scholarly journals Reflections And Measures Of Stem Teaching And Learning On K 12 Creative And Performing Arts Students

2020 ◽  
Author(s):  
Steven Essinger ◽  
Ryan Coote ◽  
Pete Konstantopoulos ◽  
Jason Silverman ◽  
Gail Rosen
Keyword(s):  
Performing Arts ◽  
Teaching And Learning ◽  
K 12 ◽  
Stem Teaching

scholarly journals 3-D FOSSILS FOR K–12 EDUCATION: A CASE EXAMPLE USING THE GIANT EXTINCT SHARKCARCHAROCLES MEGALODON

2016 ◽  
Vol 22 ◽  
pp. 197-209 ◽  
Author(s):  
Claudia A. Grant ◽  
Bruce J. MacFadden ◽  
Pavlo Antonenko ◽  
Victor J. Perez
Keyword(s):  
Teaching And Learning ◽  
Three Dimensional ◽  
Science Standards ◽  
Deep Time ◽  
Hands On ◽  
Socially Relevant ◽  
K 12 ◽  
Stem Teaching ◽  
Immense Potential

AbstractFossils and the science of paleontology provide a charismatic gateway to integrate STEM teaching and learning. With the new Next Generation Science Standards (NGSS), as well as the exponentially increasing use of three-dimensional (3-D) printing and scanning technology, it is a particularly opportune time to integrate a wider variety of fossils and paleontology into K–12 curricula. We describe a curricular prototype that integrates all four components of STEM (Science, Technology, Engineering, Math) into authentic research using dentitions of the Neogene giant shark Megalodon (Carcharocles megalodon Agassiz, 1843). This prototype has been implemented in two middle and two high schools in California and Florida. Consistent with prior evidence-based research, student engagement increases when they have hands-on experiences with fossils, particularly with a charismatic species such as Megalodon. Access to museum specimens helps students understand big ideas in ‘Deep Time.’ In addition to engaging students in authentic STEM practices and scaffolding development of content knowledge, paleontology is an integrative science that connects and informs socially relevant topics, including long-term (macro-) evolution and climate change. The application of 3-D printing and scanning to develop curricula using fossils has immense potential in K–12 schools in the U.S.

scholarly journals The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

Human Arenas ◽  
2021 ◽  
Author(s):  
Ramiro Tau ◽  
Laure Kloetzer ◽  
Simon Henein
Keyword(s):  
Higher Education ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Educational Practice ◽  
The Body ◽  
Cultural Perspective ◽  
General Process ◽  
Emotional Dimension ◽  
The Matrix ◽  
The Mind

AbstractIn this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

scholarly journals Cloud Computing and K-12 School IT Infrastructure in Western Canada: From Challenges to Opportunities

2018 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Peter Holowka
Keyword(s):  
Cloud Computing ◽  
School Districts ◽  
Teaching And Learning ◽  
Geographical Area ◽  
Transformation Model ◽  
School Level ◽  
Western Canada ◽  
It Infrastructure ◽  
K 12 ◽  
Computing Infrastructure

This paper is based on the findings of an exhaustive study of all 75 large K-12 districts in Canada's three western-most provinces: British Columbia, Alberta, and Saskatchewan.  This study encompassed over 1.1 million students and a geographical area of 2,258,483 square kilometers.  Facilitating teaching and learning activities for so many students across such a large territory, with diverse provincial regulations, is an impressive feat achieved by the information technology leaders of the K-12 school districts.  Multiple case study analysis, followed by correlation analysis, were used to explore the nature of IT infrastructure and cloud computing use in Western Canada.  A data transformation model mixed methods triangulation design methodology was used.  This paper discusses the strategies used in Western Canada to deliver educational technology resources through to students, teachers, parents, and district staff.  The findings of this study are that cloud computing is the primary IT infrastructure in Western Canadian K-12 education.  All school districts in the three provinces studied use cloud computing for some aspects of their infrastructure.  In instances where cloud computing infrastructure is not used, school-level LAN and server infrastructure is used.  In addition to being an alternative to cloud computing, the rare instances of school-level server use are either to supplement or complement a district’s centralized cloud computing infrastructure, with cloud computing infrastructure existing in parallel.

scholarly journals Teaching and Learning Within Inter-Institutional Spaces: An Example from a Community-Campus Partnership in Teacher Education

2019 ◽  
Vol 5 (1) ◽  
pp. 37-55
Author(s):  
Cher Hill ◽  
Paula Rosehart ◽  
Sue Montabello ◽  
Margaret MacDonald ◽  
Don Blazevich ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Common Ground ◽  
Graduate Program ◽  
Institutional Practices ◽  
University Partnerships ◽  
University Communities ◽  
Dialogic Inquiry ◽  
K 12 ◽  
Institutional Space

This paper explores the potentiality inherent within a community-campus partnership in the area of inservice teacher education, and the inter-institutional space that has afforded creative and collaborative practices. Through this partnership, we endeavour to find innovative ways to better serve our students and create opportunities for smooth interactions and flow across school and university communities. Unlike other research that explores tensions and/or common ground within community-university partnerships, we seek to understand the potential that is created in the metaphorical space in-between institutions. Using dialogic inquiry, the diverse members of our teaching team, including members of the university community and the K-12 school system, as well as graduates of the program, reflected on the unique material, discursive and relational dimensions of our inter-institutional space. We came to see our graduate program as a hybrid place of connections, rhythms, and intersections in which usual institutional practices are ruptured. Together we identified powerful interrelated structural dimensions of our inter-institutionality, which we referred to as the gathering space, the inquiry space, the transformative space and the empowering space. These themes and the flow that has been created across and between institutions will be discussed in the following paper. 

scholarly journals Competencies, Culture, and Change: A Model for Digital Transformation in K-12 Educational Contexts

2021 ◽  
pp. 203-218
Author(s):  
Angela Elkordy ◽  
Jessica Iovinelli
Keyword(s):  
Technology Implementation ◽  
Teaching And Learning ◽  
Organizational Context ◽  
Digital Transformation ◽  
Interconnected Systems ◽  
Learning Goals ◽  
The People ◽  
Order Change ◽  
Second Order Change ◽  
K 12

AbstractOn the surface, adopting technology presents itself as a technical issue. Yet, the real challenge of digital transformation in educational contexts necessitates a second-order change to disrupt and realign interconnected systems. A significant component of digital transformation in K-12 schools is an understanding of the unique affordances of digital tools and technologies and how these can be leveraged to align with learning goals and targets to impact teaching and learning in new ways. While there are several models for innovation diffusion and technology adoption in K-12 contexts, they fall short, particularly in describing the nature and interactions of these interconnected systems. These aspects of technology implementation remain a mystery. As a result, efforts to enact change in K-12 organizations often fall short due to a lack of understanding of context, inadequate goal-setting, insufficient professional development and personalized supports to build capacity, and a failure to evaluate progress. In K-12 educational settings, the people, the competencies, and the culture, alongside the strong leadership, resources, and organizational context, are all essential to effect sustainable change. We propose a model for digital transformation that considers all of these factors and interconnected systems.

Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools

2020 ◽  
Vol 3 (2) ◽  
pp. 33-34
Author(s):  
Chona D. Jorilla ◽  
Joel M. Bual
Keyword(s):  
Personal Growth ◽  
Catholic Schools ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Professional Status ◽  
Quality Teachers ◽  
Teaching Competence ◽  
High Regard ◽  
Teaching Learning ◽  
K 12

Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners. Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers. Through this professional endeavor, they become stewards of knowledge not only for learners but also for the building and growth of the nation. Thus, for teachers to perform this mission, they must show high regard for professional standards and competence. However, most Catholic schools nowadays are confronted with the challenges of teaching competence due to the gradual migration of qualified educators to public institutions considering the demands of high remuneration and K-12 educational reform. In this sense, they resort to hiring new and unqualified teachers who compromise the continuity of quality Catholic teaching and learning.  Hence, the paper assessed the level of teaching competence of Diocesan Catholic schools in Antique in the light of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development domains of Philippine Professional Standards for Teachers (PPST). Likewise, it sought to establish the relationship between teaching competence and their age, sex, employment status, and professional status.              

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