This project aims to analyze how age-appropriate ICT can influence Year 7 students' self-efficacy and conceptual understanding of fractions. It will involve a 10-day intervention using interactive games, explicit teaching, and technology like laptops and iPads. Data collection will include student interviews and questionnaires administered before and after to measure changes in self-efficacy, along with tests and teacher observations to assess mathematical understanding. The data will then be analyzed to evaluate the effectiveness of ICT and whether it engaged students and improved their beliefs in their math abilities and knowledge of fractions concepts.
Interest in integrated STEM curricula has grown recently, but there is little research on its impact. This presentation examines differences in performance on an engineering design assessment of 8th grade students who did or did not participate in a series of engineering focused modules during middle school as part of their regular curriculum. The students’ in the school that included the curriculum scored higher on three of four dimensions measured on the scoring rubric: Depth of thinking, expertise needed to create a solution, and the use and interpretation of data. These outcomes were independent of the student’s fifth grade achievement level. The implications of these results for the integrated STEM curriculum student and for assessing engineering design process are discussed.
The present study examines the role that feedback plays on the development of second language (L2) English learners’ writing accuracy over time. Earlier formal accounts and empirical works have focused on the relevance of corrective feedback (CF) in L2 writing learning (Ellis et al., 2008; Sheen, 2007), and what kind of CF (i.e. direct or indirect) has proved to be the most effective one, especially at low L2 levels (García Mayo and Labandibar, 2017; Ismail et al., 2008). We have analyzed 3 pieces of writing produced by 8 L2 English participants (aged 11 to 12). The participants were randomly divided into two groups, one of them received direct CF on their written tasks and the other group was exposed to indirect CF. Results revealed that both groups seemed to improve their mean scores from the pre-task to the post-task, regardless of the type of CF implemented. However, the direct CF group has proven to benefit more from teacher’s written CF, when compared to the indirect CF group. This is especially the case in the development of grammar accuracy.
Will time tell? Exploring the relationship between step duration and student ...Irene-Angelica Chounta
==ICLS 2018 talk==
Abstract: In this paper, we explore how the time students take to solve a problem may relate to their success. Even though prior research indicates that students’ response times can provide some indication regarding correctness, time is not consistently and broadly used when modeling students’ performance. We aim to clarify the relationship between the step duration
– that is, the time a student takes to carry out a step of a learning task – and the outcome of
this step with respect to correctness for STEM-related courses. Then, we discuss our early
findings, how they can be used to enhance student modeling and to provide meaningful and
timely feedback to students.
Interest in integrated STEM curricula has grown recently, but there is little research on its impact. This presentation examines differences in performance on an engineering design assessment of 8th grade students who did or did not participate in a series of engineering focused modules during middle school as part of their regular curriculum. The students’ in the school that included the curriculum scored higher on three of four dimensions measured on the scoring rubric: Depth of thinking, expertise needed to create a solution, and the use and interpretation of data. These outcomes were independent of the student’s fifth grade achievement level. The implications of these results for the integrated STEM curriculum student and for assessing engineering design process are discussed.
The present study examines the role that feedback plays on the development of second language (L2) English learners’ writing accuracy over time. Earlier formal accounts and empirical works have focused on the relevance of corrective feedback (CF) in L2 writing learning (Ellis et al., 2008; Sheen, 2007), and what kind of CF (i.e. direct or indirect) has proved to be the most effective one, especially at low L2 levels (García Mayo and Labandibar, 2017; Ismail et al., 2008). We have analyzed 3 pieces of writing produced by 8 L2 English participants (aged 11 to 12). The participants were randomly divided into two groups, one of them received direct CF on their written tasks and the other group was exposed to indirect CF. Results revealed that both groups seemed to improve their mean scores from the pre-task to the post-task, regardless of the type of CF implemented. However, the direct CF group has proven to benefit more from teacher’s written CF, when compared to the indirect CF group. This is especially the case in the development of grammar accuracy.
Will time tell? Exploring the relationship between step duration and student ...Irene-Angelica Chounta
==ICLS 2018 talk==
Abstract: In this paper, we explore how the time students take to solve a problem may relate to their success. Even though prior research indicates that students’ response times can provide some indication regarding correctness, time is not consistently and broadly used when modeling students’ performance. We aim to clarify the relationship between the step duration
– that is, the time a student takes to carry out a step of a learning task – and the outcome of
this step with respect to correctness for STEM-related courses. Then, we discuss our early
findings, how they can be used to enhance student modeling and to provide meaningful and
timely feedback to students.
A brief summary of the pen-pal friendship between Shelly and Dan who met after Dan sent a helium balloon into flight back in 1981 from Michigan and eventually found its way to Shelly in Langton, Ontario, Canada.
A brief summary of the pen-pal friendship between Shelly and Dan who met after Dan sent a helium balloon into flight back in 1981 from Michigan and eventually found its way to Shelly in Langton, Ontario, Canada.
10Action Research Project ProposalProject TitleYour Name.docxpaynetawnya
10
Action Research Project Proposal
Project Title
Your Name
Date
Points Allocated:
Computer-Based Instruction (CBI) as a Way of Reducing Mathematics Anxiety
INTRODUCTION Comment by shravan uttakalla: this section can be much shorter than this.
Mathematics plays a vital role in people’s daily lives. The citizen of the modern world
could not afford to be ignorant of Mathematics because the world is highly mathematical (Betz as cited by Salazar, 2001). Hence, effective Mathematics instruction has become the absolute necessity in all levels of education. Despite explaining the importance of Mathematics, the students of today still have that negative attitudes toward the subject (Salazar, 2001). Most students think Mathematics is a boring subject, and it is difficult to memorize and understand formulas (Scarpello, 2007). Some students who cannot appreciate the importance of Mathematics even say that learning the four fundamental operations is enough, the use of graphs and formulas have no relevance to their daily living, so there is no need for further knowing the subject (Suinn, 1998).
In an international scene, particularly in America, a study was conducted by Gallup (2005) for determining the most difficult subject for American teenagers, surprisingly, Mathematics topped the list. About 29% named Mathematics generally, 6% specifically mentioned Algebra, and 2% named Geometry. Furthermore, according to the National Research Council, 75% of Americans stop studying Mathematics before they have completed the educational requirements for their career or job. With the basis from the statistics above, it is so unexpected fact that most Americans specifically teenagers find Mathematics difficult, considering that America belongs to the first class countries, a highly mathematical society because of its advanced technology. In the Philippines, a High School Readiness Test was administered to all Grade 6 graduates in public elementary schools in May, 2004 showed very low scores in Mathematics test. In the National Secondary Achievement Test (NSAT) given in year 2010, students got correct answers to less than 50% of the questions in Mathematics. Based on the Trends International Mathematics and Science Survey (TIMSS), the Philippines was evaluated for the 8th Gradient in 1999. It was reported that out of the 34 participating nations, the Philippines was third from the bottom of the participating countries. The Philippines got 345 points as compared to Singapore having 604 points for Mathematics. The two lower countries were Morocco (337) and South Africa (275). Thus, we can infer that many Filipino students are having difficulties in subject Mathematics.
In Tagum City, particularly at Tagum City National High school (TCNHS) a percentage of 19.63% of the students who took National Achievement Test (NAT) 2004 in Mathematics passed. Six years later, a percentage of 21.43% of the students who took NAT (2010) in the same subject passed. From the statis ...
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
GMU Preapplication and Competencies (NEAAHP 2011)Emil Chuck
Preparing prehealth advisees to be able to articulate their preprofessional characteristics is critical to holistic evaluation. PRELIMINARY VERSION ONLY.
Customer IntroductionPrevious modules have discussed the va.docxfaithxdunce63732
Customer:
Introduction
Previous modules have discussed the various components of successful interventions and instruction for students with emotional/behavioral disorders (EBD), as well as how vital they are to help reduce unwanted behaviors. However, it is not unusual for teachers of EBD students to spend less time on academic instruction, and thus, students may not be engaged in academic activities as much as mainstream students. Knizter, Setinberg, and Fleisch (1990) describe this process as bleak. Keeping current with research-based instructional procedures is a valuable tool to support and develop educators' skills in the design and delivery of effective lessons for students with EBD (Yell, Meadows, Drasgow, & Shriner (2009).
Teaching Reading
Theorists and researchers continue to argue the approaches for teaching reading. Principally, should the approach be meaning-based or code-based, or, perhaps, a continuum of both approaches? Should it be based on general comprehension or an approach of phonics and grammatical rules, or the combination of the two? This has been an ongoing debate for many years, but, most recently, educators are focusing on a combination of phonics and whole words.
Initially, for the code-based, or rules approach, it should be remembered that phonemic awareness and phonics are not synonymous. Phonemic awareness is the understanding of how the various letter or letter combination sounds (phonemes) are combined to create words in spoken language. Phonics is knowing what letters make what sounds in order to place them in the correct order to form the word in written language.
When learning to read, children can learn the whole word by sight or learn to decode and encode with the use of phonics. They can incorporate elements of both approaches, but generally, a student will be strong in one approach and have to acquire more skills for the other approach. Students who show lower reading levels often lack the phonemic skills. According to Yell et al. (2009), the National Institute of Child Health and Human Development (NICHD) reported in 2000 that phonics and phonemic awareness are the best predictors of how well a student will learn to read in the first two years of instruction. It should not be assumed that a student has received those skills simply because they are past those first two years of school. That being said, it would seem evident that a combination of the two approaches would be most successful.
The direct instruction (DI) model has been shown to increase student achievement in reading (Gage & Berliner, 1998). For the DI approach, many teachers, through specific objectives, curriculum, and sequence, incorporate different strategies. Repeated readings and peer-assisted techniques result in improvement in fluency, reading rates, and on-task behaviors. There are often mnemonics and/or acronyms introduced to help remember academic strategies.
Teaching Writing
Two models have been used to teach writing to.
Intervention for
Education
Markis’ Edwards
January 29, 2018
1
Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded (Tyner, 2014).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
3
Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
4
Research Questions
Qualitative Questions
Why should I consider eLearning-based training?
Can eLearning courses be customized?
What is the perspective of researcher in regards to having daily awareness of students IEP goals?
Quantitative Questions
What are 2-3 hardware and software requirements for online training?
What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
5
Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
The main goal of being part of the intervention is the assurance that children are educated regardless of limitations or disabilities (Wehmeyer, 2005).
6
Intervention/Innovation
The Use of iPads
Use of designated applications
This will all be provided by the designed application known as “Proloquo” that is designed for such activities (Brown, Dehoney, & Millichap, 2015).
7
Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
8
Ethics
Student Rights
Training of students on the usage of the devices
Restricting the devices to specific sites
When the intervention is being implemented several things have to be considered and at the top of the list is the maintenance of the students rights (Bamb.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. A M Y E D M O N D S
P R O J E C T P R O P O S A L
E D U C 5 5 0 9 I N T E R V E N T I O N S F O R L E A R N I N G
Year 7 self-efficacy when using age-appropriate
ICT to address conceptual understanding of
fractions.
2. ResearchQuestion How effective is the use of age-
appropriate ICT to improve Year 7
self-efficacy with regards to their
conceptual understanding of
fractions?
3. Literature Review
Self-efficacy
Self-efficacy refers to a belief about one’s own competence to
“perform a specific task” (Pajares, 1997)
Successes improve self-efficacy and failures lower self-efficacy
(Woolfolk & Margetts, 2010)
Student interviews allow quiet students to express their confusions
or demonstrate understanding (Clarke, Roche & Mitchell, 2008)
Generally, studies of self-efficacy and attitudes towards mathematics
have focused on themes of excitement, engagement and interest.
Others have introduced the concept of anxiety and tests such as the
Fennema-Sherman Mathematics Attitude Scale have combined all of
the above (Chamberlin, 2010)
4. Statement of the issue:
This project aims to analyse the influence of age-
appropriate ICT on Year 7 students’ self-efficacy with
regards to mathematics.
This study will investigate how ICT can influence students’
feelings of success, independence and capability within
structured mathematics sessions that focus on fractions.
Additionally, it will use self-reporting measures to explore
whether ICT based activities are engaging, exciting and
age-appropriate for the Year 7 students who are covering
remedial numeracy concepts.
5. Literature Review cont.
Fractions
One of the most difficult mathematical concepts to learn
(Lamon, 2007)
Current curriculum does not adequately support student learning of
fractions (Bobis, 2011)
Children encounter problems with fractions when they cannot
connect various representations (Clarke, Roche & Mitchell, 2008) –
My study aims to see if ICT can provide multiple representations and
allow the students to draw conclusions between them.
Use of ICT
Many studies have investigated self-efficacy and ICT but rarely in
terms of how ICT can improve subject-specific self-efficacy.
Effective teaching sessions allow for reflection on experiences
(Simon, 2006).
6. Six Year 7 students from an Independent Primary
School.
Three male students.
Two with diagnosed
dyslexia.
Use humour to deflect
insecurities.
The third male student
has missed a significant
portion of Upper Primary
education due to a death
in the family.
All interested in ICT.
Three female students.
Quiet, low risk taking
abilities and unlikely to
offer their opinions in
class.
Apprehensive when
presented with new
challenges in literacy and
numeracy areas.
Experience anxiety.
Participants
7. Intervention
10 day intervention at the school.
Regular, small group sessions:
Interactive online games.
Explicit teaching.
Laptops, SmartBoard, iPads.
Some independent (boys)
Some group work (girls)
Overarching project: Blog.
Mathematics focus:
Fraction equivalence
Fractions as a quantity
Four basic operations: +, -, x, ÷
8. Students Teachers/Other
Self-efficacy levels:
Interviews, online
questionnaires
(conducted pre and post
intervention).
Effectiveness of ICT:
Interviews.
General mathematical
knowledge: Test
completed pre and post
intervention.
Teacher interviews on
student attitudes.
Anecdotal observations
of student engagement
with the ICT activities.
Blog work samples.
Data Collection
9. Data Analysis
Draw conclusions from student interviews.
Will show any self-reported change in attitudes towards
mathematics.
Reflection on anecdotal notes taken during the
intervention.
Comparison of the questionnaires.
Will show any changes in self-efficacy levels.
Comparison of the pre and post test results.
Will show any changes in mathematical
knowledge/understanding of fractions.
10. Ethical Considerations
General:
Pseudonyms used for all identifying details.
Data collected will remain strictly confidential.
Classroom teacher/Principal:
Sighted all forms sent home.
Have been given a copy of all information.
Parents:
Information and consent forms.
Encouraged to voice any concerns/queries.
Students:
Information and consent forms.
Briefed by classroom teacher.
Free to withdraw at any time.
Permission will be asked if any interviews are to be recorded or work
samples copied.
11. References
Bobis, J. (2011). Fractions: Best evidence and its implications for
practice. In J. Way, & J. Bobis (Eds.), Fractions: Teaching for
understanding. Adelaide, Australia: The Australian Association of
Mathematics Teachers Inc.
Chamberlin, S. (2010). A review of instruments created to assess
affect in mathematics. Journal of mathematics
education, 3(1), 167-182.
Clarke, D., Mitchell, A., & Roche. A. (2008). Student one-to-one
assessment interviews in mathematics: A powerful tool for
teachers. Mathematics: Celebrating achievement, 66-80.
Lamon, S. (2007). Rational numbers and proportional reasoning:
Towards a theoretical framework for research. In
J. Way & J. Bobis. (Eds.), Fractions: Teaching for
understanding. Adelaide, Australia: The Australian Association of
Mathematics Teachers Inc.
Pajares, F. (1997). Current directions in self-efficacy research.
Advances in motivation and achievement, 10(149).
Simon, M. (2006). Key developmental understandings in
mathematics: A direction for investigating and establishing
learning goals. Mathematical thinking and learning, 8(4), 359-
371.
Woolfolk, A., & Margetts, K. (2010). Educational psychology (2nd
ed.) Frenchs Forest, NSW: Pearson Australia.