Taking care of ourselves and others

2017 ◽  
Vol 98 (6) ◽  
pp. 25-30
Author(s):  
Lori Nazareno ◽  
Alysia Krafel
Keyword(s):  
Learning Environments ◽  
Charter School ◽  
Test Scores ◽  
Mindfulness Practices ◽  
A Priority ◽  
And Behavior ◽  
High Test ◽  
Taking Care

Not all schools are obsessed with ensuring high test scores for students. Some schools have designed themselves around a priority of creating safe, empathetic learning environments. The Chrysalis Charter School in Palo Cedro, Calif., has a mission of developing a culture of kindness. The Minnesota New Country School in Henderson, Minn., has embraced mindfulness practices as a strategy for defusing the emphasis on competition and helping students tune into their own learning and behavior.

Measure Learning Environments, Not Just Students, to Support Learning and Development

2020 ◽  
Vol 122 (14) ◽  
pp. 1-26
Author(s):  
David Paunesku ◽  
Camille A. Farrington
Keyword(s):  
Young People ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Test Scores ◽  
Sense Of Belonging ◽  
Learning And Development ◽  
Developmental Experiences ◽  
Effective Learning ◽  
Education Psychology ◽  
High Test

Background Young people are more likely to develop into effective learners, productive adults, and engaged citizens when their learning environments afford them certain kinds of experiences. For example, students are more likely to succeed when they experience a sense of belonging in school or experience schoolwork as personally relevant. Purpose How can schools systematically ensure they provide every one of their students with the important developmental experiences they need to succeed and thrive? To answer this question, we offer a conceptual framework that integrates insights from empirical literatures in education, psychology, and developmental science; innovations from early warning indicator methods; and our own experiences as researchers working in partnership with practitioners to build more equitable and developmentally supportive learning environments. Research Design Integrative Perspective Recommendations We posit that schools currently pay a great deal of attention to the results of effective learning (e.g., high test scores), but not nearly enough attention to the causes of effective learning (e.g., assignments that are relevant enough to motivate students). We propose that schools could foster learning and development more systematically and more equitably if they started to measure, not just downstream learning outcomes, but also the upstream developmental experiences that make those outcomes more likely to unfold.

scholarly journals High test scores attained by subaverage minds.

1920 ◽  
Vol 17 (1) ◽  
pp. 1-5 ◽  
Author(s):  
S. C. Kohs
Keyword(s):  
Test Scores ◽  
High Test

Discrepancies Among Student, Parent, and Teacher Ratings of the Severity of a Student’s Problems

1979 ◽  
Vol 16 (1) ◽  
pp. 38-41 ◽  
Author(s):  
Howard Adelman ◽  
Linda Taylor ◽  
Williamson Fuller ◽  
Perry Nelson
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
School Achievement ◽  
Teacher Ratings ◽  
Standardized Test Scores ◽  
School Problems ◽  
And Behavior ◽  
Student Reports ◽  
Attitudes And Behavior ◽  
Parent And Teacher Ratings

Students from 6 to 18 years of age who had been referred for clinical assistance for school problems responded to questions related to their school performances, attitudes, and behavior. Their parents and teachers responded to comparable questions. The findings indicate that the student reports were consistently more positive than those of their parents, and the parents were consistently more positive than the students’ teachers. The students also viewed their school achievement more favorably than was indicated by their standardized test scores and school grades. These discrepancies have both theoretical and practical heuristic implications.

scholarly journals High test scores attained by the sub-average minds.

1925 ◽  
Vol 16 (1) ◽  
pp. 8-17
Author(s):  
O.W. Richards ◽  
S.C. Kohs
Keyword(s):  
Test Scores ◽  
High Test

Reader Reflections

2012 ◽  
Vol 106 (2) ◽  
pp. 84-88
Keyword(s):  
Test Scores ◽  
High Test

Readers react to Usiskin's article “Misidentifying Factors Underlying Singapore's High Test Scores” (MT May 2012) and present other ideas.

scholarly journals The medicine of misery: A personal account

1988 ◽  
Vol 12 (8) ◽  
pp. 331-332
Author(s):  
Lynne Jones
Keyword(s):  
Ward Round ◽  
Living Alone ◽  
Young Mother ◽  
Personal Account ◽  
Priority List ◽  
A Priority ◽  
Taking Care

We spent part of this morning's ward round making a priority list; which of the five patients in need of admission was most acute, which could wait. There are two elderly ladies, both living alone, both very depressed. Edith is no longer taking care of herself, picking at her skin to the point where nasty sores have formed, and pulling her eyebrows out in her distress. Jonathan should have been admitted last week, we delayed and he took an overdose of Ativan. Alan is an elderly man who gets recurrent depressions. They seem to resolve of their own accord without medication if only he can be admitted for two or three days. Eleanor is a young mother of 28 who has been depressed for three months. Now she is completely preoccupied with ideas of killing both herself and her children.

scholarly journals The Accurate Measurement of Students’ Learning in E-Learning Environments

2021 ◽  
Vol 11 (21) ◽  
pp. 9946
Author(s):  
Sunbok Lee ◽  
Youn-Jeng Choi ◽  
Hyun-Song Kim
Keyword(s):  
Learning Environments ◽  
Item Response ◽  
Test Scores ◽  
Learning Gains ◽  
Parameter Calibration ◽  
Fixed Parameter ◽  
E Learning ◽  
Institute Of Technology ◽  
Set Up

The ultimate goal of E-learning environments is to improve students’ learning. To achieve that goal, it is crucial to accurately measure students’ learning. In the field of educational measurement, it is well known that the key issue in the measurement of learning is to place test scores on a common metric. Despite the crucial role of a common metric in the measurement of learning, however, less attention has been paid to this important issue in E-learning studies. In this study, we propose to use fixed-parameter calibration (FPC) in an item response theory (IRT) framework to set up a common metric in E-learning environments. To demonstrate FPC, we used the data from the MOOC “Introduction to Psychology as a Science” offered through Coursera collaboratively by Georgia Institute of Technology (GIT) and Carnegie Mellon University (CMU) in 2013. Our analysis showed that the students’ learning gains were substantially different with and without FPC.

scholarly journals Teaching Technical English: Corrective Feedback Based on Students’ and Teachers’ Beliefs

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Oksana Chugai ◽  
Olena Ogienko
Keyword(s):  
Learning Environments ◽  
Corrective Feedback ◽  
Classroom Observations ◽  
Future Studies ◽  
Teachers Beliefs ◽  
Different Types ◽  
Teachers And Students ◽  
Kyiv Polytechnic Institute ◽  
And Behavior ◽  
Academic Year

<p>The present study investigates the beliefs of students and teachers about corrective feedback (CF) regarding necessity, timing and the most effective types in technical English setting. This study was conducted at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” with students majoring in Information Technology, Mathematics or Physics ranged between 18 and 22 years of age. Methods included a questionnaire, interviews and classroom observations. The feedback from 55 students and 33 teachers was collected during practical classes in February – March at the beginning of the second semester of 2019-2020 academic year. This research has confirmed the necessity of CF for students and teachers. It also demonstrated the differences regarding timing: teachers preferred delayed to immediate CF, while students equally appreciated both. The research also indicated that both teachers and students preferred indirect types of CF; teachers had stronger attitudes though. The research demonstrated the most effective types of CF for students: meta-linguistic clue and repetition, while for teachers it was elicitation. Completing the survey, both teachers and students chose at least two different types of CF. The necessity of effective CF, which requires learning more about students’ and teachers’ beliefs, benefits and drawbacks of each CF type, is emphasized. The results of the present research may be used by practitioners, who would like to use CF effectively in teaching technical English. Future studies may explore CF in terms of students’ and teachers’ beliefs and behavior in different learning environments.</p>

Sign in / Sign up

Export Citation Format

Share Document