Can Technology Overcome Social Disadvantage of School Children's Learning Outcomes? Evidence from a Large-Scale Experiment in India

2016 ◽  
Author(s):  
Gopal Naik ◽  
Chetan Chitre ◽  
Manaswini Bhalla ◽  
Jothsna Rajan
Keyword(s):  
Learning Outcomes ◽  
Large Scale ◽  
Social Disadvantage ◽  
Children’S Learning ◽  
Scale Experiment ◽  
Children's Learning

Household's use of cooking gas and Children's learning outcomes in rural Ghana

2021 ◽  
pp. 105617
Author(s):  
Raymond Boadi Frempong ◽  
Emmanuel Orkoh ◽  
Raymond Elikplim Kofinti
Keyword(s):  
Learning Outcomes ◽  
Rural Ghana ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles

2020 ◽  
Author(s):  
Yue-Yi Hwa ◽  
Michelle Kaffenberger ◽  
Jason Silberstein
Keyword(s):  
Developing Countries ◽  
Large Scale ◽  
After School ◽  
Design Features ◽  
Children’S Learning ◽  
Analysis And Synthesis ◽  
Children's Learning

In this Insight Note, we present a set of principles shared by varied approaches that have all succeeded in improving foundational learning in developing countries. These approaches were not explicitly designed with this list of principles in mind; rather, the principles emerged through analysis and synthesis of successful approaches. We call such efforts ALIGNS approaches, which stands for Aligning Levels of Instruction with Goals and the Needs of Students. ALIGNS approaches take many forms, ranging from large-scale policy and curricular reforms to in-school or after-school remedial programmes. In this note, we describe the principles that ALIGNS approaches have in common (Section I); review interdisciplinary evidence on why aligning instruction with children’s learning levels improves learning (Section II); present three cases from across the spectrum of approaches and illustrate how each embodies the ALIGNS principles (Section III); and provide a longer (though not exhaustive) table of programmes that illustrates the range of possible approaches to implementing ALIGNS principles and describes the design features across which they vary (Table 1).

scholarly journals Pengaruh Perhatian Orang Tua terhadap Hasil Belajar PAI Siswa Kelas VII:

2021 ◽  
Vol 3 (1) ◽  
pp. 81-101
Author(s):  
Arman Paramansyah ◽  
Ade Irvi Nurul Husna ◽  
Ernawati Ernawati
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Islamic Education ◽  
Average Value ◽  
Children’S Learning ◽  
Children's Learning

This research was conducted to answer the problem, first, how is the level of parental attention to learning outcomes. second, how are the student learning outcomes in Islamic Education subjects, research uses descriptive quantitative, namely the method used to research on certain populations and samples, data collection uses research instruments, data analysis is quantitative / statistical, with the aim of testing predetermined hypotheses. The results of the analysis on parental attention to learning outcomes, it can be concluded that parental attention has a positive and significant effect on learning outcomes, amounting to 0.507. And learning outcomes are perceived as Good (B) with an average value of 4.02. The most dominant indicator of learning outcomes is (Report) with an average value of 4.14, which means that there is a positive and significant influence between parents' attention to learning outcomes. Based on these findings, it is suggested that schools pay more attention to parents by always paying attention to their parents. socializing to urge parents to be able to continue and increase their attention to children's learning activities, both in terms of providing guidance, advice, encouragement, supervision, and equipment for children's learning facilities, as well as fostering a harmonious relationship with their children, so that children will be motivated and able to improve learning outcomes  

scholarly journals Implementation of Assessment Techniques at TK Pratama Kids Sukabumi Bandar Lampung

2021 ◽  
Vol 1 (1) ◽  
pp. 21-30
Author(s):  
Lina Mauliana ◽  
Heny Wulandari ◽  
Agus Jatmiko
Keyword(s):  
Qualitative Research ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Daily Basis ◽  
Assessment Tools ◽  
Assessment Technique ◽  
Children’S Learning ◽  
Assessment Techniques ◽  
Assessment Procedures ◽  
Children's Learning

Assessment is for collecting, reporting, gathering information about student learning outcomes. In conducting the assessment, there are appropriate techniques for measuring child development. This research is a descriptive qualitative research involving teachers. Data were analyzed qualitatively by collecting data, displaying data and drawing conclusions. The conclusions obtained from several assessment techniques studied were based on a combination of several theories, the results showed that several assessment techniques had been fulfilled, including: the observation assessment technique for children's learning outcomes. however, there are also assessment techniques that are not carried out by teachers on a daily basis, such as the absence of anecdotal notes, children's development scales, and assessment of portfolios. Some of the assessment procedures carried out are formulating or defining activities, preparing assessment tools or techniques, define the assessment criteria, and determine the value. However, there is one procedure that has not been fulfilled, namely collecting data, educators are lacking in collecting data on children's learning outcomes. The principles of assessment in TK Pratama Kids Sukabumi Bandar Lamoung, the teacher have carried out the principles of assessment such as carrying out a thorough, sustainable, oriented, objective, educating and sustainable way. However, there are several principles of assessment that have not been maximized, namely being objective when assessing students.  

Undergraduate Research in Mathematics Education: Using Qualitative Data About Children’s Learning to Make Decisions About Teaching

2020 ◽  
Vol 8 (3) ◽  
pp. 134-151
Author(s):  
Randall E. Groth ◽  
Jennifer A. Bergner ◽  
Jathan W. Austin ◽  
Claudia R. Burgess ◽  
Veera Holdai
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Large Scale ◽  
Undergraduate Research ◽  
Instructional Decisions ◽  
Research Experiences ◽  
Children’S Learning ◽  
Faculty Mentors ◽  
Classroom Data ◽  
Children's Learning

Undergraduate research is increasingly prevalent in many fields of study, but it is not yet widespread in mathematics education. We argue that expanding undergraduate research opportunities in mathematics education would be beneficial to the field. Such opportunities can be impactful as either extracurricular or course-embedded experiences. To help readers envision directions for undergraduate research experiences in mathematics education with prospective teachers, we describe a model built on a design-based research paradigm. The model engages pairs of prospective teachers in working with faculty mentors to design instructional sequences and test the extent to which they support children’s learning. Undergraduates learn about the nature of systematic mathematics education research and how careful analyses of classroom data can guide practice. Mentors gain opportunities to pursue their personal research interests while guiding undergraduate pairs. We explain how implementing the core cycle of the model, whether on a small or large scale, can help teachers make instructional decisions that are based on rich, qualitative classroom data.

scholarly journals Stop, collaborate and listen: Reimagining & Rebuilding the Royal Alberta Museum

2018 ◽  
Vol 16 (3) ◽  
pp. 383-397 ◽  
Author(s):  
Natalie Charette ◽  
Evelyn Delgado ◽  
Jaclyn Kozak
Keyword(s):  
Large Scale ◽  
Reggio Emilia ◽  
Multiple Literacies ◽  
Visitor Experience ◽  
Project Staff ◽  
Children’S Learning ◽  
Child Centered ◽  
Museum Experience ◽  
Unstructured Play ◽  
Children's Learning

The field of museum education is continually examining and reconsidering how best to engage child audiences, offering child-centered experiences to complement knowledge-rich environments. The implementation of Reggio Emilia approach-based programs and activities, which embrace children’s multiple literacies and provide opportunities for free, unstructured play, are best served when complemented by documentation in order to render learning visible to all audiences. It is through documentation that we can actively demonstrate our respect and value for children’s learning and play. Play has to be honoured and celebrated in its own right, and the act of documentation needs to be incorporated into daily operations so it becomes a natural part of the museum experience, and a natural part of evaluation practices. The Royal Alberta Museum has recently undergone a large-scale renewal project; staff sought inspiration from these Reggio Emilia-based philosophies in designing a space that will welcome play and value it as learning, reframing the museum educator’s role as one that documents, collects and curates children’s learning experiences on the gallery floor. In this way, our museum will continue to shape the visitor experience in a ways that place children’s contributions at the forefront – in the way that Elee Kirk imagined.

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