scholarly journals Best Practices in K-12 Engineering: Assessments of Participant Outcomes

2020 ◽  
Author(s):  
Susan Walden ◽  
Eugene Brown ◽  
Malinda Zarske
Keyword(s):  
Best Practices ◽  
K 12 ◽  
Participant Outcomes

Teaching All Students to Write During a Pandemic

2021 ◽  
pp. 281-300
Author(s):  
Tracey S. Hodges
Keyword(s):  
Best Practices ◽  
Writing Instruction ◽  
Virtual Learning ◽  
Time Investment ◽  
Online Distance ◽  
K 12

Writing instruction in K-12 classrooms can be challenging under the best of circumstances. During the COVID-19 pandemic, writing instruction became even more challenging, with teachers shifting to online, distance, and virtual learning in an instance. With the time investment and attention required to teach writing well, teachers were faced with new obstacles and questions. In addition to understanding best practices for writing instruction, the pandemic unveiled more access and instruction inequities. Specifically, teachers found that students would engage in lessons, activities, and remote instruction at differing levels, ranging from fully invested in the instruction to completely absent instruction. Therefore, this chapter synthesizes best practices for virtual writing instruction and provides recommendations for applying these best practices for various learner situations to alleviate some inequities.

Practical Guidelines for Creating Online Courses in K-12 Education

2016 ◽  
pp. 507-529
Author(s):  
Wayne Journell
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Practical Guidelines ◽  
Formally Trained ◽  
K 12

Online learning is the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Teaching Strategies and Tactics in K-12 Blended Education

2016 ◽  
pp. 222-251
Author(s):  
Anne Katz ◽  
Jackie Hee-Young Kim
Keyword(s):  
Early Childhood ◽  
School District ◽  
Best Practices ◽  
Student Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Instructional Methods ◽  
New Paradigm ◽  
K 12 ◽  
Educational Field

With a mission of creating a new paradigm of instructional methods to increase engagement in student learning in order to help develop more resilient students in a high-needs school district, this study examined implementation of the flipped classroom model in an early childhood and childhood education setting. This chapter will start by locating challenges in the current K-12 educational field. It will then examine how flipped classroom model approaches will simultaneously help educators meet long-standing challenges and support teachers to meet the diverse needs of students. This chapter will further discuss a pedagogical rationale for the flipped classroom model. It will then proceed to showcase best practices in utilizing the Flipped Classroom (FC) Model through the presentation of multiple teacher case studies. Lastly, this chapter will discuss considerations that should be examined while executing the Flipped Classroom model.

Strengthening Partnerships through Family Math Nights

2018 ◽  
Vol 23 (5) ◽  
pp. 284-287 ◽  
Author(s):  
Lynn Liao Hodge ◽  
Michael Lawson
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
High School Mathematics ◽  
University Mathematics ◽  
The Past ◽  
Mathematics Teaching And Learning ◽  
University Mathematics Education ◽  
K 12

Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.

scholarly journals Best Practices in K-12/University Partnerships

2020 ◽  
Author(s):  
Christine Schnittka ◽  
Elizabeth Parry ◽  
Lizette Day ◽  
Augusto Macalalag ◽  
Albert Padilla ◽  
...  
Keyword(s):  
Best Practices ◽  
University Partnerships ◽  
K 12

scholarly journals INCREASING THE POWER OF INTERGENERATIONAL NETWORKS: ADVANCING A NEW EVALUATION TOOL

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S672-S672
Author(s):  
Shannon Jarrott ◽  
Lisa A Juckett ◽  
Jill Juris Naar
Keyword(s):  
Best Practices ◽  
Factor Structure ◽  
Small Groups ◽  
Physical Environment ◽  
Program Effectiveness ◽  
Care Providers ◽  
Evaluation Tool ◽  
Evaluation Tools ◽  
Participant Outcomes ◽  
Promax Rotation

Abstract According to a 2018 national survey of intergenerational (IG) care providers, practitioners identified as their number one concern a need for evidence-informed evaluation tools to demonstrate their impact on older and younger participants. The Best Practices Checklist is a 14-item (yes/no) measure grounded in evidence of effective intergenerational strategies. Trained evaluators complete the checklist based on their observations of facilitators’ behaviors during IG activities. Exploratory factor analysis (promax rotation) of the Checklist for 132 IG activities offers insight to factor structure and item construction. An adequate two-factor structure was achieved; seven Checklist items were retained with factor loadings greater than .39. Seven items were deleted due to non-variance, high missing data, or double loading across factors. Factors reflect dimensions of: (a) person-centered strategies (e.g. selecting activities based on participants’ interests) and (b) creating a positive physical environment (e.g., grouping participants into intergenerational pairs or small groups). Findings indicate that a Best Practices Checklist with fewer items may offer a suitable tool for assessing the utilization of Best Practices during IG activities. Given the demand for IG evaluation tools, the 7-item BP Checklist can be a brief, easy-to-use measure that documents IG facilitators’ implementation of evidence-informed practices. Its use could be especially helpful if connected to varied indicators of program effectiveness and participant outcomes.

The iPad

2018 ◽  
pp. 194-224 ◽  
Author(s):  
Julia Bennett ◽  
Danielle McKain
Keyword(s):  
Best Practices ◽  
Mobile Devices ◽  
Mobile Learning ◽  
First Century ◽  
Learning Needs ◽  
Note Taking ◽  
Laptop Computer ◽  
Advantages And Disadvantages ◽  
K 12 ◽  
The Way

Mobile learning is becoming more prominent in all levels of education. While educators strive to keep up with the learning needs of twenty-first century students, research on best practices for mobile devices in the classroom is limited. There is a great deal of research on traditional note-taking, but mobile devices have changed the way students take notes. While electronic note-taking began with simply typing notes on a laptop computer, it has quickly transformed into a multitude of options with various note-taking applications (apps). The purpose of this chapter is to provide a brief review of mobile devices and note-taking in K-12 classrooms. Additionally, it reviews and compares features of eight note-taking applications. These apps change how notes are taken, organized, stored, and accessed. This chapter provides an overview of each application with specific examples using Notability, as well as the advantages and disadvantages of taking notes on the iPad.

Best Practices in K-12 Social Studies Integration

2017 ◽  
pp. 49-94
Keyword(s):  
Social Studies ◽  
Best Practices ◽  
Cultural Landscapes ◽  
Economic Systems ◽  
Science Technology ◽  
The Arts ◽  
Ancient People ◽  
K 12

Social studies, the study of historical people, places, and events, geographical physical and cultural landscapes, governmental structures of power and policy, and economic systems of control, could be viewed as the root of all other academic subjects. From the observations and thoughts of ancient people who questioned humans' and Earth's existence came science, technology, reading/writing, engineering, the arts, and math (STREAM). However, students are often unaware of this phenomenon. Therefore, by infusing the concepts of social studies into all subjects, students would be able to recognize the possibilities, importance, and value of social studies, and examine how social studies and all other subjects are interconnected.

Nonviolent Discipline Practices Within Classrooms

2021 ◽  
pp. 257-282
Author(s):  
Rufaro A. Chitiyo ◽  
Florence Nyemba ◽  
Elizabeth A. Ramsey
Keyword(s):  
Best Practices ◽  
Social Problems ◽  
Classroom Strategies ◽  
Discipline Practices ◽  
Trauma Informed Care ◽  
History Of ◽  
Trauma Informed ◽  
K 12 ◽  
Over Time

This chapter focuses on nonviolent discipline practices within classroom settings. The authors draw upon a trauma-informed perspective as a means to encourage professionals working with children to engage in best practices as they decide how to best discipline children under their care. They also address a few examples of nonviolence in U.S. history because peace has worked multiple times as a means to solve social problems. In addition, they provide a brief history of discipline in U.S. schools and how that has evolved over time. Furthermore, they explain possible causes of trauma in children, how to discipline children with histories of trauma, how to implement trauma-informed care in K-12 settings, as well as provide examples of trauma-informed classroom strategies. Using a case study, they provide an example of how to guide teachers to use nonviolent discipline in their work with children with histories of trauma.

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