Growth of Innovation: Saturday Academies

2018 ◽  
Vol 22 (4) ◽  
pp. 627-654
Author(s):  
John A. Kuykendall ◽  
Thomas G. Barrett
Keyword(s):  
School District ◽  
Educational Achievement ◽  
At Risk Students ◽  
Relationship Building ◽  
Special School ◽  
College Graduation ◽  
Developmental Courses ◽  
Smith College ◽  
Saturday Academy ◽  
The University

The article presents a mixed-methods assessment of an educational intervention proposed by a partnership between Pulaski County Special School District, the University of Arkansas at Little Rock, Philander Smith College, and plaintiffs in a longstanding federal desegregation lawsuit. The Donaldson Scholars Saturday Academy is part of a plan, approved by the Federal Court’s Eastern District of Arkansas in 2014, designed to improve educational achievement of all Pulaski County Special School District students with special emphasis on improving academic performance of African American and other at-risk students. Composed of eight all-day sessions during the academic year focused on relationship building, academic rigor, fun, and college graduation, goals of the Saturday Academy include developing better cognitive and noncognitive skills to succeed in college and facilitating college graduation by eliminating the need for developmental courses. Students completing the program and enrolling in one of the two partner colleges receive a $10,000 scholarship. Preliminary findings are impressive.

A Statewide Approach to Inservice Training for Teachers of the Mentally Retarded

1969 ◽  
Vol 35 (5) ◽  
pp. 353-357 ◽  
Author(s):  
Edward L. Meyen
Keyword(s):  
School District ◽  
Training Program ◽  
Special Class ◽  
Mentally Retarded ◽  
Inservice Training ◽  
Intermediate School ◽  
University Of Iowa ◽  
Public Instruction ◽  
The University ◽  
Inservice Program

The SECDC inservice training program for teachers of the mentally retarded uses experienced special class teachers as inservice educators. These “consulting teachers” are trained to conduct monthly inservice sessions. Curriculum publications are prepared specifically for the field sessions by a staff at The University of Iowa, and an intermediate school district publishes the materials. Coordination is provided by the Iowa Department of Public Instruction. The purpose of the training program is to establish an ongoing inservice program which utilizes the teachership talents of teachers and which focuses on concerns relevant to their needs.

scholarly journals Monitoring Students at the University: Design and Application of a Moodle Plugin

2020 ◽  
Vol 10 (10) ◽  
pp. 3469 ◽  
Author(s):  
María Consuelo Sáiz-Manzanares ◽  
Raúl Marticorena-Sánchez ◽  
César Ignacio García-Osorio
Keyword(s):  
At Risk ◽  
Early Detection ◽  
At Risk Students ◽  
Machine Learning Techniques ◽  
Dropout Rates ◽  
Dynamic Learning ◽  
Academic Risk ◽  
University Environment ◽  
Student Dropout ◽  
The University

Early detection of at-risk students is essential, especially in the university environment. Moreover, personalized learning has been shown to increase motivation and lower student dropout rates. At present, the average dropout rates among students following courses leading to the award of Spanish university degrees are around 18% and 42.8% for presential teaching and online courses, respectively. The objectives of this study are: (1) to design and to implement a Modular Object-Oriented Dynamic Learning Environment (Moodle) plugin, “eOrientation”, for the early detection of at-risk students; (2) to test the effectiveness of the “eOrientation” plugin on university students. We worked with 279 third-year students following health sciences degrees. A process for extracting information records was also implemented. In addition, a learning analytics module was developed, through which both supervised and unsupervised Machine Learning techniques can be applied. All these measures facilitated the personalized monitoring of the students and the easier detection of students at academic risk. The use of this tool could be of great importance to teachers and university governing teams, as it can assist the early detection of students at academic risk. Future studies will be aimed at testing the plugin using the Moodle environment on degree courses at other universities.

Advanced Placement: An Exemplary Honors Model

1984 ◽  
Vol 2 (2) ◽  
pp. 139-142
Author(s):  
June Cox
Keyword(s):  
High School ◽  
Elementary School ◽  
School District ◽  
Advanced Placement ◽  
College Counseling ◽  
Fort Worth ◽  
Enrichment Programs ◽  
Elementary School District ◽  
University Of Texas ◽  
The University

This article, examining honors and Advanced Placement Courses, is the second in a series reporting on the Richardson Study, a national investigation of the educational opportunities available to able learners, being conducted by the Sid W. Richardson Foundation in Fort Worth, Texas. In addition to conducting a national survey and visiting schools throughout the country, I gathered information for the article by inviting six people actively involved with honors and Advanced Placement (AP) courses to meet with my committee and me to discuss these options from their respective vantage points. Working with us in Fort Worth on September 21 and 22, 1982 were Jewell Bindrup, Director of Gifted/Talented Programs for the Utah Department of Education; Steven Brown, Director of Academic Enrichment Programs for the Madison Elementary School District in Phoenix, Arizona; Robert Crawford, Director of College Counseling at Phillips Academy in Andover, Massachusetts; Dennis Day, teacher at Highland Park High School in Dallas, Texas; Marie Laine, teacher at O.D. Wyatt High School in Fort Worth, Texas; and Irwin Spear, Professor of Biological Science at the University of Texas at Austin. We sought diversity in selecting the programs for consideration. O. D. Wyatt High School in Fort Worth, with a student population of over 80% black, bears little resemblance to the high school in affluent Highland Park and even less to schools like Andover that ‘train the country's elite in the prep tradition, providing top education for top dollar’ (Williams, et. al., 1981). The Utah Development of Education represents a statewide effort to implement AP programs; the University of Texas, Austin, is engaged in training teachers in AP methods and curricula; and the Madison Elementary School District in Phoenix is developing a Junior AP program — a project that may become a part of the College Board's official program. Ideas and information flowed freely during two days of spirited discussions. This article reflects many of the thoughts shared and the recommendations generated.

The Kellogg College Centre for Research into Assistive Learning Technologies

2012 ◽  
Vol 6 (2) ◽  
pp. 158-162 ◽  
Author(s):  
Lorna McKnight ◽  
Chris Davies
Keyword(s):  
Higher Education ◽  
Educational Achievement ◽  
Learning Technologies ◽  
Assistive Technologies ◽  
Research Centre ◽  
Research Review ◽  
Content Type ◽  
University Of Oxford ◽  
New Research ◽  
The University

PurposeThis article aims to introduce the Kellogg College Centre for Research into Assistive Learning Technologies, which is a new research centre based at the University of Oxford.Design/methodology/approachThe article briefly sets the context of the centre within the current literature, and outlines the centre's current plan of work. The centre has funding for two years to look into new developments in the application of digital technologies to support the learning and educational achievement of young people in school and higher education with a range of specific learning difficulties. This will begin with a substantial research review, as well as in‐depth studies of current initiatives in secondary schools and higher education.FindingsThe findings from the research review will aim to be published and disseminated to the research community within the first two years of the centre's life.Originality/valueIt is hoped that this centre will be able to contribute to the existing research on the uses of a range of assistive technologies in educational settings.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2011 ◽  
Vol 1 (4) ◽  
pp. 1-9 ◽  
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

The Jois Foundation Partnership with the Encinitas Union School District

2019 ◽  
pp. 86-112
Author(s):  
Candy Gunther Brown
Keyword(s):  
School District ◽  
Charter Schools ◽  
Education Policy ◽  
San Diego ◽  
Pilot Program ◽  
University Of Virginia ◽  
Ashtanga Yoga ◽  
The University ◽  
Funding Research ◽  
Roll Out

Chapter 5 explores the partnership between the Jois Foundation and the Encinitas Union School District (EUSD) from 2011 to 2016. The Foundation gave EUSD $4 million in grants to introduce Ashtanga yoga; in return, EUSD helped the Foundation develop and validate a curriculum to roll out nationally. The chapter explains how the Foundation got a foothold at EUSD; describes the 2011–12 pilot program (in EUSD and Florida charter schools), grant and expansion in 2012–13; and reveals the Foundation’s ongoing involvement in training, hiring, and supervising yoga teachers, co-authoring a curriculum, and funding research by the Center for Education Policy and Law (CEPAL) at the University of San Diego and the Contemplative Sciences Center (CSC) at the University of Virginia. The Foundation and EUSD deflected parent complaints and defended against litigation by modifying language, while preserving Ashtanga yoga practices—always opening with Sun Salutations and closing with Lotus and Rest. The chapter argues that the history and context of the Jois-Foundation-EUSD partnership shows that despite renaming “Ashtanga yoga” as “EUSD yoga” and disavowing Foundation control, EUSD still taught Ashtanga yoga, continued partnering with the Foundation, and promoted practices that critics and supporters perceived as religious.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2013 ◽  
pp. 206-215
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

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