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Descriptors:
Art Education; Advocacy; Educational Resources; Influences; Elementary Secondary Education; School Surveys; Principals; Regression (Statistics); Community Support; Educational Environment; Leadership; Financial Support; Time on Task; Art Teachers; Art Activities; Student Interests; Predictor Variables

Abstract:
The purpose of this study was to investigate advocacy influences that may impact school arts programs using data from the 2009-10 National Center for Education Statistics elementary and secondary school surveys on arts education. Regression models were employed to assess the relative effectiveness of variables representing community support, administrators' support, having arts educators in leadership roles, and school climate more generally as predictors of principals' reports of the adequacy of funding, instructional time, and number of arts specialists for arts education. Additional models were examined to determine whether these effects would remain after controlling for minority status, poverty status, and school community type. Parent/community support, including the presence of arts specialists in school leadership roles and having an arts curriculum specialist/program coordinator, had the most pronounced effects on the reported adequacy of resources. Student interest in and demand for arts education, the inclusion of arts course grades in secondary students' GPA, and the number of arts events elementary school principals attended also showed significant effects. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Electronic Learning; Learning Processes; Learning Activities; Data Collection; Study Habits; Cognitive Style; Student Behavior; Behavioral Science Research; Social Networks; Population Groups; Incidence; Time Perspective; Time on Task; Geographic Location; Library Research

Abstract:
The migration from traditional classrooms to online learning environments is in full effect. In the midst of these changes, a new approach to learning analytics needs to be considered. Learning analytics refers to the process of collecting and studying usage data in order to make instructional decisions that will support student success. In learning analytics, "usage data" can refer to a wide range of information being produced by the observed population. The necessary tools and technology used to study learning analytics are starting to become simplified, allowing librarians to develop a better understanding of their students learning habits. Rather than analyzing college students' general learning behavior, learning analytics can provide insight into the learning styles or patterns of a specific subset of students. Within learning analytics, the "learning process is assessed more so than final learning outcomes." Therefore, learning analytics involves a redesign of assessment that traditionally focuses on outcomes. This in-process assessment draws its data from the daily learning activity of students within their social and informational networks. The author discusses three interactive components to be studied when collecting data for learning analytics: (1) timing; (2) location; and (3) population. It is important to note that there is a sense of immediacy to these components; current data are very valuable in regard to learning analytics and in-process assessment. The first step in collecting data is to investigate these components as they relate to a group of students. Ultimately, a big picture will begin to develop about the daily learning activity of students within their network of courses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Elementary School Teachers; Science Teachers; Teacher Attitudes; Beliefs; Teaching Methods; Elementary School Science; Science Instruction; Interviews; Differences; Time on Task; Teacher Student Ratio; Educational Resources

Abstract:
This study explored Saudi elementary school science teachers' beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female--2 of whom were from private schools--science teachers. The interviews were analyzed to identify and assess common themes among their beliefs as well as associations between their beliefs and self-reported classroom practices. The findings revealed perceptual differences between teaching the old and the new science curricula and also that these science teachers were challenged by available class time, the student-teacher ratio, and the lack of laboratory space, equipment, and administrative support. It appears that the more interactive and group-oriented activities that formed the instructional foundation of the new curriculum have increased enjoyment for teaching science and led students to better comprehension of scientific concepts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Learner Engagement; Regression (Statistics); Models; Scientific Literacy; Outcomes of Education; Scientific Attitudes; Student Attitudes; Self Concept; Self Efficacy; Educational Objectives; Science Activities; Indigenous Populations; Comparative Analysis; Socioeconomic Status; Time on Task; Teacher Effectiveness; Influences

Abstract:
Previous research has underlined the importance of school students' engagement in science (including students' attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to pursue science related careers, and to support science related policies and initiatives. This retrospective, secondary analysis of PISA 2006 national data for Aotearoa New Zealand and Australia examines and compares the factors associated with science literacy and with science engagement for indigenous and non-indigenous 15 year old students. Using a four step hierarchical regression model, our secondary analyses showed consistent patterns of influence on engagement in science for both indigenous and non-indigenous students in Aotearoa and Australia. Variations in students' interest, enjoyment, personal and general valuing, self-efficacy, and self concept in science were most strongly associated with the extent to which students engaged in science activities outside of school. In contrast, socioeconomic status, time spent on science lessons and study, and the character of science teaching experienced by students in their schools were the factors most explanatory of variations in science literacy. Yet, the factors that explained variation in science literacy had only quite weak associations with the suite of variables comprising engagement in science. We discuss the implications of these findings for science educators and researchers interested in enhancing students' engagement with science, and committed to contributing positively to closing the persistent gap in educational outcomes between indigenous and non-indigenous peoples. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Adolescents; Child Health; Peer Relationship; Delinquency; Group Membership; Family Income; Time on Task; Gender Differences; Aggression; Prediction; Mothers; Educational Attainment; Children; Activities; Child Development

Abstract:
This study investigated trajectories of time spent in structured activities from middle childhood to early adolescence by using data from the National Institute of Child Health & Human Development (NICHD) Study of Early Child Care. We used latent class growth analyses and identified five trajectories (stable low, increasing high, decreasing low, decreasing moderate, and increasing moderate). Girls were overrepresented in the higher-involvement trajectories. Higher aggression levels predicted group membership in the increasing high trajectory compared to the remaining four trajectories. Lower delinquency levels differentiated the increasing high members from the decreasing low members. Additionally, higher family income predicted group membership across all five trajectories. Maternal education predicted group membership across the five trajectories. The findings suggest (a) groups of children follow distinct trajectories of time spent in structured activities and (b) gender, aggression, delinquency, family income, and maternal education predict group membership. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Followup Studies; Kindergarten; Reading Instruction; Intervention; Phonics; English Language Learners; Native Speakers; Elementary School Students; Grade 1; Grade 2; Literacy; English Instruction; Time on Task; Outcomes of Education

Abstract:
The current study follows a sample of lower skilled language minority (LM) and native English-speaking (non-LM) students who participated in an efficacy trial of a kindergarten phonics-based intervention. Follow-up procedures allowed 93% of the original sample to be retained for simple treatment effects modeling (N = 78 LM and N = 59 non-LM) and 72% to be retained for classroom instruction modeling (N = 62 LM and N = 44 non-LM). Simple treatment effects on longer term outcomes were detected on word reading, spelling, and comprehension outcomes for LM students (approximate effect sizes averaged 0.27); comparatively, treatment effects for non-LM students were detected on all outcomes, including fluency (approximate effect sizes averaged 0.54). Instructional model results showed that greater time in Grade 1 word study instruction and Grade 2 meaning instruction was associated with higher reading scores for LM students at the end of second grade, irrespective of experimental condition. For non-LM children, greater time in Grade 1 meaning instruction was connected with higher reading scores at the end of Grade 2, irrespective of experimental condition. Finally, kindergarten intervention effects tended to be greater for both LM and non-LM students who received more Grade 1 word study instruction and more Grade 2 meaning instruction. Limitations and practical implications are discussed. (Contains 7 tables and 3 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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Descriptors:
Academic Achievement; Reading Achievement; Grade 1; Elementary School Students; Telecommunications; Handheld Devices; Intervention; Reading; Reading Instruction; Reading Improvement; At Risk Students; Elementary Schools; Literacy; Time on Task

Abstract:
Giving iPads to first graders is a leap of faith that many teachers are understandably hesitant to take, especially if their students need immediate reading intervention and school leaders want guaranteed results. This article discusses how the authors took on the challenge of improving elementary reading using iPads, found surprising success for their youngest at-risk readers, and learned some interesting things along the way. Their decision to use iPads to improve student reading was a step into the unknown, but they found the benefits far outweighed the risks. They set out to determine if using iPads would help increase reading achievement with their two lowest reading groups during the 2010-11 academic year at Hilltop Elementary School in Inver Grove Heights, Minnesota, USA. (Contains 3 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Psychologists; Observation; Time Perspective; Decision Making; Student Behavior; Grade 7; Learner Engagement; Generalizability Theory; Data; Reliability; Time on Task; Middle School Students; Urban Schools; Research Methodology

Abstract:
Although direct observation is one of the most frequently used assessment methods by school psychologists, studies have shown that the number of observations needed to obtain a dependable estimate of student behavior may be impractical. Because direct observation may be used to inform important decisions about students, it is crucial that data be reliable. Preliminary research has suggested that dependability may be improved by extending the length of individual observations. The purpose of the current study was, therefore, to examine how changes in observational duration affect the dependability of student engagement data. Twenty seventh grade students were each observed for 30-min across 2 days during math instruction. Generalizability theory was then used to calculate reliability-like coefficients for the purposes of intraindividual decision making. Across days, acceptable levels of dependability for progress monitoring (i.e., 0.70) were achieved through two 30-min observations, three 15-min observations, or four to five 10-min observations. Acceptable levels of dependability for higher stakes decisions (i.e., 0.80) required over an hour of cumulative observation time. Within a given day, a 15 minute observation was found to be adequate for making low-stakes decisions whereas an hour long observation was necessary for high-stakes decision making. Limitations of the current study and implications for research and practice are discussed. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Teacher Effectiveness; Science Achievement; Program Effectiveness; Teaching Experience; Multiple Regression Analysis; Grade 8; Mathematics Achievement; Educational Trends; Trend Analysis; Time Factors (Learning); Time on Task; Economics; Cohort Analysis; Correlation; Developed Nations; Developing Nations

Abstract:
The purpose of this study was to simultaneously examine relationships between teacher quality and instructional time and mathematics and science achievement of 8th grade cohorts in 18 advanced and developing economies. In addition, the study examined changes in mathematics and science performance across the two groups of economies over time using data from the TIMSS 1995-2007 assessments. While economy did not account for variation in mathematics and science achievement, findings from regression analyses indicated significant relationships between school inputs and achievement in both groups of countries across the years. Teaching experience was a strong indicator of mathematics performance in developing countries, while instructional time was mildly related to achievement in both subjects in advanced economies. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Educational Technology; Handheld Devices; Educational Television; Time on Task; Programming (Broadcast); Mathematics; Computation

Abstract:
Ubiquitous learning receives much attention in these few years due to its wide spectrum of applications, such as the T-learning application. The learner can use mobile devices to watch the digital TV based course content, and thus, the T-learning provides the ubiquitous learning environment. However, in real-world data broadcast environments, the mobile learners are unable to continuously watch a digital course for a long time, because the power of devices and the user patient constrain available learning time. In this paper, we design an optimal watching mode for data broadcast T-learning environment, such that the learner can retrieve as many distinct courses as possible within given time. We then optimize the watching mode by using the genetic algorithm in order to reduce the computation cost of the optimization. Our experimental results show that genetic optimization process indeed reduces the computation cost, and still lead to a near optimal watching mode. (Contains 4 tables and 11 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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