Download or read book Mississippi Teachers Perceptions of Environmental Education and Outdoor Instruction During a COVID 19 Pandemic written by Kelisha Stamps and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Environmental education (EE) and outdoor instruction are essential to understanding and addressing different environmental issues in school communities. This study investigated Mississippi teachers' perceptions on environmental education and outdoor instruction during 2020-2021. A state-wide survey and follow-up interview were conducted to examine their thoughts about environmental education and outdoor instruction and COVID-19 limitations in their classrooms and how that may affect their perceptions. Analysis was conducted using SPSS contingency and frequency tables, Chi-square Test of Independence, and content analysis of qualitative data. The results showed that Mississippi teacher participants believe that environmental education in Mississippi K-12 schools is very important and that outdoor instruction is a good way to learn environmental education. Many participants are interested in teaching classes outdoors but stated that they do not take their classes outside often. Results also documented that participants are concerned about the different limitations they face when teaching classes outdoors.
Download or read book Mississippi Teachers Environmental Awareness and Usage of the Project Learning Tree Curriculum Within Traditional Classrooms written by Kimberly Nicole Carroll and published by . This book was released on 2015 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Project Learning Tree (PLT) is an international environmental education (EE) program designed for educators working with children and youth. In Mississippi, roughly 700 educators are trained yearly in using PLT curricula; however, how and if teachers use knowledge gained from these workshops remains unknown. This study addresses the environmental awareness and use of PLT curricula in traditional classroom of primary and secondary teachers in Mississippi. Using PLT participant survey data, individuals trained during the years 2009-2013 were surveyed using Qualtrics Survey Software. Mississippi teachers appear to have ecocentric worldviews, above average environmental knowledge, and have incorporated PLT lessons into their classroom curricula. Teachers’ subject areas appear not to affect their usage of PLT, while motivation for incorporating and attending PLT workshops appears to have minor effects. Results of this study can be used to increase the efficiency of PLT workshops, as well as mitigate barriers to incorporating PLT into classrooms.
Download or read book Adapting to COVID 19 written by Emily Romberger and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The COVID-19 pandemic called for adaptations to environmental education (EE). To address the gap in research on environmental education adaptations that emerged during the COVID-19 pandemic, reflections from professionals in Pennsylvania were gathered through virtual semi-structured interviews to collect qualitative data from before, during, and after the COVID-19 pandemic. Through analyses and coding of interview transcriptions, several themes emerged regarding shifts in audience and programming. All professionals interviewed incorporated virtual programming or elements of technology into their operations during the COVID-19 pandemic. Other environmental education adaptations included adhering to CDC guidelines in programming to uphold public safety. Further, many educators reported increased visitation to their facility/organization upon reopening from COVID-19 lockdowns/closures. The trends and patterns from this research indicate that environmental education benefited from using technology to increase access to a broader audience throughout the COVID-19 pandemic. However, data from this study underlines the drawbacks that came with virtual programming during the COVID-19 pandemic. Although there has been a recent shift away from EE adaptations that emerged from the pandemic, some remain and provide continued success, such as community nature journaling, at-home learning kits, and hybrid virtual programs. Overall, environmental educators were challenged to evaluate their programs and create innovative strategies to meet the changing needs and interests of their audience during the pandemic. Moving forward, sustained use of technology may provide EE organizations with a channel to have stronger engagement with their audiences and continue making program improvements. Further research may delve into the use of technology and media in environmental education while seeking an audience perspective.
Download or read book Accessible Elements written by Dietmar Karl Kennepohl and published by Athabasca University Press. This book was released on 2010 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accessible Elements informs science educators about current practices in online and distance education: distance-delivered methods for laboratory coursework, the requisite administrative and institutional aspects of online and distance teaching, and the relevant educational theory. Delivery of university-level courses through online and distance education is a method of providing equal access to students seeking post-secondary education. Distance delivery offers practical alternatives to traditional on-campus education for students limited by barriers such as classroom scheduling, physical location, finances, or job and family commitments. The growing recognition and acceptance of distance education, coupled with the rapidly increasing demand for accessibility and flexible delivery of courses, has made distance education a viable and popular option for many people to meet their science educational goals.
Download or read book A Taxonomic and Statistical Analysis of Attitudes Opinions Scope and Selected Content Areas of Environmental Education in Mississippi written by James Baker Johnston and published by . This book was released on 1973 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Teachers Perceptions of Environmental Education written by Karen Jo Maier Bengtson and published by . This book was released on 2010 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Final Report on the Mississippi Project CLEAR Voice Teacher Working Conditions Survey written by Barnett Berry and published by . This book was released on 2008 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2007, the state of Mississippi conducted a web-based survey of all school-based licensed educators in which they were asked to share their perceptions of the state of teacher working conditions in Mississippi. This report of the Mississippi Teacher Working Conditions Survey, Project CLEAR Voice (Cultivate Learning Environments to Accelerate Recruitment and Retention) outlines connections revealed, provides information upon which policymakers and educators can act, and offers suggestions for more refined future analyses. The findings also provide a lens through which to view the recommendations of the state's National Board Certified teachers about how to support and staff high-needs schools in Mississippi. General findings include: (1) Mississippi teachers believe that their schools are good places to work and learn; (2) Administrators believe that teachers are central to decision-making and that they are empowered on many fronts, but teachers disagree; (3) Mississippi educators appear to be more involved in classroom-level decisions than in school-level ones; (4) Elementary school educators, compared to their secondary school counterparts, are more positive about their teacher working conditions; Middle school teachers are least likely to be positive about their working conditions; and (5) School setting appears to play a role in perceptions: rural elementary and high school teachers are more likely than their more urban counterparts to be positive about their working conditions. Teacher responses to survey questions were disaggregated and analyzed based on each teacher's declared career intentions to stay in her or his current school, move to another school or district, or leave teaching, and based on each teacher's declared participation in a mentoring program, whether as a mentor or as a teacher who received mentoring in her or his early career. Findings suggest the following recommendations: (1) State policymakers should consider sponsoring follow-up case studies to investigate in more depth why educators at certain schools have less positive impressions of their working conditions than do educators at other schools, with special focus on schools in the second quintile in terms of proportion of economically disadvantaged students; (2) Administrators should experiment with new school schedules with the intention of providing more non-instructional time for teachers; (3) Mississippi Department of Education (MDE) should conduct a thorough review or audit of mentoring efforts statewide; (4) MDE should encourage and help its administrators to assess their leadership and empowerment practices, along with their interactions with teachers, in order to move toward improvement in these areas and toward establishing stable and committed faculty communities; (5) MDE should develop more robust teacher, student, and administrator data systems that can track teacher and administrator responses to teacher working conditions surveys longitudinally and link these data with actual teacher turnover figures and robust measures of student achievement; and (6) State policymakers should consider implementing a follow-up telephone survey to investigate what made it possible for some schools to achieve high response rates, as well as what roadblocks prevented other schools from doing likewise. Five appendices are included: (1) District Response Rates; (2) Teacher Perceptions vs. Principal Perceptions of Teacher Working Conditions; (3) Teacher Perceptions for Teaching and Learning Conditions, by Career Intent; (4) Selected Survey Responses Across Student Poverty Levels; and (5) Methodology. (Contains 31 endnotes, 6 figures and 19 tables.) [This report was written with Alice Williams.].
Download or read book Stem steam computational thinking and coding Evidence based research and practice in children s development written by Stamatios Papadakis and published by Frontiers Media SA. This book was released on 2023-03-13 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Miracle of Education written by Hannele Niemi and published by Springer. This book was released on 2016-11-25 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Finnish pupils’ success in international student assessment tests and the characteristics of the Finnish educational system are the focus of interest all around in the world. The significance of Finnish educational policy and societal atmosphere are continuously discussed. This book provides explanations, answers and reflections to these questions. Over 30 expert authors have contributed to this book by bringing their own specific research-based points of view.The second edition of the book introduces the new national curriculum for basic education that now provides guidelines for school-based curricula. Students’ learning with engagement and schools as learning communities are core visions of the reform. The authors also reflect on the PISA 2012 results. The book gives an example on how to use PISA information for national improvements. In Finland, all evaluations are enhancement-led and this also includes PISA measurements.The book illustrates how teaching and learning of different subjects is realized in Finnish schools and describes the essential characteristics and methods of teaching, learning materials and research on these issues.The book provides important insight and reflections to international researchers, teachers, students, journalists and policy makers, who are interested in teaching and learning in Finnish schools. It shows the results of the systematic and persistent work that has been done on education and schooling in Finland.The main features of education in Finland are: Strong equity policy.Teachers as autonomous and reflective academic experts.Flexible educational structures and local responsibility for curriculum development.Evaluation for improvements, not for ranking.No national testing, no inspectorate.Research-based teacher education.Teachers’ high competence in content knowledge and pedagogy.Trust in education and teachers."
Download or read book An Educational Calamity written by Uche Amaechi and published by . This book was released on 2021-03-27 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Covid-19 pandemic caused major disruptions to education around the world. Since the World Health Organization declared a pandemic on March 11, 2020, most students on the planet were affected by the interruption of in-person schooling. To mitigate the educational loss such interruption would cause, education authorities the world over created a variety of alternative mechanisms of education delivery. They did so quickly and with insufficient knowledge about what would work well, for which children, and for what aspects of the schooling experience.Having to create such alternative arrangements in short order was the ultimate adaptive leadership challenge, one for which no playbook existed, one for which solutions would have to be invented, rather than drawn from existing technical knowledge. The nature of the challenge differed across the world and regions, and it differed also within countries as a function of the differential public health and economic impact of the pandemic on communities, and of variations in institutional and financial resources available to redress such impact, including availability of digital infrastructure and previous knowledge and experience of teachers and students with digi-pedagogies and other resources to create alternative education delivery systems.Sustaining educational opportunities amidst these challenges created by the pandemic was an example of adaptive education response not to a unique unexpected challenge but to one in a larger class of problems, just one of the many adaptive conundrums facing communities and societies. Beyond the challenges resulting from the pandemic, other complications of that sort predating the pandemic included those resulting from poverty, inequality, social inclusion, governance, climate change, among others. In some ways, the pandemic served as an accelerant for some of those, augmenting their impact or underscoring the urgency of addressing them. Adaptive puzzles of this sort, including pandemics, are likely to continue to impact education systems in the foreseeable future. This makes it necessary to strengthen the capacity of education systems to respond to them.Reimagining education systems so they are resilient in the face of adaptive challenges is an opportunity to mobilize new talent and institutional resources. Partnerships between school systems and universities can contribute to those reimagined and more resilient systems, they can enhance the institutional capacity of education systems to devise solutions and to implement them. Such partnerships are also an opportunity for universities to be more deliberate in integrating their three core functions of research, teaching and outreach in service of addressing significant social challenges in a context in rapid flux.In this book we present the results of one approach to produce the integration between research, teaching and outreach just described, resulting from engaging graduate students in collaborations with school systems for the purpose of helping identify ways to sustain educational opportunity during the disruption caused by the pandemic. This activity engaged our students in research and analysis, contributing to their education, and it engaged them in service to society. The book examines what happened to educational opportunity during the Covid-19 pandemic in Bangladesh, Belize, the municipality of Santa Ana in Costa Rica, Guatemala, Kenya, in the States of Sinaloa and Quintana Roo in Mexico, South Africa, United Arab Emirates, and in the United States in Richardson Independent School District in Texas. It offers an systematic analysis of policy options to sustain educational opportunity during the pandemic.
Download or read book Online Teaching and Learning in Higher Education written by Pedro Isaias and published by Springer Nature. This book was released on 2020-09-29 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education’s course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students’ educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.
Download or read book Professional Capital written by Andy Hargreaves and published by Teachers College Press. This book was released on 2015-04-24 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].
Download or read book Place and Community Based Education in Schools written by Gregory A. Smith and published by Routledge. This book was released on 2014-04-08 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement. Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.
Download or read book Second International Handbook of Science Education written by Barry J. Fraser and published by Springer Science & Business Media. This book was released on 2011-12-13 with total page 1516 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.
Download or read book Resilient Teachers Resilient Schools written by Christopher Day and published by Routledge. This book was released on 2013-12-17 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book unpicks the complex, dynamic blend of individuals’ psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers’ work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools.
Download or read book Handbook of Research on Science Education Volume II written by Norman G. Lederman and published by Routledge. This book was released on 2014-07-11 with total page 2490 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.
Download or read book Stealth Assessment written by Valerie Jean Shute and published by MIT Press. This book was released on 2013 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals. To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning. Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education.
