A Mastery Learning Program in Soil Science

1973 ◽  
Vol 2 (1) ◽  
pp. 65-68 ◽  
Author(s):  
Henry D. Foth
Keyword(s):  
Mastery Learning ◽  
Soil Science ◽  
Learning Program

Effect of Cognitive Entry Behavior, Mastery Level, and Information about Criterion on Third Graders' Mastery of Number Concepts

1988 ◽  
Vol 19 (5) ◽  
pp. 439-448
Author(s):  
Lorna K. S. Chan ◽  
Peter G. Cole ◽  
Rosemary A. Cahill
Keyword(s):  
Regression Analysis ◽  
Mathematics Achievement ◽  
Multiple Regression Analysis ◽  
Mastery Learning ◽  
Third Graders ◽  
Place Value ◽  
Learning Program ◽  
Learning Tasks ◽  
Mastery Level ◽  
Entry Behavior

This study examined the effects of student cognitive entry behavior (CEB), as assessed by a test on knowledge of concepts of numbers and numerals; prescribed mastery level (ML); and information about criterion (INF) on mathematics achievement in a mastery-learning program. The subjects were 36 third-grade children randomly assigned to four treatments: (a) informed of a 90% ML; (b) not informed of a 90% ML; (c) informed, 70% ML; and (d) not informed, 70% ML. Instruction involved a hierarchical sequence of three learning tasks dealing with place value, numeration, and number relations. A multiple regression analysis with a significant CEB × ML × INF interaction indicated that for the low-CEB children, information about the prescribed mastery criterion enhanced achievement in the 90% ML treatment but not in the 70% ML treatment, whereas the reverse was true for the high-CEB children.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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