Paper-Based Survey
A pdf file for an excellent article on how to best format a paper-based survey.
Tuesday, August 25, 2009
Sunday, August 23, 2009
Computers and education
Descriptors:
elementary AND "Learning Management System"
1. A learning style classification mechanism for e-learning (learning styles, experimental design)
2. Development and evaluation of a virtual campus on Second Life: The case of SecondDMI
3. An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy (2 schools, case study)
4. The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions
5. E-Homebook System: A web-based interactive education interface (parents' involvement, online performance)
6. Design, implementation and validation of a Europe-wide pedagogical framework for e-Learning
7. Dropout prediction in e-learning courses through the combination of machine learning techniques
8. Educational hypermedia resources facilitator
elementary AND "Learning Management System"
1. A learning style classification mechanism for e-learning (learning styles, experimental design)
2. Development and evaluation of a virtual campus on Second Life: The case of SecondDMI
3. An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy (2 schools, case study)
4. The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions
5. E-Homebook System: A web-based interactive education interface (parents' involvement, online performance)
6. Design, implementation and validation of a Europe-wide pedagogical framework for e-Learning
7. Dropout prediction in e-learning courses through the combination of machine learning techniques
8. Educational hypermedia resources facilitator
British Journal of Educational Technology
Descriptors:
"learning management system" AND elementary
Full Text
Results (828479):
1.Adult‐Learning Principles, Technology and Elementary Teachers and their Students: the perfect blend?
2.Class Wide Peer Tutoring Learning Management System (English, Single-Subject Design)
3. A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms (Case studies, four teachers working within urban primary schools)
4.Attitudes to computer-assisted learning amongst business and management students (Survey method)
5.Student Views of Hybrid Learning: A One-Year Exploratory Study (case study, Blackboard LMS, Fifty-one elementary teacher candidates who were enrolled in two hybrid courses participated in the study, Both quantitative and qualitative data were collected from surveys, student attitude)
6. A shared document-based annotation tool to support learner-centred collaborative learning (There are samples of motivation questions)
7. Laptop Computers in the Elementary Classroom: Authentic instruction with at-risk students(case study, Mixed-method, low SES, triangulation)
"learning management system" AND elementary
Full Text
Results (828479):
1.Adult‐Learning Principles, Technology and Elementary Teachers and their Students: the perfect blend?
2.Class Wide Peer Tutoring Learning Management System (English, Single-Subject Design)
3. A ‘learning revolution’? Investigating pedagogic practice around interactive whiteboards in British primary classrooms (Case studies, four teachers working within urban primary schools)
4.Attitudes to computer-assisted learning amongst business and management students (Survey method)
5.Student Views of Hybrid Learning: A One-Year Exploratory Study (case study, Blackboard LMS, Fifty-one elementary teacher candidates who were enrolled in two hybrid courses participated in the study, Both quantitative and qualitative data were collected from surveys, student attitude)
6. A shared document-based annotation tool to support learner-centred collaborative learning (There are samples of motivation questions)
7. Laptop Computers in the Elementary Classroom: Authentic instruction with at-risk students(case study, Mixed-method, low SES, triangulation)
Adult‐Learning Principles, Technology and Elementary Teachers and their Students: the perfect blend
By ANDREW KITCHENHAM,
Malaspina University-College, Canada
ABSTRACT
Blended learning is a process by which educators use varied web-,print- and classroom-based techniques to present a specific set of skills to a group of learners. Blended learning is well researched in higher education and in the business sector but little research exists on its use in the school system.
The aim of this mixed-method study was to examine what external factors promoted or impeded the success of blended learning in the elementary classrooms of ten teachers. The qualitative data were derived from reflective journal entries, a semi-structured interview and my field notes. I found that there were distinct factors related to the success of blended learning. The three factors that promoted blended learning were collaboration, a strong infrastructure and student demand while the three factors that prevented blended learning were a weak infrastructure, time and resources. Further research into blended learning in the elementary classroom needs to be conducted as this study was exploratory.
Malaspina University-College, Canada
ABSTRACT
Blended learning is a process by which educators use varied web-,print- and classroom-based techniques to present a specific set of skills to a group of learners. Blended learning is well researched in higher education and in the business sector but little research exists on its use in the school system.
The aim of this mixed-method study was to examine what external factors promoted or impeded the success of blended learning in the elementary classrooms of ten teachers. The qualitative data were derived from reflective journal entries, a semi-structured interview and my field notes. I found that there were distinct factors related to the success of blended learning. The three factors that promoted blended learning were collaboration, a strong infrastructure and student demand while the three factors that prevented blended learning were a weak infrastructure, time and resources. Further research into blended learning in the elementary classroom needs to be conducted as this study was exploratory.
British Journal of Educational Technology
Search :
technology AND motivation AND portal
Full text and Scholarly (Peer Reviewed) Journals
Results:
1. Examining 25 Years of Technology in U.S. Education.
2. Tools from "Web 2.0 & Libraries: Best Practices for Social Software" Revisited
technology AND motivation AND portal
Full text and Scholarly (Peer Reviewed) Journals
Results:
1. Examining 25 Years of Technology in U.S. Education.
2. Tools from "Web 2.0 & Libraries: Best Practices for Social Software" Revisited
Implementation Of E-Learning: A Case Study Of Three Schools
by Tania Broadley
Curtin University of Technology (SiMERR WA)
Abstract: As Western Australian schools move to implement technology into the classroom, there appears to be prevalence in combining e-learning with face to face traditional classroom practice. This has been accompanied by a shift toward a digital curriculum that incorporates re-usable learning objects. Essential to any teacher contemplating the use of a digital curriculum resource is not only the knowledge of learning theories but models of best practice to create online curriculum for students to use in every day classrooms. This paper explores the e-learning practices in three case study schools (n=3) in Western Australia. Data were collected by observation and interviews (n=11) conducted with the teachers and the ICT co-ordinators, to ascertain their perceptions and experiences with regard to the e-learning environment. There were challenges associated with the implementation of e-learning by teachers into their classroom such as skill development, changes in their role and the pedagogies they employ. The case study schools were pilot schools breaking new ground in order to test a new portal technology. Findings indicated that successful implementation of the e-learning environment was dependent on the four key factors of ICT infrastructure, ICT leadership, support and training initiatives and the teachers’ ICT capacity.
Descriptors when searching: technology AND portal
Search in A+ Education
RQ:
1. What support and training has been provided prior to and during the implementation phase of the e-learning environment?
2. How have teachers used the e-learning portal technology to achieve educational outcomes for students?
Curtin University of Technology (SiMERR WA)
Abstract: As Western Australian schools move to implement technology into the classroom, there appears to be prevalence in combining e-learning with face to face traditional classroom practice. This has been accompanied by a shift toward a digital curriculum that incorporates re-usable learning objects. Essential to any teacher contemplating the use of a digital curriculum resource is not only the knowledge of learning theories but models of best practice to create online curriculum for students to use in every day classrooms. This paper explores the e-learning practices in three case study schools (n=3) in Western Australia. Data were collected by observation and interviews (n=11) conducted with the teachers and the ICT co-ordinators, to ascertain their perceptions and experiences with regard to the e-learning environment. There were challenges associated with the implementation of e-learning by teachers into their classroom such as skill development, changes in their role and the pedagogies they employ. The case study schools were pilot schools breaking new ground in order to test a new portal technology. Findings indicated that successful implementation of the e-learning environment was dependent on the four key factors of ICT infrastructure, ICT leadership, support and training initiatives and the teachers’ ICT capacity.
Descriptors when searching: technology AND portal
Search in A+ Education
RQ:
1. What support and training has been provided prior to and during the implementation phase of the e-learning environment?
2. How have teachers used the e-learning portal technology to achieve educational outcomes for students?
Portfolio Assessment: Benefits, Issues of Implementation, and Reflections on Its Use
by Lorie Cook-Benjamin
PORTFOLIO ASSESSMENT CAN BE defined as a purposeful collection of a student’s work that tells a story of the student’s efforts, progress, or achievement in one or more areas (Arter and Spandel, 1992). Research suggests that portfolio assessment provides benefits that more traditional measures do not provide.
PORTFOLIO ASSESSMENT CAN BE defined as a purposeful collection of a student’s work that tells a story of the student’s efforts, progress, or achievement in one or more areas (Arter and Spandel, 1992). Research suggests that portfolio assessment provides benefits that more traditional measures do not provide.
A Five-Dimensional Framework for Authentic Assessment
by Judith T. M.Gulikers, Theo J, Bastiaens & Paul A, Kirschner
Authenticity is an important element of new modes (^assessment. The problem is that what authentic assessment really is, is unspecified. In this article, we first review the literature on authenticity of assessments, along with a five-dimensional framework for designing authentic assessments with professional practice as the starting point. Then, we present the results of a qualitative study to determine if the framework is complete, and what the relative importance of the five dimensions is in the perceptions of students and teachers of a vocational college for nursing. We discuss implications for the framezuork, along with important issues that need to be considered when designing authentic assessments.
Authenticity is an important element of new modes (^assessment. The problem is that what authentic assessment really is, is unspecified. In this article, we first review the literature on authenticity of assessments, along with a five-dimensional framework for designing authentic assessments with professional practice as the starting point. Then, we present the results of a qualitative study to determine if the framework is complete, and what the relative importance of the five dimensions is in the perceptions of students and teachers of a vocational college for nursing. We discuss implications for the framezuork, along with important issues that need to be considered when designing authentic assessments.
Self-Efficacy, Standards, and Benchmarks as Factors in Teaching Elementary School Science
by Cherin A. Lee , Ana Houseal
The importance of teaching elementary science has never been greater. Research indicates that factors constraining teaching elementary school science create obstacles to teaching hands-on, minds-on science. Much of this research preceded the standards and benchmarks initiatives or was predominantly survey-based. This qualitative case study of four teachers researched current factors influencing the teaching of elementary science. Results indicate that (1) previously documented constraining factors continue to be obstacles to teaching elementary schools science, (2) a new external influence is the presence of and pressure to meet district science standards and benchmarks, and (3) that self-efficacy can be considered an internal cons training factor.
The importance of teaching elementary science has never been greater. Research indicates that factors constraining teaching elementary school science create obstacles to teaching hands-on, minds-on science. Much of this research preceded the standards and benchmarks initiatives or was predominantly survey-based. This qualitative case study of four teachers researched current factors influencing the teaching of elementary science. Results indicate that (1) previously documented constraining factors continue to be obstacles to teaching elementary schools science, (2) a new external influence is the presence of and pressure to meet district science standards and benchmarks, and (3) that self-efficacy can be considered an internal cons training factor.
Mathematics curriculum reform and teachers: what are the dilemmas
by Azita Manouchehri
Teachers do what they do for complex reasons. Research on teacher thinking generally indicates that teachers' personal theories and knowledge are a basis for classroom practice (Peterson, 1988; Peterson & Clark, 1978; Shavelson, 1976; Shavelson & Berliner, 1988; Yinger, 1979), but the nature of this relationship related to standards-based curriculum decision making and implementation is undeveloped (Ross et al., 1992). With rare exception (Keiser & Lambdin, 1996; Pennell, 1996; Pennell & Firestone, 1996), little research on teachers' interactions with innovative and standards-based curricula exists; no long-term studies highlighting challenges teachers face as they enact standards-based programs exist. In this article, I describe an 18-month study to gain insight into the process of evaluation and implementation of four standards-based curriculum programs by 51 middle school mathematics teachers from 10 school districts in the St. Louis, Missouri area. I provide a profile of factors appearing to enhance or impede participating middle school teachers' use of the programs.
Teachers do what they do for complex reasons. Research on teacher thinking generally indicates that teachers' personal theories and knowledge are a basis for classroom practice (Peterson, 1988; Peterson & Clark, 1978; Shavelson, 1976; Shavelson & Berliner, 1988; Yinger, 1979), but the nature of this relationship related to standards-based curriculum decision making and implementation is undeveloped (Ross et al., 1992). With rare exception (Keiser & Lambdin, 1996; Pennell, 1996; Pennell & Firestone, 1996), little research on teachers' interactions with innovative and standards-based curricula exists; no long-term studies highlighting challenges teachers face as they enact standards-based programs exist. In this article, I describe an 18-month study to gain insight into the process of evaluation and implementation of four standards-based curriculum programs by 51 middle school mathematics teachers from 10 school districts in the St. Louis, Missouri area. I provide a profile of factors appearing to enhance or impede participating middle school teachers' use of the programs.
Effects of Teaching Patterning to 1st-Graders
by Charlene Hendricks , Linda Trueblood , Robert Pasnak
Abstract. Seven-year-olds who had difficulty understanding 1st-grade work received one of two forms of small-group instruction. Half of the children were randomly assigned to receive four months of instruction in recognizing, comprehending, and reproducing both logical and arbitrary patterns (sequences) involving numbers, letters, shapes, colors, orientations, causes and effects, and temporal events. The other children received yoked instruction in the academic subject matter their teachers thought most useful. At the end of the school year, the patterning group significantly outperformed the control group on measures of patterning and academic achievement. This is empirical evidence showing that a broad understanding of the many different possibilities for pattern rules is an important thinking ability that facilitates academic achievement for 1st-graders.
Abstract. Seven-year-olds who had difficulty understanding 1st-grade work received one of two forms of small-group instruction. Half of the children were randomly assigned to receive four months of instruction in recognizing, comprehending, and reproducing both logical and arbitrary patterns (sequences) involving numbers, letters, shapes, colors, orientations, causes and effects, and temporal events. The other children received yoked instruction in the academic subject matter their teachers thought most useful. At the end of the school year, the patterning group significantly outperformed the control group on measures of patterning and academic achievement. This is empirical evidence showing that a broad understanding of the many different possibilities for pattern rules is an important thinking ability that facilitates academic achievement for 1st-graders.
Saturday, August 22, 2009
My first page
I have started this to compile all the information or data that I have gotten for my research. I will only start by putting my thoughts on some of the readings that I have gotten so that it will be easier for me to search for them in future... :-)
Honestly, I have been influence by my MED871 tutor and my MMM800 Supervisor, Dr Kenneth Lim. At least all my data is at one place. ;-)
Honestly, I have been influence by my MED871 tutor and my MMM800 Supervisor, Dr Kenneth Lim. At least all my data is at one place. ;-)
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