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1. Using Computer Supported Collaborative Learning Strategies for Helping Students Acquire Self-Regulated Problem-Solving Skills in Mathematics (EJ860894)
Author(s):
Lazakidou, Georgia; Retalis, Symeon
Source:
Computers & Education, v54 n1 p3-13 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Primary Education; Behavioral Objectives; Learning Strategies; Problem Solving; Mathematics Skills; Teaching Methods; Models; Research Tools; Computer Assisted Instruction; Personal Autonomy
Abstract: The main objective of this paper is to investigate the effectiveness of a proposed computer-based instructional method in Primary Education for self-regulated problem solving. The proposed instructional method is based on Sternberg's model of problem solving within an authentic context. It consists of three main phases: observation, collaboration and semi-structured guidance. The ultimate learning objective is to augment the autonomous problem-solving skills of primary school children. In our study the Synergo tool was used, which is a synchronous computer supported collaborative learning tool, as well as the Moodle learning management system. The context which frames the method is authentic, very close to a students' realistic learning situation. The findings of this study advocate that students can increase their problem-solving skills in a relatively short period of time. At the same time, they can improve their approach to the solution of a given mathematical problem, performing significant signs of autonomy. (Contains 2 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Internationalizing the University Mathematics Curriculum (EJ850941)
Appelbaum, Peter; Friedler, Louis M.; Ortiz, Carlos E.; Wolff, Edward F.
Journal of Studies in International Education, v13 n3 p365-381 Sep 2009
2009-09-00
Journal Articles; Reports - Descriptive
Descriptors: Mathematics Curriculum; Mathematics Education; Behavioral Objectives; Global Approach; Educational Change; Change Strategies; Instructional Design; International Education; Performance Factors; Curriculum Development; Curriculum Research; Undergraduate Study
Abstract: This article offers suggestions for achieving the internationalization of university mathematics-related curricular offerings. It presents learning objectives and related student outcomes, raises general issues related to internationalization, and then discusses how to incorporate the objectives and address these issues within the university mathematics curriculum. Specific recommendations include developing a new course, Cultural Aspects of Mathematics, to be team taught by the Departments of Mathematics and Sociology/Anthropology; creating a new Mathematical Modeling course within the mathematics major that includes solving problems from an international perspective; revising the existing Math History course to include more non-Western content; devoting approximately one quarter of the Mathematics Capstone Course to an examination of international and cultural issues; and working to increase the number of mathematics majors who take advantage of study abroad opportunities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. An Investigation of Teaching and Learning: Using Course Management Software (CMS) in a Typical Face-to-Face Course (EJ820810)
Burrell-Ihlow, Marcia M.
International Journal on E-Learning, v8 n1 p5-16 Jan 2009
2009-01-00
Descriptors: Instructional Design; Liberal Arts; Blended Learning; Course Objectives; Behavioral Objectives; Instructional Innovation; Courseware; Computer Uses in Education; Investigations; Feasibility Studies
Abstract: The Provost at a small liberal arts college in upstate New York requested that a new college committee investigate the feasibility of creating and offering blended courses along with the typical face-to-face courses and the fully online courses. An instructional design model is used to discuss and analyze one faculty member's journey through the experiences of converting a full face-to-face course into a hybrid/blended course. The faculty member served on the committee for investigating hybrids and was an early adopter of the proprietary software. (Contains 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Learners' Perceptions of Instructional Design Practice in a Situated Learning Activity (EJ823178)
Woolf, Nicholas; Quinn, James
Educational Technology Research and Development, v57 n1 p25-43 Feb 2009
2009-02-00
Journal Articles; Reports - Research
Descriptors: Instructional Design; Value Judgment; Values Education; Behavioral Objectives; Learning Activities; Educational Practices; Case Method (Teaching Technique); Student Attitudes; Organizational Development; Research and Development; Educational Technology
Abstract: This case study investigated learners' perceptions of value from participating in a learning activity designed to model professional instructional design practice. Learners developed instructional design products for a corporate client in the context of a classroom-based course. The findings indicate that learners perceived different kinds of value which varied according to the degree of integration of learners' goals with client's goals, ranging from (a) "co-constituted value" (in which learners perceived the value of their participation as being inextricably bound to creation of value to the client) to (b) "satisficing value" (in which learners engaged with the activity so as to generate value for themselves while providing sufficient or "good enough" value to the client) to (c) "salvage value" (in which learners did not participate in the activity in the manner intended, but attempted to salvage some personal value from their participation). A framework relates these learners' perceptions of value to three main features of such learning activities: "what you do, how you do it", and "who you are accountable to". The relative worth of these different kinds of value is discussed, and proposals for influencing learner perceptions of value are presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Aligning Business Needs and Instructional Assets (Recycling Instructional Assets) (EJ825065)
Gendelman, Joel
Performance Improvement, v48 n1 p25-36 Jan 2009
No
Descriptors: Behavioral Objectives; Motivation; Instructional Materials; Evaluation; Performance Technology
Abstract: High-performing organizations and performance improvement professionals frequently speak about the alignment of their instructional curricula with the needs of the business. However, they often lack a systematic methodology for performing that alignment. This article presents such a method. The process provides the ability to better support current business initiatives, increase organizational responsiveness, and reduce curriculum acquisition and development costs. (Contains 5 exhibits and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Academic Teams Promote Cross-Curricular Applications that Improve Learning Outcomes (EJ825016)
Reed, Deborah K.; Groth, Cori
Middle School Journal, v40 n3 p12-19 Jan 2009
Descriptors: State Standards; Educational Change; Teamwork; Improvement Programs; Middle School Teachers; Interdisciplinary Approach; Behavioral Objectives; Teacher Expectations of Students; Pilot Projects; Educational Strategies; Instructional Design; Instructional Improvement; Collegiality; Change Strategies
Abstract: The middle school team project described in this article was part of a larger district initiative, started in 2001 by the Southwest Educational Development Laboratory (SEDL) to create a systemic model of school improvement for increasing student achievement in low-performing schools. Academic teams were established as the conduit for ensuring that the district planning and improvement efforts changed teacher practices. The focus of this article is the middle school team activities that occurred during the 2004-2005 school year, the final year for external facilitation and reform assessment. The authors were involved in two capacities: (a) as the external facilitators leading the cross-curricular academic teams and (b) external evaluators. This study provides further evidence that structured use of cross-curricular academic teams can lead to improved integration of subject matter and to deeper understanding of content and pedagogy related to state standards. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Developing Quality Physical Education through Student Assessments (EJ826407)
Fisette, Jennifer L.; Placek, Judith H.; Avery, Marybell; Dyson, Ben; Fox, Connie; Franck, Marian; Graber, Kim; Rink, Judith; Zhu, Weimo
Strategies: A Journal for Physical and Sport Educators, v22 n3 p33-34 Jan-Feb 2009
2009-00-00
Descriptors: Physical Education; National Standards; Metric System; Behavioral Objectives; Student Evaluation; Professional Associations
Abstract: The National Association of Sport and Physical Education (NASPE) is committed to providing teachers with the support and guiding principles for implementing valid assessments. Its goal is for physical educators to utilize PE Metrics to measure student learning based on the national standards. The first PE Metrics text provides teachers with elementary assessments for Standard 1: "Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities." Consistent with the national standards, the assessments were written to determine what students should know and be able to do at the end of Kindergarten, Grade 2, and Grade 5. A future PE Metrics publication for Standard 1 will provide valid and reliable assessments for determining achievement at the end of Grade 8 and high school. In addition, a separate publication will address Standards 2-6 at all grade levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Education Reform in Botswana: Reflections on Policy Contradictions and Paradoxes (EJ827162)
Tabulawa, Richard Tjombe
Comparative Education, v45 n1 p87-107 Feb 2009
Journal Articles; Opinion Papers
Descriptors: Educational Change; Education Work Relationship; Foreign Countries; Educational Policy; Policy Analysis; Behavioral Objectives; Educational Assessment; Educational Indicators; Integrated Curriculum; Global Approach; Educational Philosophy; Educational Methods; Individual Development
Abstract: Literature on globalisation claims that changed global patterns of production and industrial organisation have intensified international economic competition, prompting nations globally to restructure their education systems in an attempt to position themselves favourably in an increasingly competitive economic environment. This is an environment that now requires a new kind of worker, what Castells terms the self-programmable worker. This has put education under pressure to produce the learner-equivalent of the self-programmable worker. This self-programmable learner is characterised by such psychosocial traits as independence of thought, innovativeness, creativity and flexibility. Botswana's Revised National Policy on Education (RNPE) of 1994 represents the country's response to globalisation. It purports to produce the self-programmable learner for an economy undergoing rapid transformation. In this paper I take a critical view of the policy's intent. By analysing two of its central constructs (pre-vocational preparation strategy and the behaviourist model adopted in the review of the curriculum), upon which the production of the self-programmable learner hinges, I conclude that it is unlikely that the preferred learner would be produced. The two constructs are identified as paradoxes in that their effects are most likely to be the opposite of what is intended. (Contains 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Beyond the Seminary: New Frontiers for Teaching Spirituality (EJ827234)
Crisp, Beth R.
Religious Education, v104 n1 p4-17 Jan 2009
Descriptors: Professional Training; Religious Factors; Social Work; Spiritual Development; Teaching Experience; Educational Opportunities; Behavioral Objectives; Reflection; Instructional Design; Foreign Countries; Teaching Methods
Abstract: Once taught almost exclusively in seminaries, spirituality is now finding its way into the curricula of professional training for health and welfare workers. How this should occur, particularly within the context of the secular university, raises many questions and may require different approaches to those used to teach spirituality to theological students. This article introduces a framework of lived experience, which was developed to stimulate social work students to consider the importance of spirituality in both their own lives and in the lives of clients, and concludes that these are exciting times for the teaching of spirituality. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Developing Science and Math Integrated Activities for Middle School Students (EJ829586)
Sherrod, Sonya Ellouise; Dwyer, Jerry; Narayan, Ratna
International Journal of Mathematical Education in Science and Technology, v40 n2 p247-257 Jan 2009
Descriptors: Middle School Students; Science Activities; Middle Schools; Integrated Activities; Teaching Methods; Instructional Design; Science Process Skills; Integrated Curriculum; Behavioral Objectives; Classroom Observation Techniques
Abstract: This article reports the development and refinement of science and mathematics integrated activities for middle school students. The expectations of the National Council of Teachers of Mathematics that students develop an understanding of mathematics and an ability to apply it gave birth to these activities. The expectations of the National Science Education Standards that students engage in inquiry and discussion, as well as assessments that encourage them to analyse their findings and organize their conclusions, also framed these activities. Three middle school science teachers, who were less than confident in their mathematical abilities, piloted 3 of the 24 activities. Classroom discourse and teacher feedback were used to refine them. Diverse attitudes regarding the usefulness of mathematics and the comprehensive benefits of integrating mathematics into science activities are reported. Key components of the activities include detailed instructions, resources and references, discussion questions and assessment suggestions. Cooperative learning is highlighted as instrumental in the comprehension of both mathematics and science. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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