scholarly journals In Their Own Words: Student Key Learning Experiences in an Introductory Evaluation Course

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
John LaVelle ◽  
Zhou Yang
Keyword(s):  
Grounded Theory ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Evaluation Practice ◽  
Student Reflections ◽  
Evaluation Courses

Student reflections on their key learning experiences in evaluation courses can be useful data for educators seeking to understand which aspects of their teaching practice are most impactful.  This practice note describes how we analyze students’ reflections on their key learning experiences using 1) grounded theory, 2) Fink’s taxonomy of significant learning (2013), and 3) the American Evaluation Association’s Competencies framework (2018), and how we use the frameworks and data to understand our teaching of evaluation practice. 

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

scholarly journals How to Architecture Open-ended Problem-solvers? Student Reflections on Scaffolding Experiences in an Open-ended Problem-solving Bioengineering Course Sequence

2020 ◽  
Vol 9 (1) ◽  
pp. 30
Author(s):  
Arash Mahboobin ◽  
Renee M. Clark
Keyword(s):  
Problem Solving ◽  
Learning Experiences ◽  
Reflective Knowledge ◽  
Learning And Development ◽  
Multiple Points ◽  
Course Sequence ◽  
Problem Solvers ◽  
Student Reflections

Through reflection, learning experiences that students most-frequently valued during open-ended, scaffolded problem solving in a bioengineering two-course sequence were identified in this study. Reflective knowledge of this type can inform instructors in orchestrating experiences to scaffold problem solving of this kind and were useful in directly demonstrating students’ development in problem solving. Reflection is necessary for learning and is an important aspect of scaffolding. The literature has made recent calls for the additional use and study of reflection and scaffolding within STEM. This paper is intended to respond to these calls by focusing on students’ reflections about the experiences they most-frequently valued during scaffolded work. Students reflected at multiple points about their scaffolded, problem-solving experiences. These reflections were systematically content-analyzed for the experiences valued by students for their learning and development. These valued experiences can be the focus of instructional and scaffolding efforts for open-ended problem-solving in similar courses.

scholarly journals Entre discursos e práticas de avaliação matemática nos primeiros anos de escolarização

Revemop ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Fernanda Celestino de Souza Meneguello ◽  
Klinger Teodoro Ciríaco
Keyword(s):  
Teaching Practice ◽  
Evaluation Process ◽  
Mathematical Education ◽  
Structured Interviews ◽  
Continuous Training ◽  
Evaluation Practice ◽  
Palabras Clave ◽  
Qualitative Descriptive ◽  
Written Test ◽  
Mathematical Evaluation

<p>Neste artigo, buscamos discutir práticas de avaliação matemática relatadas por duas professoras dos anos iniciais do Ensino Fundamental. Para este fim, recorremos a dados provenientes de um estudo realizado em 2016 em que objetivou-se compreender os discursos sobre avaliação matemática. A metodologia adotada se inscreve no campo qualitativo, de caráter descritivo-analítico, em que utilizam-se entrevistas semiestruturadas para recolher dados subjacentes à situação estudada. Da análise, evidenciou-se que ambas as docentes relatam ser importante ter um registro escrito para a prática avaliativa (prova escrita), contudo, em apenas um caso a professora descreve a utilização de outros materiais e métodos para o processo avaliativo dos alunos, como, por exemplo, seminários e/ou trabalhos em grupo. Em síntese, pode-se concluir que, com base nos dados reunidos neste artigo, a temática avaliação ainda é incipiente nos programas de formação inicial e continuada.</p><p><strong>Palavras-chave: </strong>Avaliação. Prática Docente. Educação Matemática.</p><p><strong><br /></strong></p><p><strong>Between speech and mathematical evaluation practice in the first years of schooling</strong></p><p>The article aims to discuss mathematical evaluation practices declared by two teachers from the earliest years of Elementary School. For this purpose, we used data from a study conducted in 2016, in which the objective was to understand the discourses on mathematical evaluation. The methodology adopted is qualitative descriptive-analytical in which we use semi-structured interviews to collect data related to the situation studied. From the analysis, it was evidenced that both teachers report being important to have a written record for the evaluative practice (written test), however, in only one case the teacher describes the use of other materials and methods for the students’ evaluation process, for example, seminars and/or group work. In summary, we can conclude that, based on the collected data, the thematic evaluation is still incipient in the programs of initial and continuous training.</p><p><strong>Keywords: </strong>Evaluation. Teaching Practice. Mathematical Education.</p><p><strong><br /></strong></p><p><strong>Entre discursos y prácticas de evaluación matemática en los primeros años de escolarización</strong></p><p><strong></strong>El artículo busca discutir prácticas de evaluación matemática declaradas por dos profesoras de los años iniciales de la Enseñanza Fundamental. Para este fin, recurrimos a datos provenientes de un estudio realizado en 2016 en que se objetivó comprender los discursos sobre evaluación matemática. La metodología adoptada se inscribe en el campo cualitativo de carácter descriptivo-analítico en el que utilizamos entrevistas semiestructuradas para recoger datos subyacentes a la situación estudiada. En el análisis, se evidenció que ambas docentes relatan que es importante tener un registro escrito para la práctica de evaluación (prueba escrita), sin embargo, en un solo caso la profesora describe la utilización de otros materiales y métodos para el proceso de evaluación de los alumnos, por ejemplo, seminarios y / o trabajos en grupo. En síntesis, podemos concluir que, con principio en los datos reunidos en este artículo, la temática evaluación sigue siendo incipiente en los programas de formación inicial y continuada.</p><p><strong>Palabras clave: </strong>Evaluación. Práctica Docente. Educación Matemática.</p>

scholarly journals Conceptualisation of community-based basic nursing education in South Africa: a grounded theory analysis

Curationis ◽  
2005 ◽  
Vol 28 (2) ◽  
Author(s):  
Gloria Mtshali
Keyword(s):  
South Africa ◽  
Grounded Theory ◽  
Nursing Education ◽  
South African ◽  
Learning Experiences ◽  
Theory Approach ◽  
The South ◽  
Community Based ◽  
Community Based Education ◽  
Community Based Learning

Community-based education is about a decade old in basic nursing education in South Africa, An extensive review of literature revealed that although CBE was a familiar concept in South Africa, there was however, limited understanding of what this phenomenon means. The purpose of the study was to analyse the concept ‘community-based education’ with the aim of discovering shared understanding of this phenomenon in basic nursing education within the South African context. Strauss and Corbin’s (1990) grounded theory approach was used to guide the research process. The South African Nursing Council’s (SANC) education committee, the National Department of Health, human resources division representatives as well as seven nursing education institutions with well-established CBE programmes participated in the study. The data was collected by means o f observations, interviews and document analysis. Purposive sampling and later theoretical sampling was used for selecting interviewees. This resulted in a total o f 45 interviewees. The data collection and initial data analysis took place concurrently. Descriptive analysis followed by conceptual analysis was performed using Strauss and Corbin’s model. The findings in this study revealed that community-based education is education that uses the community extensively, especially the under-developed and under-resourced settings, for learning purposes in order to enhance relevance of nursing education to the needs of the South African population. The core discriminatory characteristics o f CBE were found to include; primacy of the community as a learning environment; the early exposure of students to community-based learning experiences; community-based learning experiences dominating the curriculum, exposure to community-based learning experiences throughout the curriculum, vertical sequencing of community-based learning experiences in a curriculum, starting from primary settings to secondary and later tertiary health care settings to facilitate the development of competencies required when serving in all these settings, and lastly, learning through providing service to the underresourced communities. Community involvement and partnership, problem-centred learning, valid assessment of learning emanated as important characteristics of CBE but which were identified as gaps in the existing programmes. Recommendations focused on these gaps as well as to the problem of community-based learning experiences which were mainly concentrated in first and/or second year levels in most o f the programmes.

The Kinesiology of Race

2014 ◽  
Vol 84 (4) ◽  
pp. 468-491 ◽  
Author(s):  
Myosha McAfee
Keyword(s):  
Grounded Theory ◽  
Public School ◽  
Academic Outcomes ◽  
Learning Experiences ◽  
Math Instruction ◽  
Race Theory ◽  
Racial Stratification ◽  
Research Article ◽  
The Relationship ◽  
Over Time

In this research article, Myosha McAfee presents findings from her grounded theory and microethnographical study of math instruction in a racially and socioeconomically diverse public school. Her analysis puts forth a new theory—the kinesiology of race—which conceptualizes race as a verb rather than a noun. It centrally considers how racial patterns and hierarchies emerge through the accumulation of ordinary, everyday interactions. Rather than focus on the relationship between individuals’ beliefs and actions, McAfee identifies three racial kinetics occurring in the classroom—sifting, gridlocking, and advantaging—and maintains that, over time, these processes inform the racial stratification of students’ learning experiences and academic outcomes. The kinesiology of race theory differs from pre-existing frameworks of race as a category, identity, or outcome (i.e., racism) and can reframe thinking about how race works.

scholarly journals Practice Perspectives on Learning Analytics in Higher Education

2019 ◽  
pp. 45-56
Author(s):  
Geraldine Torrisi-Steele ◽  
Victor X. Wang ◽  
Joy Galaige
Keyword(s):  
Higher Education ◽  
Learning Theory ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Technical Development ◽  
Teaching Staff ◽  
Teaching Learning ◽  
Value Of Learning ◽  
Significant Effort

Learning analytics have taken higher education by the proverbial “storm.” Universities primarily employ learning analytics at the level of metrics to satisfy institutional requirements but are also investing significant effort in technical development. In the domain of teaching, learning analytics are making an appearance but are much less developed than in institutional or technical domains. On the basis of the potential of learning analytics to inform teaching practice and thus improve learning experiences, course instructors are now encouraged to use learning analytics at classroom level. Early forages are giving mixed results, and some confusion reigns among teaching staff in relation to the usability/value of learning analytics. The fundamental premise of the present chapter is that if potential of learning analytics to improve learning experiences is to be realized, then learning analytics must shift further into the practice domain, and this requires the projection of learning theory onto learning analytics.

scholarly journals Shaping Teachers' Perceptions of their role in the Digital age Through Participation in an Online PBL-based Course

2021 ◽  
Vol 19 (3) ◽  
pp. pp186-198
Author(s):  
Orit Avidov-Ungar ◽  
Dina Tsybulsky
Keyword(s):  
Teaching Practice ◽  
Learning Experience ◽  
Learning Experiences ◽  
Digital Age ◽  
Project Based Learning ◽  
Online Course ◽  
Role Perception ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Practical Implications

Our research traced significant learning experiences of teachers enrolled in a Master's degree program in teacher education, in an attempt to understand how participation in an online course that employs the project-based learning (PBL) approach influenced their perceptions of the teachers' role in the digital age. Data was collected from 2014 to 2016 using: (a) a questionnaire gathering learners' personal and demographic details (n = 55) and (b) reflective reports on the learners' learning experiences in the course (n = 105). Content analysis of the data revealed that participants considered personal, pedagogic, and social aspects important in terms of the learning experience and this also informed their role perception as teachers in the digital age. Similarly, exposure to the PBL approach via an online framework directly influenced participants' learning experiences and role perception. The findings indicate that teachers should be given access to a learning experience combining online learning and teaching practice to allow them to form their role perception as digital-age teachers. Practical implications of the research relate to teachers' socialization in the digital age.

scholarly journals A Grounded Theory of Inductive Qualitative Research Education: Results of a Meta-Data-Analysis

2015 ◽  
Author(s):  
Robin Cooper ◽  
Ronald Chenail ◽  
Stephanie Fleming
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Learning Experience ◽  
Meta Analysis ◽  
Learning Experiences ◽  
Constructivist Grounded Theory ◽  
Primary Research ◽  
Research Education ◽  
Key Dimensions ◽  
Research Students

This paper reports on the first stage of a meta-study conducted by the authors on primary research published during the last thirty years that focused on discovering the experiences of students learning qualitative research. The authors carried out a meta-analysis of the findings of students’ experiences learning qualitative research included in twenty-five published articles. Using constructivist grounded theory to analyze the experience of those seeking to learn qualitative research, including factors that appear to support or interfere with their learning experiences, the authors identified three key dimensions of qualitative research students’ learning experiences—affective, cognitive, and experiential. Based on this analysis, the authors developed a grounded theory of qualitative research education. This theory suggests that students’ learning experiences will be enhanced through the implementation of an inductive approach to qualitative research education that incorporates experiential learning early in the learning experience. This paper reports these findings, presents this grounded theory of inductive qualitative research education, and discusses the implications of the findings of this meta-analysis for those teaching and researching qualitative research.

Sign in / Sign up

Export Citation Format

Share Document