Download or read book Exploring Lived Experiences of Public Elementary School Teachers Perceptions of Cognitive Engagement in Distributed Virtual Professional Learning Experiences in Their Place of Work written by Ryan Chistopher McCloskey and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engagement of learners is a critical determinant of efficacy in any educational program, and presents a unique challenge in a distributed, virtual method of delivery. The purpose of this phenomenological study is to explore lived experiences and perceptions of K-12 teachers and administrators about cognitive engagement in distributed, virtual learning environments in order to understand the pedagogical strategies that influence effective learning experiences in such settings. Finding actionable solutions to this problem will benefit organizations that utilize distributed, virtual professional education experiences by recommending key strategies for increasing student engagement and building effective learning communities in programs. The research questions that guide this study are: (1) What are the most significant pedagogical factors that affect cognitive engagement of adult participants in distributed, virtual professional education experiences? (2) What are the non-pedagogical factors that affect cognitive engagement of adult participants in distributed, virtual professional education experiences? (3) How do adult learners in a distributed, virtual professional learning experience conceptualize an effective professional education experience? This research aligns to prominent instructional theory, including: Garrison's Communities of Inquiry, Vygotsky's Social Development Theory, Bruner's Constructivist Education Theory, and the work of Coates and Kuh on engagement in online learning. Knowledge gathered from the subjective experiences of participants will be used for data collection on factors that most significantly affect cognitive engagement in such learning experiences. After a reflection on the possible methods of data collection, the researcher has concluded that semi-structured interviews and focus will be the most appropriate research tools for data collection in this study. Once the interviews are each transcribed for analysis, the researcher will employ first and second cycle coding methods to analyze data for findings. Keywords: professional development, distributed learning experiences, virtual education, cognitive engagement, organizational learning, professional education
Download or read book Elementary Teachers Experiences of Student Engagement During Forced Virtual Learning written by Heather Nicole Campbell and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand and describe Virginia's Shenandoah Valley Elementary School teachers' experiences of student engagement during forced virtual learning. Teachers' experiences were defined by their positive or negative perceptions of virtual learning experiences. Bandura's social learning theory guided this study on the importance of student engagement in the classroom. This qualitative, transcendental phenomenological study included 12 elementary school teachers from the Madre school division. Data were collected through interviews, letter writing, and focus groups. The precoding and coding processes were used for data analysis to identify three final themes. The themes were online classroom management, digital tools for engagement, and collaboration. Each theme supported this study's central and sub-research questions to gain insight into elementary school teachers' experiences of student engagement during forced virtual learning.
Download or read book Ecoliterate written by Daniel Goleman and published by John Wiley & Sons. This book was released on 2012-07-31 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: A new integration of Goleman's emotional, social, and ecological intelligence Hopeful, eloquent, and bold, Ecoliterate offers inspiring stories, practical guidance, and an exciting new model of education that builds - in vitally important ways - on the success of social and emotional learning by addressing today's most important ecological issues. This book shares stories of pioneering educators, students, and activists engaged in issues related to food, water, oil, and coal in communities from the mountains of Appalachia to a small village in the Arctic; the deserts of New Mexico to the coast of New Orleans; and the streets of Oakland, California to the hills of South Carolina. Ecoliterate marks a rich collaboration between Daniel Goleman and the Center for Ecoliteracy, an organization best known for its pioneering work with school gardens, school lunches, and integrating ecological principles and sustainability into school curricula. For nearly twenty years the Center has worked with schools and organizations in more than 400 communities across the United States and numerous other countries. Ecoliterate also presents five core practices of emotionally and socially engaged ecoliteracy and a professional development guide.
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.
Download or read book Inside outside written by Marilyn Cochran-Smith and published by Teachers College Press. This book was released on 1993-06-15 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides a thoughtful conceptual frame-work for reading and understanding teacher research, exploring its history, potential, and relationship to university-based research. In the second half, the voices of teacher researchers contrast, engage, and combine as contributors explore the meaning and significance of their approaches and findings. These authors enter into the "national conversation about school reform, teacher professionalism, multicultural curriculum and pedagogy, and language and literacy education."
Download or read book Creativity in Education and Learning written by Arthur Cropley and published by Routledge. This book was released on 2015-10-08 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of creativity in the context of education, an issue of great importance for teachers and students alike. It considers just how creativity "works" and how it can be encouraged. The book has an international and an historical sweep, and features many examples.
Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Professional Learning in Informal Online Environments written by Pamela-Jane Kathleen Beach and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book Parent s Perceptions and Lived Experiences about Online Learning in Elementary Education written by Benjamin Owusu and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study is to understand the perceptions and lived experiences of public elementary school parents concerning online learning instruction for their children in the Center for Adoption Support and Education. The study will include 15 participants. The study will help gain insight into the experiences that parents have when their children take online courses. The theory guiding the study will be the community of inquiry framework. This theory supports blended learning and an online learning environment. It will also be relevant in evaluating public elementary school parents' lived experiences and perceptions concerning online learning instruction for their children. A transcendental phenomenology will be selected as the research design. It will be used to research the live experiences of the participants. The study will use interviews, a focused group, and document analysis in collecting data. The study will implement the modified van Kaam approach from a phenomenological perspective to analyze the data.
Download or read book Elementary Teachers Perceptions of Student Sensemaking During a Virtual Field Trip written by Katharine A. Muniz (Graduate student) and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examines the ways in which elementary teachers reported that their students were engaged in sensemaking while utilizing a suite of virtual field trip resources from an informal science institution. These resources included live virtual sessions with an educator, downloadable activities, and on-demand video field trips. Data collection included interviews with six teachers and survey responses from 59 teachers following their experience. Four critical attributes of sensemaking (phenomena, science and engineering practices, student ideas, and science ideas) were used as codes to qualitatively analyze the data, with evidence found of the presence of each. Analysis revealed that virtual field trip experiences can be an excellent resource for elementary teachers for whom science is not a strength and priority, and that informal science institutions should consider having a focus on student sensemaking around a phenomenon rather than general content delivery when designing such experiences. Additional discussion around the use of the Next Generation Science Standards’ Science and Engineering Practices is included.
Download or read book Cases on Collaboration in Virtual Learning Environments Processes and Interactions written by Russell, Donna and published by IGI Global. This book was released on 2009-10-31 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Using a case study analysis, this book provides a unifying perspective for discussing the viability of collaborative virtual spaces as training programs for insurance brokers, forums to support at-risk university students, simulations of historical places, means to aid autistic children learn social skills, repositories for digital libraries, collaborative spaces designing new university programs and emergency response training"--Provided by publisher.
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Teacher Perceptions of Student Learning Environments as a Result of Virtual Learning in Tennessee Rural High Schools written by Kimberly McIntyre and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: After the COVID 19 pandemic came to the United States in March 2020, teachers and educational leaders looked to virtual learning as a way for students to overcome learning challenges and improve educational experiences for students. Stakeholders were met with conflicting claims about virtual learning. Proponents of virtual learning claimed virtual teaching and learning platforms strengthened education because they provided additional tools when traditional classroom settings were impossible. Opponents claimed virtual learning resulted in learning loss, therefore failing to improve student learning. In this qualitative interpretive study of a rural school system in Tennessee, using instrumental, semi-structured interviews, I uncovered the perceptions teachers had about student learning environments as a result of virtual learning. The purpose of this study was to determine teachers’ perceptions of virtual learning and students’ emotional health, students’ motivation to learn, students’ personalized instruction, students’ classroom performance, and students’ learning loss in a virtual learning environment. In 24 interviews, teachers in this rural district desired fewer technology gaps, assistance with managing student engagement and attendance, ways to improve missed instruction, and increased training, support, and professional developments in virtual learning.
Download or read book Engagement in a Community of Learners as a Mediating Agent Toward the Construction of Technological Pedagogical Content Knowledge TPACK in an Online Master s Program written by Henry Gillow-Wiles and published by . This book was released on 2011 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates how teachers develop and extend their understanding and knowledge of teaching and learning with digital technologies in a primarily online Master of Science program. The investigation focuses on exploring the relationship between developing an online community of learners and the construction of technological pedagogical and content knowledge (TPACK) during the online Master's program in mathematics education and science education. The purpose of this study was to explore rural elementary and middle school in-service teacher's perceptions of the relationship between their development of and participation in an online community of learners and the construction and extension of their TPACK. With a focus on engagement in an online community of learners, this study used a social-constructivist perspective transitioned to an online context as a framework for supporting the research. To shed light on the relationship in question, a general question was posed: How do teachers develop and extend their understanding and knowledge of teaching and learning with digital technologies (TPACK) in an online education experience? Three questions were used to guide this research: [1] What is the mediating effect of engaging in an online community of practice during the program on the participants' perspectives of teaching and learning with integrating digital technologies? [2] How do the instructional strategies used in the program mediate the development and support of an online community of learners? [3] What are the participants' perspectives of the development of their understanding of teaching and learning with digital technologies as a result of their participation in the online educational experience? Through a case-study analysis of interviews, classroom observation narratives, and online course artifacts, this study identified two primary mediating effects resulting from engagement in an online community of learners. The first effect was in providing the participants with tools and support for developing personal relationships where they were able to feel part of a meaningful community of learners. This learning community proved to be an essential environment and structure in which the participants shared aspects of themselves in ways that helped others connect with them as people, more than text on a screen. The second effect was to provide an avenue for extended sense making discourse resulting in participants' individually building their TPACK. The online community of learners provided an environment and structure in which the participants were able to share ideas and understandings of the content and concepts presented in the online courses. These academically focused interactions were a necessary component in facilitating individual TPACK building. An essential underlying element in both these effects was the importance of instructor monitoring and mediating of participant engagement in facilitating the formation and continued development of the online community of learners. Having the instructor act as a "vision keeper" throughout the entire program, where they monitored participant engagement and mediated these interactions to maintain an appropriate focus, was an essential component in initiating and continuing both socially and academically focused engagement behaviors. The findings identify the critical nature of developing and engaging in an online community of learners, facilitated through continued support by instructors, in developing TPACK in an inline educational experience.
