Exploring the Potential of Mobile Applications to Support Learning and Engagement in Elementary Classes

2015 ◽  
pp. 1538-1550
Author(s):  
Athraa Al Mosawi ◽  
Esra Ahmed Wali
Keyword(s):  
Action Research ◽  
Public School ◽  
Mobile Devices ◽  
Private School ◽  
Mobile Applications ◽  
Traditional Classroom ◽  
Action Research Project ◽  
Utilization Of Technology ◽  
Elementary Classes ◽  
Technology Exposure

Mobile devices have integrated themselves in society where they are used naturally and invisibly by individuals. Despite the fact that these devices are available to teachers and learners, the traditional style of classes is still the dominant style. This research explores the utilization of mobile applications in traditional classroom settings, and how this affects students' learning and engagement. An action research project was conducted in Bahrain to study the differences between the utilization of mobile applications in a classroom setting in a private school, with more technology exposure, and in a public school, with limited technology exposure. The study found that the use of mobile applications in classrooms increased students' engagement despite differences in the utilization of technology. The study also found that integrating mobile applications in classrooms has the potential to enhance students' performance.

Exploring the Potential of Mobile Applications to Support Learning and Engagement in Elementary Classes

2015 ◽  
Vol 7 (2) ◽  
pp. 33-44 ◽  
Author(s):  
Athraa Al Mosawi ◽  
Esra Ahmed Wali
Keyword(s):  
Action Research ◽  
Mobile Devices ◽  
Private School ◽  
Mobile Applications ◽  
Traditional Classroom ◽  
Classroom Setting ◽  
Action Research Project ◽  
Utilization Of Technology ◽  
Elementary Classes ◽  
Technology Exposure

Mobile devices have integrated themselves in society where they are used naturally and invisibly by individuals. Despite the fact that these devices are available to teachers and learners, the traditional style of classes is still the dominant style. This research explores the utilization of mobile applications in traditional classroom settings, and how this affects students' learning and engagement. An action research project was conducted in Bahrain to study the differences between the utilization of mobile applications in a classroom setting in a private school, with more technology exposure, and in a public school, with limited technology exposure. The study found that the use of mobile applications in classrooms increased students' engagement despite differences in the utilization of technology. The study also found that integrating mobile applications in classrooms has the potential to enhance students' performance.

A Brazilian Hoe: Education in and through Dance—Unlocking Children's Potential for Dance Appreciation

2009 ◽  
Vol 41 (S1) ◽  
pp. 284-292
Author(s):  
Alba Pedreira Vieira
Keyword(s):  
Action Research ◽  
Public School ◽  
Qualitative Analysis ◽  
Children And Adolescents ◽  
Research Method ◽  
Action Research Project ◽  
School Students ◽  
Research Project ◽  
Public School Students ◽  
K 12

This paper discusses an action research project conducted for three semesters at two Brazilian cities: Vicosa and Paula Candido. It describes meanings, elements, and processes of education in dance appreciation experienced by K-12 public school students. The pedagogical method assured participants' attendance of ninety-minute dance classes once a week. The research method included qualitative analysis of more than two hundred written and oral answers from children and adolescents to questionnaires about dance appreciation, of their videotaped classes and performances, and of systematic on-site observations. The paper concludes with reflections on the future of dance appreciation in education.

scholarly journals Improving 10th Graders’ English Communicative Competence Through the Implementation of the Task-Based Learning Approach

2016 ◽  
Vol 18 (2) ◽  
pp. 95 ◽  
Author(s):  
Ana Carolina Buitrago Campo
Keyword(s):  
Action Research ◽  
Public School ◽  
Communicative Competence ◽  
Learning Approach ◽  
Action Research Project ◽  
Research Project ◽  
Tenth Graders ◽  
Thematic Units ◽  
Definition Of

<p>This article reports the results of an action-research project focused on improving students’ communicative competence in English through the task-based learning approach. This study was conducted in a co-educational public school in Medellín (Colombia) with thirty-four tenth graders. Actions implemented include the development of a series of tasks and the definition of four thematic units consistent with the syllabus and students’ interests and needs. The results evidence students’ significant improvements in their communicative competence in English. Findings also show that implementation of the task-based approach was affected by factors related to the teachers’ role and others related to students’ performance.</p>

What Happens When Eighth Graders Become the Teachers?

2009 ◽  
Vol 111 (8) ◽  
pp. 1930-1953
Author(s):  
Stephanie Stecz
Keyword(s):  
Action Research ◽  
Public School ◽  
Inner City ◽  
Research Question ◽  
Eighth Graders ◽  
Eighth Grade ◽  
Full Time ◽  
Action Research Project ◽  
Research Project ◽  
Eighth Grade Students

Background/Context Significant research has been done on the cognitive and academic outcomes of older-younger and peer-peer student relationships. Whether in a one-on-one setting or a setting in which responsibility for teaching is shared among members of a collaborative group, well-planned, well-organized, and well-executed student-student interactions have repeatedly shown positive evidence of student progress and learning This action research project differentiates itself from previous research in several ways because it focuses on motivational and attitudinal outcomes when every student in a classroom of eighth graders serves as a teacher of “new-to-everyone” content for three classes of younger students. Purpose/Objective/Research Question/Focus of Study The research question I asked was: What happens when my eighth-grade students teach younger students about Japan? My purpose was to find out if and how teaching younger students affected eighth graders in my K-8 inner city public school. I was also interested in whether and how the project affected the school community. Setting The research took place in a K-8 inner city Chicago public school. Population/Participants/Subjects The participants were 27 eighth-grade students, and a second-grade, a third-grade, and a fourth-grade class of approximately 25 students each. Approximately 96% of participating students were African American, and 4% were Hispanic. Intervention/Program/Practice The project consisted of a 10-week period during which my eighth-grade class was split into three groups that developed and taught lessons about Japan to classes of younger students. Research Design This was an action research project that I did in my classroom while teaching full time.

Exploring the Fourth Order

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Barend KLITSIE ◽  
Rebecca PRICE ◽  
Christine DE LILLE
Keyword(s):  
Action Research ◽  
Fourth Order ◽  
Subject Matter ◽  
Action Research Project ◽  
Research Project ◽  
Building Trust ◽  
Current Business

Companies are organised to fulfil two distinctive functions: efficient and resilient exploitation of current business and parallel exploration of new possibilities. For the latter, companies require strong organisational infrastructure such as team compositions and functional structures to ensure exploration remains effective. This paper explores the potential for designing organisational infrastructure to be part of fourth order subject matter. In particular, it explores how organisational infrastructure could be designed in the context of an exploratory unit, operating in a large heritage airline. This paper leverages insights from a long-term action research project and finds that building trust and shared frames are crucial to designing infrastructure that affords the greater explorative agenda of an organisation.

CONSUMO DE ALIMENTOS PROCESSADOS E ULTRAPROCESSADOS POR ESCOLARES DE ARROIO DO TIGRE, RS

2018 ◽  
Vol 7 (1) ◽  
pp. 157-164
Author(s):  
Rubiane Inara Wagner ◽  
Patrícia Molz ◽  
Camila Schreiner Pereira
Keyword(s):  
Public School ◽  
Nutritional Status ◽  
Private School ◽  
Food Habits ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private ◽  
The Public ◽  
Cereal Bars

O objetivo deste estudo foi comparar a frequência do consumo de alimentos processados e ultraprocessados e verificar a associação entre estado nutricional por adolescentes do ensino público e privado do município de Arroio do Tigre, RS. Trata-se de um estudo transversal realizado com adolescentes, com idade entre 10 e 15 anos, de uma escola pública e uma privada de Arroio do Tigre, RS. O estado nutricional foi avaliado pelo índice de massa corporal. Aplicou-se um questionário de frequência alimentar contendo alimentos processados e ultraprocessados. A amostra foi composta por 64 adolescentes com idade média de 12,03±1,15 anos, sendo 53,1% da escola pública. A maioria dos adolescentes encontravam-se eutróficos (p=0,343), e quando comparado com o consumo de alimentos processados e ultraprocessados, a maioria dos escolares eutróficos relataram maior frequência no consumo de balas e chicletes (50,0%) e barra de cereais (51,0%), de 1 a 3 vezes por semana (p=0,004; p=0,029, respectivamente). Houve também uma maior frequência de consumo de alimentos processados e ultraprocessados como pizza (73,5%; p0,001), refrigerante (58,8%; p=0,036) e biscoito recheado (58,8%; p=0,008) entre 1 a 3 vezes por semana na escola pública em comparação a escola privada. O consumo de suco de pacote (p=0,013) foi relatado não ser consumido pela maioria dos alunos da escola particular em comparação a escola pública. Os dados encontrados evidenciam um consumo expressivo de alimentos processados e ultraprocessados pelos adolescentes de ambas as escolas, destacando alimentos com alto teor de açúcar e sódio.Palavras-chave: Hábitos alimentares. Adolescentes. Alimentos industrializados. ABSTRACT: The objective of this study was to compare the frequency of consumption of processed and ultraprocessed foods and to verify the association between nutritional status by adolescents from public and private schools in the municipality of Arroio do Tigre, RS. This was a cross-sectional study conducted with adolescents, aged 10 to 15 years, from a public school and a private school in Arroio do Tigre, RS. Nutritional status was assessed by body mass index. A food frequency questionnaire containing processed and ultraprocessed foods was applied. The sample consisted of 64 adolescents with a mean age of 12.03±1.15 years, 53.1% of the public school. Most of the adolescents were eutrophic (p=0.343), and when compared to the consumption of processed and ultraprocessed foods, most eutrophic schoolchildren reported a higher frequency of bullets and chewing gum (50.0%) and cereal bars (51.0%), 1 to 3 times per week (p=0.004, p=0.029, respectively). There was also a higher frequency of consumption of processed and ultraprocessed foods such as pizza (73.5%, p0.001), refrigerant (58.8%, p=0.036) and stuffed biscuit (58.8%, p=0.008) between 1 to 3 times a week in public school compared to private school. Consumption of packet juice (p=0.013) was reported not to be consumed by the majority of private school students compared to public school. Conclusion: The data found evidenced an expressive consumption of processed and ultraprocessed foods by the adolescents of both schools, highlighting foods with high sugar and sodium content.Keywords: Food Habits. Adolescents. Industrialized Foods.

School Vouchers and Student Rights: Trading Constitutional Protections for Contractual Obligations

2019 ◽  
Author(s):  
Julie F. Mead
Keyword(s):  
Public School ◽  
Private School ◽  
Freedom Of Speech ◽  
Tax Credit ◽  
Publicly Funded ◽  
Public Funds ◽  
Savings Accounts ◽  
Contractual Obligations ◽  
Constitutional Protections ◽  
Scholarship Programs

When the Court in Tinker v. Des Moines famously declared that students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate,” everyone understood that the gate was the entrance to a public school, funded by state tax dollars and operated by state officials. No one on the Court had yet contemplated what might happen to those students’ rights if the gate accessed a private school and public funds were used to buy that entry. Publicly funded subsidies for private education have evolved considerably since the Court heard Tinker and now parents in many states may use public funds to choose the school for their child via voucher programs, tax credit scholarship programs, and education savings accounts. But what impact does such a choice have on the rights students typically enjoy in schools? This chapter explores that question and explains that even though voucher and voucher-like programs like tax credit scholarship programs and education savings accounts are publicly funded, the rights afforded to children when they enroll in a private school through such a program do not mirror those enjoyed in public school settings. In fact, when parents exercise a voucher, they effectively trade constitutional protections for contractual obligations. That trade has significant impacts on the claims that may be brought should concern arise over issues related to students’ rights to freedom of speech, freedom of religion, or due process.

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