“Arts integration” is a mouthful of a term for a simple idea: using the arts to help students learn about other subjects. Now, a study by the American Institutes for Research (AIR) quantifies the effects. It finds that high-quality programs that incorporate music, theater or other arts into core subjects such as English and math can make a difference in learning.
Using Rubrics in the Implementation of 21st Century Learning Outcomes Across ...credomarketing
Winston-Salem State University (WSSU) has undergone a major revision of its undergraduate general education curriculum over the past seven years. The revisions included a requirement that all general education courses teach and assess one of seven institutional learning outcomes. Faculty used the AAC&U VALUE rubrics to frame the discussion about assessing the outcomes across disciplines. Reform has continued with the expectation that the institutional outcomes will be evident across the majors. This presentation provides a brief overview of the general education curriculum reforms at WSSU including the process for adopting and using the rubrics to inform the teaching and assessment of the outcomes.
The document discusses educational achievement and how it is evaluated. Educational achievement refers to how well a student achieves educational goals in school, college or university. There is no agreement on how to best measure it or which aspects are most important. It is commonly assessed through exams or ongoing evaluations. Major international assessments that evaluate educational achievement include TIMSS (math and science for 4th and 8th graders), PIRLS (4th grade reading), and PISA (15-year-olds' skills in reading, math, and science). The US performed below average on TIMSS and PIRLS in 2007 and below many other nations in all subjects on PISA 2009.
ROLE OF INTERNATIONAL TESTING AND ASSESSMENT AGENCIES Mamoona Shahzad
International testing and assessment agencies are responsible for constructing and administering tests at the international level to evaluate and compare educational systems among countries. Some major agencies discussed include the OECD's PISA, IEA's TIMSS and PIRLS, ETS, ACER, IAEA, and AEA. These agencies seek to compare student achievement across nations and inform education policy through cross-national assessments in important subject areas.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on issues educators need to know about using tests for high-stakes evaluation in Connecticut. He discussed Connecticut's evaluation requirements, including that 45% must be based on student growth, 40% on teacher practice, and the remaining 15% on other factors. He also outlined issues with using growth and value-added measures, such as measurement error, lack of random assignment, and instability of results. The presentation recommended using multiple measures and years of data for evaluation and understanding the limitations of these types of measures.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, unfairness to teachers, and instability of results. Multiple years of data are recommended to account for these issues.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, and instability of results. Multiple years of data are recommended to account for these issues.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Using Rubrics in the Implementation of 21st Century Learning Outcomes Across ...credomarketing
Winston-Salem State University (WSSU) has undergone a major revision of its undergraduate general education curriculum over the past seven years. The revisions included a requirement that all general education courses teach and assess one of seven institutional learning outcomes. Faculty used the AAC&U VALUE rubrics to frame the discussion about assessing the outcomes across disciplines. Reform has continued with the expectation that the institutional outcomes will be evident across the majors. This presentation provides a brief overview of the general education curriculum reforms at WSSU including the process for adopting and using the rubrics to inform the teaching and assessment of the outcomes.
The document discusses educational achievement and how it is evaluated. Educational achievement refers to how well a student achieves educational goals in school, college or university. There is no agreement on how to best measure it or which aspects are most important. It is commonly assessed through exams or ongoing evaluations. Major international assessments that evaluate educational achievement include TIMSS (math and science for 4th and 8th graders), PIRLS (4th grade reading), and PISA (15-year-olds' skills in reading, math, and science). The US performed below average on TIMSS and PIRLS in 2007 and below many other nations in all subjects on PISA 2009.
ROLE OF INTERNATIONAL TESTING AND ASSESSMENT AGENCIES Mamoona Shahzad
International testing and assessment agencies are responsible for constructing and administering tests at the international level to evaluate and compare educational systems among countries. Some major agencies discussed include the OECD's PISA, IEA's TIMSS and PIRLS, ETS, ACER, IAEA, and AEA. These agencies seek to compare student achievement across nations and inform education policy through cross-national assessments in important subject areas.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on issues educators need to know about using tests for high-stakes evaluation in Connecticut. He discussed Connecticut's evaluation requirements, including that 45% must be based on student growth, 40% on teacher practice, and the remaining 15% on other factors. He also outlined issues with using growth and value-added measures, such as measurement error, lack of random assignment, and instability of results. The presentation recommended using multiple measures and years of data for evaluation and understanding the limitations of these types of measures.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, unfairness to teachers, and instability of results. Multiple years of data are recommended to account for these issues.
Connecticut mesuring and modeling growthJohn Cronin
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, and instability of results. Multiple years of data are recommended to account for these issues.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
This document discusses action research and provides guidance on conducting action research. It defines action research as a process of systematic inquiry to improve educational practices or resolve problems in classrooms and schools. It provides the bases and rationale for undertaking action research, including relevant Department of Education orders. It also outlines the typical components and steps in a research process, including developing research questions, reviewing literature, determining methodology, analyzing data, developing an action plan, and establishing a workplan and budget.
Case Study of Land-Grants and Retention of Students with Disabilitieslarachellesmith
Lack of attention to underrepresented student
populations is a threat to the United States’ preeminence in higher education. Benefits corporations have experienced through an inclusive and neurodiverse workforce
This document summarizes the key findings and recommendations from the US National Mathematics Advisory Panel's 2008 report on modernizing mathematics curriculum and instruction in the United States. The summary highlights that the Panel recommended streamlining the K-8 mathematics curriculum to focus on mastery of key topics like fractions that are critical foundations for algebra. It also recommended ensuring all students have access to an authentic algebra course by 8th grade and that teachers need to have strong content knowledge in algebra topics. The Panel found limited evidence that calculators improve math skills and called for more high-quality research on effective instructional practices.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Research Day is an event held each semester where students in an Ed.D. program present the cycles of action research they have completed. It allows students to share their work, prepare for defenses, network with others, and be exposed to guest speakers. Students at different stages of the program present on their research at roundtables, posters, or symposiums. The goal is for students to engage in the academic community and continue developing their skills in researching their professional practice.
The document summarizes 32 years of assessment of general education at UMass Boston. It describes the core elements of the general education program, including quantitative reasoning requirements. Students can fulfill QR requirements through courses in statistics, college algebra, or quantitative reasoning. The university uses a dynamic process to assess student learning in QR, including student and faculty self-assessments and holistic grading of common final exams. Assessment has helped the university identify strengths and areas for improvement in the QR curriculum and student learning outcomes.
The document provides an overview of various teaching strategies grouped into different categories, including activity-based strategies, arts-based strategies, cooperative learning strategies, direct instruction strategies, independent learning strategies, inquiry-based strategies, learning styles, technology-based strategies, and thinking skills strategies. Each category lists and briefly describes specific strategies that fall under that approach to teaching and learning.
This document provides recommendations for improving adolescent literacy based on a review of research evidence. It is intended for educators working with students in grades 4-12. The recommendations are: 1) Provide explicit vocabulary instruction; 2) Provide direct comprehension strategy instruction; 3) Provide opportunities for extended discussion of text meaning; 4) Increase student motivation and engagement; and 5) Make intensive, individualized interventions available for struggling readers. Each recommendation is accompanied by a discussion of the supporting evidence and examples for implementation.
EDR 8204 Week 1 Assignment: Analyze Case Study Designseckchela
This is a North Central University (EDR 8204) PowerPoint Presentation: Analyze Case Study Designs (Week 1 Assignment). It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Higher Education Teachers' Experiences of Learning Analytics in Relation to S...David Heath
This document summarizes a study on higher education teachers' experiences with learning analytics in relation to student retention. The study surveyed 276 teachers across Australia and New Zealand about their discussions and involvement with learning analytics, interest in potential applications, and views on institutional support. Key findings include that while teachers are interested in using analytics for retention efforts like identifying at-risk students, they need more training, access to data, and guidance on how to interpret and respond to data. The document calls for institutions to provide more support to help teachers effectively use learning analytics.
Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
In this presentation, we will provide some insight into the lived experience of academic middle managers in the role of heads of departments. The narratives evolve from issues such as circumstances of the decision to become an academic manager, how that feeds into increased demands of the academic middle manager role, and finally, we provide a brief evaluation of the career impact at the moment of the interview. This presentation is built on the data collected in 2015-2016, and currently, we are collecting interviews in a follow-up study with the same set of respondents.
This is a North Central University course (EDR8205-1) essay: Week 1 Assignment: Analyze the Basics of a Quantitative Research Design. It is written in APA format, includes references, and has been graded (A).
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
The International Association for the Evaluation of Educational Achievement (IEA) conducts large-scale international assessments of student achievement to support countries' efforts to monitor and improve education. IEA has a worldwide network of over 70 member countries and institutions that cooperate on studies conducted every few years, including the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). IEA aims to provide comparative data, promote evidence-based policy dialogue, and encourage knowledge sharing to improve education globally.
UK Engagement Survey (UKES): Findings of Sheffield Hallam’s 2014 Pilot SurveySHU Learning & Teaching
This document summarizes the findings of Sheffield Hallam University's 2014 pilot of the UK Engagement Survey (UKES). It found that Level 5 students at SHU reported higher engagement than peers in other institutions. Engagement was linked to academic achievement, with students more likely to succeed if they felt challenged, prepared for class, and interacted with peers. The university plans to continue using UKES to monitor engagement over time, examine differences between groups, and link engagement data to other records like satisfaction and attainment.
This document summarizes the key findings of a research project that examined students' attitudes towards STEM subjects and how those attitudes change over time. The project administered attitude surveys to over 1500 students across years 6 to 12 at a large metropolitan school. It found that students' attitudes towards different STEM subjects, as well as factors like enjoyment and self-efficacy, varied significantly based on age and subject. It recommends that outreach programs to promote STEM should be targeted based on these attitude differences and focus on creativity to positively impact enjoyment, relevance and self-efficacy.
Building Assessment Literacy with teachers and studentsahmadnaimullah1
This document discusses building assessment literacy among teachers and students. It addresses the challenges of balancing different purposes of assessment, including formative, summative, and accountability-focused assessment. It emphasizes the need to develop teachers' and students' understanding of diverse assessment practices and their ability to design, implement, and evaluate different forms of assessment. The document also stresses the importance of supporting teachers' and students' assessment literacy through professional development, infrastructure, and public discourse around the relationships between curriculum, pedagogy, and assessment.
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
This document discusses action research and provides guidance on conducting action research. It defines action research as a process of systematic inquiry to improve educational practices or resolve problems in classrooms and schools. It provides the bases and rationale for undertaking action research, including relevant Department of Education orders. It also outlines the typical components and steps in a research process, including developing research questions, reviewing literature, determining methodology, analyzing data, developing an action plan, and establishing a workplan and budget.
Case Study of Land-Grants and Retention of Students with Disabilitieslarachellesmith
Lack of attention to underrepresented student
populations is a threat to the United States’ preeminence in higher education. Benefits corporations have experienced through an inclusive and neurodiverse workforce
This document summarizes the key findings and recommendations from the US National Mathematics Advisory Panel's 2008 report on modernizing mathematics curriculum and instruction in the United States. The summary highlights that the Panel recommended streamlining the K-8 mathematics curriculum to focus on mastery of key topics like fractions that are critical foundations for algebra. It also recommended ensuring all students have access to an authentic algebra course by 8th grade and that teachers need to have strong content knowledge in algebra topics. The Panel found limited evidence that calculators improve math skills and called for more high-quality research on effective instructional practices.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Research Day is an event held each semester where students in an Ed.D. program present the cycles of action research they have completed. It allows students to share their work, prepare for defenses, network with others, and be exposed to guest speakers. Students at different stages of the program present on their research at roundtables, posters, or symposiums. The goal is for students to engage in the academic community and continue developing their skills in researching their professional practice.
The document summarizes 32 years of assessment of general education at UMass Boston. It describes the core elements of the general education program, including quantitative reasoning requirements. Students can fulfill QR requirements through courses in statistics, college algebra, or quantitative reasoning. The university uses a dynamic process to assess student learning in QR, including student and faculty self-assessments and holistic grading of common final exams. Assessment has helped the university identify strengths and areas for improvement in the QR curriculum and student learning outcomes.
The document provides an overview of various teaching strategies grouped into different categories, including activity-based strategies, arts-based strategies, cooperative learning strategies, direct instruction strategies, independent learning strategies, inquiry-based strategies, learning styles, technology-based strategies, and thinking skills strategies. Each category lists and briefly describes specific strategies that fall under that approach to teaching and learning.
This document provides recommendations for improving adolescent literacy based on a review of research evidence. It is intended for educators working with students in grades 4-12. The recommendations are: 1) Provide explicit vocabulary instruction; 2) Provide direct comprehension strategy instruction; 3) Provide opportunities for extended discussion of text meaning; 4) Increase student motivation and engagement; and 5) Make intensive, individualized interventions available for struggling readers. Each recommendation is accompanied by a discussion of the supporting evidence and examples for implementation.
EDR 8204 Week 1 Assignment: Analyze Case Study Designseckchela
This is a North Central University (EDR 8204) PowerPoint Presentation: Analyze Case Study Designs (Week 1 Assignment). It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Higher Education Teachers' Experiences of Learning Analytics in Relation to S...David Heath
This document summarizes a study on higher education teachers' experiences with learning analytics in relation to student retention. The study surveyed 276 teachers across Australia and New Zealand about their discussions and involvement with learning analytics, interest in potential applications, and views on institutional support. Key findings include that while teachers are interested in using analytics for retention efforts like identifying at-risk students, they need more training, access to data, and guidance on how to interpret and respond to data. The document calls for institutions to provide more support to help teachers effectively use learning analytics.
Ability grouping has few benefits and many risks according to research. When identical curricula are taught to homogeneous and heterogeneous groups, there are few advantages to homogeneous grouping in terms of academic achievement. Mixed or heterogeneous groups offer advantages like reducing stigma for less able students and maintaining high expectations for all students. Teachers require training, materials, and support to effectively teach in detracked systems. Administrators seeking to detrack will face difficult political challenges.
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
Action research is conducted by teachers, administrators or other educational professionals to systematically investigate and address specific problems within educational settings. There are two main types: practical action research which aims to improve short-term practice, and participatory action research which involves stakeholders as equal partners to enact social change. The key steps involve identifying a research problem or question, gathering relevant information through methods like surveys or interviews, analyzing and interpreting the collected data, and developing an action plan to address the problem based on findings. Action research has advantages like improving practice at a local level and empowering educators to develop solutions collaboratively.
In this presentation, we will provide some insight into the lived experience of academic middle managers in the role of heads of departments. The narratives evolve from issues such as circumstances of the decision to become an academic manager, how that feeds into increased demands of the academic middle manager role, and finally, we provide a brief evaluation of the career impact at the moment of the interview. This presentation is built on the data collected in 2015-2016, and currently, we are collecting interviews in a follow-up study with the same set of respondents.
This is a North Central University course (EDR8205-1) essay: Week 1 Assignment: Analyze the Basics of a Quantitative Research Design. It is written in APA format, includes references, and has been graded (A).
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
The International Association for the Evaluation of Educational Achievement (IEA) conducts large-scale international assessments of student achievement to support countries' efforts to monitor and improve education. IEA has a worldwide network of over 70 member countries and institutions that cooperate on studies conducted every few years, including the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). IEA aims to provide comparative data, promote evidence-based policy dialogue, and encourage knowledge sharing to improve education globally.
UK Engagement Survey (UKES): Findings of Sheffield Hallam’s 2014 Pilot SurveySHU Learning & Teaching
This document summarizes the findings of Sheffield Hallam University's 2014 pilot of the UK Engagement Survey (UKES). It found that Level 5 students at SHU reported higher engagement than peers in other institutions. Engagement was linked to academic achievement, with students more likely to succeed if they felt challenged, prepared for class, and interacted with peers. The university plans to continue using UKES to monitor engagement over time, examine differences between groups, and link engagement data to other records like satisfaction and attainment.
This document summarizes the key findings of a research project that examined students' attitudes towards STEM subjects and how those attitudes change over time. The project administered attitude surveys to over 1500 students across years 6 to 12 at a large metropolitan school. It found that students' attitudes towards different STEM subjects, as well as factors like enjoyment and self-efficacy, varied significantly based on age and subject. It recommends that outreach programs to promote STEM should be targeted based on these attitude differences and focus on creativity to positively impact enjoyment, relevance and self-efficacy.
Building Assessment Literacy with teachers and studentsahmadnaimullah1
This document discusses building assessment literacy among teachers and students. It addresses the challenges of balancing different purposes of assessment, including formative, summative, and accountability-focused assessment. It emphasizes the need to develop teachers' and students' understanding of diverse assessment practices and their ability to design, implement, and evaluate different forms of assessment. The document also stresses the importance of supporting teachers' and students' assessment literacy through professional development, infrastructure, and public discourse around the relationships between curriculum, pedagogy, and assessment.
An experiential facilitation of Multiple Delivery Formats (MDF) - f2f, online, hybrid, Interactive TV conference- for multiple courses (Sociology, Diversity Studies, Developmental Psychology, and Contemporary American Society) during the spring semester of 2019.
Presented at AECT International Conference, Louisville, KY, 2009
Linking research and teaching in Wales: A SwapshopNewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
The document discusses various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer/colleague reviews, teaching resources, and administrative perspectives. It provides examples of tools that can gather information from these sources, such as course portfolios, teaching journals, student surveys and feedback, classroom observations, peer reviews of materials, and student achievement outcomes. Graphs and matrices are suggested as ways to analyze and visualize trends in student feedback and comments over time.
This document summarizes findings from an external evaluation of an NSF GK-12 program. Key findings include:
1) Fellows showed significant gains in content knowledge and improved presentation skills when sharing research with students. Graduating fellows felt the experience improved their communication and teamwork skills.
2) Teacher participants preferred inquiry-based instruction and expanded their professional networks through interactions with graduate students and scientists.
3) Students showed interest in science through fair participation but surveys found no difference in attitudes between students of teacher participants and controls. A watershed knowledge survey for a student program had reliability issues.
The documents discuss the relationship between teaching and research in higher education. They provide definitions of a university and research-based learning. Several models are presented that describe different levels of integrating teaching and research from research-led to research-based curriculums. Case studies demonstrate strategies universities have used to better link teaching and research through coordinated departmental interventions and project-based learning. Overall, the documents argue that actively engaging students in research adapted for their discipline is one way to better connect teaching and research in higher education.
Based upon a recently completed survey of Museum Studies programs, alumni, and professionals, the
panel will discuss: 1) Are Museum Studies programs changing and adapting to the needs of those seeking employment in the field?; 2) What challenges are facing programs such as the disparity between program costs and salaries in the field?; 3) Are the programs focused on skills training or life-long learning? Bring your perspective and join in the conversation.
This document summarizes a lecture on needs analysis and curriculum design. It discusses conducting a needs analysis to determine learners' needs, lacks, and wants to inform curriculum development. A needs analysis was conducted for a private security company in Rwanda to create an English course for employees. Data from needs analyses is used to prioritize learner needs and revise curricula. Curriculum designers must interpret needs analysis data and decide which needs to address in the curriculum. Standardized tests may also factor into curriculum design depending on a program's goals.
Faheem, shimaa mohamed understanding and using schiece process skills sc...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
This document summarizes a presentation on critical thinking given to the University of Louisville's Division of Student Affairs. The presentation introduced the university's Ideas to Action initiative, defined critical thinking, explored how it relates to student affairs work, and suggested ways to promote critical thinking among students.
Faheem, shimaa mohamed understanding and using schiece process skills school...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Similar to High-Quality “Arts Integration” Programs Can Benefit Learning in Core Subjects (20)
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
High-Quality “Arts Integration” Programs Can Benefit Learning in Core Subjects
1. ARTS EDUCATION PARTNERSHIP | MARCH 2018
RESEARCH ON ARTS INTEGRATION—
AN ESSA EVIDENCE REVIEW
PRESENTATION TO ARTS EDUCATION PARTNERSHIP
MARCH 10, 2018
Meredith Ludwig, American Institutes for Research
Rachel Hare Bork, The Wallace Foundation
2. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Study Background
• Evidence Review Approach
• Findings of the Evidence Review
• Discussion
Presentation Agenda
2
4. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Are there research studies on arts integration that meet the criteria for evidence as
specified in ESSA?
• How large are the effects of arts integration interventions on student outcomes,
particularly for students who are disadvantaged?
Evidence Review Research Questions
4
5. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Arts integration intervention: A specific approach, set of activities, strategy, or program
linking arts with at least one other subject to improve student and school-related
outcomes.
• Study: An empirical investigation of the effect of an arts integration intervention on a
particular sample and set of outcomes.
• Report: A written summary of a study, in the form of a journal article, a book or book
chapter, a dissertation, a technical report, or a conference paper.
Definitions of Key Terms Use in the Evidence Review Report
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6. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Arts integration is the practice of purposefully connecting concepts and skills from the
arts and other subjects.
• Components of arts integration include:
– professional development opportunities,
– the use of specialized personnel,
– the use of specialized instructional materials,
– field trips, and
– whole-school reform models.
Arts Integration: Definition
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7. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
Descriptive Logic Model: Arts Integration
7
Contextual Factors
• Teacher knowledge, skills, and dispositions
• Features of instructional setting/environment
• Availability of instructional resources
• Funding and sustainability
Arts Integration Interventions
Features that may vary:
• Content area
• Art discipline focus
• Pedagogical focus
• Scope (e.g., whole-school or classroom-level)
• Target student population
• Program materials
• Capacity-building/implementation strategy (e.g.,
professional development, use of teaching artists)
• Schedule and location of intervention (e.g., during
school, after school, on field trip)
Implementation Activities
• Use of arts-based instructional
and assessment practices
• Adaptation for specific
populations of students and
settings
• Adult-to-student and peer-to-peer
interactions
• Allocation of time for intervention
Intermediary Outcomes
• Teacher and leadership
capacity
• Intermediary student
outcomes (e.g., attitudes,
engagement, dispositions)
• School/classroom climate
• Parent/community
engagement
Key Student Outcomes
• Academic achievement
• Cognitive outcomes
• Social-emotional skills
• Behavioral outcomes
• Artistic outcomes
8. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• ESSA includes at least 12 different funding opportunities that can be used to implement
arts integration interventions.
• Some examples include the following:
– Title IV of ESSA explicitly identifies programs in the arts and arts integration as allowable activities, and
it provides for dedicated assistance for arts education.
– ESSA also offers funding for arts integration interventions that address the needs of specific student
subgroups, such as economically disadvantaged students and English learners.
ESSA and the Arts
8
9. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
Federal Investment and Arts Activities
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Federal Investment in the Arts Evidence Required for Funding Eligible Activities (Funded by ESSA and Relevant to the Arts)
Title I • Tiers I, II, or III only for comprehensive
and targeted school support (Sec.
1003)
• Tier IV allowable for other Title I
activities
• Schoolwide and targeted assistance
• Comprehensive support and targeted school support
• Direct student services (participation in courses not otherwise
available)
Title II • Tiers I, II, III, or IV • Professional development, including for arts educators
• Training for integrating arts into other courses
Title III • Tiers I, II, III, or IV • Supporting coursework in the arts
• Building educator capacity
• Acquiring digital resources (all for ELs)
Title IV • Tiers I, II, III, or IV • STEAM
• 21st Century Community Learning Centers
• Arts in education courses (programs for art educators and art
materials and partnering with museums)
• Charters, Magnets, Awards for Academic Enrichment, Promise
Neighborhoods, and Full-Service Community Schools
• Education Innovation and Research
10. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
Four Tiers of Evidence Defined By ESSA
10
Activity, strategy, or intervention that—
Demonstrates a statistically significant effect on improving outcomes based on
(I) strong evidence from at least one well-designed and well-implemented experimental study; or
(II) moderate evidence from at least one well-designed and well-implemented quasi-experimental study; or
(III) promising evidence from at least one well-designed and well-implemented correlational study with
statistical controls for selection bias;
or
(IV) (i) demonstrates a rationale based on high-quality research findings or positive evaluation that such
activity strategy or intervention is likely to improve outcomes; and
(ii) includes ongoing efforts to examine the effects
11. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Studies classified as providing a research-based logic model
– Present a graphical representation of how the intervention is intended to affect relevant outcomes and
– At least one of the components included in that logic model is supported by empirical research.
• Studies classified as providing a research-based theory of action
– Do not include a graphical representation,
– Do describe how at least one feature of the intervention is theorized to affect relevant outcomes, and
– At least one of the described features is supported by empirical research.
• Studies classified as providing a theory-based rationale
– Present an explanation of how at least one of the intervention’s features is theorized to affect relevant outcomes and
– Discuss underlying theories that shaped the intervention’s design.
Tier IV Definition: Breaking Down Terminology
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12. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• ESSA
– Provides an evidence review lens or framework and uses the term “interventions.”
– Broadens the subject area emphasis to include a well-rounded education.
– Provides funding opportunities to increase support for particular student subgroups such as students
who are economically disadvantaged and English learners.
• Arts integration literature
– Reports on strategies and interventions.
– Studies connection of arts with academic subjects and addresses multiple outcomes.
– Often focuses on similar subgroups of students.
Applying ESSA Evidence Tiers to Arts Integration Literature
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14. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Conducted a comprehensive search of educational databases and clearinghouses to
identify reports.
• Screened abstracts and full-text documents for the following information:
– Focus on empirical studies
– Data about student outcomes
– Articles and dissertations published since 2000
– U.S. students in prekindergarten through Grade 12 as participants
• Reviewed empirical studies for evidence alignment.
• Synthesized results according to ESSA Tiers of Evidence.
Evidence Review Approach
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15. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
Types of Study Features Recorded From Each Eligible Study Report
15
Source: Authors’ review protocol.
Report Study Sample and Setting Intervention Effect Size
Year of publication
Publication vehicle
Whether study meets
WWC standards
ESSA evidence tier
Sample sizes
Grade levels
Race/ethnicity
characteristics
Students’
socioeconomic status
Setting
Single or multiple
components
Teacher professional
development
Involvement of
professional artist
Types of program
materials used
Student field trip
Schoolwide model
Outcome of
interest
Effect size (g)
17. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• How do we spot an arts integration intervention?
• How do we treat studies reporting on multiple school grades?
• How do we report the results when studies include multiple outcomes?
• How do we treat multiple reports of multiyear interventions?
• How are we certain that we have not missed studies of interventions?
Challenges Conducting the Evidence Review
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19. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
Interventions With Tier Aligned Evidence: Results of the Review
19
Note. Two interventions that focus on students in early elementary grades and one intervention that focuses on students in mixed elementary grades were supported by evidence at multiple tiers. In the figure, these
interventions are counted just once, in the higher-level tier (indicating stronger evidence).
1
1
2
4
3
9
9
19
6
34
0 10 20 30 40 50 60
Mixed Grade Levels (up to Grade 12)
Elementary and Mixed Elementary Grades (up to Grade
8)
Early Elementary (PreK-2)
Total interventions (All Grades Combined)
Number of Interventions
Tier I Tiers II-III Tier IV
20. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
Average Effects: the Meta-Analysis of 27 Studies
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Studyname Statistics for each study Outcome
Hedges's Lower Upper
g limit limit p-Value
Albright (2011) Music and Math -0.90 -1.11 -0.70 0.000 Achievement Math
Bennett et al (2015) Ringing and Singing Software Program 0.63 -0.19 1.45 0.133 Achievement Reading/ELA
Bowen Greene Kisida (2013) Crystal Bridges 0.13 0.10 0.16 0.000 Combined
Brandon et al (2007) ARTS FIRST Windward 0.13 -0.12 0.39 0.302 Combined
Brouillette (2014) Teaching Artist Project (TAP) 0.10 0.01 0.19 0.027 OtherAttendance
Brown et al (2010) Kaleidoscope 0.87 0.57 1.16 0.000 Combined
Doyle et al (2015) Collaborations: Teachers and Artists (CoTA) 0.04 -0.01 0.10 0.132 Achievement Reading/ELA
Ellrodt et al (2014) Global Writes' Honoring Student Voices 0.22 0.02 0.42 0.028 Achievement Reading/ELA
Ellrodt et al (2014) Global Writes' Poetry Express 0.35 0.20 0.50 0.000 Achievement Reading/ELA
Eno & Chojnacki (2013) CREATE -0.09 -0.19 0.01 0.072 Achievement Reading/ELA
Greene et al (2015) Attending live theater 0.25 0.02 0.47 0.033 Combined
Ingram & Riedel (2003) Arts for Academic Achievement 0.16 0.10 0.21 0.000 Combined
Inoa, et al (2014) Integrating Theater Arts Project (ITAP) 0.18 0.06 0.29 0.003 Combined
Kinney & Forsythe (2005) IMPACT 0.27 0.09 0.45 0.003 Combined
Kisida Greene Bowen (2016) Crystal Bridges 0.08 0.06 0.10 0.000 Attitudes Toward art muse
Ludwig & Song (2015) Wolf Trap 0.19 0.00 0.38 0.047 Combined
Mulker-Greenfader (2014) Teaching Artist Project (TAP) 0.06 -0.01 0.13 0.101 Achievement Reading/ELA
Nakamoto et al (2015) Arts for Learning Project (A4L) 0.03 0.01 0.06 0.003 Achievement Reading/ELA
Newland (2013) Music and Phonemic Awareness 0.11 -0.18 0.40 0.451 Achievement Reading/ELA
Palmer Wolf et al (2014) Nations in Neighborhoods 0.13 0.02 0.24 0.018 Achievement Reading/ELA
Piriz & Williams (2015) CREATE -0.02 -0.14 0.10 0.739 Achievement Reading/ELA
Piriz & Williams (2016)b DREAM -0.02 -0.20 0.16 0.824 Achievement Reading/ELA
Piriz & Williams (2016)a CREATE -0.04 -0.24 0.16 0.689 Achievement Reading/ELA
Ramsey et al (2015) Global Writes 0.36 0.01 0.71 0.046 Combined
Rose, et al (2000) Reading Comprehension through Drama 0.51 0.20 0.82 0.001 Combined
Walker McFadden et al (2011) Theatre Infusion Project 0.22 0.15 0.30 0.000 Combined
Walker Tabone et al (2011) Integrating Theater Arts Project 0.28 0.11 0.44 0.001 Combined
0.11 0.07 0.16 0.000
-1.00 -0.50 0.00 0.50 1.00
Favors comparison group Favors arts integration
21. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
Average Effect Sizes for Samples With Different Characteristics
21
Sample
Characteristic
Number of
Studiesa
Average
Effect Size
Improvement
Index
95%Confidence
Interval
Favors
Comparison Group
Favors Arts
Integration
–1.0 –0.50 0 +0.50 +1.0
Percentage of sample made up of racial/ ethnic minorities
25%or less 2 –0.63 –24 –2.01 to 0.75
26%–74% 6 0.03* * 1 0.01 to 0.05
75%or more 14 0.17* * * 7 0.07 to 0.27
Percentage of sample made up of children from low-income families
25%or less 4 –0.12 –5 –0.86 to 0.64
26%–74% 8 0.03 1 –0.06 to 0.14
75%or more 14 0.12* * * 5 0.08 to 0.15
Setting of study
Rurala 1 0.11 4 –0.18 to 0.40
Suburban 2 –0.37* * * –14 –0.52 to –0.23
Urban 19 0.12* * * 5 0.07 to 0.18
Mixed 4 0.11* * * 4 0.06 to 0.15
Percentage of sample made up of English learner students
25%or less 10 0.07 3 –0.01 to 0.15
26%–74% 3 0.18* * 7 0.05 to 0.31
75%or more 2 0.31 12 –0.19 to 0.82
23. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Our review may have missed reports on interventions that:
– Have not been published, or
– Have not been available at the time of our search.
• Outreach to authors did not always lead to complete information.
Evidence Review Limitations
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24. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Examine the ESSA funding program of interest to your district or school regarding:
– Required and allowable activities,
– The amount and duration of funding available, and
– The level of evidence required.
• Critically assess the theoretical and empirical support behind a proposed intervention.
Recommendations for Educators
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25. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Research that is more rigorous is needed to provide strong evidence for arts integration.
– To understand the effects of arts integration on specific types of educational outcomes
– To shed light on the effects of the individual components of arts integration interventions
– To shed light on the effects of the use of arts integration with particular student populations in
particular settings
Recommendations for Research
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26. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• Current activity is an evidence review of studies of arts learning.
• For the purposes of developing a logic model, we clarified the definition as follows:
– Arts lessons or classes offered in Prek–12 that are (1) standards based and (2) taught by certified arts
specialist teachers or teaching artists through (3) an explicit or implied sequential arts curriculum in the
(4) subjects of visual arts, media arts, music, dance, and theater.
Next Activity: Evidence Review of Arts Learning Studies
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27. AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
• AIR
– Meredith Ludwig: mludwig@air.org
– Andrea Boyle: aboyle@air.org
– James Lindsay: jlindsay@air.org
• The Wallace Foundation
– Rachel Hare Bork: rharebork@wallacefoundation.org
– Evidence Review of Arts Integration may be found at http://www.wallacefoundation.org/knowledge-
center/pages/essa-arts-evidence-review-report.aspx
Study Contact Information
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