Expectations For Student Learning Research Articles

Reconstruction of digital teaching materials with Socio-Scientific Issues (SSI) context on newton’s gravity-tidal flood content

This research is motivated by the frequent emergence of news regarding the issue of tidal floods that occur due to a lunar eclipse, which is related to Newton’s law of gravity. On the other hand, it is known from the 2018 PISA results that, in general, students’ scientific literacy in Indonesia is low. One of the efforts to increase students’ scientific literacy is to provide teaching materials in the context of socio-scientific issues (SSI). This study aimed to determine the results of the reconstruction, assessment, and students’ responses to teaching materials with the SSI context on Newton’s Gravity-Tidal Flood content. This research was conducted by Research and Development (R&D) method, by design is ADDIE. This research has succeeded in reconstructing digital teaching materials with the SSI context on Newtonian gravity-tidal floods, which consists of four sub-chapters. Teaching materials are evaluated in 2 ways: validity based on general criteria and validity based on Badan Nasional Standarisasi Pendidikan (BNSP) criteria. The assessment score is 89.50%, showing that the material teaching materials are feasible and meet the requirements for the physics learning process. Student response score of 87.79% indicates that the teaching materials with the SSI context on Newton’s gravity-tidal flood material have been understood and meet student learning expectations. The book “Newton’s Gravity & Tidal Flood Based on Socioscitific Issue” can be accessed at https://online.fliphtml5.com/mcvyo/tvnu/#p=1.

Reprint: An Invitation to Support Diverse Students Through Teacher Education

This article invites candidates for president to strengthen teaching and teacher education for diverse students. The article first describes two remarkable teachers in California to illustrate what strong teaching of diverse students looks like. It then discusses what the diverse students of this nation need of teachers, including teachers with high expectations for student learning regardless of students’ current performance, teachers who can engage students academically by building on what they know and what interests them, teachers who can relate to their families and communities and read students in culturally accurate ways, and teachers who can envision diverse students as constructive participants in a multicultural democracy. The article concludes by outlining three ways in which the president can support excellent teaching by recognizing the value of teacher professional development and by strengthening funding for teacher education in various areas.

Perceived Proficiency with Technology and Online Learning Expectations of Students in the Graduate Program of One State University in the Philippines

COVID-19 has imposed changes to the educational system shifting from conventional classroom setting to online learning. Assessing students’ proficiency with technology and expectations for online learning are vital for their success. Hence, this study explores the perceived proficiency with technology and online learning expectations of graduate students employing descriptive-correlational design. The study utilized survey questionnaires to examine their proficiency with technology and expectations for online instructor, course content, social interaction and course navigation. The findings suggest that the graduate students are proficient with technology. Likewise, the data gathered revealed that students have a very high expectations for online instructor, course content and social interaction. In addition, there is a moderately high expectation as to course navigation. Moreover, a significant relationship exists between proficiency with technology and online expectations of graduate students. Bridging the gap between students’ expectations and the actual experiences offered to them play a crucial role in ensuring that teaching and learning outcomes are achieved. Intensive understanding and awareness of their expectations could aid higher educational institutions in planning, designing and modifying online courses that responds to students’ needs. It is recommended that the sources of expectations be further explored.

Student Perceptions of Online Learning: Student Opinions and Expectations

The case of Covid-19 affects the world of education. One of the consequences is that learning to be carried out online is decided by the Indonesian government. However, in learning, this strategy is burdensome for learners. The goal of this case study is to find out student opinions on online applications are used, what their challenges are, and what online learning expectations of students are. This research uses a questionnaire to find out student opinions using a Google form. Ninety-two students from various universities were the number of respondents. To get results, the questionnaires that have been collected are evaluated manually. The outcome of this study is that most of the software used by lecturers was unable to enhance the comprehension of the content being learned by students. During this pandemic, the hope of students in learning is to increase discussion time and time to complete assignments, not too many assignments, and the strategy of the university to have internet quota buying subsidies

Preservice Teachers’ Perceptions of Inclusive Education: The Reality of Professional Experience Placements

AbstractDeveloping the knowledge and practical skills for implementing inclusive education is a legislative and policy imperative for contemporary graduate teachers. In this qualitative study, the authors investigated the experiences of 18 preservice teachers during their practical school placements in primary and secondary school settings and the impact of these experiences on their attitudes towards students with special needs and their readiness to teach in mainstream inclusive settings. Sixteen of the participants had completed 2 or more placements. Data were collected using semistructured interviews and analysed to categorise the observed and enacted practices and define themes that contribute to a deeper understanding of preservice teachers’ learning about inclusion through their practice in schools. The 4 identified themes show that contact, responsibility for instruction, modelled practices, and expectations for student learning all have significant impacts on the quality and outcomes of preservice teachers’ placements. Findings suggest that placement settings do not consistently represent contexts where aspiring teachers are exposed to the types of meaningful contact or successful experiences claimed to be fundamental preparation for inclusive practice. The implications for the preservice teachers themselves and for their future practice are discussed.

Advancing the Reference Narrative: Assessing Student Learning in Research Consultations

Abstract
 Objective – As reference services continue to evolve, libraries must make evidence based decisions about their services. This study seeks to determine the value of reference services in relation to student learning acquired during research consultations, by soliciting students’ and librarians’ perceptions of consultation success and examining the degree of alignment between them.
 Methods – The alignment of students’ learning outcomes (reported skills and knowledge acquired) with librarians’ expectations for student learning during consultations was assessed. An online questionnaire was conducted to gather responses from students who had sought consultation services; 20 students participated. In-person interviews took place with eight librarians who had provided these consultations. The online questionnaire for students included questions about students’ assessments of their self-identified learning goals through consultation with a librarian and their success at applying the knowledge and skills gained. Librarian interviews elicited responses about students’ prior research experience, librarians’ objectives for student learning, librarians’ perceptions of student learning outcomes, and perceived consultation success. The responses of both the students and the librarians were coded, matched, and compared.
 Results – Students and librarians both considered the consultation process to be successful in advancing learning objectives and research skills. All students reported that the consultations met their expectations, and most reported that the skills acquired were applicable to their projects and significantly improved the quality of their work. Librarians expressed confidence that students had gained competency in the following skill sets: finding sources, search strategy development, topic exploration, specific tool use, and library organization and access. A high degree of alignment was observed in the identification by both students and librarians of “finding sources” as the skill set most in need of enhancement or assistance, while some disparity was noted in the ranking of “search strategy development,” which librarians ranked second and students ranked last.
 Conclusion – The data demonstrate that both students and librarians perceived individual research consultations as an effective means to meet student learning expectations. Study findings suggest that as reference models continue to change and reference desk usage declines, research consultations remain a valuable element in a library’s service model and an efficient use of human resources.

Students Adding Value: Improving Patient Care Measures While Learning Valuable Population Health Skills

Medical students are potential resources for ambulatory primary care practices if learning goals can align with clinical needs. The authors introduced a quality improvement (QI) curriculum in the ambulatory clinical rotation that matched student learning expectations with practice needs. In 2016-2017, 128 students were assigned to academic, university affiliated, community health, and private practices. Student project measures were matched with appropriate outcome measures on monthly practice dashboards. Binomial mixed effects models were used to model QI measures. For university collaborative practices with student involvement, the estimated odds of a patient being screened for breast cancer in March 2017 was approximately 2 times greater than in 2016. This odds ratio was 36.2% greater than the comparable odds ratio for collaborative practices without student involvement (95% confidence interval = 22.7% to 51.2% greater). When student curriculum and assignments align with practice needs, practice metrics improve and students contribute to improvements in real-world settings.

Essential Elements for Core Required Advanced Pharmacy Practice Experiences

Since 2004, concerns and calls for greater quality assurance in experiential education have been published. The Accreditation Council for Pharmacy Education (ACPE) "Standards 2016" provide limited differentiation across the four required practice experiences, and, as such, schools interpret them differently. Both schools and accreditation site visit teams would benefit from a common set of guidance for the required Advanced Pharmacy Practice Experiences (APPEs), so that they can ensure consistency and quality in student experiences across practice sites. To address this need for greater standardization, a taskforce of the American Association of Colleges of Pharmacy (AACP) Experiential Education (EE) Section conducted a peer-reviewed, consensus-building process, including experiential faculty and staff across multiple colleges and schools of pharmacy, to determine a common set of elements that could be used to bring consistency to the experiences and expectations for student learning in practice. Over a two year period, the taskforce reviewed the relevant literature and then drafted and revised the elements through an iterative process which allowed for established EE consortia and members of the EE section to review the draft and provide input for revision. The resulting essential elements presented here can be used to guide faculty and staff within experiential education programs in their quality assurance processes in ensuring students receive consistent experience as part of their education prior to graduation.

Increasing secondary-level teachers’ knowledge in statistics and probability: Results from a randomized controlled trial of a professional development program

Reflecting growing emphasis on data analysis and statistical thinking in the information age, mathematics curriculum standards in the U.S. have recently increased expectations for student learning ...

Objective Standard Setting in Educational Assessment and Decision Making

Assessment and evaluation at all levels of educational systems have become policy priorities for many countries. Two common reasons for this are student learning expectations and accountability. Although much effort has been put into the creation and refinement of content standards, standardized tests, and methods for using testing results, there has been less attention paid to the development of performance standards (proficiency levels) that greatly affect policy decision making. The present study investigates the Objective Standard Setting Model (OSS) as an improved criterion-referenced method for setting multilevel performance standards. To demonstrate how OSS can be employed for performance standard setting, our study used data from preservice teachers completing an assessment literacy test in a pre- and posttest environment. Using OSS, performance standard levels of proficient and excellent were established with clear content-related descriptions of growth in student content mastery.

The Inclusion of the Nature of Science in Nine Recent International Science Education Standards Documents

Understanding the nature of science (NOS) has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but not identified as learning outcomes (such as chart column headers or footnotes), and NOS statements found in ancillary text (e.g., introductory material or appendices). Findings indicate that NOS ideas rarely occur as expectations for student learning and are far more commonly found in ancillary material. Moreover, consensus was not apparent in the overt learning outcomes for students. Given the well-documented poor state of NOS instruction and the consistent lack of NOS appearing in published curriculum materials, the NOS standards appearing in nearly all documents analyzed are unlikely to provide sufficient conceptual or pedagogical support for NOS to be accurately interpreted or translated into meaningful experiences for students.

Students Expectation on Studying the Plants Identification in Outdoor Learning Environment

In recent years, there have been growing bodies of research in an outdoor education setting. In the context of landscape architecture studies, the need to encourage the students to explore the nature is undeniably important. By exploring the landscapes, a better perspective and understanding of subject matter can be achieved. While there is a new approach of learning called as online learning, however, the actual experiential learning is still valuable and authentic to be studied. Through the literature findings and data analysis, the student learning expectations in this study are influenced by the physical outdoor setting and learning activities.Keywords: outdoor learning; plant identification, student expectation, learning activities

Mobile technologies make education a part of everyday life

PurposeThe purpose of this paper is to show the effectiveness of innovative mobile technologies in learning, to develop a new testing system with a mobile application and to investigate the influence of its use on the level of students’ knowledge.Design/methodology/approachModern information assessment methods of knowledge, testing, including application of mobile devices and statistical analysis tools were used in the present research.FindingsIn recent times, students are motivated to use mobile technologies in education. This paper offers one of the approaches for achieving the effective integration of mobile technologies into the learning process. The software is developed for in-class testing as a client-server and its mobile application.Practical implicationsThe practical research verified many advantages of mobile device usage during testing. It contributes to higher academic performance; in addition, it is economically advantageous as it does not require special equipment in classrooms and is psychologically comfortable for students who are accustomed to constantly using their mobile devices.Social implicationsWell-educated people play a role in the development of modern society. Mobile technologies can transform education into a seamless part of the ordinary life so that a person does not recognize it as training at all. The learning process will become more natural and easier and that will improve its quality.Originality/valueThis paper demonstrates how mobile devices can satisfy the learning expectations of students who frequently use mobile services on the Web and can attract their study interest implementing the created testing system in full-time education process.

What Constitutes Poor Teaching? A Preliminary Inquiry Into the Misbehaviors of Not-So-Good Instructors

Across three phases, we investigated college students’ perceptions of poor college teaching to develop a typology of poor teaching behaviors. In Phase 1, students generated a list of qualities representative of poor teaching. In Phase 2, another group of students assigned behavioral correspondents to these qualities, resulting in a list of 15 poor teaching qualities and their attendant misbehaviors. Finally, in Phase 3, yet another group of students generated a “top 5” list of qualities and behaviors that their most ineffective teachers have exhibited. Across participants in Phase 3, the top 5 list included, in order, being disrespectful, offering unrepresentative and unfair student learning assessments, having unrealistic expectations for student learning, being less than knowledgeable on course content, and having poor communication skills. These findings provide practical guidance on which particular behaviors teachers should avoid adopting in their instructional repertoires.

When ‘we wish they knew’ meets ‘I want to know’

ABSTRACTThe tension between mandated curricula and students’ interests is evident throughout the history of science education. Societal expectations for student learning often lead to standards and curricula that leave little room for students to explore their own individual interests. Occasionally, however, an event can capture the interest of so many students that teachers feel compelled to respond. The Ebola outbreak of 2014 was such an event. This article discusses findings from a study of teacher decision-making; specifically, it explores how high school science teachers in the U.S. decided whether and how they should address Ebola during the 2014–2015 school year, when the Ebola outbreak in West Africa was at its peak. Approximately 2500 teachers of science responded to an online questionnaire that addressed their Ebola-specific instruction. In comparing the decisions of those who taught about Ebola and those who did not, the study found that teachers weighed various factors, in particular student interest but also curriculum standards, time, and availability of resources for teaching about Ebola. The article concludes with implications for future urgent health-related issues.

Insights on supporting learning during computing science and engineering students’ transition to university: a design-oriented, mixed methods exploration of instructor and student perspectives

Using a design-based orientation, this mixed-method study explored ways to support computing science and engineering students whose study strategies may be inadequate to meet coursework expectations. Learning support workshops, paired with university courses, have been found to assist students as they transition to university learning, thereby contributing to lower attrition rates. Unfortunately, at-risk students are less likely to attend paired learning support initiatives. To broaden participation, incentives can be provided to all students. However, doing so entails that learning support workshops provide students, in general, with relevant insights on learning. Our first research question involved determining the kind of learning support deemed valuable within the discipline by juxtaposing students’ perceptions of their coursework challenges, study strategies, motivation, and attitudes with instructors’ expectations for student learning. Aligned with a design-based orientation, our second research question explored those aspects of learning that the design of our learning support workshop should address. One hundred fifty-four students responded to an online questionnaire and five instructors were interviewed. Our findings provided us with insights on disciplinary learning, which are to be supported by our workshop design. Specifically, the meta-inference themes of give it a real try; disciplinary craft; and learn from/with others reflect aspects of learning that computing science and engineering students are encouraged to develop. We recommend future research into instructors’ disciplinary learning beliefs and how paired learning support can be designed to initiate first-year students into those aspects of learning valued by their respective disciplinary fields.

Explorations of the structure-agency dialectic as a tool for framing equity in science education

Explorations of the structure-agency dialectic as a tool for framing equity in science education

A Study on Instructional Methods Used in CAD Courses in Interior Architecture Education

Computer Aided Design (CAD) today plays an increasingly important role for interior architecture. 25 years ago, almost all interior architecture presentations are drawn on a paper with a pencil. Today CAD radically changes all these traditional drawing habits and it becomes an economical and technological requirement for interior architecture profession.In this study, the instructional methods used in CAD courses are analyzed according to “CIDA 2014 Student Learning Expectations” through student surveys. At the end of the study, it is evaluated which instructional methods are more beneficial to teach “Computer Aided Presentation and Image Manipulation Techniques” in Interior Architecture Education.

Paramedic Capstone Education Model: Building Work Ready Graduates

Summary In Australia, the last decade has witnessed considerable changes to both the scope of paramedic practice and the education of these practitioners. Notably within education, there has been a national trend to move from on-the-job training, towards a pre-employment, undergraduate university qualification. Despite increases in depth, breath and consistency to the curriculum and delivery by subject experts with training in education, criticism remains targeted at the preparation of the graduate for readiness to undertake the paramedic role. Australian undergraduate courses are currently experiencing unprecedented enrolment numbers, with complex student learning expectations and requirements. Producing work ready graduates within traditional curriculum frameworks is a challenge. Capstone courses target the final preparation of the graduating student, with a strong emphasis on articulating them successfully with their chosen industrial settings. While widely accepted in other disciplines, such as engineering, capstone is a new concept to paramedicine. This paper discusses how a capstone topic was created and implemented at Flinders University within the Bachelor of Paramedic Science degree. It describes the differentiated student learning methodology employed and the strategies used to respond to specific student and industry concerns regarding university teaching.

Algebra Textbooks’ and Teachers’ Methods:

ABSTRACT The purpose of this paper is to examine the methods used in algebra textbooks and by secondary school algebra teachers to illustrate simplifying rational expressions, since teachers report that many students fail to develop accurate facility with this topic. A sample of 10 algebra textbooks was examined, 33 teachers were surveyed, and 6 teachers were interviewed. The results reveal that the vast majority of textbooks and teachers in the sample used a procedurally focused method rather than a conceptually focused method. Teachers gravitated toward the quick coverage offered by a procedural method showing students exactly what to do. Moreover, they even knew the possible disadvantages of using such a procedural method and the advantages offered by a conceptual method which offered a clearer explanation of the reasons behind the process. Despite the fact that teachers reported that rational expression simplification was a significant challenge for students to learn, the advantages offered by a conceptual method with the prospect of improved student knowledge was unheeded by most. Interviews with experienced algebra teachers revealed low expectations for student learning which may have a negative impact on student performance. A teaching strategy is suggested, based on the results of this paper and prior research, to include both procedural and conceptual methods for the simplification of rational expressions to enhance student success.