K12 Schools Research Articles

Participatory bottom-up self-evaluation of schools’ smartness: an Italian case study

This work presents the adaptation of the participatory approach used in the past to evaluate campuses’ smartness to the case of K12 and High schools. The adaptation has been implemented taking into consideration both the universalities represented by the principles that have inspired the approach (i.e. satisfaction of needs described by the Maslow’s pyramid and achievement of the “flow” state) and the localities represented by the evaluation framework put in place by the Italian Ministry of University, Research & Education (MIUR) through the INVALSI (National Institute for the Evaluation of Educational Systems). A pilot study is underway in several High and K12 schools. Preliminary results are reported and discussed.

Participatory Evaluation and Grading: Experiencing with Teachers

In this paper we describe: a) the participatory evaluation and grading (PG/E) method – principles and algorithm – that has been implemented within the on-line learning environment LIFE in two, untrusted (UPG/E) and trusted (TPG/E), versions; b) the outcomes of its application as part of the activities planned to retrain K12 and high school teachers. The analysis of the outcomes of this case study, preliminary to the transfer of the method into the schools, evidenced a high level of appreciation and acceptance, as well as some indications for further improvement of the method.

The effect of 5E-learning model supported with WebQuest media on students’ achievement and satisfaction

The purpose of this research study is to investigate the effect of the 5E-learning model supported with WebQuest media on the achievement and satisfaction of students. Therefore, two groups of students were compared in an experimental research design model. The experimental group was exposed to the 5E-learning model supported with WebQuest media; the control group was exposed to only the 5E-learning model in the classroom. The study was carried out with 104 students at a K12 school in Turkey, in the 2010–2011 spring semester. Of 104 students, 52 were randomly assigned to the experimental and control groups, respectively. The data were collected through an achievement test and a scale. The findings indicated that the 5E-learning model supported with WebQuest media promotes students’ learning and the instruction provided through this environment satisfies students, particularly the female ones. It is suggested that, considering the significant difference between the groups of students in terms of their achievement and the positive effect of WebQuest on students’ learning, WebQuest may be embedded into teaching. High satisfaction levels of the students with the WebQuest intervention is expected to contribute to students’ motivation, which also positively affects their learning.

Participation in a Multi-institutional Curriculum Development Project Changed Science Faculty Knowledge and Beliefs About Teaching Science

Despite significant pressure to reform science teaching and learning in K12 schools, and a concurrent call to reform undergraduate courses, higher education science content courses have remained relatively static. Higher education science faculty have few opportunities to explore research on how people learn, examine state or national science teaching standards for K12 schools, or learn and practice research-based instructional strategies. The contrast between what is expected of future and practicing teachers in their K12 classrooms and what they experience in content and instruction in typical college or university science courses can be striking. This paper describes a multi-institutional collaboration among content-area science faculty and K12 teachers to develop undergraduate content courses for future elementary teachers in life and Earth science. Using data from the project evaluation, we report evidence of change in faculty knowledge and beliefs about science teaching and learning, and how that this translated into pedagogical practice in their courses.

Hybrid lives of teaching and artistry: a study of teaching artists in dance in the USA

This paper investigates teaching artists in the USA whose work is rooted in dance and dance-related disciplines. Teaching artists, although the descriptor itself remains both ambiguous and debated in the USA, provide a good deal of arts education delivery in K12 schools and afterschool programs. Based on survey data from a range of dance teaching artists across the nation (n = 64), the study presents emergent themes including: (1) insufficient preparation, (2) obstacles and challenges in the workplace and (3) diverse perspectives on teaching artist professionalization and credential programs. The paper concludes with recommendations for post-secondary (tertiary) curriculum development in dance programs.

Working toward Systemic Change in a Christian School System

Implementation of new visions for education is an on-going concern for all educators concerned with improving their practice and their students' learning. This study looked at changes in Seventh-day Adventist K12 school teachers' understanding and implementation of an educational innovation (Journey to Excellence or J2E) between 2004 and 2007. A scale based on J2E's Preferred Practices was used as a proxy measure of teacher understanding or support for the innovation. Whilst a small increase in the use of the innovation was indicated the results showed that a large percentage of educators were, in 2007, still not implementing it. There was evidence that teachers did not have a clear understanding of the Preferred Practices which are its practical backbone. Recommendations are made for improved performance based on the literature of staff development and administrative support. Suggestions for further studies are also offered.

Engaging Materials in the K1 to K12 School Environment as the Foundation for Engineering and Technology

There is a need to re-vitalize science and technology education to suit today’s world. The specific aim for this study is to determine how school science in early years of schooling impacts on years 11 and 12 science studies in the areas of materials science, and subsequent further tertiary studies. Public education records were investigated to obtain post hoc enrolment data to establish trends and decline in enrolments in physics and chemistry in the final years of high school which revealed a trend in enrolments falling over a ten year period. The student population in science of physics and chemistry were not well prepared for future studies and are a challenge for students undertaking engineering and technology studies at a tertiary level. It is proposed that primary and high school science subjects be made more popular by integrating popular aspects of materials in everyday life, so making science an appealing part of the syllabus. Initiating these syllabus changes will enhance the way science subjects are taught to encourage studies into engineering.

NERO: A Nanoscience Research and Education Outreach Program

The NERO program builds on partnerships established though Louisiana Tech's CATALyST Center and a NSF GK‐12 Teaching Fellows program. Targeted schools display similar patterns: poor performance in STEM fields, students from low socioeconomic backgrounds, and high percentages of minority students. NERO program goals are to engage middle and high school teachers in conducting research through a summer research program and follow‐up academic year workshops, provide support for teachers as they translate their research experiences into classroom learning experiences, improve communication of science and the scientific research process to K12 schools and the community, and increase K‐12 students interest in pursuing STEM careers. Since 2007 science teachers, Teaching Fellows, and research faculty have participated in a collaborative learning environment. We have seen growth in teacher confidence and competence in content knowledge areas in molecular biology, material science and nanotechnology. Teaching Fellows have increased their confidence in their ability to work with teachers and students, developed a toolkit of strategies for use in working with K12 schools, and obtained insights into the K‐12 classrooms. Research faculty gained an understanding of appropriate and effective outreach methods and received training in communicating their research. The NERO program "broadens its impact" through linkages with its new NSF GK‐12 'Creating Connections' program designed to provide solid educational content, a strong technical foundation in the molecular sciences and bionanotechnology, and significantly enhance mathematics and science teaching in targeted 6‐12 classrooms through Teaching‐Learning labs, a University‐based K12 Teaching Lab, academic and summer science enrichment activities.

Transcending digital, performance, and innovation divides in the preparation of new teachers

In this article I argue that teacher educators must prepare future classroom teachers to bridge innovation, digital and performance divides so that they are supported to develop new pedagogy that incorporates technology to increase student performance. In most of the teacher licensure programs at the University of Minnesota, where I direct its Ed‐U‐Tech project, a Preparing Tomorrow’s Teachers to Use Technology (PT3) grant, we are working towards these ends. In particular, I describe the eTIP Cases, an instructional tool that others and I have created to develop preservice teachers’ technology integration abilities. These instructional cases are powered by IMMEX software, which provides embedded assessment capabilities. It is felt that the learning environments created by these cases and the response they demand help preservice teachers to develop the instructional planning and decision‐making skills necessary to bridge innovation, digital and performance divides in K12 schools.

System Administration: Account Administration for K12 School Systems

Taking care of computers in schools can present special problems, this program solves them.

Inviting adolescents into academic communities: An alternative perspective on systemic reform

T HE CONTEMPORARY CONVERSATION about educational reform centers almost exclusively on K12 school organization and classroom instruction. However, development of academic knowledge, skills, and dispositions probably cannot and certainly should not depend solely on work done in elementary and secondary schools. The value of certain non-school experiences is demonstrated in a summer program at University of California at Berkeley, Academic Talent Development Program (ATDP). As a program that aims to supplement, not supplant, school experiences, ATDP begins to reveal potential and importance of the relation of various educative interactions and institutions to one another and to society at large (Cremin, 1976, p. 24).