Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning

2020 ◽  
pp. 073194872096358
Author(s):  
Jessica H. Hunt ◽  
Kristi Martin ◽  
Andy Khounmeuang ◽  
Juanita Silva ◽  
Blain Patterson ◽  
...  
Keyword(s):  
Student Outcomes ◽  
Theory Of Change ◽  
Learning Trajectory ◽  
Design Development ◽  
Student Centered ◽  
Initial Testing ◽  
Positive Effects ◽  
School Settings ◽  
Fraction Concepts ◽  
New Framework

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process. We report on foundational (i.e., a theory of change, establishment and refinement of learning trajectories, and core instructional components) and evaluative (pilot data on student outcomes) components of the intervention. The results of the study reveal positive effects of the program’s fidelity and potential to improve student outcomes in school settings. The positive outcomes support continued exploration and expansion of a new framework for supplemental intervention grounded in trajectories of student learning.

scholarly journals PENGEMBANGAN BAHAN AJAR KOMIK UNTUK MENINGKATKAN MINAT BACA PPKn SISWA MIN RAMBA PADANG KABUPATEN TAPANULI SELATAN

2019 ◽  
Author(s):  
Maulana Arafat Lubis
Keyword(s):  
Design Development ◽  
Student Centered ◽  
Analysis Design

Permendikbud No. 58 Tahun 2013 menjelaskan bahwa proses pembelajaran harus berpusat pada siswa (student centered) dan guru hanya menjadi fasilitator dan bukan satu-satunya sumber belajar bagi siswa. Namun kenyataan di lapangandiperoleh bahwa pembelajaran masih berpusat pada guru, bahkan bahan ajar yangdigunakan pun bersifat textbook center (berpusat pada buku pelajaran) sehinggasiswa merasa jenuh dalam belajar. Dari hasil observasi awal juga ditemukanbahwa minat baca PPKn siswa kelas 5 di MIN Ramba Padang juga tergolongrendah. Oleh karena itu dilakukan penelitian dengan tujuan: mengembangkanbahan ajar Komik untuk meningkatkan minat baca PPKn siswa kelas 5 MINRamba Padang kabupaten Tapanuli Selatan. Penelitian ini merupakan penelitianpengembangan dengan model ADDIE. Subjek pada penelitian ini yaitu:(1)validator ahli sebanyak 3 orang (ahli materi, ahli bahasa, dan ahli ilustrasigambar); dan (2) siswa kelas V di MIN Ramba Padang sebanyak 17 orang.Instrumen yang digunakan, yaitu: angket validasi ahli, angket minat baca PPKn,lembar observasi minat baca PPKn, dan angket tanggapan guru. Hasil penelitianmenunjukkan: (1) desain bahan ajar komik dikembangkan dengan lima tahapanADDIE yakni Analysis, Design, Development, Implementation, dan Evaluation;(2) bahan ajar Komik yang dikembangkan sangat layak digunakan untuk siswakelas V dengan skor rata-rata validasi sebesar 95,56% atau berkategori sangatvalid; dan (3) bahan ajar Komik yang dikembangkan efektif dapat meningkatkanminat baca PPKn siswa kelas 5 dengan skor rata-rata peningkatan yang lebih dari23 atau berkategori sedang. Penelitian ini dari dana BOPTN (Bantuan Operasional Perguruan Tinggi Negeri) IAIN Padangsidimpuan pada tahun 2018.

Suicide prevention in educational settings: a review

2018 ◽  
Vol 26 (2) ◽  
pp. 132-140 ◽  
Author(s):  
Jo Robinson ◽  
Alison L Calear ◽  
Eleanor Bailey
Keyword(s):  
Suicide Prevention ◽  
Randomised Controlled Trials ◽  
Future Research ◽  
Controlled Trials ◽  
Educational Settings ◽  
Positive Effects ◽  
School Settings ◽  
School Based ◽  
Randomised Controlled ◽  
The University

Objectives: Youth suicide rates are unacceptably high. Schools have long been accepted as an appropriate setting for suicide prevention activities. This review aims to synthesise the evidence for all types of suicide prevention interventions across educational settings. Methods: The review draws on two previous reviews conducted by the authors. In order to be included, studies had to test a specific suicide prevention intervention in an educational setting, have a suicide-related outcome and target young people. Results: A totally of 21 studies were included: 17 were conducted in school settings and four in universities. Seven of the school-based studies (41%) and one of the university studies (25%) were randomised controlled trials. Overall, the trials conducted in schools reported positive effects, as did four of the non- randomised controlled trials. Two of the university-based studies reported positive effects. Both universal and indicated interventions showed positive results; no iatrogenic effects were reported. Conclusions: School-based studies can have a positive impact on suicide-related behaviour and, overall, do not appear to cause harm. Study quality is variable, and the number of studies conducted in school settings far exceed those conducted in universities. These gaps need to be addressed by future research.

Redesigning a SAD Course to Promote Problem-Based Learning

2009 ◽  
pp. 642-654
Author(s):  
Ann M. Quade
Keyword(s):  
Problem Based Learning ◽  
Physical Distance ◽  
Design Development ◽  
Client Feedback ◽  
Additional Time ◽  
Student Centered ◽  
Real World Problem ◽  
Hybrid Module ◽  
Long Course ◽  
Module Development

This chapter reports on the design, development, and implementation of a hybrid introductory systems analysis and design (SAD) semester long course taught at the junior/senior level. Five online instructional modules that focus on student-centered, problem-based learning (PBL) were developed. Each module parallels and reinforces the classroom session content. The classroom “seat-time” saved by having students study and complete online materials provides the instructor and students with additional time for face-to-face and electronic discussions. To further encourage PBL throughout the semester, students use an iterative approach to the SAD life cycle to analyze, design, and implement a prototypic solution to a real world problem presented by the authentic client. The use of a learning management system allows the client to participate in the course throughout the semester regardless of the physical distance between the students and the client. Instructor experiences, hybrid module development strategies, and a summary of student and client feedback are included.

Redesigning Online Computer Science for Student-Centered Problem-Based Learning

2019 ◽  
Vol 7 (1) ◽  
pp. 11-24
Author(s):  
Margaret L. Niess ◽  
Terry L. Rooker
Keyword(s):  
Computer Science ◽  
Student Voice ◽  
Research Team ◽  
Problem Based Learning ◽  
Baccalaureate Degree ◽  
Learning Trajectory ◽  
Learning Approach ◽  
Student Centered ◽  
Introductory Computer Science ◽  
Post Baccalaureate

After launching an online Computer Science post-baccalaureate degree program, this study was undertaken to inform the redesign of an introductory Computer Science course using a student-centered, problem-based learning approach. The research team proposed a weekly/unit learning trajectory as they were engaged in student-centered, problem-based learning. Over a timeframe of three university terms, the research team used a design-based, iterative examination to refine the implementation of various instructional actions in the learning trajectory. Multiple small groups of students discussed their learning experiences each term, providing directions for improvements. The analysis directed successive iterations, refining the content, problem solving, and collaborations in the class. This research method assured authentic student voice in an iterative redesign of the course.

Reducing Ambiguity: Tools to Define and Communicate Paraprofessional Roles and Responsibilities

2018 ◽  
Vol 55 (1) ◽  
pp. 52-57 ◽  
Author(s):  
Erin M. Stewart
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Student Outcomes ◽  
Job Responsibilities ◽  
Roles And Responsibilities ◽  
School Settings ◽  
Related Information ◽  
Social Opportunities ◽  
Special Education Paraprofessionals ◽  
Support Students

One-on-one and program-based special education paraprofessionals are often used to support students with disabilities across school settings. While paraprofessionals may have the best of intentions, their proximity and the support they provide may prevent students with disabilities from fully accessing educational and social opportunities. To prevent unintentional yet negative student outcomes, it is necessary to define and communicate job responsibilities to paraprofessionals before they begin working with students with disabilities. This article outlines several flexible tools and strategies that teachers and administrators can use to efficiently and effectively communicate this information. The article includes (a) a description of how teachers and administrators can define and deliver job-related information to paraprofessionals, (b) reproducible templates for developing a written or digital job responsibilities notebook for paraprofessionals, and (c) recommendations for using these tools effectively.

Data-Based Decision-Making

2020 ◽  
Author(s):  
Mark Carter ◽  
Jennifer Stephenson ◽  
Sarah Carlon
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Student Outcomes ◽  
Policy And Practice ◽  
Positive Effects ◽  
Use Of Data ◽  
Wide Range ◽  
Meta Analyses ◽  
Classroom Use ◽  
Data Based Decision Making

The term data-based decision-making can refer to a wide range of practices from formative classroom use of monitoring in order to improve instruction to system-wide use of “big” data to guide educational policy. Within the context of special education, a primary focus has been on the formative classroom use of data to guide teachers in improving instruction for individual students. For teachers, this typically involves the capacity to (1) determine what data need to be collected to appropriately monitor the skill being taught, (2) collect that data, (3) interpret the data and make appropriate decisions, and (4) implement changes as needed. A number of approaches to such data-based decision-making have evolved, including precision teaching, curriculum-based assessment, and curriculum-based measurement. Evidence from systematic reviews and meta-analyses indicates instruction incorporating data-based decision-making has positive effects on outcomes for students with special education needs although the size of these effects has been variable. While the extent of the research base is modest, there are indications that some specific factors may be related to this variability. For example, the use of decision-making rules and graphic display of data appears to improve student outcomes and the frequency of data collection may differentially affect improvement. The presence and frequency of support offered to teachers may also be important to student outcomes. There is a need to increase our research base examining data-based decision-making and, more specifically, a need to more clearly define and characterize moderators that contribute to its effectiveness. In addition, there is a case for research on the wider use of data on student outcomes to inform broader policy and practice.

An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy

2019 ◽  
Vol 43 (3) ◽  
pp. 197-214
Author(s):  
Rebecca A. Cruz ◽  
Sarah Manchanda ◽  
Allison R. Firestone ◽  
Janelle E. Rodl
Keyword(s):  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Student Outcomes ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Cultural Knowledge ◽  
Responsive Teaching ◽  
Practicing Teachers ◽  
Positive Effects ◽  
Linguistic Backgrounds

Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers’ self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers’ self-efficacy in delivering CRT. Participants ( n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture’s contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy.

Personal Mobility and Manipulation Appliance—Design, Development, and Initial Testing

2012 ◽  
Vol 100 (8) ◽  
pp. 2505-2511 ◽  
Author(s):  
Rory A. Cooper ◽  
G. G. Grindle ◽  
J. J. Vazquez ◽  
J. Xu ◽  
H. Wang ◽  
...  
Keyword(s):  
Design Development ◽  
Personal Mobility ◽  
Initial Testing

scholarly journals From Classroom to Learning Environment

2021 ◽  
pp. 51-55
Author(s):  
Samuele Borri
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Design Development ◽  
Learning Spaces ◽  
Student Centered ◽  
Student Centered Learning ◽  
Policy Makers ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
New Generation

AbstractThe concept of “space as the third teacher” suggests that the learning environment is as important as the teacher in the learning process. A constructivist pedagogical paradigm requires student-centered learning processes and learners to be autonomous and active. Therefore, more and more stakeholders and policy makers interested in school innovation put school buildings and learning environments at the top of their agendas. The Organisation for Economic Co-operation and Development (OECD), the European Commission and many universities all over the world are observing case studies and promoting guidelines to implement new ways to design and furnish schools. Indire is leading a research project on educational architectures, which promotes a support framework, entitled “1 + 4 Learning Spaces for a New Generation of Schools.” It is aimed at architects, municipalities, school principals and other stakeholders involved in the design, development and use of innovative learning environments.

Trust in Principals

2020 ◽  
Author(s):  
Merve Zayim-Kurtay
Keyword(s):  
Organizational Citizenship ◽  
Student Outcomes ◽  
Teacher Professionalism ◽  
Collaborative Culture ◽  
Citizenship Behaviors ◽  
Cross Sectional ◽  
Work Related ◽  
School Settings ◽  
Primary Focus ◽  
Collective Goals

Trust is generally considered as the basis of relationships between major school stakeholders and contributes not only to productive attitudes and behaviors but also to the accomplishment of collective goals. The principal is the key person in creating the atmosphere and the conditions conducive to trust in which trust-based relationships among school constituencies can flourish. Specifically, school culture characterized by collegiality, professionalism, and consideration generally leads to higher trust in the principal if consistently supported by trustworthy behaviors of the principal. This brings several benefits to and desirable outcomes for school organizations, employees, and eventually students. Collaborative culture, organizational justice, teacher professionalism, job satisfaction, and organizational citizenship behaviors, with reduced burnout, is by no means an exhaustive list of positive organizational and work-related outcomes. Moreover, trust in the principal plays an essential role in the thorough and smooth implementation of educational changes and better student outcomes. However, trust in the principal is still an underexplored area of research. In addition to reliance on simpler correlational methods and cross-sectional data, which fall short of demonstrating multiple mechanisms that create and sustain trust in the principal, possible moderating roles of school characteristics have not received enough attention. Also, teachers are the primary focus of trust studies whereas parents’ and students’ perspectives have been generally overlooked. Thus, both theoretical and methodological shortcomings call for further studies about trust in the principal in order to provide a more comprehensive understanding across different school settings.

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