How much professional development is needed with educative curriculum materials? It depends upon the intended student learning outcomes

2017 ◽  
Vol 101 (6) ◽  
pp. 1015-1033 ◽  
Author(s):  
Anita M. Schuchardt ◽  
Miray Tekkumru-Kisa ◽  
Christian D. Schunn ◽  
Mary Kay Stein ◽  
Birdy Reynolds
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Curriculum Materials ◽  
Educative Curriculum Materials ◽  
Educative Curriculum

Faculty and Career Advising

2017 ◽  
Vol 45 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Kristin M. Vespia ◽  
Stephanie D. Freis ◽  
Rebecca M. Arrowood
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Major Selection ◽  
Faculty Advisors ◽  
Career Advising

Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample ( N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development.

scholarly journals Failing Forward: Educative Curriculum Materials, an English Teaching App, and a Revolution

2021 ◽  
Vol 12 (2) ◽  
pp. 137-148
Author(s):  
Janine Julianna Darragh ◽  
Gina Mikel Petrie ◽  
Stan Pichinevskiy
Keyword(s):  
Professional Development ◽  
Delivery System ◽  
Teaching And Learning ◽  
Curriculum Materials ◽  
Dual Function ◽  
Ministry Of Education ◽  
English Teaching ◽  
Educative Curriculum Materials ◽  
Educative Curriculum ◽  
Digital Delivery

Educative Curriculum Materials (ECMs) are teaching materials that have the dual function of providing learning activities to students and providing professional development to the teachers that use them. Answering a call for professional development opportunities, and with input from English teachers in rural Nicaraguan schools, the designers created a set of ECMs aligned with the Nicaraguan Ministry of Education Curriculum. When physically bringing the completed materials to educators in rural Nicaraguan schools became impossible, it was determined that the delivery system had to change. With support from a team of undergraduate computer science students, the ECMs were transferred to a digital delivery system, the new format allowing for even more English teaching and learning support. This paper shares how a revolution in Nicaragua and failed project ultimately led to the creation of the English teaching app Reaching for English.

Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design

2017 ◽  
Vol 46 (6) ◽  
pp. 293-304 ◽  
Author(s):  
Elizabeth A. Davis ◽  
Annemarie Sullivan Palincsar ◽  
P. Sean Smith ◽  
Anna Maria Arias ◽  
Sylvie M. Kademian
Keyword(s):  
Student Learning ◽  
Teacher Learning ◽  
Case Studies ◽  
Large Scale ◽  
Curriculum Materials ◽  
Student Knowledge ◽  
Research Project ◽  
Educative Curriculum Materials ◽  
Educative Curriculum ◽  
Research And Design

The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale quasi-experiment, the authors demonstrate how teachers use curriculum materials, what evidence there is of teachers’ uptake of ideas in educative curriculum materials, and what evidence there is of impact on teacher and/or student knowledge. These findings are situated in the literature, and the authors discuss how, taken together, the findings suggest design principles for educative curriculum materials. The authors close with implications for research.

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

PENERAPAN MODEL PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR PADA MATERI SEPAK BOLA SISWA KELAS IVB SD NEGERI 013 MEKARSARI

2017 ◽  
Vol 6 (2) ◽  
pp. 472
Author(s):  
Aslinda Aslinda
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Oral Tests ◽  
Class Iv

This study aims to describe learning outcomes through the application of PAKEM learning model. The subjects of the study were the students of grade IVb SD Negeri 013 Mekarsari. Improvement of learning outcomes in terms of four categories, namely the ability to absorb, the effectiveness of learning, mastery of student learning both mastery of individual and classical completeness and mastery of learning outcomes. Instruments used for data collection are oral tests and written tests in the form of LKS conducted after the learning process. The results showed that the percentage of student completeness increased from 19.40% to 55.40% categorized well, the effectiveness of learning is categorized very effective with an average of 88.46%. While the completeness of student learning outcomes expressed. Based on the results of the study, it can be concluded that the application of PAKEM learning model can improve learning outcomes on the material of the students of class IV B grade SD Negeri 013 Mekarsari.

PENGGUNAAN MEDIA GAMBAR UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VI C SDN 004 TEMBILAHAN KOTA

2017 ◽  
Vol 6 (1) ◽  
pp. 276
Author(s):  
Retno Ambarwati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Preliminary Data ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Low Grade ◽  
Science Students ◽  
Average Student ◽  
Planning Implementation ◽  
Implementation Stage

The background of this study is the low grade science students learning outcomes VI C SDN 004 Tembilahan Kota, Of the 23 students, only 9 students (39.13%) were completed. Based on this the researchers conducted the study by applying image media to improve learning outcomes IPA. This research is a class act who performed a total of two cycles consisting of two meetings, the study was conducted with four phases, namely planning, implementation stage, the stage of observation and reflection stages. The study states that science learning outcomes of students has increased in each cycle, this is evidenced by the increasing average student learning outcomes, the preliminary data the average student learning outcomes at 66.00 has increased in the first cycle of up to 83.30, and increased up to 91.74. Based on these results, it can be concluded that the application of drawing media can improve learning outcomes VI grade science students SDN 004 Tembilahan Kota.

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