Can we change teachers’ attitudes and knowledge in
determining their own educator effectiveness by
looking through the lenses of data literacy, district
benchmarks, and student growth? This session will
include an overview of an action research project on
increasing teachers’ self-efficacy and demonstration of
the Benchmark Dashboard in Home Base.
http://www.ccsprojects.com/ - This white paper from CCS Presentation Systems partner eInstruction summarizes key points in that evidence and describe how eInstruction’s CPS student response system can be used in research-based ways to support effective instruction. eInstruction technology gives administrators the ability to instantly capture, grade, report and analyze student performance data. eInstruction offers educators and administrators a family of software, student response systems, interactive whiteboards, mobile interactive whiteboards and powerful enterprise-based administrative tools. Learn more about eInstruction’s CPS systems here: http://bit.ly/WN6wKr
From theory to practice blending the math classroom and creating a data cultu...DreamBox Learning
Transitioning your school to a fully blended model that leverages data to inform school wide goals, drive classroom instruction, and form small groups takes time and buy-in. Whether you’re in the beginning stages of your blended journey, or are several years into it, it’s important to stay dynamic and reflective to ensure your blended initiative is having a positive impact on student success. Hear how Aldeane Comito Ries Elementary was able to take data beyond the classroom and continue to successfully incorporate it into their school’s infrastructure.
Join the staff at Aldeane Comito Ries Elementary to hear about how they:
• Received buy-in from their staff at all levels
• Specifically use data in their day-to-day
• Continue to transform classroom teaching and learning
http://www.ccsprojects.com/ - This white paper from CCS Presentation Systems partner eInstruction summarizes key points in that evidence and describe how eInstruction’s CPS student response system can be used in research-based ways to support effective instruction. eInstruction technology gives administrators the ability to instantly capture, grade, report and analyze student performance data. eInstruction offers educators and administrators a family of software, student response systems, interactive whiteboards, mobile interactive whiteboards and powerful enterprise-based administrative tools. Learn more about eInstruction’s CPS systems here: http://bit.ly/WN6wKr
From theory to practice blending the math classroom and creating a data cultu...DreamBox Learning
Transitioning your school to a fully blended model that leverages data to inform school wide goals, drive classroom instruction, and form small groups takes time and buy-in. Whether you’re in the beginning stages of your blended journey, or are several years into it, it’s important to stay dynamic and reflective to ensure your blended initiative is having a positive impact on student success. Hear how Aldeane Comito Ries Elementary was able to take data beyond the classroom and continue to successfully incorporate it into their school’s infrastructure.
Join the staff at Aldeane Comito Ries Elementary to hear about how they:
• Received buy-in from their staff at all levels
• Specifically use data in their day-to-day
• Continue to transform classroom teaching and learning
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
PhD Proposal Defense Team Psychological Safety, Team Learning and Team Knowle...Peter Cauwelier
Presentation I used to present my proposal in front of the PhD committee at Bangkok University. My model links team psychological safety and team learning, with the creation of knowledge at the team level. Happy to say the proposal defense went very well !
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe institutions are exploring the opportunities technology affords to provide a better,
more consistent, and more personalised service to their students and stakeholders In particular, the
development of learning analytics may empower distance learning institutions to provide near realtime
actionable feedback to teachers and students about what the “best” next step in their learning
journeys might be. For example, several institutions have started to explore the use of learning
analytics dashboards that can display learner and learning behaviour to teachers and instructional
designers in order to provide more real-time, or just-in-time support for students. Learning analytics
might provide opportunities for (semi-) automatic personalisation as well as increased flexibility of
online provision, while at the same time potentially benefiting from efficiency and retention gains
when providing education at scale. Nonetheless, there are several critics towards this learning
analytics and data-centred movement. Some critics tend to focus on the perceived dilution of the
role of the human teacher as a provider of the personal support role to (semi-) automated support
provisions. In this BERA keynote, I aim to provide a balanced perspectives of the affordances and
limitations of learning analytics
https://www.bera.ac.uk/event/ed-tech-nov
Motivational characteristics of e-learning studentsKatarina Karalic
My research paper on the role of motivation in e-learning context. The study has confirmed that if students have mastery motivational orientation and are learning with combined classroom+remote virtual methodology will report better results and higher overall satisfaction.
My research paper was included in the European Distance and E-learning Network (EDEN) publication revisiting research, innovation and professional practice in distance and e-learning.
This paper was presented on EDEN (European Distance and E-learning Network) 2006 Annual Conference, E-competences for Life, Employment and Innovation, 14-17 June 2006, Vienna, University of Technology, Austria, Proceedings – ISBN 963 06 0063 3, Pages 320-324.
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
PhD Proposal Defense Team Psychological Safety, Team Learning and Team Knowle...Peter Cauwelier
Presentation I used to present my proposal in front of the PhD committee at Bangkok University. My model links team psychological safety and team learning, with the creation of knowledge at the team level. Happy to say the proposal defense went very well !
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe institutions are exploring the opportunities technology affords to provide a better,
more consistent, and more personalised service to their students and stakeholders In particular, the
development of learning analytics may empower distance learning institutions to provide near realtime
actionable feedback to teachers and students about what the “best” next step in their learning
journeys might be. For example, several institutions have started to explore the use of learning
analytics dashboards that can display learner and learning behaviour to teachers and instructional
designers in order to provide more real-time, or just-in-time support for students. Learning analytics
might provide opportunities for (semi-) automatic personalisation as well as increased flexibility of
online provision, while at the same time potentially benefiting from efficiency and retention gains
when providing education at scale. Nonetheless, there are several critics towards this learning
analytics and data-centred movement. Some critics tend to focus on the perceived dilution of the
role of the human teacher as a provider of the personal support role to (semi-) automated support
provisions. In this BERA keynote, I aim to provide a balanced perspectives of the affordances and
limitations of learning analytics
https://www.bera.ac.uk/event/ed-tech-nov
Motivational characteristics of e-learning studentsKatarina Karalic
My research paper on the role of motivation in e-learning context. The study has confirmed that if students have mastery motivational orientation and are learning with combined classroom+remote virtual methodology will report better results and higher overall satisfaction.
My research paper was included in the European Distance and E-learning Network (EDEN) publication revisiting research, innovation and professional practice in distance and e-learning.
This paper was presented on EDEN (European Distance and E-learning Network) 2006 Annual Conference, E-competences for Life, Employment and Innovation, 14-17 June 2006, Vienna, University of Technology, Austria, Proceedings – ISBN 963 06 0063 3, Pages 320-324.
Anni, Maiju ja Milla Satakunnan ammattikorkeakoulusta tiivistivät ElämysLahjojen idean loistavalla tavalla esitykseensä. Nauttikaa :)
http://www.elamyslahjat.fi
(julkaistu tekijöiden luvalla)
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Using Data to Drive Personalized Math Learning NeedsDreamBox Learning
Technologies to support data-driven decision-making hold great promise for increasing the effectiveness of teaching and learning activities, accelerating student achievement, and improving organizational performance. To access what students are learning and how they are progressing, educators can now use a continuous improvement framework for data-driven decision-making to organize people and processes to reach education objectives.
Join us for this webinar and discuss topics including:
• Building a sustainable data analysis framework
• Common challenges involved in establishing data-driven practices
• Incorporating blended learning environments to meet school goals
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
Utilizing Rubrics in Audio/Visual ProductionCorey Anderson
During the 2016-2017 school year, it became apparent to me that my students at Watkins Overton High School in Memphis, TN, might enjoy a greater sense of academic achievement if they had a better understanding of what was required to receive a rating of Proficient or Advanced when their artifacts are assessed. In the Audio/Visual Production field, these artifacts are almost always something the student must create. I am specifically interested in improving their commercials and public service announcements. Although, high school students have a lot of competing interests, providing rubrics for assignments would give them a way to focus their energy when completing projects and provide a way for them to assess the quality of their own work before submitting it for assessment. Their attention to detail and quality has further implications for post-secondary success. Rallying behind the mantra, Destination 2025! In the year, 2025, our school district’s goal is to have 80% of graduates, college and career ready, 90% graduating on time and 100% of college and career ready graduates will enroll in post-secondary opportunities (Shelby County Schools, n.d.). What tools can I actively use to help my students get the advantage in life and become champions at work? The purpose of this paper is to determine can developing and utilizing rubrics with my high school A/V Production students help improve the quality of their films for public service announcements and commercials. These are my Next Steps.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Evaluating teachers or evaluating teachingIwan Syahril
This presentation criticizes the overemphasis on teacher characteristics in the discussion about teacher evaluation. Teacher evaluation should take into account situational characteristics that are faced by teachers, which may hinder the implementation of quality teaching. Moreover, the over-realiance on precise measurement may distract us from the main educational goals that we all want as a society. Thus, we need to reframe our thoughts and assumptions in discussing teacher evaluation.
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Evaluating Teaching in Higher EducationEmma Kennedy
This powerpoint is taken from a workshop for university teachers on the basics of evaluation, including its advantages and disadvantages, and how to best use evaluation as a tool for improving the student experience in higher education.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Using Action Research
To Empower North Carolina Educators
A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
4. What is Action Research?
Systematic inquiry conducted by teachers and
other educators to find solutions for critical,
challenging, relevant issues in their classrooms and
schools.
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher,
2014
5. What is Action Research?
Main Goals Include:
•Positively impact student outcomes
•Identify and promote effective instructional
practices
•Create opportunities for teachers to become
reflective practitioners
•Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher,
2014
6. What is Action Research?
A systematic research process to:
● Identify an area of focus (critical, challenging
issue)
● Develop an action research plan
● Implement action research plan in
classroom/school
● Collect, analyze, and interpret data
● Share findings to inform practice
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
7. Title of Project
•What is the problem of practice investigated?
•Why is this important?
•Who would benefit from reviewing my research?
•How will this innovation benefit students?
8. Problems of Practice
•Design an activity for your participants to
generate or brainstorm lists of problems of
practice within their school setting
•Remember how you generated lists of issues and
instructional challenges from your own
experiences during summer training
•This is a good time to get your participants up
and talking
9. What the Peer-Reviewed
Research says about…
TEACHERS’ CONCERNS
“Like other constructs, such as intelligence and self-
concept, a teacher’s concerns about an innovation
cannot be directly observed and measured. It can only
be inferred from the measurement of some
predefined affective dimensions.”
Cheung, D., Hattie, J., & Ng, D. (2001). Reexamining the Stages of Concern Questionnaire: A Test of
Alternative Models. Journal Of Educational Research, 94(4), 226.
10. What the Peer-Reviewed
Research says about…
TEACHERS’ DATA LITERACY
“Given that ‘[a]n aim of data-driven decision making
is to link the results of summative testing to
formative information systems that teachers can use
to improve instruction across school’, it appears vital
to have teachers who are data-literate and
collaboratively involved in the DBDM process.”
Crum, K. (2009). Building the Foundation for Data-Based Decision Making: Creating Consensus on
Language and Concepts. International Electronic Journal For Leadership In Learning, 13(5),
11. What the Peer-Reviewed
Research says about…
BENCHMARK ASSESSMENTS
“District administrators often cited intentions that the
assessments would be used to inform instruction. However,
the realization of instructional purposes was limited by the
type of information provided by predominantly multiple
choice items, a lack of substantive professional development,
and minimal coherence with respect to shared understandings
of assessment purposes and uses across district, school, and
classroom levels.”
Davidson, K. L., Frohbieter, G., & National Center for Research on Evaluation, S. T. (2011). District
Adoption and Implementation of Interim and Benchmark Assessments. CRESST Report 806. National
Center For Research On Evaluation, Standards, And Student Testing (CRESST),
12. What the Peer-Reviewed
Research says about…
TEACHERS’ SENSE OF EFFICACY
“Teacher-centered instructors with low efficacy fail to adjust
to the individual needs of students, a concept at the heart of
DDDM.”
“Thus, teachers in this study who were more confident in
their ability to successfully engage in DDDM were more likely
to be working with colleagues to improve and increase use of
DDDM in their classrooms. ”
Dunn, K. E., Airola, D. T., Lo, W., & Garrison, M. (2013). Becoming Data Driven: The Influence of
Teachers' Sense of Efficacy on Concerns Related to Data-Driven Decision Making. Journal Of
Experimental Education, 81(2), 222-241.
13. What the Peer-Reviewed
Research says about…
EFFECTIVE DATA USE
“First, we use a broad and encompassing definition of data,
meaning anything that helps educators know more about
their students.”
“Second, data use means the actions in which educators
engage as they collect these data, organize, and analyze data,
and draw meaning from them to inform practice. ”
Wayman, J. C., Cho, V., Jimerson, J., & Spikes, D. D. (2012). DistrictWide Effects on Data Use in the
Classroom. Education Policy Analysis Archives, 20(25),
14. What the Peer-Reviewed
Research says about…
EFFECTIVE DATA USE
“Third, we often use the term effective data use to distinguish
between data use practices that benefit educators in their
practice (and which thus benefits student learning) from
other data use practices that have been to shown to actually
hinder educational work.”
Wayman, J. C., Cho, V., Jimerson, J., & Spikes, D. D. (2012). DistrictWide Effects on Data Use in the
Classroom. Education Policy Analysis Archives, 20(25),
