Search results for: Academic achievement
Page 3/9 86 items
The Influence of the Ecological Contexts of Teacher Education on South Korean Teacher Educators' Professional Development
The goal of this study is to explore how the ecological context of teacher education influences affect South Korean teacher educators' professional development. The findings reveal that South Korean teacher educators' main concerns about their professional development are related to conducting research. Furthermore, the global influences on South Korean teacher educators' work are also strong. They need to know global trends in education in order to obtain research topics and need to communicate with foreign scholars and educators actively for the purpose of active scholarship. The author recommends on using reflective methods, such as action research or self-study research to facilitate teacher educators.
Updated: Jan. 11, 2015
This article describes grade inflation as compromises the signaling value of grades and undermines their capacity to achieve the functions for which they are intended. Therefore, the authors argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples, they find that in the decades following 1972: (a) grades have risen at high schools and dropped at 4-year colleges, in general, and selective 4-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all.
Updated: Oct. 26, 2014
The authors present new approaches to describing and understanding user behavior in massive open online courses (MOOCs). They argue that the data from massive open online courses (MOOCs) are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables.
Updated: Jul. 23, 2014
In this review of literature, the authors identified over 300 articles whose descriptions related to video games and academic achievement. They found some evidence for the effects of video games on language learning, history, and physical education, but little support for the academic value of video games in science and math. They recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements.
Updated: Jul. 22, 2014
Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. The literature has identified several characteristics that a good design thinker should possess. The authors’ overarching purpose is to identify the features and characteristics of design thinking and discuss its importance in promoting students’ problem-solving skills in the 21st century.
Updated: Jul. 20, 2014
Preservice Elementary Teachers’ Understandings of Competing Notions of Academic Achievement Coexisting in Post-NCLB Public Schools
In this article, the authors focus on the coexisting discourses of academic achievement circulating within in the participants’ teaching credential preparation experience. Analysis and interpretation of the participants’ transcripts revealed the presence of two separate, distinct discourses, both of which shared the name academic achievement. The first notion, called “academic progress”, reflects a developmental viewpoint. In this perspective, students are understood to have experienced academic achievement when they demonstrate levels of skill and knowledge more advanced than they held previously. The second notion, called “academic success”, reflects a mastery orientation. In this perspective, students are understood to be achieving academically when they master the knowledge and skills designated for their grade level at an appropriate pace.
Updated: May. 20, 2014
Comparing Online and Face-to-Face Presentation of Course Content in an Introductory Special Education Course
This article describes an instructional content, which was presented differently in two introductory special education course sections. In a face-to-face (f2f) section, the instructor met with students on regularly scheduled days and times and presented content in person. In the other section, content was presented using enhanced podcasts, consisting of the instructor narrating while PowerPoint slides and other visuals were shown in flash movies that students could download from the Internet at days and times of their choosing. The findings reveal that although data associated with student achievement and student satisfaction were slightly more favorable for the f2f section, the discrepancies may have been related to demographic differences in the student populations of the two sections.
Updated: Apr. 13, 2014
In this article, the author argues that the role of a public intellectual involves a science of knowing as well as the knowledge gained by a researcher’s work and life. The assumption here is that to help reduce poverty a researcher’s focus needs to move beyond the ivory tower. By way of examples drawn from research pertaining to increasing access to college, the author highlights cognitive and noncognitive factors necessary for academic success.
Updated: Jan. 19, 2014
This essay aims to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. The authors focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. The authors conclude with recommendations for states and districts to ensure that teacher evaluation systems adequately and fairly account for these students.
Updated: Sep. 17, 2013
The ACT of Enrollment: The College Enrollment Effects of State-Required College Entrance Exam Testing
Since 2001 Colorado, Illinois, and Maine have all enacted policies that require high school juniors to take college entrance exams. This article presents the effects of this state-mandated college entrance exam testing. The author finds evidence that entrance exam policies were associated with increases in overall college enrollment in Illinois and that such policies re-sorted students in all three states between different types of institutions.
Updated: Sep. 17, 2013