scholarly journals Characterization of Student and Instructor Behaviors in CURE and Non-CURE Learning Environments: Implications for Non-Cognitive Student Outcomes

2020 ◽  
Author(s):  
David Esparza ◽  
Amy E. Wagler ◽  
Jeffrey T. Olimpo
Keyword(s):  
Learning Environments ◽  
Student Outcomes ◽  
Instructor Behaviors

scholarly journals Validating an Instrument to Measure School Culture in Project-Based Learning Environments

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
School Culture ◽  
Learning Environment ◽  
Learning Environments ◽  
Student Outcomes ◽  
Learning Experiences ◽  
International Comparisons ◽  
Project Based Learning ◽  
Instructional Model ◽  
Educational Environments ◽  
Common School

Measuring school culture and analyzing student learning experiences is a rapidly growing practice, with a notable uptick following the increased forcus on learning experiences spurred by international comparisons of educational environments and resulting student outcomes. The literature documents common constructs that are often included in school culture surveys. However, often all learning environments are organized together and offered the same school culture survey. This is problematic because a common school culture survey construct is “learning environment” and the items that form this construct will be significantly different based on the instructional model. Therefore, providing educators with a one size fits all culture survey does not meet the needs of schools offering problem-based learning (PrBL) and project-based learning (PBL) environments. This research examines the process for revising, designing, and validating a school culture survey aligned to PrBL and PBL environments.

scholarly journals Student Outcomes Across Collaborative-Learning Environments

2019 ◽  
Author(s):  
Xochith Herrera ◽  
Jayson M. Nissen ◽  
Ben Van Dusen
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Student Outcomes

An interview with Dr Barry Fishman: rethinking higher education

2016 ◽  
Vol 24 (3) ◽  
pp. 221-226
Author(s):  
Lorraine A. Jacques
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Student Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
University Of Michigan ◽  
Massive Open Online ◽  
Content Type

Purpose The purpose of this paper is to share a discussion with Dr Barry Fishman, University of Michigan, concerning how to use technology to improve the learning experience of students in higher education. Design/methodology/approach This article summarizes an interview with Dr Fishman conducted in December 2015. Findings Massive open online courses, personalized learning and changes in how we assess student learning are all opportunities that Fishman believes can improve both student outcomes and intrinsic motivation. Originality/value Changes in technology can enable researchers and educators easier access to implementing various learning environments.

Assignment of Teachers to Combination Classes

1999 ◽  
Vol 9 (1) ◽  
pp. 51-78
Author(s):  
Dewayne A. Mason ◽  
Robert B. Burns
Keyword(s):  
Classroom Management ◽  
Learning Environments ◽  
Selection Bias ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Experienced Teachers ◽  
Negative Effects ◽  
Management Curriculum

While some researchers argue that combination classes have positive or no effects on student outcomes (Miller, 1990; Veenman, 1995), others assert that com bination classes have at least small negative effects (Mason and Burns, 1997). These different conclusions largely hinge on whether or not selection bias has operated in combination class research. To examine this issue, we interviewed sixty randomly se lected principals from twenty-four districts, asking them to (a) identify differences be tween combination, single-grade, and multiage/nongraded classes; (b) explain their practices (and rationale) for assigning teachers to combination classes; and (c) rate their combination ( n = 86) and single-grade teachers (n = 393) on five important di mensions of teaching (e.g., instruction, classroom management, curriculum develop ment). Principals’ responses indicated that combination classes are difficult and de manding teaching and learning environments and that most principals placed or preferred to place better or more experienced teachers in them. Furthermore, princi pals’ ratings of their teachers confirmed that they placed better teachers into combina tion classes. These results provide evidence that supports Mason and Burns1 (1997) theory on the effects of combination classes–-a theory that explains practitioners’ negative views about these classes despite research that suggests no student out come differences.

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