scholarly journals Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers

2020 ◽  
Vol 12 (23) ◽  
pp. 9826
Author(s):  
Rosa Isusi-Fagoaga ◽  
Adela García-Aracil
Keyword(s):  
Secondary Education ◽  
Student Performance ◽  
Positive Influence ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Research Approach ◽  
Agenda 2030 ◽  
Action Research Approach ◽  
Teaching Music ◽  
Teaching Learning

The aim of this paper is to provide insights into the appropriateness of teaching-learning and evaluation processes using rubrics, for student self-assessments. We studied students enrolled on the Master’s in Secondary Education Teaching—Music Specialism course. In the Spanish secondary education system, music is seen as increasing equity and improving student performance in line with the Agenda 2030 Sustainable Development Goals. The training of new teachers and the ongoing professional development of the current teaching force are critical for improving the quality of education. We adopted an action-research approach and obtained feedback from the Masters’ students via questionnaires administered at the start and end of the process (pre- and post-test). Our results show that using rubrics as formative and shared assessment tools has a positive influence on students’ perceptions of their acquisition of both transversal and specific competencies, as well as demonstrating the utility of rubrics for their future professional practice. However, rubrics on their own are not sufficient to increase the facility for learning and awareness among students.

scholarly journals Integrating a Sport-Based Trauma-Sensitive Program in a National Youth-Serving Organization

2021 ◽  
Author(s):  
M. Shaikh ◽  
C. Bean ◽  
L. Bergholz ◽  
M. Rojas ◽  
M. Ali ◽  
...  
Keyword(s):  
Program Development ◽  
Program Implementation ◽  
Effective Means ◽  
Academic Community ◽  
Lessons Learned ◽  
Community Context ◽  
Research Approach ◽  
Prevention Measures ◽  
Action Research Approach ◽  
Interdisciplinary Partnership

AbstractThere is a pressing need to equip youth-serving community organizations to respond to the unique needs of trauma-exposed children. Early prevention measures can be an effective means of redirecting children to self-regulatory healing, while facilitating their transition toward strength-based thriving. Sport can offer a powerful opportunity to reach these children; however there remains little information on how to effectively develop, deliver, evaluate, and sustain trauma-sensitive sport programs in a community context. The purpose of this paper is to outline a case study of integrating sport-based trauma-sensitive practices with BGC Canada’s national Bounce Back League program. An interdisciplinary partnership of academic, community, and practice experts used a community-based participatory action research approach, paired with a knowledge translational approach, to guide the process of program development. Mixed methods (e.g., surveys, logbooks, interviews, focus groups, online communications) were used to generate ongoing insights of staff’s training experiences, successes and challenges of program implementation, and potential impact of program on club members. Several stages of program development are described, including: (a) collaboratively planning the program; (b) piloting the program to three clubs; (c) adapting the program using pilot insights; (d) expanding the adapted program to ten clubs; and (e) creating opportunities to maintain, sustain, and scale-out practices throughout grant duration and beyond. Lessons learned regarding the leadership team’s experiences in terms of developing, adapting, and integrating trauma-sensitive practices in this community context are shared.

scholarly journals The Learning History Methodology: An Infrastructure for Collective Reflection to Support Organizational Change and Learning

2021 ◽  
Vol 19 (2) ◽  
pp. pp71-83
Author(s):  
Julie Béliveau ◽  
Anne-Marie Corriveau
Keyword(s):  
Organizational Change ◽  
Organizational Learning ◽  
Research Question ◽  
Lessons Learned ◽  
Research Approach ◽  
Structured Interviews ◽  
Data Set ◽  
Support Tool ◽  
Learning History ◽  
Action Research Approach

Organization members often complain about insufficient time to reflect collectively as they grapple with constant significant changes. The Learning History methodology can support this collective reflection. Given the scant empirical studies of this action research approach, the present paper fills this gap by giving an overview of this methodology and by presenting a qualitative study that answers the following research question: How does the Learning History methodology contribute to collective reflection among organization members during major organizational change? To answer this question, an empirical research project was led within five healthcare organizations in Canada during their implementation of the Planetree person-centered approach to management, care, and services. The data set includes 150 semi-structured interviews, 20 focus groups and 10 feedback meetings involving organization members representing all hierarchical levels in the five participating institutions. The results highlight the five types of contributions of the Learning History methodology to collective reflection within the five institutions that participated in the study: 1) a process of expression, dialogue, and reflection among organization members; 2) a portrait of the change underway; 3) a support tool for the change process; 4) a vector for mobilizing stakeholders; and 5) a source of organizational learning.  The results also show how organization members’ collective reflection is built through the various stages of the Learning History methodology. By demonstrating that this collective reflection leads to true organizational learning, the findings position the Learning History as a research-action method useful both from a research standpoint and as an organizational development tool. In the conclusion, lessons learned using the LH approach are shared from a researcher’s perspective. This paper should interest researchers and practitioners who seek research methodologies that can offer an infrastructure for collective reflection to support organizational change and learning.

“Recognize Our Humanity”: Immigrant Youth Voices on Health Care in Arizona’s Restrictive Political Environment

2018 ◽  
Vol 29 (4) ◽  
pp. 498-509 ◽  
Author(s):  
Sofía Gómez ◽  
Heide Castañeda
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Immigrant Youth ◽  
Lessons Learned ◽  
Research Approach ◽  
Policy Recommendations ◽  
Care Providers ◽  
Care Needs ◽  
Action Research Approach ◽  
Important Position

The “DACAmented Voices in Healthcare” project examined the intersection of restrictive immigration policies and health care via photovoice, a participatory action research approach, with immigrant youth living in Arizona, who were recipients of the Deferred Action for Childhood Arrivals (DACA) program. These “DACAmented” youth took part in nine photovoice sessions exploring their health care experiences and accessibility to care using documentary photography and narratives. They poignantly illustrated their experiences through images identifying their main health concerns and strengths, facilitating the development of health policy recommendations. This article illustrates the thematic findings and discusses policy recommendations and lessons learned from presentations to policy makers and health care providers. Findings suggest that immigrant youth are knowledgeable of their family’s health care needs and hold a unique and important position within mixed-status households. Health care providers can benefit from the proposed recommendations by building bridges to care to address health equity in immigrant communities.

Collaboration in the Large

2011 ◽  
pp. 115-136 ◽  
Author(s):  
Diane H. Sonnenwald ◽  
Paul Solomon ◽  
Noriko Hara ◽  
Reto Bolliger ◽  
Thomas H. Cox
Keyword(s):  
Lessons Learned ◽  
Research Approach ◽  
Visual Aids ◽  
Organizational Infrastructure ◽  
Geographically Dispersed ◽  
Action Research Approach ◽  
Geographically Distributed ◽  
Social Organizational ◽  
Approach Working ◽  
Videoconferencing Technology

This chapter discusses the social, organizational and technical challenges and solutions that emerged when facilitating collaboration through videoconferencing for a large, geographically dispersed research and development (R&D) organization. Collaboration is an integral component of many R&D organizations. Awareness of activities and potential contributions of others is fundamental to initiating and maintaining collaboration, yet this awareness is often difficult to sustain, especially when the organization is geographically dispersed. To address these challenges, we applied an action research approach, working with members of a large, geographically distributed R&D center to implement videoconferencing to facilitate collaboration and large group interaction within the center. We found that social, organizational and technical infrastructures needed to be adapted to compensate for limitations in videoconferencing technology. New social and organizational infrastructure included: explicit facilitation of videoconference meetings; the adaptation of visual aids; and new participant etiquette practices. New technical infrastructure included: upgrades to videoconference equipment; the use of separate networks for broadcasting camera views, presentation slides and audio; and implementation of new technical operations practices to support dynamic interaction among participants at each location. Lessons learned from this case study may help others plan and implement videoconferencing to support interaction and collaboration among large groups.

Assessing Student Team Performance in Industry Sponsored Design Projects

2007 ◽  
Vol 129 (7) ◽  
pp. 692-700 ◽  
Author(s):  
M. Keefe ◽  
J. Glancey ◽  
N. Cloud
Keyword(s):  
Student Performance ◽  
Team Performance ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Project Phases ◽  
Design Projects ◽  
Faculty Assessments ◽  
Undergraduate Science ◽  
Evaluation Rubrics ◽  
Student Team

Although cooperative learning in a team setting is a common approach for integrating problem-based learning into undergraduate science and engineering, standard assessment tools do not exists to evaluate learning outcomes. As a result, novel techniques need to be developed to assess learning in team-based design projects. This paper describes the experiences and lessons learned in assessing student performance in team-based, project courses culminating in a senior capstone experience that integrates industry-sponsored design projects. A set of rubrics linked to the instructional objectives was developed that define and communicate expectations during each of three project phases. Rubrics for each phase incorporate three fundamental areas of team performance assessment: (i) synthesis of a valid concept; (ii) management of resources; and (iii) interpersonal interaction and communication. At the end of each phase, both the faculty and industry sponsor use the same rubric to assess student team performance. An analysis of variance (ANOVA) of the assessment data collected over the last 5 years indicated that student performance, measured by faculty grades and industry sponsor evaluations, was not significantly affected by the faculty advisor, project type, or sponsoring company size. These results are attributed primarily to the faculty focusing more on assessing student performance in executing the design process and less on the actual project results. The analysis also revealed that faculty assessments of student performance did not correlate very well with industry sponsor assessments. To address this, a revised set of evaluation rubrics were developed and are currently being used to better articulate expectations from both faculty and industrial sponsor perspectives.

scholarly journals Designing user-centred mHealth initiatives to promote healthy behaviours for children with disabilities: A feasibility/pilot study of the Jooay App (Preprint)

2020 ◽  
Author(s):  
Keiko Shikako-Thomas ◽  
Ebele RI Mogo ◽  
Valerie Grand-Maison ◽  
Robert Simpson ◽  
Lesley Pritchard-Wiart ◽  
...  
Keyword(s):  
Urban Areas ◽  
Children With Disabilities ◽  
Underserved Populations ◽  
Implementation Process ◽  
Health Behaviours ◽  
Well Being ◽  
Mobile App ◽  
Lessons Learned ◽  
Research Approach ◽  
Action Research Approach

BACKGROUND The gap between research and its practical application in community settings limits its impact on public health. Closing this gap has the potential to improve the well-being of underserved groups, such as children with disabilities. Mobile health holds promise in closing this gap by helping underserved populations build community and improve their access to community resources and supports that can lead to improved health behaviours. OBJECTIVE In this feasibility pilot, we describe the development of the mobile app, Jooay. Jooay was developed in partnership with stakeholders to facilitate access to leisure and physical activity community programs for children and youth with disabilities. We also reflect on the lessons learned throughout the implementation process that are relevant for improving health behaviours for children with disabilities. METHODS We used a participatory action research approach in the development of the app. We also administered a cross-sectional survey to current Jooay users and analysed various app usage indicators to explore use patterns and user feedback and preferences. Finally, we critically appraised the implementation process, using the best practices for implementation research by Peters et al. (2013). RESULTS Our analysis of usage data revealed that access to the Jooay app is concentrated in urban areas. Perceptions, attitudes, and information needs varied according to the type of user. Use of the mobile app changes over time, with usage decreasing after download, showing a need for sustained engagement of app users. Users found value in using the app to identify activities they would not otherwise know about. However, app use alone was not enough to improve participation. We also encountered challenges with survey recruitment and attrition, suggesting the need for more seamless and engaging means for data collection within this population. CONCLUSIONS Using the information gained from this study, we intend to improve the next iteration of the Jooay app to sustain user engagement and behaviour change. We will also conduct a larger study assessing the relationship between urban design and access to inclusive and adaptive leisure programs. This study will inform the improvement of app listings and an understanding of the different user groups.

scholarly journals Improving Students’ Speaking Skill By Using Show And Tell Method: A Classroom Action Research

2018 ◽  
Vol 2 (1) ◽  
pp. 41-48
Author(s):  
Betty Kasita Bangun
Keyword(s):  
Action Research ◽  
Research Approach ◽  
Technical Problems ◽  
Action Research Approach ◽  
Research Findings ◽  
Speaking Skill ◽  
Field Notes ◽  
Classroom Action Research ◽  
Potential Improvement ◽  
Teaching Learning

This research employed a qualitative study using a Classroom Action Research approach by Kemmis and Mc. Taggart which was done during 3 cycles. Each of the cycle consists of four phases; planning, acting, observing, and reflecting, while each cycle was done in two meetings. Data were collected through the observation sheet, field notes, interview and and tests. The research findings show that there were improvement on students’ speaking skill. In cycle one, the process of teaching learning with Show and Tell Method suggested a potential improvement, the researcher found some minor technical problems and weaknesses that leave rooms for improvement. Afterward, necessary alterations and revisions were done and later applied in cycle two and three. The result of the research suggested that the students show a tremendous improvement during the process of teaching learning when Show and Tell Method was applied. The students’ participation and vocabulary mastery were increased; they were more active, enthusiastic, and confident in speaking. 

scholarly journals Prospects, challenges and evaluation of the BSc in EEE programme for diploma in engineering holders

2021 ◽  
Vol 11 (4) ◽  
pp. 186-209
Author(s):  
Muhibul Haque Bhuyan
Keyword(s):  
Online Education ◽  
Student Performance ◽  
Online Teaching ◽  
Assessment Tools ◽  
Learning Performance ◽  
Statistical Parameters ◽  
Letter Grades ◽  
Electronic Engineering ◽  
Average Maximum ◽  
Teaching Learning

The acquisition of a BSc in EEE is a requirement for a successful career in engineering. However, not all students in Bangladesh have the opportunity to gain admission into degree programmes. The aim of this research is to report the challenges that the Department of Electrical and Electronic Engineering faced in attracting students to the BSc in EEE programme, as well as how they assessed and evaluated the students. The research was a case study conducted in the fall semester of 2020 during the period of online education due to the COVID-2019 pandemic. Various examination and assessment tools were used for the student performance evaluation. Some of the statistical parameters like average, maximum and median were used for the comparative analysis of the student performances on online quizzes, assignments and the obtained letter grades of the regular and evening programmes. It was found that in most of the cases evening programme students performed better in the same course. Keywords: Diploma in Engineering, evening programme, online teaching–learning, performance assessment and evaluation.    

scholarly journals Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

2019 ◽  
Vol 11 (18) ◽  
pp. 5109 ◽  
Author(s):  
Belkis Díaz-Lauzurica ◽  
David Moreno-Salinas
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Social Relations ◽  
Computational Thinking ◽  
Teaching Experience ◽  
Research Approach ◽  
Pedagogical Techniques ◽  
Action Research Approach ◽  
The Individual ◽  
High Degree

In present and future society, all individuals must be able to face the problems, risks, advantages and opportunities that will arrive with new paradigms in the labour market, social relations and technology. To reach this goal, a quality and inclusive education together with a proper and complete formation in technology (communications, robotics, programming, computational thinking (CT), etc.) must be imparted at all educational levels. Moreover, all individuals should have the same opportunities to develop their skills and knowledge, as stated in Goal 4 of the Sustainable Development Goals, Sustainable Education. Following this trend, in the present work, a practical experience about how to teach CT using robotics is developed, showing the results and evaluation of the lessons on robotics taught to students in their 4th year of compulsory secondary education, and where the students showed a high degree of apathy and demotivation. The teaching unit was based on an action research approach that includes a careful selection of pedagogical techniques and instruments to attract and keep the attention and interest of the students. In addition to the robotics lessons, a previous computational thinking training with Blockly Games was carried out, which contributed to noticeably increase the students motivation and to introduce them to the programming of robots. Moreover, gamification was used to motivate and evaluate the individual knowledge, and the students were required to present the work performed through a final project. The individual needs of the students were fulfilled with a daily monitoring. The results show that the pedagogical techniques, instruments and evaluation were adequate to increase the motivation of the students and to obtain a significant learning, showing how the teaching of CT may attract students that have lost interest and motivation, while providing them with abilities that will be essential for the learning throughout life.

Secondary Education Funding and Quality:Econometric Approach

2013 ◽  
pp. 112-129
Author(s):  
E. Savitskaya ◽  
D. Chertykovtseva
Keyword(s):  
Regression Analysis ◽  
Secondary Education ◽  
Student Performance ◽  
Public Expenditure ◽  
Performance Metrics ◽  
Educational Achievement ◽  
Government Expenditure ◽  
Positive Influence ◽  
Financial Indicators ◽  
Education Expenditure

The paper estimates the relationship between public expenditure on secondary education and its quality. The investigation is based on regression analysis of cross-nationally comparable funding data and student performance metrics — PISA and TIMSS. The authors conclude that the growth of teachers’ salaries measured in absolute terms and public education expenditure per student have positive influence on educational achievement, though it is rather small. However, regression analysis has not revealed dependence of students’ performance on other financial indicators — public expenditure on secondary education as a percentage of GDP, public expenditure on secondary education as a percentage of total government expenditure and teachers’ salaries measured relative to average wages in the country.

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