Improving teaching and learning in low-income schools

2021 ◽  
pp. 114-131
Author(s):  
Jin Chi ◽  
Eduardo Velez Bustillo
Keyword(s):  
Low Income ◽  
Teaching And Learning ◽  
Improving Teaching And Learning

scholarly journals Every Learner Everywhere and Lighthouse Institutions: First-Year Experiences

2020 ◽  
Author(s):  
◽  
Keyword(s):  
Low Income ◽  
Students Of Color ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
First Generation ◽  
First Year ◽  
Low Income Students ◽  
Gateway Courses ◽  
Improving Teaching And Learning ◽  
First Year Experiences

In this report, Every Learner Everywhere & Lighthouse Institutions share first-year experiences of 2- and 4-year colleges piloting new versions of gateway courses incorporating adaptive learning in an effort to address achievement gaps for first-generation students, low-income students, and students of color by improving teaching and learning with the support of adaptive tools.

Turning Standardized Test Scores into a Tool for Improving Teaching and Learning

2000 ◽  
Vol 35 (3) ◽  
pp. 356-384 ◽  
Author(s):  
Jie-Qi Chen ◽  
Renee Salahuddin ◽  
Patricia Horsch ◽  
Suzanne L. Wagner
Keyword(s):  
Test Scores ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Improving Teaching And Learning

scholarly journals Teacher Education Freshmen Applicants’ Current State in the New Normal’s Learning Delivery Platforms

2020 ◽  
Vol 3 (3) ◽  
pp. 1528-1536
Author(s):  
Mark Angelo C. Reotutar
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Low Income ◽  
Teaching And Learning ◽  
New Normal ◽  
Learning Platform ◽  
Current State ◽  
Learning Platforms ◽  
Low Income Families ◽  
The University

The online learning platform (OLS) is currently the new normal learning setting amidst the Covid-19 pandemic. Teachers need to look on the other side of the traditional classroom-based learning mode to make teaching and learning in the new normal possible. It aimed to analyze the current state of the teacher education freshmen applicants concerning the new normal learning platforms. This study employed a descriptive method of research and considered a sample of 85 freshmen applicants in the College of Teacher Education in the academic year 2020-2021. The frequencies and percent value was used to analyze the data gathered. The following are the verdicts of the study, the bulk of the respondents belong to low-income families with farming as their family source of income. Most of the respondents have their mobile phones while the great majorities are using mobile data only. All of the respondents do not have any idea about the different platforms in online learning. Based on the findings, the researcher concluded that the freshmen applicants in the College of Teacher Education cannot totally survive and are not yet ready to embrace the new normal learning platforms due to poverty and lack of resources. It is therefore recommended that the University administration needs to open other sources of learning platforms such as the use of printed learning materials of which will be delivered door-to-door to the students. Besides, the College of Teacher Education should plan and initiate on how to make learning flexible and more engaging.

scholarly journals Data in Schools: (Changing) Practices and Blind Spots at a Glance

2021 ◽  
Vol 6 ◽  
Author(s):  
Ulrike Krein ◽  
Mandy Schiefner-Rohs
Keyword(s):  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Digital Data ◽  
Learning Assessment ◽  
Data Practices ◽  
Changing Practices ◽  
The Impact ◽  
Improving Teaching And Learning ◽  
Blind Spots

This review aims to provide a concise overview of the role of (digital) data and new data practices in schools. By focusing on the impact of data on pedagogical practices, it aims to shed light on how the everyday tasks of teachers and other pedagogical staff in schools are changing, particularly as a result of the generation and use of digital data. For this purpose, existing studies and previous theoretical debates on this topic are examined for their perspectives on data and data practices in schools. The pedagogical data practices of (improving) teaching and learning, assessment and counseling, (data-driven) decision-making, and cooperation and collaboration by “doing data” will be elaborated and discussed. Likewise, data practices that are missing from the studies are identified. We conclude with an overview of blind spots and further research needs.

Healthcare hackathons: fostering medical education through innovation in a developing country: a case study from Pakistan

2020 ◽  
Vol 7 (1) ◽  
pp. 103-108
Author(s):  
Waqaas Akmal Butt ◽  
Qurratulain Shahood ◽  
Walid Hussain Farooqi ◽  
Kulsoom Ghias ◽  
Saniya Sabzwari ◽  
...  
Keyword(s):  
Medical Education ◽  
Low Income ◽  
Teaching And Learning ◽  
Postgraduate Medical Education ◽  
Learning Potential ◽  
Learning Tool ◽  
Middle Income ◽  
Alternative Teaching ◽  
Before And After

BackgroundHackathons aim to develop solutions to preidentified problem domains and catalyse startup cultures. Recently, the teaching and learning potential of hackathons has also been documented. In this study, we make the case for utilisation of hackathons as an alternative teaching and learning tool geared towards entrepreneurship and as an opportunity for interprofessional integration.MethodsThis research study followed up with participants from the third hackathon at the Aga Khan University in Karachi, Pakistan. Hack MedEd was about solutions to problems of undergraduate and postgraduate medical education with an emphasis on low-income to middle-income countries. Participant evaluation data were filled at the end of the hackathon and gathered from three focused group discussions (FGDs): immediately before and after the event, a delayed follow-up after 11 months was recorded.ResultsOf 116 participants, the majority (71%) were under 30 years old, and over half were female. The evaluations provided by hackers were positive overall with a mean score of 4.37 out of 5 on a Likert Scale. During the FGDs, participants spoke positively of the process and felt that, by the end of the hackathon, they had learnt something new. In the delayed follow-up FGD, teams that had undergone incubation expressed that they had gained a critical and simple skillset that they might not have acquired otherwise.ConclusionHackathons business incubation programmes may be considered an alternative teaching and learning tool—especially for individuals studying or working within the healthcare discipline within low-resource settings.

Multi-Faceted Professional Development Models Designed to Enhance Teaching and Learning within Universities

2011 ◽  
pp. 412-435
Author(s):  
Donald E Scott ◽  
Shelleyann Scott
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Teaching And Learning ◽  
University Leadership ◽  
Development Models ◽  
Educational Stakeholders ◽  
Professional Networking ◽  
Integration Of Technology ◽  
Institutional Reputation ◽  
Improving Teaching And Learning

In this chapter we advocate the reconceptualisation of pedagogical focused professional development to a more flexible and systematic approach and present two technology-oriented models. This chapter is of interest to a range of educational stakeholders including university professional developers, academics, leaders, students, and support staff. Two mixed method case studies of students’ and academics’ experiences of online and blended teaching and learning informed the design of the models. These multi-faceted models are designed to promote effective pedagogically-focused professional development, the scholarship of teaching and learning, social and professional networking, and supportive university leadership all aimed at improving teaching and learning. We articulate how the integration of technology can facilitate all of these important activities. It is anticipated that, if implemented, these models will result in a more pedagogically- and techno- efficacious academy; more satisfied and successful graduates; more informed, involved, and trusted leaders; greater sustainability for programmes; and the enhancement of institutional reputation.

Educational Data Mining Techniques and Applications

2021 ◽  
pp. 234-251
Author(s):  
M. Govindarajan
Keyword(s):  
Data Mining ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
At Risk Students ◽  
Educational Data Mining ◽  
Learning Needs ◽  
Institutional Performance ◽  
Clear Cut ◽  
Curriculum Renewal ◽  
Improving Teaching And Learning

Educational data mining (EDM) creates high impact in the field of academic domain. EDM is concerned with developing new methods to discover knowledge from educational and academic database and can be used for decision making in educational and academic systems. EDM is useful in many different areas including identifying at risk students, identifying priority learning needs for different groups of students, increasing graduation rates, effectively assessing institutional performance, maximizing campus resources, and optimizing subject curriculum renewal. This chapter discusses educational data mining, its applications, and techniques that have to be adopted in order to successfully employ educational data mining and learning analytics for improving teaching and learning. The techniques and applications discussed in this chapter will provide a clear-cut idea to the educational data mining researchers to carry out their work in this field.

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