scholarly journals STUDY ON THE ESSENTIALS PARTS OF COOPERATIVE LEARNING

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Sanjay Kumar Yadav
Keyword(s):  
Cooperative Learning ◽  
Wide Scope ◽  
School Settings ◽  
Social Abilities ◽  
Previous Decade ◽  
Study Hall ◽  
K 12 ◽  
Study Halls

Over the previous decade, cooperative learning has arisen as the main new way to deal with study hall guidance. One significant justification its support is that various examination concentrates in K–12 study halls, in assorted school settings and across a wide scope of content regions, have uncovered that understudies finishing cooperative learning bunch jobs will in general have higher scholastic grades, higher selfesteem, more prominent quantities of positive social abilities, less generalizations of people of different races or ethnic gatherings, and more noteworthy cognizance of the substance and abilities they are concentrating Furthermore, the viewpoint of understudies functioning as "scholarly introverts" in homerooms is altogether different from that of understudies working cooperatively and cooperatively in and as "cooperative learning scholarly groups" Even with it's anything but, a larger part of the gathering assignments that instructors use, even educators who guarantee to utilize "cooperative learning," keep on being cooperative gathering undertakings not cooperative learning bunch errands. For example, virtually all "jigsaw" exercises are not cooperative learning jigsaw exercises. Just on the grounds that understudies work in little gatherings doesn't imply that they are collaborating to guarantee their own learning and the learning of all others in their This accentuation on scholarly learning accomplishment for every person and all individuals from the gathering is one element that isolates cooperative learning bunches from other gathering undertakings.

scholarly journals How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Fuyu Shimomura
Keyword(s):  
Racial Diversity ◽  
Cross Cultural ◽  
Student Diversity ◽  
Cultural Comparison ◽  
Japanese Students ◽  
School Settings ◽  
Cross Cultural Comparison ◽  
The Us ◽  
Diversity Issues ◽  
K 12

Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation.  This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.      

scholarly journals Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices

2019 ◽  
Vol 40 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Wendy Peia Oakes ◽  
David J. Royer ◽  
Emily D. Cantwell ◽  
Holly Mariah Menzies ◽  
...  
Keyword(s):  
High School ◽  
Mixed Effects ◽  
Critical Component ◽  
Instructional Tools ◽  
Future Directions ◽  
School Settings ◽  
Nested Data ◽  
Mixed Effects Modeling ◽  
Faculty And Staff ◽  
K 12

Schoolwide expectations are a critical component of tiered systems of support, particularly when established with input from faculty and staff and then taught to all students. The expectation matrices depicting these expectations for all key settings serve as important instructional tools when teaching schoolwide expectations. In this study, we examined psychometric properties of the Schoolwide Expectations Survey for Specific Settings (SESSS)—a measure designed to assist school teams in K-12 settings constructing schoolwide expectations for seven school settings with input from all faculty and staff—with results indicating strong internal consistency of items. These settings are classrooms, hallways, cafeterias, playgrounds, restrooms, buses, and arrival/dismissal. In addition, we examined the degree to which adults in elementary, middle, and high school converged and diverged in their expectations for each setting. Using mixed-effects modeling for nested data, we found some expectations varied among school levels in some noninstructional settings. We conclude with limitations and future directions.

School Mass Shootings in America

2020 ◽  
pp. 75-84
Author(s):  
Seungmug (Zech) Lee
Keyword(s):  
High School ◽  
Virginia Tech ◽  
College Campuses ◽  
Mass Shootings ◽  
School Settings ◽  
Columbine High School ◽  
Research Findings ◽  
Preliminary Research ◽  
K 12 ◽  
The U.S

The killings at Columbine High School in 1999, Virginia Tech in 2007, the Sandy Hook Elementary School in 2012, the Marjory Stoneman Douglas High School in 2018 are four dire examples of mass shootings in school settings by current or former students in the U.S. Schools—K-12 and college campuses—which have long been considered a sacred place for our children and young people receiving education. According to the data collected by the author, since 1999, school mass shootings (SMS) have increased steadily, causing higher casualty with more powerful weapons and planned schemes. School and campus security have become significant concerns. One big question to all Americans is, are our schools really safe enough to send our children to in order to learn and grow? This article presents preliminary research findings of SMS incidents based on 71 cases with the discussion.

scholarly journals Effectiveness of 3 Versus 6 ft of Physical Distancing for Controlling Spread of Coronavirus Disease 2019 Among Primary and Secondary Students and Staff: A Retrospective, Statewide Cohort Study

2021 ◽  
Author(s):  
Polly van den Berg ◽  
Elissa M Schechter-Perkins ◽  
Rebecca S Jack ◽  
Isabella Epshtein ◽  
Richard Nelson ◽  
...  
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Confidence Interval ◽  
Secondary Students ◽  
Incidence Rates ◽  
School Staff ◽  
School Settings ◽  
K 12 ◽  
Incident Cases ◽  
The Impact

Abstract Background National and international guidelines differ about the optimal physical distancing between students for prevention of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) transmission; studies directly comparing the impact of ≥3 versus ≥6 ft of physical distancing policies in school settings are lacking. Thus, our objective was to compare incident cases of SARS-CoV-2 in students and staff in Massachusetts public schools among districts with different physical distancing requirements. State guidance mandates masking for all school staff and for students in grades 2 and higher; the majority of districts required universal masking. Methods Community incidence rates of SARS-CoV-2, SARS-CoV-2 cases among students in grades K-12 and staff participating in-person learning, and district infection control plans were linked. Incidence rate ratios (IRRs) for students and staff members in traditional public school districts with ≥3 versus ≥6 ft of physical distancing were estimated using log-binomial regression; models adjusted for community incidence are also reported. Results Among 251 eligible school districts, 537 336 students and 99 390 staff attended in-person instruction during the 16-week study period, representing 6 400 175 student learning weeks and 1 342 574 staff learning weeks. Student case rates were similar in the 242 districts with ≥3 versus ≥6 ft of physical distancing between students (IRR, 0.891; 95% confidence interval, .594–1.335); results were similar after adjustment for community incidence (adjusted IRR, 0.904; .616–1.325). Cases among school staff in districts with ≥3 versus ≥6 ft of physical distancing were also similar (IRR, 1.015, 95% confidence interval, .754–1.365). Conclusions Lower physical distancing requirements can be adopted in school settings with masking mandates without negatively affecting student or staff safety.

scholarly journals Rural Superintendents' Perceptions of Principal Preparation

2019 ◽  
Vol 31 (3) ◽  
Author(s):  
Martha Cray ◽  
Elaine M. Millen
Keyword(s):  
School Leadership ◽  
Rural Life ◽  
School Structure ◽  
New Principals ◽  
Developmental Needs ◽  
Rural Districts ◽  
School Settings ◽  
Scant Attention ◽  
K 12 ◽  
Delivery Models

As national and state expectations for school leadership comptencies increase, new principals face an ever expanding role. Yet, scant attention is paid to the unique contextual needs of the varied school settings in which principals find themselves. This study surveyed rural superintendents of small districts (1-300 students) and mid-sized rural districts (301-600 students) to discover their perceptions of the developmental needs their principals display. Seven areas of need were identified by the respondents, of which three pertained uniquely to the rural principalship. The three areas were: understanding the K-12 school structure, preparing for the isolation of rural life, and knowing how to provide instructional leadership in an environment of scares resources (human and material). The superintendents were also asked their perceptions of the effectiveness of various principal training program delivery models. Discusses the cohort program, online-training and state approved alternative certifiction.

scholarly journals Cooperative Learning, Jigsaw Strategies, And Reflections Of Graduate And Undergraduate Education Students

2011 ◽  
Vol 4 (2) ◽  
pp. 1 ◽  
Author(s):  
Bobbette M. Morgan ◽  
Alma D. Rodriguez ◽  
Graciela P. Rosenberg
Keyword(s):  
Graduate Students ◽  
Cooperative Learning ◽  
Undergraduate Education ◽  
University Education ◽  
Cooperative Groups ◽  
Education Students ◽  
Behavioral Learning ◽  
K 12 ◽  
Student Reflections ◽  
Compare And Contrast

Classes of undergraduate and graduate students assigned to three professors were used to experience cooperative learning, jigsaw strategies, and to reflect on the process that occurred over a semester. The work is based upon theories of social interdependence, cognitive development, and behavioral learning. Pre- and post surveys were completed by 23 graduate and 57 undergraduate education students to compare and contrast knowledge about their experiences working cooperatively and specifically in a jigsaw format that included the role of expert, preparation pairs, and in groups of three where positive interdependence is structured through resource interdependence with a summary by the professor. Anonymous student reflections about their experiences were also collected. Results are analyzed and shared. Cooperative learning requires much more than simply putting students in groups as many university education students believe. By giving undergraduate and graduate students the opportunity to work in jigsaw groups this project increased the awareness of the pre-service and in-service educators concerning cooperative groups using structured jigsaws. As they experienced challenges in working cooperatively themselves, they began to discuss and plan how these challenges might occur with K-12 students and how the challenges could be met through how they design lessons for their classrooms.

scholarly journals Making Sense of Sensemaking: Understanding How K–12 Teachers and Coaches React to Visual Analytics

2021 ◽  
pp. 1-21
Author(s):  
Fabio Campos ◽  
June Ahn ◽  
Daniela K. DiGiacomo ◽  
Ha Nguyen ◽  
Maria Hays
Keyword(s):  
Visual Analytics ◽  
School Context ◽  
The United States ◽  
Mixed Methods Study ◽  
Process Models ◽  
Instructional Coaches ◽  
School Settings ◽  
Making Sense ◽  
Vantage Points ◽  
K 12

With the spread of learning analytics (LA) dashboards in K--12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized vantage points of educators, may lead to different ways of looking at data. This observation motivates the need to carefully observe and account for the ways data sensemaking occurs, and how it may differ across K--12 professional roles. Our mixed-methods study reports on interviews and think-aloud sessions with middle-school mathematics teachers and instructional coaches from four districts in the United States. By exposing educators to an LA dashboard, we map their varied reactions to visual data and reveal prevalent sensemaking patterns. We find that emotional, analytical, and intentional responses inform educators’ sensemaking and that different roles at the school afford unique vantage points toward data. Based on these findings, we offer a typology for representing sensemaking in a K--12 school context and reflect on how to expand visual LA process models.

Cooperative Learning as a Blended Learning Strategy

2020 ◽  
pp. 65-87
Author(s):  
Chantelle Bosch ◽  
Elsa Mentz ◽  
Gerda Reitsma
Keyword(s):  
Cooperative Learning ◽  
Blended Learning ◽  
21St Century ◽  
Learning Strategy ◽  
Design Tool ◽  
Technology In The Classroom ◽  
Design Models ◽  
Integration Of Technology ◽  
Working Together ◽  
K 12

There is currently a movement in education institutions towards blended learning (BL). The integration of technology in the classroom is likely to be the defining transformative innovation for education in the 21st century. As BL is used more extensively in K–12 schools, educators must develop specialized skills for teaching in blended environments. For the purpose of this study, Cooperative learning (CL) is proposed as a BL strategy. CL is an approach that involves a small group of students working together as a team to solve a problem, complete a task, or accomplish a common goal. The combined blended learning model was developed from a synthesis of BL design models and can be used as a design tool when creating a cooperative-blended learning environment.

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