scholarly journals Synergistic, ecological education development: The Vietnam Consortium Fellowship Program

2016 ◽  
Vol 9 ◽  
Author(s):  
Allan MacKinnon
Keyword(s):  
Learning Community ◽  
International Development ◽  
Science Curriculum ◽  
Fellowship Program ◽  
Education Development ◽  
Post Secondary ◽  
Master Of Science ◽  
Curriculum Research ◽  
Simon Fraser University ◽  
Basic Science Curriculum

This article presents an analysis of a learning community that formed in a project in science curriculum development at the tertiary level in Vietnam during the nineties. This ‘Vietnamese Consortium Fellowship Program’ was funded by the Canadian International Development Agency (CIDA) and delivered through Simon Fraser University (SFU) from 1993 to 1999. The aim of the project was to develop and implement a master of science (MSc) program in science curriculum research for twenty young professors of science selected from among the eleven universities of the consortium to assist in developing an educationally sound, up-to-date basic science curriculum for the initial phase of post-secondary science education in Vietnam.

A case study of a nontraditional basic science curriculum

1982 ◽  
Vol 46 (6) ◽  
pp. 314-322
Author(s):  
GI Roth ◽  
RB Bridges ◽  
AT Brown ◽  
R Calmes ◽  
TT Lillich ◽  
...  
Keyword(s):  
Basic Science ◽  
Science Curriculum ◽  
Basic Science Curriculum

Getting My Feet Wet: A Student Educator's Perspective on a Successful Learning Experience

1997 ◽  
Vol 20 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Diane Gifford
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Graduate Student ◽  
Social Issues ◽  
Learning Experience ◽  
Holistic Education ◽  
Unexpected Events ◽  
School Buses ◽  
Master Of Science ◽  
Strongly Connected

I am a third-semester graduate student at the Audubon Expedition Institute (AEI), a college based in Belfast, Maine. This is a unique, fascinating, and sometimes crazy educational experience in which we travel around a different bioregion of the country each semester. Our method of transport is two converted school buses; we camp out every night and become strongly connected with the land around us. Our degree will be a master of science in environmental education; we study ecosystems and environmental and social issues through self-directed education. Our program emphasizes experiential and holistic education within a strong learning community, and sometimes we have the opportunity to turn unexpected events to our advantage. As a learning community we are each other's roommates, teachers, students, and peers. We cook and eat together and live in an intense, closely knit environment. This semester our community consists of 27 graduate students and four faculty.

Keeping Students on Track to Postsecondary Success: Learnings from the Pathways to Adult Success (PAS) Initiative

2020 ◽  
Vol 122 (14) ◽  
pp. 1-24
Author(s):  
Joanna Hornig Fox ◽  
Robert Balfanz
Keyword(s):  
High School ◽  
Learning Community ◽  
Early Warning ◽  
High School Graduation ◽  
Early Warning Systems ◽  
Data Systems ◽  
Warning Systems ◽  
Post Secondary ◽  
Postsecondary Success ◽  
School Graduation

Background/Context Over the past decade early warning systems which use predictive indicators to identify students in need of additional supports to stay on track to high school graduation have spread from a few schools to most states. There is now a growing interest in extending the utility of early warning systems from high school graduation to post-secondary readiness. Purpose/Objective/Research Question/Focus of Study Report on initial findings and insights from a three year effort to build a learning community of early adopters of early warning systems for high school graduation to figure out how they can be extended to keep students on track to post-secondary success. Intervention/Program/Practice A key outcome of the learning community which included 150 representatives of K-12 local and state school systems, as well as non-profits and institutions of higher education was the development a framework for keeping students on track to post-secondary success, called Pathways to Adult Success which has four main components (1) how to use Early Warning Systems to support postsecondary success, (2) how to provide better postsecondary navigation and guidance supports to all students, (3) how to develop cross-sector collaborations, and (4) how to improve data use and data systems. Research Design Participant-observation supported by interviews and surveys Conclusions/Recommendations The PAS learning community assembled a multi-part framework of recommendations and guideposts to help states, schools, and districts increase and improve pathways to adult success for all youth. This framework extends the early warning approach to support bridges to postsecondary outcomes, while acknowledging the need to improve and expand navigation and guidance supports for all students, and to increase cross-sector collaborations to improve and expand existing pathways. Finally, it stresses the power of and need for data, data systems, and data use to drive all elements of the Framework. The remaining challenge will be creating the conditions which enable its widespread implementation.

scholarly journals A Case of a Partnership Academy Small Learning Community Model on Student Outcomes

2008 ◽  
Vol 3 (1) ◽  
pp. 73-88
Author(s):  
Sheila Folan ◽  
Cary J. Trexler
Keyword(s):  
High School ◽  
Learning Community ◽  
Case Study Research ◽  
Small Learning Community ◽  
Secondary Effects ◽  
School Class ◽  
Post Secondary ◽  
Community Model ◽  
High School Class

Many students are experiencing disconnect from their large, seemingly impersonal high schools. This case study research explored a post-high school class cohort's perceptions of an academy environment. The study examined the nature of its connection to academic, behavioral and post-secondary effects by utilizing a treatment group of academy students and a comparison group of non-academy students. The study found that students within academies experienced a greater sense of high school community than non-academy students. Differences were also found in post-secondary endeavors including greater participation by academy students in college, the workforce and career/technical areas.

scholarly journals Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Justine O Hobbins ◽  
Mildred Eisenbach ◽  
Kerry L Ritchie ◽  
Shoshanah Jacobs
Keyword(s):  
Learning Community ◽  
Graduation Rates ◽  
Academic Outcomes ◽  
The United States ◽  
Retention Rates ◽  
First Year ◽  
Comprehensive University ◽  
Post Secondary ◽  
Residential Living ◽  
The Relationship

This study investigated the relationship between residential living scenario and first year grades, second year retention, and 5-year graduation rates of students at a Canadian comprehensive university. We compared the academic outcomes of students living in residence learning communities (RLCs) to those in other living scenarios (traditional residences and off-campus). RLCs have been shown to be positively associated with student academic outcomes in the United States; however, the data to support RLCs in Canada is non-existent. A longitudinal observational study was conducted to analyse the academic outcomes of a complete cohort of students (n=4805) who lived in RLCs (18%) and non-RLCs (82%). Results indicated that RLC students, on average, achieved higher first year averages, 2nd year retention rates, and 5-year graduation rates relative to non-RLC students, thereby contributing to the goals of post-secondary institutions to attract and retain their students through to graduation. Cette étude examine la relation qui existe entre le scénario où les étudiants vivent en résidence et les notes obtenues en première année d’études, la rétention en deuxième année et l’obtention des diplômes en cinquième année dans une université canadienne polyvalente. Nous avons comparé les résultats académiques d’étudiants qui vivaient dans des communautés d’apprentissage en résidence (CAR) et ceux des étudiants qui vivaient selon d’autres scénarios (résidence traditionnelle et hors campus). Il a été prouvé qu’aux États-Unis, les CAR sont associées favorablement aux résultats académiques des étudiants. Toutefois, les données pour soutenir les CAR au Canada sont inexistantes. Une étude d’observation longitudinale a été menée pour analyser les résultats académiques d’une cohorte complète d’étudiants (n=4805) qui vivaient dans une CAR (18 %) et ceux d’étudiants qui vivaient autrement (82 %). Les résultats ont indiqué qu’en moyenne, les étudiants qui vivaient dans une CAR avaient obtenu de meilleures notes en première année, avaient réalisé un taux de rétention supérieur en deuxième année et un meilleur pourcentage d’obtention de diplômes en cinquième année, par rapport aux étudiants qui ne vivaient pas dans une CAR, ce qui contribue à répondre aux objectifs des établissements d’enseignement post-secondaire d’attirer et de retenir leurs étudiants jusqu’à que ceux-ci obtiennent leur diplôme.

scholarly journals Content Validation of Basic Education Certificate Examination Questions in Basic Science in Adamawa State, Nigeria

2020 ◽  
pp. 42-54
Author(s):  
Maryamu Atari Buba ◽  
Stephen Tizhe Kojigili
Keyword(s):  
Science Teachers ◽  
Basic Science ◽  
Basic Education ◽  
Science Curriculum ◽  
Cognitive Domain ◽  
Content Validation ◽  
Significant Difference ◽  
Science Question ◽  
Certificate Examination ◽  
Basic Science Curriculum

The study assessed the content validation of Basic Education Certificate Examination (BECE) questions in Basic Science set by Adamawa State Educational Resource Centre (ERC), Yola, Nigeria. This was to determine the representativeness of the topics and their levels of the cognitive domain in the Junior Secondary School Basic Science curriculum in the Basic Education Certificate Examination in Basic Science question papers from 2013 to 2017. Document analysis research design was adopted for the study. The population of the study comprised all past Basic Education Certificate Examination questions in Basic Science. The research instrument used for the data collection was a designed checklist along table of specification. A pilot study was conducted and a reliability index of 0.86 was obtained using Cronbach alpha analysis. Three research questions were raised with two hypotheses tested at 0. 05 level of significance.  The result of the findingp=0.000 revealed that there is no significant difference between the topics in the Basic Science curriculum and those examined in the Basic Education Certificate Examination questions in Basic Science. Again, the result 0.675 showed that there is significant difference between the weights assigned to the various levels of cognitive domain in the Basic Science curriculum and those weights assigned to them in Basic Education Certificate Examination Basic Science question papers. Based on the findings, it was recommended that re-training, workshops, conferences and seminars should be organized for Basic Science teachers and external examiners regularly to update their knowledge on test construction.

scholarly journals Promoting a culture of openness: Institutional open access policy development and evaluation at a Canadian university

2021 ◽  
Vol 16 (1) ◽  
pp. 1-23
Author(s):  
Alison J. Moore ◽  
Jennifer Zerkee ◽  
Kate Shuttleworth ◽  
Rebecca Dowson ◽  
Gwen Bird
Keyword(s):  
Open Access ◽  
Policy Development ◽  
Canadian Universities ◽  
Post Secondary ◽  
Access Policy ◽  
Post Secondary Institution ◽  
Solid Foundation ◽  
Future Policy ◽  
Simon Fraser University ◽  
Soar Strengths

Institutional open access (OA) policies can act as a solid foundation on which to build university-wide support for open access. This is the first paper to reflect on the entire process of developing, implementing, and reviewing an institutional open access policy at a Canadian post-secondary institution. Simon Fraser University (SFU) is one of a few Canadian universities with an institutional open access policy. As a leader in open access, SFU is well positioned to share observations of our experiences in the first three years of our OA policy. Throughout this paper, we reflect on the role that the policy plays in the broader culture of openness at SFU and on the OA resources and supports provided to SFU researchers. Other institutions may find our observations and adoption of the SOAR (strengths, opportunities, aspirations, results) appreciative inquiry framework useful as they explore future policy development or review and work to promote a culture of open access within their university community. 

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