Dr. James Jurica teaches at Texas A&M University at San Antonio. Dr. Jurica's article was published by National FORUM Journals.
Dr. William Allan Kritsonis is Editor-in-Chief of National FORUM Journals, Houston, Texas.
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Instructional media in teaching english to young learnersArina Ardillah
I just want to share this for anyone who need it. this journal is about the media that is used for teaching elementary school. The researcher do the research to investigate the use of instructional media and the solving of problems
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
This document outlines the course details for an Alternative Thinking in Education course offered at Far-western University. The course aims to help students critically analyze the formal education system and develop alternative approaches for the 21st century. It covers topics such as deschooling society, school is dead, pedagogy of the oppressed, and compulsory miseducation. Students will learn about alternative education ideologies and models including lifelong education, non-formal education, and critical thinking in education. The course will also explore alternative initiatives and address major issues in alternative thinking in education such as education for marginalized students and education for social justice. Students will be evaluated through internal exams, presentations, assignments, and an investigative project.
STUDENT’S ATTITUDES TOWARD INTEGRATING MOBILE TECHNOLOGY INTO TRANSLATION ACT...IJITE
Previous research shows that the integration of mobile phones in the classroom is challenging, but numerous studies have also demonstrated that wireless networks and mobile tools to support collaborative learning improve educational outcomes. This study aims to question the feasibility of replicating their research methodology in Taiwanese classrooms. For this purpose, two conventional classes of second year license degree in Applied Foreign Languages were the respondents. The students’ attitudes were observed and their participation was examined through an interview that revealed the perceptions of their learning experiences. The results of this study show that students, when allowed to use their cell phones according to their own needs in a collaborative learning, become more interested in their learning and can improve their English efficiency more than students in the conventional classroom. It is thus recommended that highly advanced technology be integrated with more flexibility to match students’ learning needs and motivations.
WHAT ARE THE ALTERNATIVE FUNCTIONS AND BENEFITS OF CELL PHONES FOR STUDENTS?IJITE
Taiwanese College students bring their own cell phones in the English classroom and teachers may become overwhelmed with these technology trends. This study aims to provide a realistic perception of the hidden meanings of the use of mobile devices in English class settings and the benefits it can bring to the students. For this purpose, two conventional classes of fourth year license degree in the Department of Travel Management were the respondents. The students’ schooling experiences were clarified with a student
satisfaction questionnaire, their values highlighted with an interview, and their social interactions explained with observations of the two classes. The results of this study show that, even though they were not used to working collaboratively in small team-work groups, Taiwanese students were highly likely to develop a collaborative learning style that utilizes emails and internet connections matching their learning
needs and motivations and optimizing their academic success.
An investigation of media selection parameters for teaching and learning of i...Alexander Decker
This document discusses parameters for selecting educational media for teaching introductory technology. It investigates how 8 factors influence the selection of video instruction: availability of media, cost, facilities, instructional objectives, learner characteristics, motivational value, sense of appeal, and teacher ability. The study found that these 8 factors jointly contribute to media selection and each factor contributes significantly individually to choosing video cassettes.
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Instructional media in teaching english to young learnersArina Ardillah
I just want to share this for anyone who need it. this journal is about the media that is used for teaching elementary school. The researcher do the research to investigate the use of instructional media and the solving of problems
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
This document summarizes a study that investigated teacher questioning practices during reading lessons in secondary schools in Indonesia. The study observed three English teachers from three different schools. It found that the teachers relied heavily on questions provided in textbooks for their reading lessons and pedagogy. As a result, the teachers were mainly exposed to and asked low-level questions in their lessons. The study provided insights into teacher questioning strategies in a foreign language context in Indonesia and implications for improving reading instruction through higher-level questioning.
This document outlines the course details for an Alternative Thinking in Education course offered at Far-western University. The course aims to help students critically analyze the formal education system and develop alternative approaches for the 21st century. It covers topics such as deschooling society, school is dead, pedagogy of the oppressed, and compulsory miseducation. Students will learn about alternative education ideologies and models including lifelong education, non-formal education, and critical thinking in education. The course will also explore alternative initiatives and address major issues in alternative thinking in education such as education for marginalized students and education for social justice. Students will be evaluated through internal exams, presentations, assignments, and an investigative project.
STUDENT’S ATTITUDES TOWARD INTEGRATING MOBILE TECHNOLOGY INTO TRANSLATION ACT...IJITE
Previous research shows that the integration of mobile phones in the classroom is challenging, but numerous studies have also demonstrated that wireless networks and mobile tools to support collaborative learning improve educational outcomes. This study aims to question the feasibility of replicating their research methodology in Taiwanese classrooms. For this purpose, two conventional classes of second year license degree in Applied Foreign Languages were the respondents. The students’ attitudes were observed and their participation was examined through an interview that revealed the perceptions of their learning experiences. The results of this study show that students, when allowed to use their cell phones according to their own needs in a collaborative learning, become more interested in their learning and can improve their English efficiency more than students in the conventional classroom. It is thus recommended that highly advanced technology be integrated with more flexibility to match students’ learning needs and motivations.
WHAT ARE THE ALTERNATIVE FUNCTIONS AND BENEFITS OF CELL PHONES FOR STUDENTS?IJITE
Taiwanese College students bring their own cell phones in the English classroom and teachers may become overwhelmed with these technology trends. This study aims to provide a realistic perception of the hidden meanings of the use of mobile devices in English class settings and the benefits it can bring to the students. For this purpose, two conventional classes of fourth year license degree in the Department of Travel Management were the respondents. The students’ schooling experiences were clarified with a student
satisfaction questionnaire, their values highlighted with an interview, and their social interactions explained with observations of the two classes. The results of this study show that, even though they were not used to working collaboratively in small team-work groups, Taiwanese students were highly likely to develop a collaborative learning style that utilizes emails and internet connections matching their learning
needs and motivations and optimizing their academic success.
An investigation of media selection parameters for teaching and learning of i...Alexander Decker
This document discusses parameters for selecting educational media for teaching introductory technology. It investigates how 8 factors influence the selection of video instruction: availability of media, cost, facilities, instructional objectives, learner characteristics, motivational value, sense of appeal, and teacher ability. The study found that these 8 factors jointly contribute to media selection and each factor contributes significantly individually to choosing video cassettes.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
The document summarizes research on the use of technology in the classroom and its impact on student learning. It discusses studies that have been conducted at various education levels, from elementary school through post-secondary education. While some studies found that technology improved student achievement, others found no significant impact or that proper teacher training is needed to effectively use technology. Overall, the research suggests that technology can aid student learning if implemented correctly with teacher training, but on its own may not enhance learning outcomes.
An assigned seating arrangement based on students performance a critical reviewAlexander Decker
The document discusses assigning students to fixed seating arrangements in the classroom based on their past academic performance, with weaker students seated in front. It reviews literature supporting the positive impact of assigned seating on student engagement and learning. Preliminary observations and interviews with students at the National Defence University of Malaysia found that students had positive views of the assigned seating arrangement implemented in their language classes.
Effectiveness of computer supported cooperative learningGambari Isiaka
This study investigated the effectiveness of different computer-supported cooperative learning strategies (STAD, Jigsaw II, and TAI) on senior secondary students' physics performance in Nigeria. 167 students from 4 classes participated. Students were assigned to learn about equilibrium of forces and simple harmonic motion using either an independent computer-assisted instruction or one of the cooperative strategies supported by a computer program. Pre- and post-tests were used to measure performance. The study found that the cooperative learning strategies enhanced performance more than independent instruction. Academic ability also influenced performance, but gender did not. This provides support for using computer-assisted instruction within cooperative learning settings to improve physics learning.
This study examined 28 pre-service ESL teachers' experiences creating e-portfolios as part of a course at Universiti Sains Malaysia. Most participants found the reflection process contributed to their growth and development. They perceived improvements in writing skills, ICT skills, communication, and ability to reflect. However, participants noted drawbacks like unreliable internet access that need addressing for successful implementation in Malaysian teacher education. Both interviews and surveys found e-portfolios increased confidence and skills in ways beneficial for future teaching careers. While seen as an effective assessment alternative, participants stressed the need for training and stable internet before broader adoption.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
V3 e6-017Educational Media Awareness Among The Higher Education Teachers-An A...ijcite
This document discusses a study that analyzed the educational media awareness of 140 higher education teachers in Chennai, India. The study found:
1) Science teachers had greater educational media awareness than arts teachers.
2) Teachers with over 15 years of experience had higher awareness than less experienced teachers.
3) There was no significant difference in awareness between male and female teachers or between teachers at different types of institutions.
The implications are that educational media can effectively be used to disseminate information and influence attitudes. Experience and academic discipline impacted teachers' awareness of educational media resources.
Effects of computer assisted instructional package on social studies achievem...Gambari Isiaka
This study examined the effects of a self-instructional computer-based package on the social studies achievement of senior primary school pupils in Niger State, Nigeria. The study found that students who used the computer-based package performed significantly better on a social studies achievement test than those in the control group who did not use the package. The study also found no significant difference in achievement between male and female students who used the package. However, students in the 9-10 and 13-14 age groups performed significantly better than those in the 11-12 and 13-14 age groups. The findings suggest that use of the computer-based package can be an effective alternative to conventional teaching methods for social studies.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
020. students’ attitude and behavioural intention on adoption of internet for...Gambari Isiaka
This document summarizes a study that examined students' attitudes and behavioral intentions regarding adopting the internet for learning. The study surveyed 200 undergraduate students at Al-Hikmah University in Nigeria. The findings showed that perceived usefulness was the strongest determinant for adopting the internet for learning. Students' attitudes were also found to significantly influence their adoption of the internet. However, facilitating conditions did not significantly impact adoption. The study aims to better understand factors influencing internet adoption for education among Nigerian students.
This document discusses blended learning and learners' satisfaction with this approach. It begins by outlining some of the key principles of blended learning, including reinforcement of teaching, social communication, and cost effectiveness. It then provides a brief history of blended learning, noting some early studies in the 2000s. The document goes on to discuss students' satisfaction with blended learning in several studies, finding that students preferred blended courses and found them more engaging and collaborative. It concludes by noting that blended learning can foster students' motivation and that studies have shown higher senses of community in blended courses compared to fully online or face-to-face courses alone.
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
This document describes a study that evaluated the effectiveness of a flipped classroom approach compared to a traditional lecture format in an introductory equine science course.
The flipped classroom required students to view online video lectures before class and complete activities and assessments in class. Students in the flipped format scored higher on exams and showed improved critical thinking skills compared to the traditional lecture format. Students also responded positively to course evaluations and ranked the flipped approach as an enjoyable learning experience that better developed their independent thinking skills. The results suggest the flipped classroom stimulates greater learning for today's students compared to the traditional lecture model.
Perceptions of Jawzjan University Engineering Undergraduates about the Collab...ahmad shah qasemi
The document summarizes a study on engineering undergraduates' perceptions of collaborative teaching and learning approaches at Jawzjan University in Afghanistan. The key findings were:
1) Students preferred classes with lots of group work, pair work, and activities rather than teacher-centered lectures. Most students strongly agreed they wanted these collaborative activities.
2) Students also preferred that the teacher act as a facilitator or guide for the class rather than solely lecturing. Over half of students strongly disagreed with teacher-centered classes without student activities.
3) Benefits of collaborative learning discussed in the literature include improved self-confidence, more positive attitudes towards the subject, and opportunities for both stronger and weaker students to learn.
Muthoot fincorp ups marketing spends by 50 60%Dreeme Kochi
Muthoot Fincorp has increased its marketing and advertising spending by 50-60% from last year to promote its new 'Express 3 Minute Gold Loan' offering across India. The TV commercials produced by Lowe Bangalore went on air on November 16th. The multimedia campaign will run for 4-5 weeks across TV, radio, outdoor, print and online platforms. Muthoot Fincorp aims to constantly innovate new products and services to meet consumer needs.
This document presents an optimization problem to maximize advertising revenue. The objective is to maximize revenue (E) from advertising on TV, radio, and newspapers based on time of day. There are constraints on the minimum and maximum amounts that can be spent in each time period and medium. The optimal values that maximize revenue while satisfying the constraints are: 10 units of TV ads in the first 10 minutes, 6.35 units in later TV periods, 15 units of early radio ads, 18 units of later radio ads, 16.5 units of early newspaper ads, and 0 units of later newspaper ads. The maximum revenue (E) achieved under these optimal values is 2149.25.
The document provides an overview of 5S implementation at the Littleborough site. It describes the factory and warehouse details. It then outlines the 5S workshops that were conducted, which involved audits, creating visions, sorting, setting, shining, standardizing and sustaining changes. Post-workshop efforts included continued audits, newsletters, and standardizing and sustaining training. The 5S philosophy was then expanded to other areas and sites.
BBY Finance Recruiting Presentation 2009 Internship Web Event 012910Brian Kohlbeck
The document provides information about Best Buy's finance internship program, including details about the company, internship roles and responsibilities, recruiting timeline, and application process. Key points include:
- Best Buy is a Fortune 100 global retailer with over 3,700 locations worldwide and offices in several international cities.
- Internship roles include business analysis, working on a business finance team in an area like marketing or supply chain, or financial planning and analysis. Interns work on real projects and are fully integrated.
- The paid 10-12 week internship begins in late May or early June and includes housing. Full-time job offers are the goal for most interns contingent on performance.
- The application
The document outlines PB's EVOLVE program for new graduates. The program includes Consulting 101 modules in the first year to help graduates understand the consultant role. Modules cover topics like knowledge management, business acumen, and client relationships. Participants keep a competency journal to track their skills development. In subsequent years, graduates can expand their project management, business development, and leadership skills through online and on-the-job learning. The program also encourages graduates to pursue industry accreditation, with financial assistance available. Feedback from Consulting 101 participants was positive and highlighted benefits like competency tracking and interactive learning activities.
This document discusses how HR can transition from an administrative function to a more strategic business partner role. It provides an overview of survey results showing that while 50% of HR professionals see themselves as strategic partners, only 17% are involved in major initiatives from the initial stages. The document outlines tactics for HR to adopt a more strategic mindset, such as focusing on human capital as an investment, taking a consultative approach, and developing business literacy. The goal is for HR to help achieve alignment among an organization's strategy, structure, and culture.
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
The document summarizes research on the use of technology in the classroom and its impact on student learning. It discusses studies that have been conducted at various education levels, from elementary school through post-secondary education. While some studies found that technology improved student achievement, others found no significant impact or that proper teacher training is needed to effectively use technology. Overall, the research suggests that technology can aid student learning if implemented correctly with teacher training, but on its own may not enhance learning outcomes.
An assigned seating arrangement based on students performance a critical reviewAlexander Decker
The document discusses assigning students to fixed seating arrangements in the classroom based on their past academic performance, with weaker students seated in front. It reviews literature supporting the positive impact of assigned seating on student engagement and learning. Preliminary observations and interviews with students at the National Defence University of Malaysia found that students had positive views of the assigned seating arrangement implemented in their language classes.
Effectiveness of computer supported cooperative learningGambari Isiaka
This study investigated the effectiveness of different computer-supported cooperative learning strategies (STAD, Jigsaw II, and TAI) on senior secondary students' physics performance in Nigeria. 167 students from 4 classes participated. Students were assigned to learn about equilibrium of forces and simple harmonic motion using either an independent computer-assisted instruction or one of the cooperative strategies supported by a computer program. Pre- and post-tests were used to measure performance. The study found that the cooperative learning strategies enhanced performance more than independent instruction. Academic ability also influenced performance, but gender did not. This provides support for using computer-assisted instruction within cooperative learning settings to improve physics learning.
This study examined 28 pre-service ESL teachers' experiences creating e-portfolios as part of a course at Universiti Sains Malaysia. Most participants found the reflection process contributed to their growth and development. They perceived improvements in writing skills, ICT skills, communication, and ability to reflect. However, participants noted drawbacks like unreliable internet access that need addressing for successful implementation in Malaysian teacher education. Both interviews and surveys found e-portfolios increased confidence and skills in ways beneficial for future teaching careers. While seen as an effective assessment alternative, participants stressed the need for training and stable internet before broader adoption.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
V3 e6-017Educational Media Awareness Among The Higher Education Teachers-An A...ijcite
This document discusses a study that analyzed the educational media awareness of 140 higher education teachers in Chennai, India. The study found:
1) Science teachers had greater educational media awareness than arts teachers.
2) Teachers with over 15 years of experience had higher awareness than less experienced teachers.
3) There was no significant difference in awareness between male and female teachers or between teachers at different types of institutions.
The implications are that educational media can effectively be used to disseminate information and influence attitudes. Experience and academic discipline impacted teachers' awareness of educational media resources.
Effects of computer assisted instructional package on social studies achievem...Gambari Isiaka
This study examined the effects of a self-instructional computer-based package on the social studies achievement of senior primary school pupils in Niger State, Nigeria. The study found that students who used the computer-based package performed significantly better on a social studies achievement test than those in the control group who did not use the package. The study also found no significant difference in achievement between male and female students who used the package. However, students in the 9-10 and 13-14 age groups performed significantly better than those in the 11-12 and 13-14 age groups. The findings suggest that use of the computer-based package can be an effective alternative to conventional teaching methods for social studies.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
020. students’ attitude and behavioural intention on adoption of internet for...Gambari Isiaka
This document summarizes a study that examined students' attitudes and behavioral intentions regarding adopting the internet for learning. The study surveyed 200 undergraduate students at Al-Hikmah University in Nigeria. The findings showed that perceived usefulness was the strongest determinant for adopting the internet for learning. Students' attitudes were also found to significantly influence their adoption of the internet. However, facilitating conditions did not significantly impact adoption. The study aims to better understand factors influencing internet adoption for education among Nigerian students.
This document discusses blended learning and learners' satisfaction with this approach. It begins by outlining some of the key principles of blended learning, including reinforcement of teaching, social communication, and cost effectiveness. It then provides a brief history of blended learning, noting some early studies in the 2000s. The document goes on to discuss students' satisfaction with blended learning in several studies, finding that students preferred blended courses and found them more engaging and collaborative. It concludes by noting that blended learning can foster students' motivation and that studies have shown higher senses of community in blended courses compared to fully online or face-to-face courses alone.
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
This document describes a study that evaluated the effectiveness of a flipped classroom approach compared to a traditional lecture format in an introductory equine science course.
The flipped classroom required students to view online video lectures before class and complete activities and assessments in class. Students in the flipped format scored higher on exams and showed improved critical thinking skills compared to the traditional lecture format. Students also responded positively to course evaluations and ranked the flipped approach as an enjoyable learning experience that better developed their independent thinking skills. The results suggest the flipped classroom stimulates greater learning for today's students compared to the traditional lecture model.
Perceptions of Jawzjan University Engineering Undergraduates about the Collab...ahmad shah qasemi
The document summarizes a study on engineering undergraduates' perceptions of collaborative teaching and learning approaches at Jawzjan University in Afghanistan. The key findings were:
1) Students preferred classes with lots of group work, pair work, and activities rather than teacher-centered lectures. Most students strongly agreed they wanted these collaborative activities.
2) Students also preferred that the teacher act as a facilitator or guide for the class rather than solely lecturing. Over half of students strongly disagreed with teacher-centered classes without student activities.
3) Benefits of collaborative learning discussed in the literature include improved self-confidence, more positive attitudes towards the subject, and opportunities for both stronger and weaker students to learn.
Muthoot fincorp ups marketing spends by 50 60%Dreeme Kochi
Muthoot Fincorp has increased its marketing and advertising spending by 50-60% from last year to promote its new 'Express 3 Minute Gold Loan' offering across India. The TV commercials produced by Lowe Bangalore went on air on November 16th. The multimedia campaign will run for 4-5 weeks across TV, radio, outdoor, print and online platforms. Muthoot Fincorp aims to constantly innovate new products and services to meet consumer needs.
This document presents an optimization problem to maximize advertising revenue. The objective is to maximize revenue (E) from advertising on TV, radio, and newspapers based on time of day. There are constraints on the minimum and maximum amounts that can be spent in each time period and medium. The optimal values that maximize revenue while satisfying the constraints are: 10 units of TV ads in the first 10 minutes, 6.35 units in later TV periods, 15 units of early radio ads, 18 units of later radio ads, 16.5 units of early newspaper ads, and 0 units of later newspaper ads. The maximum revenue (E) achieved under these optimal values is 2149.25.
The document provides an overview of 5S implementation at the Littleborough site. It describes the factory and warehouse details. It then outlines the 5S workshops that were conducted, which involved audits, creating visions, sorting, setting, shining, standardizing and sustaining changes. Post-workshop efforts included continued audits, newsletters, and standardizing and sustaining training. The 5S philosophy was then expanded to other areas and sites.
BBY Finance Recruiting Presentation 2009 Internship Web Event 012910Brian Kohlbeck
The document provides information about Best Buy's finance internship program, including details about the company, internship roles and responsibilities, recruiting timeline, and application process. Key points include:
- Best Buy is a Fortune 100 global retailer with over 3,700 locations worldwide and offices in several international cities.
- Internship roles include business analysis, working on a business finance team in an area like marketing or supply chain, or financial planning and analysis. Interns work on real projects and are fully integrated.
- The paid 10-12 week internship begins in late May or early June and includes housing. Full-time job offers are the goal for most interns contingent on performance.
- The application
The document outlines PB's EVOLVE program for new graduates. The program includes Consulting 101 modules in the first year to help graduates understand the consultant role. Modules cover topics like knowledge management, business acumen, and client relationships. Participants keep a competency journal to track their skills development. In subsequent years, graduates can expand their project management, business development, and leadership skills through online and on-the-job learning. The program also encourages graduates to pursue industry accreditation, with financial assistance available. Feedback from Consulting 101 participants was positive and highlighted benefits like competency tracking and interactive learning activities.
This document discusses how HR can transition from an administrative function to a more strategic business partner role. It provides an overview of survey results showing that while 50% of HR professionals see themselves as strategic partners, only 17% are involved in major initiatives from the initial stages. The document outlines tactics for HR to adopt a more strategic mindset, such as focusing on human capital as an investment, taking a consultative approach, and developing business literacy. The goal is for HR to help achieve alignment among an organization's strategy, structure, and culture.
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Jurica, james using computer simulations in elementary social studies classroomsWilliam Kritsonis
This document summarizes research on using computer simulations in elementary social studies classrooms. It discusses previous mixed findings on simulations, with some research showing they motivate students but don't necessarily improve learning over traditional methods like reading and lecture. The purpose of the study described was to examine how elementary students think as they use the Oregon Trail II simulation, whether their thinking changes with repeated use, their and teachers' opinions of the simulation, and the teacher's role during simulation use. The literature review covers the history of simulations and their uses in fields like the military, medicine, and education. In social studies classes, some research found simulations more interesting but not better for learning facts or retaining information compared to lectures.
A test of the efficacy of field trip and discussion approaches to teaching in...Alexander Decker
This study investigated the efficacy of using discussion vs. field trip approaches within a constructivist framework to teach integrated science concepts to junior secondary students. 47 students were randomly assigned to experimental and control groups and taught energy concepts using either discussion or field trips respectively, both grounded in constructivist principles. Post-test results showed no significant differences in achievement between the two groups or between boys and girls. The discussion method did not produce significantly superior achievement compared to the field trip approach within the constructivist learning environment.
An Investigation of the Effectiveness of PBL Online on Students' Creative Thi...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ecting.docxssuserf9c51d
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using learning journals in higher and continuing education
ARTHUR M. LANGERTeachers College, Columbia University in the City of New York, 203 Lewisohn Hall, Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for encouraging critical re� ection among non-traditional students and to compare variances with studies among traditional students. An objective of the study was to understand how adult students in a ‘technical’ computer class responded to the requirement for learning journals. Qualitative research focused on whether learning journals prove to be an effective teaching tool in science-based, adult learning. The study was conducted at Columbia University’s Computer Technology programme in Continuing Education. Results suggest that non-traditional students are more skeptical than traditional students about using learning journals and more likely to use them as study tools. An implication of this study is that student perception and skepticism of the assignment can affect the objective of developing re� ective thinking. This implication stresses the need to account for student perception in studies on learning journals and critical re� ection.Introduction
The use of learning journals as a method for engaging traditional students in critical re� ection has been widely discussed in the literature. However, their use in assisting adult non-traditional students, particularly those who are engaged in profession-orientated educational programmes of continuing higher education has received comparatively little attention. This paper focuses on the question of how the use of journals impacted the learning process of adult students of the latter category and how this impact compared to that of students of the former category. Speci� cally, the study focused on students attending a computer technology class. The class, Computer Architecture, is a required course in an 18-month computer technology certi� cation programme at Columbia University. The courses in this certi� cation programme are designed for adult students interested in changing their careers. The curriculum focuses on real-world topics that are essential to the effective technology practitioner in the workplace. The instructor for the course required the submission of a weekly learning journal from each student during the 15-week course. Students were asked to be re� ective about new career opportunities and how to apply technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd DOI: 10.1080/13562510220144824
For the purposes of the study, a select number of journals were reviewed from three successive semesters of the same class; each had over 100 students. Subsequent to the class, students were interviewed to provide further elucidation of the data supplied in th ...
The document discusses two social constructivist programs - Fostering a Community of Learners (FCL) and Schools for Thought (SFT). FCL focuses on literacy and biology development through reflection, discussion, and collaboration between students and experts. SFT combines aspects of the Jasper Project, FCL, and CSILE to emphasize problem-based learning, extended inquiry projects, and collaboration using technology. Both programs aim to develop deeper understanding through social interaction and real-world problem solving rather than traditional instruction.
A comparison of behaviorist and constructivist based teaching methods in psyc...Djami Olii
This study compared behaviorist and constructivist teaching methods for teaching a psychomotor skill. Two groups of gifted students were taught how to make an origami pumpkin using either a behaviorist step-by-step approach or a constructivist cooperative learning approach. Both groups' finished products were scored using a rubric, and students evaluated the instruction. Analysis found no significant difference in performance between groups. However, students significantly preferred the behaviorist instructional method based on evaluations. The study did not support shifting to exclusively constructivist methods for teaching linear psychomotor tasks.
The attitude of students towards the teaching and learning of social studies ...Alexander Decker
This document summarizes a study on students' attitudes towards teaching and learning social studies concepts in colleges of education in Ghana. The study found that students had a positive overall attitude, as indicated by a mean of means of 2.66 on a 4-point scale. Specifically, students agreed that learning concepts facilitates understanding and supports attitudinal development. However, students disagreed that they show enthusiasm for concepts or find social studies uninteresting due to concepts. Factors like instructional materials and resource persons were found to enhance teaching and learning of concepts, while lack of funds, libraries and resource rooms hindered it.
Name QC#7Date Question of the WeekPositive Asp.docxgilpinleeanna
Name: QC#7Date:
Question of the Week:
Positive Aspects:
Interesting Aspects:
Negative Aspects:
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same ...
Assessing Students Critical Thinking And Approaches To LearningKim Daniels
The document discusses a study that explored the relationship between students' approaches to learning and critical thinking abilities. The study administered the Revised Learning Process Questionnaire and Watson-Glaser Critical Thinking Appraisal to 104 high school students. Confirmatory factor analysis showed that both deep and surface learning approaches increased the variance explained in students' critical thinking abilities. Only surface learning approach was significantly correlated with the interpretation subtest of the critical thinking appraisal.
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxmattinsonjanel
This document summarizes a study that examined the use of learning journals among non-traditional computer technology students. The study reviewed journals from 20 students over multiple semesters. Results suggest that while learning journals can facilitate critical reflection, non-traditional students are more skeptical of the assignment and more likely to use journals as a study tool rather than for reflection. The implication is that student perception of assignments can impact the goal of developing reflective thinking, stressing the need to account for student perception in studies of learning journals.
Teaching in Higher Education, Vol. 7, No. 3, 2002Re ectin.docxssuserf9c51d
Teaching in Higher Education, Vol. 7, No. 3, 2002
Re� ecting on Practice: using
learning journals in higher and
continuing education
ARTHUR M. LANGER
Teachers College, Columbia University in the City of New York, 203 Lewisohn Hall,
Mail Code 4114, 2970 Broadway, New York, NY 10027, USA
ABSTRACT The purpose of this study is to report on the use of learning journals as vehicles for
encouraging critical re� ection among non-traditional students and to compare variances with
studies among traditional students. An objective of the study was to understand how adult
students in a ‘technical’ computer class responded to the requirement for learning journals.
Qualitative research focused on whether learning journals prove to be an effective teaching tool
in science-based, adult learning. The study was conducted at Columbia University’s Computer
Technology programme in Continuing Education. Results suggest that non-traditional students
are more skeptical than traditional students about using learning journals and more likely to use
them as study tools. An implication of this study is that student perception and skepticism of the
assignment can affect the objective of developing re� ective thinking. This implication stresses the
need to account for student perception in studies on learning journals and critical re� ection.
Introduction
The use of learning journals as a method for engaging traditional students in critical
re� ection has been widely discussed in the literature. However, their use in assisting
adult non-traditional students, particularly those who are engaged in profession-ori-
entated educational programmes of continuing higher education has received com-
paratively little attention. This paper focuses on the question of how the use of
journals impacted the learning process of adult students of the latter category and
how this impact compared to that of students of the former category. Speci� cally,
the study focused on students attending a computer technology class. The class,
Computer Architecture, is a required course in an 18-month computer technology
certi� cation programme at Columbia University. The courses in this certi� cation
programme are designed for adult students interested in changing their careers. The
curriculum focuses on real-world topics that are essential to the effective technology
practitioner in the workplace. The instructor for the course required the submission
of a weekly learning journal from each student during the 15-week course. Students
were asked to be re� ective about new career opportunities and how to apply
technology to the workplace.
ISSN 1356-2517 (print)/ISSN 1470-1294 (online)/02/030337-15 Ó 2002 Taylor & Francis Ltd
DOI: 10.1080/13562510220144824
338 A. M. Langer
For the purposes of the study, a select number of journals were reviewed from
three successive semesters of the same class; each had over 100 students. Sub-
sequent to the class, students were interviewed to provide further eluci ...
A Comparison Of Learning Style Models And Assessment Instruments For Universi...Tye Rausch
This document discusses learning styles and their importance for university graphics educators. It summarizes past research on learning styles from the Engineering Design Graphics Journal over the past 15 years. Several learning style models are described, including the Myers-Briggs Type Indicator (MBTI) which categorizes 16 learning styles based on preferences for extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. The MBTI is one of the most popular learning style assessments used and can help educators understand how to tailor their teaching to different student learning styles.
9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)DrHelenBond
The document outlines key theories and methods for teaching social studies, including constructivism, the banking model of education, and anticipatory sets. It discusses using methods like the expanding environment approach, Bloom's taxonomy, and the 10 themes of social studies to guide lesson planning. Sample lessons integrate themes like culture, time and change, and geography.
This study investigated the effectiveness of using interactive multimedia (IM) versus traditional slide lectures for art history instruction. The study found that IM use led to higher-order understanding of works of art compared to slides alone. Students using IM accessed more dimensions of artwork and demonstrated better critical analysis abilities. While IM showed positive impacts, the study suggests multiple evaluation methods could provide a broader understanding of IM's effects on learning. Overall, the findings indicate IM offers new opportunities for students to learn and demonstrate understanding of art.
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The document reviews literature on personality traits, teaching skills, instructional materials, interest, and study habits. It discusses several theories of personality from prominent researchers like Myers-Briggs, Cattell, Allport, and Eysenck. It also examines research on effective teaching strategies like differentiation, facilitation, and assessment. Studies investigate factors influencing student achievement, attitudes, and development, as well as the role of media, technology, and literature in learning.
This document discusses the theoretical frameworks of Jerome Bruner, John Dewey, Lev Vygotsky, and constructivism. Bruner's framework focuses on active learning where learners construct ideas based on prior knowledge. Dewey promoted active, problem-based learning over passive lectures. Vygotsky's zone of proximal development emphasizes social learning. Constructivism holds that students construct their own understandings through experience and reflection.
This document discusses the theoretical frameworks of Jerome Bruner, John Dewey, Lev Vygotsky, and constructivism. Bruner's framework focuses on active learning where learners construct ideas based on prior knowledge. Dewey promoted active, problem-based learning over passive lectures. Vygotsky's zone of proximal development emphasizes social learning. Constructivism holds that students construct their own understandings through experience and reflection.
Ch 8 Artful Performance and National Standards by Fenwick W. English, PhDguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch 3 Mental Prisms of Leadership by Fenwick W. English, PhDguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch 6 Understanding the Landscape of Educational Leadership by Fenwick W. Englishguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch 4 Individual Human Agency and Principles of Action by Fenwick W. English, PhDguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch. 7 Balanching Performance and Accountability by Fenwick W. English, PhDguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Ch 5 Leadership as Artful Performance by Fenwick W. Englishguestcc1ebaf
The Art of Educational Leadership: Balanching Performance and Accountability by Dr. Fenwick W. English PPT Presentations for Dr. William Allan Kritsonis' PhD level courses.
Prep Guide for Writing for Professional Publication in National Refereed Jour...guestcc1ebaf
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. Kritsonis, Writing for Professional Publication in National Refereed Jour...guestcc1ebaf
This document provides guidance and advice for writing articles for publication in professional journals. It discusses reasons for writing, how to get started, types of articles, quantitative and qualitative research articles, book publishing, working with editors and reviewers, dealing with rejection, and developing writing skills over time. The key messages are that writing clarifies thinking, advances knowledge, and improves teaching and practice; it involves reading widely, soliciting feedback, and persistence in writing and revising; and working with editors and reviewers helps improve work for wider dissemination.
National FORUM of Multicultural Issues Journal, 7(2) 2010guestcc1ebaf
National FORUM of Multicultural Issues Journal, Volume 7, Number 2, 2010, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, 17603 Bending Post Drive, Houston, Texas 77095
Analyzing Learning, Dr. W.A. Kritsonisguestcc1ebaf
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Research Design and Methodology, Dr. W.A. Kritsonisguestcc1ebaf
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
1. The document provides a comprehensive exam study guide for a community development class, outlining 17 potential exam questions with special emphasis and 25 additional study guide questions.
2. Key concepts covered include defining different types of communities, factors that enhance community functioning, characteristics of good communities, and applying ecological and social systems perspectives to understand community features and changes over time.
3. Urbanization phases, edge cities, gentrification, immigration trends, social stratification, neighborhood types, and barriers to community competence are also summarized from the reading material.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
1. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
VOLUME 19, NUMBER 3, 2009
Using Computer Simulations in
Elementary Social Studies Classrooms
James Jurica
Interim Head
Division of Education
Texas A&M University – San Antonio
ABSTRACT
Previous research of the use of simulations in social studies classrooms has shown
mixed results. Research has shown that students have found simulations
motivational. However, they have not learned significantly more information than
students who have learned the information by more traditional methods, such as
reading and lecture. This study examined the thinking process of elementary
children as they engaged the simulation the Oregon Trail II. The participants in the
study were eleven students from a rural school in the southwest United States. The
students’ teachers also participated in the study. After completing the simulation
the students and teachers were interviewed.
Students from the first group reported that they thought the simulation was a
valuable use of class time because it gave them the opportunity to apply the
information they had learned. Three students from the second group reported the
Oregon Trail II was a valuable use of class time, but only because it was fun. One
student reported he learned more information from the textbook and he did not see
the value in the simulation. Two students from the second group believed the
simulation was a good use of school time because of the educational benefits of the
simulation.
Introduction
A prominent challenge to today’s history teachers is to make history more
relevant and interesting (Kingsley & Boone 2008; Hootstein, 1995; Schug, Todd &
Beery, 1984). Much research reveals that students’ learning increases as they are more
active participants in their learning (Booth 1984; Hallam, 1979; Inhelder & Piaget, 1958).
However, most American teachers continue to rely on the lecture method to convey
information (Shaver, Davis & Helburn, 1979; Wiley, 1977). Goodlad (1984) reported
1
2. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
2____________________________________________________________________________________
somewhat similar findings: Students spent their time listening, reading the textbook,
completing workbook/worksheet assignments, and taking tests/quizzes. To be sure,
many teachers appear to lack the necessary background knowledge to teach history
effectively (Yeager & Davis, 1994, 1995a, 1995b,). Consequently, many teachers closely
follow the textbook and rely on the textbook as the main source of information.
Abt (1968) postulates that one reason why children may not learn history beyond
rote memorization, is that they rarely, if ever, have the opportunity to write history, make
history, or solve historical problems. In other school subjects such as mathematics and
chemistry, students typically are engaged in the processes of the field. That is, they learn
by doing, by constructing mental models. Subjects such as mathematics also offer
students opportunities to err and, in turn, to learn from their mistakes. A mathematics
teacher who simply required her students to memorize the answers to selected problems
from the textbook and then tested her students over the chapter surely would be criticized
for her poor teaching. In history courses, such procedures are tolerated, if not considered
acceptable teaching.
One opportunity for students to engage history more directly is through the use of
simulations. Some educators consider simulations as recreational games, and, therefore,
they do not consider simulations a serious or effective method of teaching (Boocock
1968). Although simulations are often referred to as games, the two terms do not have
identical meanings. There is some disagreement in the literature regarding the differences
between games and simulations. Teague and Teague (1995), for example, believe that
the main differences between games and simulations are that games lack two important
dimensions offered by simulations, realism and relevance. This realism and relevance,
according to Teague and Teague (1995), make simulations an effective learning tool.
Simulation as a Teaching Tool
Alessi and Trollip (2001) discuss three advantages of simulations. They hold
motivation to be the major advantage. Many students find simulations motivating.
Students prefer to use simulations more than they want to engage textbooks or lectures.
Even in studies which indicated no significant differences in the learning between
students who used a simulation and students who read or listened to a lecture, students
who used the simulation were more motivated to learn the material than were the other
students (Cherryholmes, 1966). Second, Alessi and Trollip noted the importance of
transfer of learning. Because simulations afford students practice and the opportunity to
experiment with a real situation, students who use the simulation should be better
prepared than those students who only read the subject matter. The third advantage was
efficiency. Students who use a simulation should use less time to learn the same amount
of material than students who merely read or listen to a lecture.
In addition, simulations provide students an active learning opportunity, as well as
the chance to test decisions and make mistakes and, thus, to learn from the mistakes.
Simulations possess the advantage of permitting students to make mistakes without
having to pay the consequences, unlike consequences in the real world (Boocock, 1968).
Simulations actively involve students by challenging them to make decisions based on
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the situations which arise as the simulation is engaged (Thurman, 1993). Diulus and
Baum (1991) state that simulations have potential as effective educational tools, because
they offer the students a realist activity. In addition, “One of the great strengths of
simulations is the demand for participants not only to think of ideas but to implement
strategies and solutions” (Diulus & Baum, 1991, p. 36).
Purpose of the Study
The purpose of this study was to the effect of a computer simulation as a learning
tool by elementary school students. Several questions motivated this study.
1. How did students in two different classes reach decisions as they proceeded through
The Oregon Trail II? For example, did students guess at what they believed to be the
best answer? Did students rely on their available historical knowledge base, or did
students actively seek assistance with the problem? Did students use some
combination, such as utilizing their historical knowledge and guessing, to solve
problems encountered during the simulation?
2. Did students change their thinking as they gained more experience with the
simulation? Clegg (1991), for example, pointed out that most studies of simulation
require subjects to encounter (go through) the simulation only once. Boocock and
Schild (1968) postulate that much research underestimates the amount students learn
from simulations. In fact, most of the reported research involved students using a
simulation only one time. Currently, no research exists that investigates possible
benefits from multiple uses of the simulation. If students improved in their
performance, what factors appeared to relate to this improvement? Did only the skills
at engaging the Oregon Trail II improve, or did the students’ knowledge of the
content improve as well? Improved performance of the Oregon Trail II is defined as:
a. Did students increase the number of miles traveled,
b. Was the health and well being of the wagon train members as good or better
than on previous encounters with the Oregon Trail II simulation, and
c. Did students manage supplies more efficiently than during previous trips?
3. What were students’ opinions of the simulation? Did students find the simulation
motivating even after having engaged (played) the simulation three or four times?
Did students believe the simulation was a good use of instructional time? Did the
simulation help the students understand the material?
4. What were the roles of the teacher while students were engaged in the simulation?
Did teachers believe that the process of debriefing improved students understanding
of the content? Did teachers think that simulations were/are a wise use of
instructional time?
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Review of the Literature
Bozeman and Wright (1995) reported that simulations have been around for
thousands of years. Sparta used military simulations to train soldiers for combat. Nesbitt
(1971) reported that Sissa, a fourth century wise man from India, created the precursor of
chess. Chaturanga, as the simulation was known, was designed to teach the valor of
decision, vigor, endurance, circumspection, and bravery. In time, chess spread to China
and England after the Norman Conquest and eventually to Prussia (Burson, 1996). In
England, mainly nobility played the game. However, in Prussia, the Prussian Army used
the game as a combat simulation to prepare officers for battle (Bozeman and Wright,
1995; Nesbitt, 1971). Recently, simulations have been used to train individuals in a
variety of areas including, but not limited to, flight, medicine, electronics, city planning,
and in teacher preparation.
Current Uses of Simulations
The military has been one of the greatest supporters of simulations (Cruickshank,
1977). One reason for this emphasis is a mistake on the battlefield can be costly. As
Cruickshank (1977) stated,
If a soldier can perform adequately under simulated conditions there is no
assurance, he will behave well under real conditions. However, if the
soldier does not perform well under simulated conditions there is no
reason to believe he can perform well in combat. (p. 17)
Thus, the military has used simulations extensively to prepare troops to perform under
combat stress.
One current example of how the army is using combat simulations is the
Simulation Networking (SIMNET). SIMNET is a virtual training program in use at Fort
Knox, Kentucky (Shlechter & Burnside, 1996). The SIMNET training program takes
army personnel through a series of training exercises. Each trainee is placed in a
situation in which his/her platoon is in an either an offensive or a defensive position. The
exercises begin with fundamental training and become progressively more difficult as the
trainees advance through the exercises. SIMNET has allowed the army personnel to
complete more combat training exercises in a shorter period (Shlechter & Burnside,
1996). Furthermore, SIMNET observers noted that participates in the SIMNET training
made fewer errors and needed less coaching as they progressed through training than did
participants in other training methods (Shlechter & Burnside, 1996).
Other branches of the armed services, such as the Air Force and Navy, have used
simulations extensively to train personnel. The Air Force is credited with being the first
branch of the military to use a computer simulation with the system training program
(Fletcher & Rockway, 1986). Both the Navy and Air Force use flight simulators to train
pilots. Flight simulators were used first in World War II to train pilots how to use the
controls in the airplane. Flight simulators are a classic example of the use of a training
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simulation. Using real planes to train new pilots how to fly risks the loss of both lives and
expensive equipment. Using flight simulators reduces the cost of training, and does not
endanger lives (Bozeman & Wright, 1995). Flight simulators provide pilots an
experience based learning opportunity to learn the sub skills and knowledge necessary to
be a successful pilot (Andrews, Bernell, Mattoon & Thurman, 1996).
Air traffic control students have also benefited from the use of instructional
simulators (Treiber, 1994). Treiber (1994) reports that before 1991 simulators were a
little used training device. However, because of growing dissatisfaction with the results
of on-the-job training, a new, more efficient method of training future air traffic
controllers was sought. Treiber (1994, p. 23) concluded in her study of the Minnesota
Air Traffic Control Training Center that, “simulation has the ability to teach airspace
procedures and operations more effectively than on-the-job training.”
Simulations in Medicine
The medical profession is another field that involves life or death situations and
the use of expensive equipment. For this reason, medical schools use simulations to train
medical students. Experienced physicians, as well as nurses and physician assistants, use
simulations to learn how to operate new equipment or how to learn new procedures. In
addition, simulations are useful tools to teach students how to diagnose and treat various
illnesses (Abdulla, Watkins, & Henke, 1984; Alessi & Johnson, 1992). The dental
profession has experimented with using computer simulations in the licensing of new
dentists (Alessi & Johnson, 1992).
Simulations in Schools
According to Alessi and Trollip (2001), simulations provide teachers a powerful
teaching tool. Certain activities cannot be taught safely in a school environment, such as
experiments with dangerous chemicals. Other topics or subjects cannot be replicated,
such as the United States Revolutionary War (Alessi & Trollip, 2001). Simulations make
possible students’ experience of these situations. Also, simulations make possible
acceleration or decrease in the time and control of the number of variables, which are
examined.
Drosophila Genetics and Catlab are two simulation examples which accelerate
time. Both of these computer simulations enable students to see in seconds how genes
pass from one generation to the next in contrast to months in natural settings. There are
at least two versions of Drosophila Genetics. One is a web based simulation developed at
the University of Wisconsin – Madison (2009). The other simulation was developed by
Newbyte Educational Software (2008). In both simulations students can manipulate the
genetic attributes of fruit flies, and in Catlab developed by Kinner (1998) the genetic
attributes of cats are manipulated. In both program students can recognize what happens
to succeeding generations when a male with certain characteristics mates with a female
with different characteristics.
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Another advantage of simulations is the simplification of reality. Teachers control
the number of variables that will be manipulated and examined by the student. This
attribute reduces the risk that students will be overwhelmed by too much information. In
Catlab, (Kinner, 1998) for example, students can focus on one trait such as hair color. In
a flight simulator, a beginning pilot learns only a few controls (Andrews, Bernell,
Mattoon & Thurman, 1996). After the pilot has mastered basic controls, features that are
more advanced can be added to the simulation. After a period of time, the beginning
pilot will be able to work with all of the controls necessary to successfully fly an airplane.
In addition, simulations can allow students to control variables which normally
cannot be controlled. For example, an early Minnesota Educational Computing
Consortium program allowed students to control the amount the amount of sunlight a
plant receives to measure the affect of light on plant growth.
Simulations are used not only by teachers to teach but also in teacher preparation.
Simulations enable prospective teachers to experience teaching in a nonthreatening
environment. Future teachers can learn about classroom management, as well as teaching
techniques. Prospective teachers also can experiment with different teaching techniques
and different discipline styles before they enter a classroom (Burson, 1996; Cruickshank,
1996).
Simulations in History and Social Studies Classes
In the mid-1960s, simulations began to appear in social studies classrooms as an
important instructional tool (VanSickle, 1986). The number of research articles seems to
have paralleled the popularity of simulations in the classroom. As the popularity of
simulations waned, “The Frequency of published experimental studies comparing
simulation gaming with other instructional techniques crested in 1975 and has tapered off
dramatically since that time” (VanSickle, 1986, p. 245). In his meta-analysis of
simulation research in social studies settings, VanSickle (1986) found that simulations
had little or no effect on short-term recall of knowledge facts when compared with other
instructional methods. VanSickle (1986) did find that simulations were more effective in
helping students retain knowledge when compared to the lecture method of instruction.
His findings were consistent with earlier meta-analyses he examined. However,
VanSickle’s research uncovered some results which differed from previous studies.
Concerning attitudes toward the subject, VanSickle reported only a small effect favoring
simulations, compared to earlier studies which showed a greater effect in favor of
simulations. Even more striking were VanSickle’s findings of attitudes towards the
phenomenon studied. Previous research (Livingston, 1973) concluded that students who
used simulations had a more positive attitude towards the phenomenon studied, but
VanSickle’s research revealed the opposite finding.
According to Clegg (1991), little research has been completed on computer
simulations in history and/or social studies. Clegg concluded in his (1991) review of the
literature while simulations appear to possess tremendous potential as a learning tool in
the history classroom, the research base is so weak that it is of little use to teachers as
they make instructional decisions.
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On the other hand, studies of other types of simulations used in social studies
classes have been conducted. For example, Cherryholmes (1966) reported in his analysis
of simulation in social studies classes that students found simulations to be more
interesting than they found the usual instruction to be. However, students in classes in
which simulations were used did not achieve any higher test scores than did students in
control groups. Also, students using simulations did not retain more information, nor did
they show significantly greater gains in critical thinking or problem solving skills, nor
were their attitudes changed significantly when compared to control groups.
According to Clegg (1991), the number of studies involving microcomputer
simulations remains small, but their results are similar to those from studies of non-
computer-based simulations. That is, students find simulations to be interesting and
prefer to use simulations as opposed to conventional methods of instruction. However, as
in prior research, students showed no significant gains in learning facts, attitudes, or
problem solving skills when compared to the control group. Roberts (1976), for example,
reported that simulations seemed effective in giving students personal control over world
events. Students in the simulation group scored significantly higher than the students in
the control group.
Boocock and Schild (1968) postulated that much research underestimates the
amount students learn from simulations. In fact, most of the reported research involved
students using a simulation only one time. Currently, no research exists that investigates
possible benefits from multiple uses of a simulation.
Methodology
Qualitative methods were used to collect and analyze data obtained in this study.
Student informants were asked to think-aloud as they proceeded through the class
activities which were recorded on audiotape. Afterward, the students and teachers were
interviewed about various aspects of the class. Also, students and teachers were observed
during social studies class to verify the validity of what the informants reported.
School Setting
The study was conducted at a rural elementary school located in the southwestern
United States. The school has a Mexican American student population of 56%. Many of
the students come from a low socioeconomic background; 65% of the students receive
free or reduced lunch. There are over 750 students enrolled at the K-6 elementary school.
Many of the students in Dinsmore Elementary, as well as other students who attend other
schools in the school district in which Dinsmore Elementary is located, move during the
school year. Many of these students who move from place to place and school to school
fit the state definition of an at risk student. At the time of this study, 75% of Dinsmore’s
students were considered at-risk. Faced with the task of educating many students
considered at-risk by Texas state standards, the administrators and faculty of Dinsmore
Elementary have been willing to try a variety of programs as a means to increase
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students’ grades, attendance, self-esteem and motivation. While not all of the programs
the school has tried have been successful, the principal and teachers are open to new
ideas.
Participants
The two teachers, Jane Hoff and Joann Moore, who participated in the study, were
recommended by their principal. The teachers in the study have taught for more than
fifteen years, both are certified teachers and have the same level of education, a bachelors
degree in elementary education. Neither teacher has a degree in history. In addition, the
principal of the school considers both above average teachers.
Jane Hoff has more than twenty years of teaching experience and has taught in a
variety of settings. She enjoys teaching and studying history. Ms. Hoff and her husband
frequently travel during the summer months and they visit historic sites that they
encounter during their travels. During the summer of 1996, the Hoffs traveled through
parts of the Midwest United States and had the opportunity to see parts of what was once
the Oregon Trail. Because of her travels, Ms. Hoff was able to bring in various maps and
artifacts from the Trail. In addition, she brought to the class a wealth of background
information about the Trail which she shared with her students.
The other teacher, Joann Moore, has more than fifteen years of teaching
experience. Ms. Moore’s specialization is reading, but she is certified to teach all
academic subjects in grades one through six. Ms. Moore said her interest in teaching
social studies had increased since she first began teaching social studies. She admits that
she lacks some of the necessary background knowledge that would enable her to teach
history at a deeper level. Although she would like to spend more time outside of the
classroom preparing for social studies lessons, her time is limited. Thus, she often relies
on the social studies textbook. Because she does care about her students and she would
like to offer them an enriched curriculum, Ms. Moore was excited to participate in the
project.
The demographics of the students from both classes are similar. According to
Ms. Hoff, not many of her students come from an environment that encourages learning.
In the case of one student, Roger, Ms. Hoff speculated that, if it was not for one of
Roger’s aunts who worked at the school, she did not know if Roger would come to
school or if he would have any school supplies.
Prior to beginning the unit, preliminary conversations with the students from both
classes revealed they had little or no knowledge of the Oregon Trail. This is not
unexpected since United States History is not taught until the fifth grade in Texas
schools.
Teaching style varied greatly between the two teachers. Because of her interest in
history Hoff was able to add detail to while teaching the unit on the Westward Expansion
of the United States. She also had resources from her travels that Moore did not have
such as children’s literature about the Oregon Trail and the Westward Expansion of the
United States that she allowed her students to borrow. Hoff was able to answer student
questions with more detail. For example, Hoff was able to discuss what types of food the
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settlers may have taken with them. She was able to discuss the terrain the settlers would
have to cross. Ms. Moore relied on the textbook and the movie “West to Oregon”, which
Ms. Hoff’s class watched as well.
Oregon Trail Simulations
The Oregon Trail simulation is an older simulation but was used because it was
the best choice available that would allow students to apply some of their knowledge of
what settlers in United States would encounter during the mid 1800s. The object of the
simulation is for the players to successfully cross the United States starting from
Independence Missouri to the Willamette Valley Oregon or Salt Lake City, Utah.
Before leaving on their journey, the simulation requires students to pick the
members who will accompany them on their journey. Students pick members by using
skill points. The more useful skills a person has the more skill points a student will use.
Skills or professions that are highly valued in an urban setting are not always the most
useful skills on the open range. Students are also required to buy supplies and pick the
date of their departure. If students leave too early in the year then their traveling party
will be exposed to harsh winter weather. If the students leave too late in the year then
traveling party will have to endure extreme summer heat.
Once the students begin their expedition they can use the trail guide which tells
them their geographic location, the weather conditions, amount of food supplies and the
health of the members of the party. While traveling, students need to make a number of
decisions such has how fast to travel, the number of hours the party will travel each day,
the method they will use to cross a river or a mountain, when to stop and rest and when to
trade or hunt for food.
Results
Question One
The first research question asked; what thinking process did the fifth grade
students use when they made decisions as they proceeded through The Oregon Trail II?
For the most part, the five students from Ms. Hoff’s class seemed to have had direction
and purpose when they made decisions. When asked why they made certain decisions
each of the students relied on information they had learned from class discussion, class
assignments, or the most common answer, from the movie, “West to Oregon”. For
example, Judith and Roger mentioned that when they hunted it was because food supplies
were low. They tried not to depend on hunting as a source of food as hunting was not a
reliable source of food. Joseph also mentioned he tried to hunt near rivers because rivers
were a location that animals gathered to drink water. Joseph believed hunting here
increased his chances of securing some food. Roger, Joseph, and Jason reported that they
hunted only animals that could supply large amounts of meat such as deer, moose, bear or
buffalo.
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In their encounter with the simulation, all the students in Ms Hoff’s class relied on
the trail guide when they were asked which road they wanted to take. All of Hoff’s
students were concerned about what time of the year to start their trip they were aware of
the dangers of leaving too early or too late in the year. Most choose to leave in March.
The students in Ms Moore’s class with the exception of Cedrick and Roman were
unaware of the importance of leaving too early or too late in the year. Players were
required to choose a month for their departure before the trip could begin.
Cedrick, one of Ms. Moore’s students, said information he had learned in an
enrichment class and from the movie “West to Oregon” helped him. While Roman
reported the information he learned from books helped him the most in making decisions.
The remaining students from Ms Moore’s class reported they used their best judgment or
guessed. The four fifth graders, who relied on guessing and personal judgment, seemed to
lack the background knowledge necessary to make thoughtful decisions on the trail. This
finding is not surprising considering that these four students had spent little time studying
the Oregon Trail.
When Martha, Becky, Bryan, and Juan were asked why they made certain
decisions, they replied, “It seemed like the right choice”, or “I just guessed”, or “I didn’t
know what to do so I just guessed”. Martha, Becky, and Juan, in particular, seemed to
hunt whenever they felt like hunting, with little regard for food that was on hand and the
conditions or the surroundings. Martha’s experience provides an example of this type of
behavior. In her first encounter with the game Martha hunted five times before traveling
100 miles. None of these three students considered the size of the animal when hunting
and were just as likely to shoot at a squirrel as at a deer. The students admitted that they
liked to hunt. Possibly, their interest was because the hunting segments of the Oregon
Trail II resemble an arcade type game.
Juan offers another example of a student who failed to advance more than 200
miles. Juan failed to buy enough draft animals to enable him to cross muddy paths. The
result was Juan’s wagon became stuck and was unable to free the wagon. This fact, along
with Juan’s failure to purchase any cold weather clothing, resulted in the members of
Juan’s wagon dying from exposure to extreme cold. Juan, who is one of the brightest
students in fifth grade according to Ms. Moore, had failed to consider that during early
March and April his wagon members would encounter four to six weeks of harsh winter
weather. Consequently, he failed to buy any warm weather clothing for his wagon
members. Concerning the draft animals Juan had learned that oxen were a good choice
for draft animals, but he did not realize the number of oxen that were need to pull the
wagon.
Roman and Cedrick, the other two students in Ms Moore’s class were able to give
reasons based on information they had learned for their actions and decisions. Both
managed their supplies well. Cedrick knew that bacon was one of the main food staples
of the westward travelers because it was inexpensive and was easy to preserve. For that
reason, he bought a large amount of bacon. He also knew that fresh fruits and vegetables
were necessary to avoid his getting scurvy. Roman and Cedrick kept a close eye on
supplies. They tried not to rely on hunting as a food source; rather they preferred to buy
their food at forts or trading post along the trail. Both students realized hunting was an
unreliable food source. Cedrick and Roman were the only two students from either class
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who rested on a regular basis. Neither Cedrick nor Roman traveled more than two weeks
without resting one or two days. Both students understood the different methods of
crossing rivers, going up a mountain and going down a mountain. In addition, Cedrick
and Roman knew that hunting was an unreliable food source.
As mentioned earlier Cedrick was enrolled in an enrichment class that had studied
the Westward movement and the Oregon Trail the previous summer. Roman reported
that he had read books outside of class time on the Oregon Trail. Thus, both of these
students had more background knowledge than the other students in Ms Moore’s class
involved in the study.
Becky offers an interesting contract to Cedrick and Roman. While Becky lacked
the background knowledge of Cedrick and Roman, she traveled 73 miles farther than
Roman. Although Becky’s wagon did not make it to the original destination of Oregon
City, OR the wagon members did arrive safely in Salt Lake City, UT. Becky elected to
settle in Salt Lake City rather than risk the welfare of the wagon members. Becky offers
an example of a student who guided her wagon safely to a final destination by chance
rather than knowledge and skill. Becky and Roman also serve as cautions to teachers
who would grade students based on the number of miles the students traveled in the
Oregon Trail II simulation.
Another area, which also revealed a difference in decision making, was in the
purchase of supplies. On one occasion, Becky attempted to buy four shotguns for no
other reason than she wanted to have them. Juan, Becky, Bryan, and Martha tended to
overstock on some items such as bullets and gunpowder and under stock items such as
fruits, vegetables and warm weather clothing.
The observation and the interview data reveal that the Ms Hoff’s students had
more knowledge with which to work than the Ms Moore’s students. This observation is
not surprising considering the type and quality of instruction each class received. The
data also revealed that while background knowledge can help students make informed
choices there is an element of chance involved with the simulation. Some students with a
wealth of background knowledge may not succeed due to events which were beyond their
control. Other students because of chance will succeed despite their lack of knowledge.
Still other student will succeed not because they have knowledge of the Oregon Trail, but
because they have learned to play the simulation.
Question Two
The second research question related to changes in student thinking. “Did
students change their thinking as they gained more experience with the Oregon Trail II
CD-ROM simulation?” If students improved in their performance, what factors appeared
to relate to this improvement? Did only the skills at engaging the Oregon Trail II
improve, or did the student's knowledge of the content improve as well?
Part 1
Did the student increase the number of miles traveled?
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Due to a lack of time only five of the eleven students engaged the Oregon Trail II
a second time. In all cases at both classes, students increased the number of miles
traveled in the second encounter with the simulation. The range of the increase was a
low of 65 miles to a high of 1006 miles. Each of the students reported that their
engagement of the simulation for a second time was beneficial to them.
The increase in miles does not seem to be related to increased knowledge of the
Oregon Trail. For example, Joseph made informed choices in his first trip relying on the
information he learned in class. His simulation ended at 896 miles due to the death of the
trail guide by accidental gunshot. During the second trial Joseph, a student in Ms Hoff’s
class, used the same strategies as the first time through the difference the second time was
there were no unfortunate events. Jason and Roger, also in Ms. Hoff’s class, also used
the information they used in class for both the first and second trials. However, only
Jason was successful in reaching Oregon City.
Only two students in Ms. Moore’s class engaged the simulation for a second trial.
Bryan traveled 65 miles farther and used the same method of guessing as the first trial.
Martha had the largest percent increase in the number of miles. This increase in miles
was not accompanied by increase knowledge of the subject matter. After the second trial
Martha did not know which were the preferred methods for crossing rivers, she did not
keep track of the supplies she had on hand, and again appeared to hunt when she felt like
hunting as opposed to hunting when she needed food. Martha stated in the interview that
she preferred to use the Oregon Trail II simulation rather than reading the textbook or
listening to a lecture. She stated she believed she learned more from the simulation than
from the textbook, lecture, or the Oregon Trail on-line. If this is true then Martha learned
little if any information from the other three teaching methods. Martha also stated that
she wished there were more simulations for use in schools.
Part 2
Was the health and well being of the wagon train members as good or better than
on previous encounters with the Oregon Trail II simulation?
Using miles traveled as measure of health, all students were able to keep wagon
members healthy for longer periods of time. While not every member of every train
made the trip safely to Oregon, all students showed improvement. If making a complete
trip to Oregon City is used as a measure of health only Joseph and Jason were successful
in this regard. On the second trial, only the three of Ms. Hoff’s students used their skill
points to select medical skills. Only the students in Ms Hoff’s class used skill points to
select botany. These students realized that by selecting botany they increased their
chances of finding wild fruit and vegetables along the trail. During the simulation several
of Ms. Hoff’s students mentioned that having fresh fruits and vegetables to eat helped
maintain the health of the wagon members.
The most of the students in Ms. Moore’s class demonstrated little knowledge in
maintaining the health of the wagon members. Her students believed meat was the most
important food item and focused on having a large supply of meat.
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Part 3
Did the students manage supplies more efficiently than on previous trips?
All of the students reported that they took advantage of trading posts and forts to
purchase supplies, something that they did not do in their first encounter with the
simulation. Again the students in Ms. Hoff’s class used their prior knowledge to help
them purchase supplies. The Ms. Hoff’s students were more likely to be aware of the
need for cold weather clothing, tools to help repair the wagon or clear paths and a variety
of food. The students in Ms. Moore’s class were more likely to focus on a few items
such as meat, guns and ammunition.
In summary, a second encounter did see an increase in the number of miles
traveled. However, a second encounter with the simulation did not seem to result in their
changed knowledge. Students who did not understand the different methods of going up
or down mountains or crossing a river did not understand the different methods after a
second encounter. What did change was that students with less background knowledge,
through a process of trial and error, discovered methods that may have proved more
efficient for overcoming mountains and rivers.
Student thinking changed very little. Students with more background information
continued to rely on the information they had learned, whereas students with less
background information continued to rely on guessing to make their choices. Although
all of the students traveled more miles, no evidence was gathered that indicated that
students’ performances improved because their knowledge of the Oregon Trail increased.
Rather, they apparently became more familiar with the simulation. Even the Ms. Hoff’s
students and the two students in Ms Moore’s class who had more background
information needed time to learn how the simulation operated. All of the students agreed
that students need more than one time to use the simulation. Even though the students
were instructed on how to operate the simulation, they reported that they needed time to
learn how to operate the simulation. The first time that they engaged the simulation they
learned as much if not more about how the simulation worked.
Question Three
What were the students' opinions, of the simulation? Did students find the
simulation motivating after having engaged (played) the simulation a second time? Did
students believe the simulation was a good use of instructional time? Did the simulation
help the students understand the material?
Part 1
What were the students' opinions, of the simulation?
All of the Ms. Hoff’s students believed that the simulation was a useful learning
tool because it gave them a chance to use the information they had learned in the Vista
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class. However, they all mentioned that they learned more from the movie than from any
other source. Ms. Hoff offered the following explanation. She believed that many of the
students were visual learners. Thus, the movie may have made a stronger impression on
them than did the simulation. Moreover, the Ms. Hoff’s student saw the movie on the
second day of the unit. Thus, the movie was the students’ first encounter with most of
the information. Ms. Hoff speculated that the other activities reinforced what the
students learned from the film and helped them to remember the information. However,
the students may not have made the connection between the movie and the other class
activities.
The students in Ms Moore’s class also viewed the movie “West to Oregon” but,
as a group, they could recall fewer details than did the students in the other class. The
response of the Ms. Moore’s students supports Ms. Hoff’s interpretation of the value of
the movie.
Ms. Moore’s students gave the following responses to the researcher. Cedrick
and Roman both believed that the simulation was a good use of class time and that they
learned something from the simulation. When Cedrick was asked from what he learned
most, he replied that he believed that it was a combination of all the activities he had
engaged. Roman believed that he learned more information from books. Juan reported
that he did not see any value in the simulation and he believed that he would learn more
from the history textbook or other books. Bryan, Becky, and Martha liked the simulation
and believed that the simulation was a good use of class time. However, when each was
asked why they believed that it was a good use of class time, each admitted that they
liked the simulation because it was fun, not because they learned much information from
the simulation. Martha responded that the Oregon Trail II was “better than the boring
textbook”.
Part 2
Did students believe the simulation was a good use of instructional time?
All of the students in Ms. Hoff’s class believed that the simulation was a good use
of class time in part because they believed the simulation helped them learn the material,
but also in part because they enjoyed the game aspect of the simulation.
All of the fifth graders enjoyed the simulation. However, four of the six students
admitted they enjoyed the simulation more for the entertainment value than for the
educational value. The students in both the fourth and fifth grades stated they would like
to more simulations developed for classroom use.
Part 3
Did the simulation help the students understand the material?
As stated above none of the data collected in this study indicates that the students
learned any additional information. Nor does the data indicate that students’ ability to
think historically was affected by the use of the simulation.
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Question Four
What was the role of the teacher while students were engaged in the simulation?
Did teachers believe that the process of debriefing improved students
understanding of the content? Did the teachers think that the simulation was a wise use
of instructional time?
Part 1
What was the role of the teacher while students were engaged in the simulation?
While Ms. Hoff’s class engaged the simulation as a group, she acted more as a
coach for her students than an instructor. She sat in the back of the room and watched
their behavior. For the most part, she said nothing unless the students asked her for help.
When the students did ask for assistance, Ms. Hoff posed questions to the student. She
wanted the students to answer their own questions. The exception to this general rule
occurred when a word appeared on the screen which Ms. Hoff did not think the students
knew the meaning. Then, Ms. Hoff stopped the students and asked them what they
thought the word meant. She reminded the students to use context clues. Only as a last
resort did she tell the students the definition of the word. During the week, (Monday
through Thursday) Ms. Hoff collected a list of a dozen such words. On Thursday she
gave the students a vocabulary test over these words. When the students engaged the
game individually, she observed the students and prepared materials for the debriefing
session.
Ms. Moore, on the other hand, went about other class business. She did not
actively observe her students as they engaged the Oregon Trail II. If she observed
students it was to redirect misbehavior. There was little student/teacher interaction. The
little student/student interaction that was observed did not pertain to the simulation.
Part 2
Did teachers believe that the process of debriefing improved students
understanding of the content?
Ms. Hoff had a two-class period debriefing session. Ms. Hoff believed that the
debriefing session is a way of bring closure to the unit. It allowed student a last
opportunity to ask questions. It also provided Ms. Hoff the chance to clarify any
misunderstandings and to add any comments that may have been omitted. Ms Hoff also
used the debriefing as an introduction to the next unit which the students would begin on
the following Monday.
Ms. Moore did not have a debriefing session for her students. It was not a
teaching strategy that she had employed. Without a debriefing session or referencing the
simulation to the unit on the Oregon Trail Ms. Moore concluded the fifth grade unit on
the Oregon Trail and Ms. Moore made the transition to the next unit.
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Part 3
Did the teachers think that the simulation was a wise use of instructional time?
Both teachers believed that the use of the simulation the Oregon Trail II was a
good use of instructional time, but for different reasons. Ms. Hoff did not expect her
students to learn content from the simulation. Rather, she used the simulations to allow
her students to apply the knowledge they had gained about the Oregon Trail from a
variety of classroom activities. Also, she believed the simulation gave the students a
chance to analysis events and solve problems.
Ms. Moore used the simulation believing her students would learn content from
the simulation. Yet, she had no way of knowing if the students learned any information
from the simulation.
Discussion
Simulations Used in Isolation and Applying Knowledge
This study indicates that when a simulation is used in isolation, that is, when the
simulation is not integrated into the curriculum unit, students gain little if any benefit
from the simulation. Four of the six students in Ms Moore’s class in this study
understood the Oregon Trail II as little more than a game. Although they enjoyed the
experience of engaging the Oregon Trail II, they thought of the simulation as a fun
experience, not a learning experience.
The Oregon Trail II did not appear to have a positive impact on children’s
historical thought. This is not surprising. The students were never challenged to interpret
historical data. Nor were students asked to analyze historical documents. When students
were asked to analyze a situation they were restricted to a few choices. This type of
environment did not foster the development of historical thinking in children. These
findings are consistent with the finds of Cherryholmes (1966) and VanSickle (1986).
Yeager and Davis (1994; 1995a; 1995b) documented that teachers, with more
historical background knowledge and that have a vision of history, make better history
teachers. This study confirms those findings.
Many teachers use simulations as a means of creating empathy in their students.
Yet, the observations of this study showed that the students developed little empathy for
the emigrants. Students from both classes continuously subjected wagon members to
extreme weather conditions and days of traveling with little rest. Many students had their
wagon members walking twelve hour days for weeks at a time with no rest.
The Oregon Trail II, and simulations similar to it, do not convey information
directly to students. As discussed in earlier the situations where simulations were used
successfully were situations where a skill was taught and there was a direct relationship
between what the student was learning from the simulation and a future task (Andrews et.
al., 1996; Shlechter & Burnside, 1996; Treiber, 1994).
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The Oregon Trail II simulation presented the students with an opportunity to
experience a part of history that cannot be recreated. Simulations such as the Oregon
Trail II likely can supplement and can be used as a tool to review material. However, in
order for the simulation to be considered educational as opposed to recreational, the
teacher must invest time before the simulation is engaged. None of the literature
reviewed mentioned the need for teacher self-preparation before using a simulation.
Developers and teacher educators may assume that teachers will know how to use a
simulation and not need to be taught that skill. This gives the teachers the opportunity to
learn the information which is necessary to understand the events of the simulation.
A teacher should also invest time after the simulation as been engaged, in order to
debrief the students. The debriefing session affords the teacher the opportunity to clarify
any misunderstandings that may have arisen during the simulation. While the debriefing
seems educational sound there is little research that reveals just how much if any
debriefing helps students learn content knowledge.
Based on this study, students likely will learn little information about the Oregon
Trail simply by engaging the simulation. Books, lectures and other learning activities can
offer students more information about the events surrounding the westward expansion of
the United States.
Why Simulations Fail In Educational Settings
Several possibilities may explain why simulations have not been used more
successfully in classroom settings. First, teachers may have relied on the simulation to
carry the lesson and have not provided the students with the necessary background
information to make the simulation meaningful and relevant. Some teachers believe that
the simulation will do the teaching. Certainly, this explanation reflects the behavior of
one teacher in the present study. Second, teachers may not have been prepared to use
simulations in the classroom. Teachers need help in integrating simulations into their
lessons. The simulation should be relevant to the topic being studied. In addition,
teachers need instruction on how to conduct a debriefing class. The debriefing segment
seems to be a critical part of the simulation experience, and one that many teachers
ignore. Third, the emphasis in school policy on accountability testing takes away time
and resources from the curriculum areas, such as science and social studies that are not
tested. In addition, for the subjects that are tested, teachers often will stress those skills
that they believe will help their students to perform well (or pass) the standardized test.
Consequently, students have a narrowed education that focuses on test taking skills and
miss an enriched educational experience.
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Recommendations
Guidelines for Integrating Simulations into the Social Studies Classroom
Based on the observations of the two classrooms in this study, the following
guidelines are offered to help teachers successfully integrate simulations similar to the
Oregon Trail II into the social studies curriculum.
1. Teachers need to have a strategy of how to incorporate the simulation into the
lesson. The students need to understand the educational reason for engaging the
simulation. Students require background information not only to help them make
decisions as they proceed through the simulation, but the background information
also makes the simulation more relevant. The students know what is expected of
them. The fourth grade student viewed the Oregon Tail II simulation as part of
their learning experience. They had a chance to apply what they had studied for the
past six weeks. The fifth grade students did not understand the relationship of the
simulation the Oregon Trail II to their unit on the Oregon Trail.
2. Although background information is important, the debriefing session at the end of
the simulation is critical. A teacher who fails to debrief her students after a
simulation can be compared to a basketball coach who pulls his team off the court
after the third quarter. If a basketball coach expects to win the game, his team must
play the whole game. If a teacher expects her class to get the full benefit of a
simulation, then she must dedicate some class time to debriefing.
3. Teachers likely need workshops about how to integrate computer simulations and
other materials into classroom lessons. The two teachers in this study had not
received any instruction about how to teach social studies. Both Ms. Moore and
Ms. Hoff believed that teachers would welcome the opportunity to learn how to
become better social studies teachers. While some may consider Ms. Hoff an
above average social studies teacher, it is her love of history, and not special
training that drives her teaching. She has developed her own style for teaching
history and has had to acquire a resource library. Schools would do well to create a
social studies laboratory. The facility could be stocked with artifacts, films,
simulations and activity ideas that could help teachers construct interesting and
informative units.
4. Teachers need time to prepare lessons that examine topics in depth. Many teachers
rely on the textbook not because they believe it is the best source of information
but, rather, because it is a quick source of information and lessons.
5. Teachers need support from their principal and from district-level curriculum
consultants. At Dinsmore Elementary, much emphasis is placed on high TAAS
scores. In order to obtain high scores, increased amounts of time is devoted to
TAAS than is devoted to social studies. This lack of importance placed on social
studies has led to some teachers to drop the subject from their daily schedule.
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Future Research
The results of this study indicate that the use of computer simulations in isolation
is not an effective method of conveying information to students. Research which
explores the use of simulations as an integral part of an instructional unit may find an
effect of conveying information.
Another type of study that could prove useful would employ quantitative analysis
of the information students retain a month or two after a simulation enriched unit has
been completed. Possibly, simulations will help students retain the information they have
learned for a longer period than that learned from other formats. Other research could
attend to issues related to debriefing following the simulation exercise(s).
Concluding Remarks
Computer simulations seem most successful when there is a direct connection
between what the simulation teaches and the desired outcome. For example, there is a
direct connection between a student pilot learning the controls of an airplane and the
lessons a flight simulator teaches. However, there is not a direct connection between the
Oregon Trail II and the desired outcomes of many teachers. Oregon Trail II simulates
travel on the Oregon Trail; it does not teach facts associated with the Trail. Yet, the
Oregon Trail and other educational simulations are judged based on how well students
perform on an objective test.
Most educational programs are judged based on how well the program helps
students remember facts or how well the program helps students perform on a
standardized test. Under this criteria, simulations have not performed well. However,
many students find simulations fun and motivational.
The nature of simulations (e.g., colorful graphics, rapid feedback, varied task)
may increase the interest some students have in the subject of the simulation. However,
teachers will have to build on initial interest and cannot rely on the simulation to transmit
all the knowledge. While simulations may not increase students standardized test scores,
they may help students in areas such as problem solving and critical thinking.
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