Download or read book A Comparison of Online and Face to face Collaboration on the Performance of Middle School Math Students Standardized Assessment written by Norma Lynn Eliason and published by . This book was released on 2014 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The effects of incorporating an online social networking platform, hosted through Wikispace, as a method to potentially improve the performance of middle school students on standardized math assessments was investigated in this study. A principal strategy for any educational setting may provide an instructional approach that improves the delivery of instruction and enhances the learners' self-efficacy, motivation, and performance. A pedagogical approach that is centered on learner interaction and engagement is a social collaborative learning environment. The social collaborative learning environment provides an academic atmosphere that highlights Bandura's social cognitive theory of reciprocal determinism. This study identified the triadic reciprocal determinants incorporated within a social collaborative learning environment: (a) social collaborative environmental variables, (b) academic achievement variables, and (c) personal perception variables. The function of the instructional treatment, online social networking collaborative learning environment, for this study was to expose the students to an asynchronous learning environment that encouraged the members to exchange thoughts, communicate perspectives, and employ prior knowledge to enhance problem-solving skills in mathematics. Although the results of the study did not indicate a statistically significant difference in student performance on middle school math standardized assessment, future research could strengthen the effectiveness of developing and implementing an instructional design that incorporates a (online or face-to-face) social collaborative learning environment that will promote learner self-efficacy, motivation, and performance.
Download or read book Comparing Middle School Students Learning and Attitudes in Face to face and Online Mathematics Lessons written by Clayton M. Edwards and published by . This book was released on 2012 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Standards based Mathematics Assessment in Middle School written by Thomas A. Romberg and published by Teachers College Press. This book was released on 2004 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume takes an in-depth look at the problems and practices involved in conducting formative assessments in middle school mathematics classrooms. In these chapters, researchers and teachers identify the challenges teachers faced as they attempted to implement new assessment procedures, moving from more traditional methods to an emphasis in the quality of student work. This authoritative book: Documents the shift from traditional ways of judging student performance (tests to measure what students know) to reform notions of mathematical literacy (documenting students' growth in understanding specific content domains); Discusses four key steps in the change process that helped teachers to accomplish the necessary shift in assessment practices. Includes two chapters written by teachers that describe their personal experiences with implementing these new practices in the classroom and outlines a professional development program that evolved as a consequence of the work done by the teachers and students discussed in this book.
Download or read book How to Enhance Learning Efficiency When Online Learning is Popular and Indispensable Theory Research and Practice written by Rong Lian and published by Frontiers Media SA. This book was released on 2024-07-17 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online learning has become more and more common globally, whether for comfort, adapting to work hours or just having the freedom to study from anywhere. And now under the coronavirus pandemic, as people are having to stay at home, it has become more important than ever. Although the popularity of wireless network and portable smart device makes it possible for people to acquire and learn knowledge anytime and anywhere, it does not necessarily mean an increased learning performance. Relevant research in cognitive science has revealed possible limitations in online learning. For example, the knowledge acquired through online learning tends to be fragmented and lacks guidance for integrated thinking among different subjects, which makes it difficult for learners to form a systematic knowledge structure. Learners may experience cognitive overload, metacognitive illusion and low learning efficiency in self-regulated learning. It follows that, in the post COVID-19 era, online learning puts forward new requirements and challenges to the contemporary students, not only to their learning strategies but positive character traits in learning. Most of the current learning theories were developed in the early 20th century and may not fit in well with the current situation, then possibly leading to inefficient learning and increased learning burden. Therefore, it is necessary and important to reexplore the influencing factors and mechanisms that affect the learning efficiency of students at all levels nowadays, based on which we could construct a theoretical model of efficient learning model.
Download or read book Remedial Mathematics Online Vs Face to Face written by Eduardo J. Calle and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research finds that mathematics is the subject most often requiring remediation and that it is the most difficult to remediate successfully. Nationally, online enrollment is increasing at a tempo far outpacing traditional enrollment and is expected to continue growing rapidly for some time. Studies find that retention rates are lower in online courses than in traditional learning environments. Assessing learning, some scholars have reported better performance in traditional classrooms, whereas others have found no significant difference in performance between learners online and those in the classroom. This applied dissertation utilized a quantitative casual-comparative approach to compare grades, retention, and exit-test scores between traditional and online remedial arithmetic and prealgebra students grouped by combinations of learning format, ethnicity, age, and gender at a large southeastern community college. A minority of pairwise-comparison analyses discovered variances between groups.
Download or read book Bringing Math Students Into the Formative Assessment Equation written by Susan Janssen Creighton and published by Corwin Press. This book was released on 2015-01-21 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. "This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books." Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA "The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics." Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1999 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Five Practices in Practice Middle School written by Margaret (Peg) Smith and published by Corwin Press. This book was released on 2019-02-12 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Take a deep dive into the five practices for facilitating productive mathematical discussions Take a deeper dive into understanding the five practices—anticipating, monitoring, selecting, sequencing, and connecting—for facilitating productive mathematical conversations in your middle school classrooms and learn to apply them with confidence. This follow-up to the modern classic, Five Practices for Orchestrating Productive Mathematics Discussions, shows the five practices in action in middle school classrooms and empowers teachers to be prepared for and overcome the challenges common to orchestrating math discussions. The chapters unpack the five practices and guide teachers to a deeper understanding of how to use each practice effectively in an inquiry-oriented classroom. This book will help you launch meaningful mathematical discussion through Key questions to set learning goals, identify high-level tasks, anticipate student responses, and develop targeted assessing and advancing questions that jumpstart productive discussion—before class begins Video excerpts from real middle school classrooms that vividly illustrate the five practices in action and include built-in opportunities for you to consider effective ways to monitor students’ ideas, and successful approaches for selecting, sequencing, and connecting students’ ideas during instruction "Pause and Consider" prompts that help you reflect on an issue—and, in some cases, draw on your own classroom experience—prior to reading more about it "Linking To Your Own Instruction" sections help you implement the five practices with confidence in your own instruction The book and companion website provide an array of resources including planning templates, sample lesson plans and completed monitoring tools, and mathematical tasks. Enhance your fluency in the five practices to bring powerful discussions of mathematical concepts to life in your classroom. "This books takes 5 Practices for Orchestrating Productive Mathematics Discussions to the next level as readers experience what these practices look like in real mathematics classrooms in middle school. The authors specifically address the challenges one might face in implementing the classrooms by providing recommendations and concrete examples to avoid these challenges. This book is a must read for teachers who want to amplify their classroom implementation of the five practices." Cathy Martin, Executive Director of Curriculum & Instruction Denver Public Schools
Download or read book Collaborative Problem Solving written by Alisha R. Pollastri and published by Springer. This book was released on 2019-06-06 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the first to systematically describe the key components necessary to ensure successful implementation of Collaborative Problem Solving (CPS) across mental health settings and non-mental health settings that require behavioral management. This resource is designed by the leading experts in CPS and is focused on the clinical and implementation strategies that have proved most successful within various private and institutional agencies. The book begins by defining the approach before delving into the neurobiological components that are key to understanding this concept. Next, the book covers the best practices for implementation and evaluating outcomes, both in the long and short term. The book concludes with a summary of the concept and recommendations for additional resources, making it an excellent concise guide to this cutting edge approach. Collaborative Problem Solving is an excellent resource for psychiatrists, psychologists, social workers, and all medical professionals working to manage troubling behaviors. The text is also valuable for readers interested in public health, education, improved law enforcement strategies, and all stakeholders seeking to implement this approach within their program, organization, and/or system of care.
Download or read book Standardized Testing written by Lori Leigh Horne Wooley and published by . This book was released on 2022 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study emphasizes the effectiveness of a middle school learning environment on the Georgia Standardized Assessment (Georgia Milestone Assessment System - GMAS) in the subject of Math. The purpose of this quantitative study is to determine whether there is a difference in the 8th grade Math Georgia Milestone standardized testing scores (adjusted by the covariate) within the three types of middle schools: STEM, magnet and traditional middle schools. This quantitative research study compares the student achievement data of a large urban school system’s STEM school to those of a traditional middle school and magnet middle school in the subject of math in the progression from 7th to 8th grades. Approximately 200+ students’ scores from each school will be compared using an ANCOVA to determine the gains in Math. The results of the study showed that there was a significant difference in Math GMAS scores between traditional and STEM middle schools. There were no significant differences in Math GMAS scores between traditional and magnet middle schools or STEM and magnet middle schools. The STEM middle school was shown to have a higher increase in the GMAS Math standardized test scores over the two-year period than the other two types of schools. The results encourage the idea that STEM schools are more effective in teaching in the area of Math when compared to the other local middle schools. By utilizing similar teaching techniques, every student in every middle school can have the same learning experience.
Download or read book Using Formative Assessment to Differentiate Middle School Literacy Instruction written by Leslie Laud and published by Corwin Press. This book was released on 2012-11-28 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: We all recognize the countless benefits of differentiated instruction. The challenge is in its implementation. Faced with a classroom of 25 students-each with very different needs-how can we possibly keep every student on track and motivated? Through formative assessment and efficient follow-up instruction. This start-to-finish guide will show you how through seven classroom-tested practices for maximizing student learning. Experts on this subject, Leslie Laud and Pooja Patel demonstrate how to Establish new classroom norms Involve students in the use of assessment data and feedback to inform their next steps Clarify end-of-unit criteria to help map learning progression Apply assessment data to group students for tiered activities Differentiate assignments based on student readiness, characteristics, and interest Best of all, Using Formative Assessment to Differentiate Middle School Literacy Instruction is packed with vignettes, sample worksheets, and charts to assist you through each step in the process. Armed with this tool kit, you'll quickly discover new ways to keep all students engaged in their learning. Book jacket.
Download or read book Web based Instruction written by Badrul Huda Khan and published by Educational Technology. This book was released on 1997 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: A cutting edge collection of 59 essays solicited from Web-based instructors offering a variety of perspectives, notions, and experiences in the practice of virtual teaching. The compendium introduces the evolution and status of distance learning, critical issues in Web-based learning environments such as the similarities and differences between Web-based and traditional classrooms, specific discussions on designing learning activities and electronic textbooks, an evaluation of delivery systems for instruction, and case studies of Web-based courses from kindergarten and beyond to the instruction of literature, astronomy, and foreign languages. Includes illustrations. Annotation copyrighted by Book News, Inc., Portland, OR
Download or read book The Effect of Online Collaborative Learning on Middle School Student Science Literacy and Sense of Community written by Jillian Wendt and published by . This book was released on 2013 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the effects of online collaborative learning on middle school students' science literacy and sense of community. A quantitative, quasi-experimental pretest/posttest control group design was used. Following IRB approval and district superintendent approval, students at a public middle school in central Virginia completed a pretest consisting of the Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) Physical Science assessment and the Classroom Community Scale. Students in the control group received in-class assignments that were completed collaboratively in a face-to-face manner. Students in the experimental group received in-class assignments that were completed online collaboratively through the Edmodo educational platform. Both groups were members of intact, traditional face-to-face classrooms. The students were then post tested. Results pertaining to the MOSART assessment were statistically analyzed through ANCOVA analysis while results pertaining to the Classroom Community Scale were analyzed through MANOVA analysis. Results are reported and suggestions for future research are provided.
Download or read book Education Hell written by Gerald Watkins Bracey and published by Editorial Projects in Education. This book was released on 2009 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are America's schools broken? Education Hell: Rhetoric vs. Reality seeks to address misconceptions about America's schools by taking on the credo 'what can be measured matters.' To the contrary, Dr. Bracey makes a persuasive case that much of what matters cannot be assessed on a multiple choice test. The challenge for educators is to deal effectively with an incomplete accountability system-while creating a broader understanding of successful schools and teachers. School leaders must work to define, maintain, and increase essential skills that may not be measured in today's accountability plans.
Download or read book The Effect of Differentiated Instruction on Standardized Assessment Performance of Students in the Middle School Mathematics Classroom written by Kimberly Gail Williams and published by . This book was released on 2012 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: Changing demographics, student diversity, and increased accountability have compelled educators to challenge the uniform constraints of traditional instruction and create an environment focused on individual achievement. Differentiated instruction empowers teachers to target multiple learning styles through varied themes, adapted content delivery, and assessment options. This quantitative quasi-experimental research study examined the effects of differentiated instruction on seventh grade student performance on standardized mathematics assessments using a repeated-measures design. Two independent research trials, controlling for initial group differences with 2011 Texas Assessment of Knowledge and Skills (TAKS) scores, provided inconclusive assessment results. Significant differences between students who received differentiated instruction compared to students who were instructed using traditional lecture-based strategies were inconsistent for each research trial. All learning groups, including special education, economically disadvantaged, English language learners, and gifted were included to determine if strategies were successful based on specific learning needs. Evidence obtained through classroom observations revealed deficiencies in effective instructional delivery of differentiated strategies, emphasizing the need for ongoing, quality professional development and support for educators.
Download or read book Helping Students who Struggle with Math and Science written by Dennis Adams and published by R & L Education. This book was released on 2008 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Helping Students Who Struggle With Math and Science builds on the social nature of learning to provide useful suggestions for reaching reluctant learners. It is based on the assumption that instruction that focuses on students' interests and builds on collaborative and differentiated learning will allow students to move from believing they "can't do mathematics or science" to a feeling of genuine achievement and confidence.
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
