 Environments (cited under General Overviews), one-to-one learning environments are described as classrooms in which every student has access to a personal computing device (such as a laptop or a tablet) and continuous access to the Internet. This model for student computing was first discussed in educational research beginning in the 1980s, most notably in the Apple Classrooms of Tomorrow (ACOT) project, a research collaborative among public schools, universities, and research teams funded by Apple and outlined in The Evolution of Teachers’ Instructional Beliefs and Practices in High-Access-to-Technology Classroom: First-fourth Year Findings (cited under Origins of One-to-One Technology: Apple Classrooms of Tomorrow [ACOT]). The original premise, based on the work of computer scientist and mathematician Seymour Papert, is rooted in the idea that ubiquitous access to technology can create more dynamic learning environments. In recent years, the proliferation of mobile technology has caused a renewed interest in one-to-one computing, as the improved portability and functionality of technology tools coupled with advances in wireless Internet capability makes one-to-one computing attainable for many schools and districts. Despite the continued debate about the impact of technology on learning, the U.S. Department of Education elevated the concept of a one-to-one technology ratio from unique innovation to moral imperative in its document, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update (cited under Resources). Even before this, the prevalence of one-to-one computing initiatives increased, both in the United States is discussed in The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations (cited under General Overviews) and around the world in Large-Scale 1:1 Computing Initiatives: An Open Access Database (cited under International Perspectives on One-to-One Technology). The growth of these initiatives has been accompanied by an increase in peer-reviewed research and evaluation reports that document the impact of one-to-one technology on teaching and learning. A topic that was once dominated by white papers and evaluation reports now boasts a growing body of peer-reviewed studies, research syntheses, and government reports. The references cited in this article provide a cross-section of these various forms of literature that depict the use of one-to-one technology in K-12 classrooms, including implementation resources for districts and key empirical findings.

scholarly journals Effectiveness of 3 Versus 6 ft of Physical Distancing for Controlling Spread of Coronavirus Disease 2019 Among Primary and Secondary Students and Staff: A Retrospective, Statewide Cohort Study

2021 ◽  
Author(s):  
Polly van den Berg ◽  
Elissa M Schechter-Perkins ◽  
Rebecca S Jack ◽  
Isabella Epshtein ◽  
Richard Nelson ◽  
...  
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Confidence Interval ◽  
Secondary Students ◽  
Incidence Rates ◽  
School Staff ◽  
School Settings ◽  
K 12 ◽  
Incident Cases ◽  
The Impact

Abstract Background National and international guidelines differ about the optimal physical distancing between students for prevention of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission; studies directly comparing the impact of ≥3 versus ≥6 ft of physical distancing policies in school settings are lacking. Thus, our objective was to compare incident cases of SARS-CoV-2 in students and staff in Massachusetts public schools among districts with different physical distancing requirements. State guidance mandates masking for all school staff and for students in grades 2 and higher; the majority of districts required universal masking. Methods Community incidence rates of SARS-CoV-2, SARS-CoV-2 cases among students in grades K-12 and staff participating in-person learning, and district infection control plans were linked. Incidence rate ratios (IRRs) for students and staff members in traditional public school districts with ≥3 versus ≥6 ft of physical distancing were estimated using log-binomial regression; models adjusted for community incidence are also reported. Results Among 251 eligible school districts, 537 336 students and 99 390 staff attended in-person instruction during the 16-week study period, representing 6 400 175 student learning weeks and 1 342 574 staff learning weeks. Student case rates were similar in the 242 districts with ≥3 versus ≥6 ft of physical distancing between students (IRR, 0.891; 95% confidence interval, .594–1.335); results were similar after adjustment for community incidence (adjusted IRR, 0.904; .616–1.325). Cases among school staff in districts with ≥3 versus ≥6 ft of physical distancing were also similar (IRR, 1.015, 95% confidence interval, .754–1.365). Conclusions Lower physical distancing requirements can be adopted in school settings with masking mandates without negatively affecting student or staff safety.

scholarly journals Student Enrollment Patterns and Achievement in Ohio’s Online Charter Schools

2017 ◽  
Vol 46 (1) ◽  
pp. 44-57 ◽  
Author(s):  
June Ahn ◽  
Andrew McEachin
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Online Education ◽  
Low Income ◽  
School Enrollment ◽  
Full Time ◽  
Enrollment Patterns ◽  
Traditional Public Schools ◽  
K 12 ◽  
The Impact

We utilize state data of nearly 1.7 million students in Ohio to study a specific sector of online education: K–12 schools that deliver most, if not all, education online, lack a brick-and-mortar presence, and enroll students full-time. First, we explore e-school enrollment patterns and how these patterns vary by student subgroups and geography. Second, we evaluate the impact of e-schools on students’ learning, comparing student outcomes in e-schools to outcomes in two other schooling types, traditional charter schools and traditional public schools. Our results show that students and families appear to self-segregate in stark ways where low-income, lower achieving White students are more likely to choose e-schools while low-income, lower achieving minority students are more likely to opt into the traditional charter school sector. Our results also show that students in e-schools are performing worse on standardized assessments than their peers in traditional charter and traditional public schools. We close with policy recommendations and areas for future research.

A Scenario That Works

2018 ◽  
pp. 1689-1696
Author(s):  
Patricia K. Gibson ◽  
Dennis A. Smith ◽  
Sarah G. Smith
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Continuing Education ◽  
Professional Learning ◽  
Technology Use ◽  
Military Training ◽  
General Information ◽  
High Tech ◽  
K 12 ◽  
Teacher Learning Communities

Technology use in K-12 classrooms in this era of rapid high-tech change ranges from deep and meaningful technological immersion to an outright classroom ban on electronic devices. Attempting to mitigate this technological divide between students and teachers, school districts increasingly require professional development in applicable student technologies and teacher support resources. Unfortunately, the standards for continuing education requirements are broad, money is tight, and development efforts are often far less organized. As unfortunate, current issues and general information sharing dominate the professional learning communities (PLCs) or teacher learning communities (TLCs) originally designed to fulfill professional development requirements. These challenges render the occasional professional development initiative included in a PLC or TLC event, ineffective where the fragmented, uninteresting, and often poorly planned technology instruction very rarely seems to stick. Drawing on experience with military training and continuing education training, the authors propose a simple, inexpensive, and internally resourced means used by soldiers to train individual and collective military tasks, to assist elementary and secondary teachers to learn how emerging technology works, and more importantly, how to maximize its effective use in the classroom.

The Impact of the Maryland and Yale Programs

1960 ◽  
Vol 7 (2) ◽  
pp. 66-70, 79
Author(s):  
L. Roland Genise
Keyword(s):  
Public Schools ◽  
Junior High School ◽  
University Of Maryland ◽  
Primary Responsibility ◽  
8Th Grade ◽  
Mathematics Program ◽  
Detective Stories ◽  
K 12 ◽  
The University ◽  
The Impact

I BELIEVE MY REASONS FOR CHOOSING this topic are good ones. First, as they say in the T.V. detective stories, K-12 and beyond is “my beat.” As supervisor of mathematics education for the Brentwood Public Schools, it is my primary responsibility to provide the leadership for the development of a comprehensive and modern mathematics program for the young citizens of the Brentwood community. Second, we have, this past year, had some of our students enrolled in the University of Maryland Mathematics Project. Third, our Junior High School will have many more students enrolled in both the UMMaP and Yale SMSG 7th and 8th grade programs.

In Translation: School Leaders Learning in and from Leadership Practice While Confronting Pressing Policy Challenges

2018 ◽  
Vol 120 (1) ◽  
pp. 1-44
Author(s):  
Eleanor Drago-Severson ◽  
Patricia Maslin-Ostrowski
Keyword(s):  
Public Schools ◽  
Professional Learning ◽  
School Leaders ◽  
Research Question ◽  
Ground Level ◽  
School Level ◽  
Leadership Practice ◽  
K 12 ◽  
Formal Leadership ◽  
Successful School

Background/Context Worldwide, principals face enormous challenges while translating policies and mandates for which they are accountable into their mission and practice. While some of these school-level challenges are technical, many are adaptive (Heifetz), requiring leaders and those in their care to grow their cognitive and affective (emotional) capacities so that they can manage change. Principals are under pressure to decipher problems quickly and create conditions to build capacity at ground level. Purpose/Research Question This research examined how principals framed pressing challenges they confronted in leadership practice (technical, adaptive, or mixed), and in what ways, if any, learning was part of their response. A pressing challenge is defined as a difficult problem named by leaders that they—themselves—identified as one they are currently facing or have recently faced. We explored how they helped other adults (e.g., teachers and staff) and themselves to manage change associated with meeting these challenges. Additionally, we queried how prior and new learning helped them lead while overcoming pressing challenges. Setting We recruited principals working in urban K–12 public schools in the U.S. Eastern Seaboard and Bermuda, sites focused on educational reform. Participants A purposeful sample of 13 principals (eight male, five female) representing primary, middle, and secondary levels was used. State department leaders and educational leadership faculty recommended principals who they perceived were “effective”—in other words, based on their knowledge and by reputation, these were successful school leaders. Research Design This qualitative study used in-depth interviews to explore the experience and perceptions of principals leading through challenges. Data Collection and Analysis Principals participated in in-depth semistructured interviews. After member checking, interview transcripts were coded and categories developed to capture themes and patterns. Findings Leaders’ pressing challenges have elements of what Heifetz calls adaptive, technical, and mixed. There was a recurring theme of leading to support change. Regardless of how these principals conceptualized challenges, they responded by creating customized professional learning experiences—informational (aimed at increasing skills and knowledge) and transformational learning (aimed at internal growth and capacity building)—for teachers, staff, and for themselves. While appreciating formal leadership preparation, they emphasized learning from informal experiences and focused on job-embedded learning in their schools. Conclusions/Recommendations Understanding technical and adaptive work, the ways that adults learn and grow, and how strategically to create space and spaces for continuous, customized experiential learning in schools (informational and transformational) offers a potential pathway for principals to build capacity and surmount pressing challenges.

scholarly journals IMPACT OF JAPANESE LESSON STUDY IN TEACHERS’ CONTENT KNOWLEDGE AS A NEW MODEL FOR TEACHERS’ DEVELOPMENT IN SAUDI ARABIA

2020 ◽  
Vol 7 (6) ◽  
Author(s):  
Maged Almadi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Content Knowledge ◽  
Professional Learning ◽  
Lesson Study ◽  
Primary Schools ◽  
Online Survey ◽  
Pilot Project ◽  
School Based ◽  
The Impact

<p>School-based professional development is an appropriate way of tailoring professional development both to the needs of the individual teacher and of the school. Lesson Study (LS) is one of the models of school-based professional development. It is a professional learning method that is based on collaboration amongst teachers, in order to improve their professional development and students’ outcomes. The Saudi Ministry of Education, since 2015, started a pilot project that utilized the LS in certain Saudi schools in different regions to meet professional learning needs. The purpose of this study is to understand the impact of LS as a model adopted for the professional development of teachers by Primary Schools in Riyadh region in Saudi Arabia. The study utilised a quantitative research method based on an online survey to collect data from four selected elementary schools in the Riyadh region. SPSS software was used to analyse the questionnaire responses. Overall, the results for this study identified that LS serves as an effective tool for teachers’ professional development and that most of the teachers have positive perception towards using the LS model as a tool for improving teachers’ content knowledge.</p>

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