Students In Traditional Classrooms Research Articles

An Assistant System for Translation Flipped Classroom

To achieve the goal of training translators that meet the current social needs, the innovation of translation teaching methods is necessary. Studies have proven that students in flipped classrooms (FCs) have greater performance than students in traditional classrooms. However, the preparation time for FCs could be three times higher than that of traditional classrooms, which leads to the reluctance of teachers to conduct FCs. Machine translation (MT) is believed to be a useful tool to improve the translation efficiency of human translators. However, in practice, teachers found that many students cannot work with MT effectively. To solve the above problems, this paper designs a Translation Flipped Classroom Assistance System (TFCAS) based on cloud computing and MT. A parameter is proposed to measure students’ ability to translate evaluation. TFCAS has reduced the burden of teachers in the FC mode and helped students become accustomed to working with MT. Application data stored in the MySQL database, such as sentence pairs, will be used to optimize the neural machine translation model we developed for the system. The system makes MT and the training of translators support each other’s sustainable development and conforms to the trend of deepening teaching reform.

Institutionalizing evidence-based STEM reform through faculty professional development and support structures

BackgroundEven though student-centered instruction leads to positive student outcomes, direct instruction methods are still prevalent. Multiple barriers prevent faculty from further adopting evidence-based student-centered practices and holistic approaches to faculty support are necessary to promote faculty change. The Collaborative for Institutionalizing Scientific Learning (CISL) is an HHMI-funded program to reform undergraduate science and mathematics education at a large Hispanic-Serving public research university. The program has established a Faculty Scholar support model to impact the number of science and mathematics faculty using evidence-based practices in their classrooms. Through this program, Scholars are selected to undertake a transformation of a course of their choice and conduct an assessment of the impact of the reform on students—while receiving multiple supports including summer salary, undergraduate Learning Assistants, professional development, course assessment and education research support, and opportunities to develop manuscripts on their course transformations.ResultsCISL has supported over 40 Faculty Scholars in the transformation of both introductory and upper division biology, chemistry, physics and mathematics courses. Faculty are motivated to transform a course due to factors related to their own experiences and beliefs, their students’ needs, the course structure, and/or departmental elements. Quantitative analysis of the impact of the project on student success show that, overall, students in CISL-supported courses have higher passing rates compared to students in traditional classrooms. Survey and interviews of Faculty Scholars identified that the most valuable elements of the program were the personnel support from undergraduate Learning Assistants during reform implementation and guidance from the program’s Assistant Director during design, implementation and evaluation.ConclusionsThe CISL program provides an example of significant effort sustained over several years to systematically improve the quality and culture of undergraduate education in a large research-intensive Hispanic Serving Institution. The program has had an overall positive impact on the professional development of Faculty Scholars and led to an increase in the number of STEM courses implementing evidence-based teaching practices, thus, taking a step towards solidifying a culture of evidence-based instructional strategies in STEM departments.

Kōrero Mai

Online teaching and learning programmes allow ākonga who live in isolated areas, or who have differing learning requirements, to study by distance. Maintaining student engagement in the online environment is an important aspect. This article explores how kaiako (teachers) can engage their ākonga (students) better in online environments. The article has a particular emphasis on supporting Māori learners, who represent 25% of the New Zealand school population. Five kaiako were interviewed about their experience of teaching New Zealand secondary school students online. The study found that the kaiako had some awareness of bicultural values and practices, but lacked confidence in embedding it in their online teaching, which was limited to synchronous timetabled sessions with some communication by text and email. The time provided for online students was considerably less than for the secondary students in traditional classrooms.

English

BACKGROUND Many students attending ENT clinical postings were found to have difficulty in conceptualising the 3-dimensional (3 D) anatomy of the ear, nose and throat. Students in project-based learning (PBL) classrooms obtained higher scores than students in traditional classrooms. PBL using clay model and modelling compound have been successfully used to improve the 3 D anatomical understanding in medical students. The purpose of this study was to compare the effectiveness of PBL over lecture in the acquisition of 3 D anatomical knowledge among third-year undergraduate medical students and also to understand the student perception towards PBL. METHODS This quasi-experimental study was done at GMC, Ernakulam among 84 third-year undergraduate medical (MBBS) students who had given consent for the study. They were divided into 3 batches according to roll numbers (28 students in each). Two topics in ENT anatomy were selected. 14 students of one batch attended lecture class, while the remaining 14 attended PBL class. This was repeated for the remaining two batches. In the next week, a cross-over was given for the second topic. Pre-test and post-test for both topics were administered to all the students before and after the sessions. Feedback regarding the student perceptions about PBL was obtained. RESULTS There was a statistically significant difference between the mean of pre-test and post-test scores (p values of 0.001) in both lecture and PBL groups in both topics. The mean of pre-test scores of the lecture group and PBL in both topics did not show any significant difference. There was a statistically significant difference between the mean of post-test scores in the case of nose topic (p value 0.004). 88% of students had a favourable view of PBL as a teaching methodology. There was no statistically significant difference across the genders in their perception of the PBL as a teaching-learning method. (p value 0.314) CONCLUSIONS The study shows that both PBL and lecture brought about significant change in the knowledge level of the student. The students had a favourable opinion regarding PBL as a teaching method. However, PBL was not found to be more beneficial than conventional lecture in the acquisition of knowledge. KEY WORDS Anatomy Education; Medical Education; Project-Based Learning; Didactic Lecture.

A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go?

Today, hundreds of studies on mathematics learning have been found in various literature, supported by the use of GeoGebra software. This meta-analysis aims to determine the overall effect of using GeoGebra software and the extent to which study characteristics moderate the study effect sizes to consider the implications later. This study analyzed 36 effect sizes from 29 primary studies identified from ERIC documents, Sage Publishing, Google Scholar, and repositories from 2010 to 2020, and a total of 2111 students. In order to support calculation accuracy, a Comprehensive Meta-analysis (CMA) software was used. The effect size is determined using the Hedges equation, with an acceptable confidence level of 95%. It is known that the overall effect size of using GeoGebra software on the mathematical abilities of students is 0.96 based on the estimation of the random-effect model, and the standard error is 0.08. These findings indicate that, on average, students exposed to GeoGebra-based learning outperformed math abilities, which was initially equivalent to 82% of students in traditional classrooms. This study considers the five characteristics of the study. It showed that the GeoGebra software used was more effective in sample conditions less than or equal to 30. Providing classrooms with sufficient numbers of computers allowed students to use them individually, which was necessary to achieve a higher level of effectiveness. GeoGebra software is more effective when the treatment duration is set to less than or equal to four weeks. These findings help educators consider the characteristics of studies that moderate effect sizes using the GeoGebra software in the future.

Can Classrooms Have an Impact on Student Stress?

Stress negatively impacts a person’s health, and stress in the school environment may negatively impact student performance. For the past five years, the graduation rate for undergraduate students has been falling. The main factors contributing to this decline may involve indirect or direct stress on the student. For instance, learning space and environment impact undergraduate students and their stress levels which impacts their graduation rates. We hypothesized that students in the SCALE UP (Students Centered Active Learning Environment for Undergraduate Programs) classroom have lower concentrations of salivary stress biomarkers (cortisol and α‐amylase) than students in traditional classrooms, and perform better academically than their counterparts. We screened students learning introductory biology in two different learning environments, a SCALE UP and a lecture hall, collected salivary samples twice a week, and asked the students to self rate their stress level from not stressed to very stressed. Saliva was collected at the beginning and end of each class period to measure a change in cortisol or α‐ amylase over the class period. We used an Enzyme‐Linked Immunosorbent Assay (ELISA) to quantify the concentration of salivary cortisol and a colorimetric method to determine the α‐ amylase. Students in the SCALE UP classroom had lower α‐amylase activity than those in a traditional lecture hall. Cortisol concentrations were not correlated with the classroom environment. The results of the α‐amylase assay aligned closer with the literature, indicating that salivary α‐amylase is better at identifying acute stressors, such as a classroom environment than cortisol. The setup of a SCALE UP class may have less of an impact on student stress than the pedagogy. The results of the study highlight the importance of pedagogy on student stress and the significance of salivary α‐amylase as an acute, noninvasive stress biomarker.Support or Funding InformationThis research was supported by the U.S. Department of Education HIS STEM program (841.031c), Award #P021C160036

Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school.

Globally, many schools are replacing traditional classrooms with innovative flexible learning spaces to improve academic outcomes. Little is known about the effect on classroom behaviour. Students from nine secondary schools (n = 60, M age = 13.2±1.0y) were observed via momentary time sampling for a 30 minute period, in both a traditionally furnished and arranged classroom and a flexible learning space containing a variety of furniture options to accommodate different pedagogical approaches and learning styles. The teaching approaches in both conditions were documented. In traditional classrooms the approach was predominantly teacher-led and in the flexible learning space it was student-centred. Students in flexible learning spaces spent significantly more time in large group settings (d = 0.61, p = 0.001), collaborating (d = 1.33, p = 0.001), interacting with peers (d = 0.88, p = 0.001) and actively engaged (d = 0.50, p = 0.001) than students in traditional classrooms. Students also spent significantly less class time being taught in a whole class setting (d = -0.65, p = 0.001), engaged in teacher-led instruction (d = -0.75, p = 0.001), working individually (d = -0.79, p = 0.001), verbally off-task (d = -0.44, p = 0.016), and using technology (d = -0.26, p = 0.022) than in traditional classrooms. The results suggest that the varied, adaptable nature of flexible learning spaces coupled with the use of student-centred pedagogies, facilitated a higher proportion of class time interacting, collaborating and engaging with the lesson content. This may translate into beneficial learning outcomes in the long-term.

THE IMPLEMENTATION OF FLIPPED CLASSROOM IN EFL CLASS: A TAIWAN CASE STUDY

This article reports on a case study designed to examine the implementation of flipped classroom in the EFL classroom in Taiwan. In addition, students’ perception of flipped classroom was also investigated. Sixty-one senior high school students participated in this study; data were gathered from students’ English midterm exam score and questionnaire. The data then were quantitatively analyzed by using T-test and descriptive statistics. The results show that students’ English proficiency in flipped classroom was not significantly different with students in traditional classroom. However, the results reveal that students’ perception of flipped classroom were generally favorable. Students’ contended that flipped classroom enhanced their motivation in learning English, as they liked the self-pace through the course and they stated that flipped classroom gave them more class time to practice English. The results presented here may facilitate improvements in the implementation of flipped classroom in EFL class. Furthermore, suggestions for further research are also presented.

Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome

Purpose This paper aims to study the effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. From the perspective of promoting students’ learning engagement, this study puts forward suggestions for the effective implementation of flipped classroom teaching, so as to provide reference for the implementation of flipped classroom teaching practice in colleges and universities. Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the “flipped classroom” model strikes a chord and becomes a trend. Design/methodology/approach By applying nonequivalent pretest posttest control group design to the experimental research, 242 college students in Henan Province are selected as subjects of study. They are divided into four groups. The first group adopts the flip classroom teaching method. The second group adopts the cooperative teaching method. The third group adopts the flipping classroom teaching method integrated the cooperative teaching method. The fourth group (control group) adopts the traditional teaching method. The study lasted 15 weeks with sessions carried out 3 h a week. Findings The research results show significant effects of flipped classroom teaching method on learning motivation, flipped classroom teaching method on learning outcome, cooperative learning on learning motivation, cooperative learning on learning outcome, flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation and flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome. Research limitations/implications First, on the basis of consulting the links of many teaching strategies and summarizing the experience of flipped classroom practice in famous universities, a series of teaching strategies is put forward. However, the pertinence of different subjects may be different, which requires teachers to focus on the specific practice of reference. Second, due to the limitation of time, the author spent more time and energy on the proposal part of strategy, and the scientific nature of the strategy is not verified in practice, so it needs to spend time and practice in the later stage to improve this work. Practical implications This topic is the integrated design practice and research of flipped classroom in current teaching. The practical significance of the research is to find a solution to the problem of low learning efficiency of students in traditional classrooms, so as to update teachers’ teaching concepts, change teaching methods and promote teaching behaviors. In flipped classroom, there is a systematic integrated design process before, during and after class, which can effectively improve teachers’ teaching design ability, help students change their learning methods and truly improve students’ learning efficiency and effectiveness. The research on the implementation of flipped classroom can enrich the theory of flipped classroom, including the research on the orientation of learning theory and the reorientation of the role of teachers and students. This study can provide theoretical support for the strategies and environment for the cultivation of students’ independent learning ability. The results of this study can provide a reference for improving the scientificity and diversity of research methods. Originality/value Based on the integrated design of flipped classroom before, during and after class, this research systematically explores the role of flipped classroom in cultivating students’ autonomous learning ability in the teaching of information science and technology, and studies how to maximize the role of flipped classroom in teaching to promote and help students’ learning. In addition, a special iterative method is adopted. In each round of research, according to the opinions of students and peers, the inadequacies and improvements in the last round of research is found, certain links are increased or decreased, and finally the research goals are achieved.

Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge

Engagement with homework assignments is important to be able to actively process content during in-class activities in flipped classroom education. Active engagement with the content is assumed to promote deeper understanding and to improve retention of knowledge. This comparative case study aims to explore student workload during homework activities and examines in-class activities next to student motivation and their retention of knowledge in both traditional education and flipped classrooms.This quasi-experimental study was conducted in a Hematology and Oncology course, which is scheduled in the second year of medical education, in Utrecht, the Netherlands. Students’ self-reported study time in traditional classrooms (2014) and flipped classrooms (2015) were measured during one course with a daily online questionnaire and in-class activities were explored using an observation scheme and audio recordings. Cognitive evaluation theory was used to investigate student motivation by measuring perceived autonomy and competence (self-efficacy) of students at the end of the course. Knowledge retention and self-efficacy were (again) measured after 10 months.The in-class observations suggested more interactivity in flipped classrooms. All participating students reported similar workload during the course, whereas exam preparation after flipped classrooms was significantly less time consuming. Students in flipped classrooms reported higher scores for self-efficacy, whereas perceived autonomy was comparable to students learning in traditional classrooms. Ten months after the course, retention of knowledge and self-efficacy scores showed no difference.This study indicated that flipped classroom education required less time investment when preparing for the end-of-course exam and students perceived higher self-efficacy, which is relevant in the light of student stress and burn-out. However, comparison of long-term measurements (retention of knowledge and self-efficacy) showed similar outcomes for students in traditional classrooms and flipped classrooms. It would be interesting to learn whether students trained in flipped classroom education turn out to be better problem solvers in their future careers. For example, if the students in this study are better able to handle patient cases during their clinical rotations.

Teaching for deeper political learning: a design experiment

Is in-depth political learning possible in college-preparatory courses known for curricular breadth at an accelerated pace plus a high-stakes exam? A multidisciplinary research team conducted design-based implementation research (DBIR) for seven years across three school systems for the purpose of achieving deeper learning in an ‘advanced’ high school government and politics course. This article reports findings from the final year of research and development. The design centres on cyclical learning, projects (simulated political processes) and strategic use of texts as resources for learning the curriculum. Quantitative analysis shows comparable achievement to students in traditional classrooms on the high-stakes summative assessment despite the dramatic departure from test-prep instruction. Qualitative analyses focus on two of the design elements: learning from simulations and learning from text. The first allowed students to ‘experience’ political beliefs, institutions, and conflict, although simulated; the second required students to learn subject matter not only from simulations and teacher lectures but from texts, too. The discussion shows how these two in combination with cyclical learning required skilful attention to content selection. We conclude that when deeper learning is the goal, content selection cannot be elided or presumed, particularly with respect to the articulation of depth and breadth in curriculum and instruction.

Facilitating social work role plays in online courses: The use of video conferencing

Role plays have served an instrumental role in social work education by providing opportunities for students to acquire interaction skills. This project tested various online video conferencing tools to facilitate role plays for students who live in different locations and who are unable to be at the same place at the same time. Key features of the technology included the ability to facilitate real-time interaction, compatibility with laptops and Wi-Fi connections, and the ability to record sessions for later viewing and feedback. Method: Case study design. Results: Students were able to use the videoconferencing software with minimal support. Video quality was not always ideal with contributing factors being the time of day students used the software. There were no distinguishable time and effort demands associated with the online video conferencing compared to classroom role plays. Some students found use of the technology caused them to feel disconnected from their peers compared to face-to-face encounters, while other students found the encounter more intimate in that the pressure to perform in front of others was not felt. Implications: Video conferencing is a promising tool to facilitate social work role plays. Future research needs to assess the acquisition of specific skills compared to traditional classroom students.

Building Rapport to Improve Retention and Success in Online Classes

ABSTRACTAs the prevalence of online education continues to grow, so do concerns about student success. Online students tend to withdraw more often and earn lower grades, compared to students in traditional classrooms. Explanations for this disparity range from student characteristics to institutional shortcomings to course design. Attempts to counter this trend are often resource intensive and yield mixed results. I hypothesize that the difficulty of establishing student–instructor rapport in online classes contributes to lower student success. Without rapport, students are less likely to remember and prioritize online classes. Thus, improving rapport with online students may lead to improvements in student success. To test this hypothesis, I implemented rapport-building teaching strategies—including video updates, personal e-mails, and personalized electronic comments on assignments—in some online classes (student n = 143) and compared student outcomes in those classes to online classes taught without rapport-building strategies (student n = 322). Difference of means tests, logit models, and OLS regression models all show significantly lower attrition and significantly higher grades in the rapport-building courses. Qualitative student comments identify the high-rapport relationship with the instructor as a key factor in student success. Thus, rapport building represents a simple, instructor-driven intervention that can significantly improve online retention and grades.

Evaluation of the flipped classroom approach in a veterinary professional skills course.

BackgroundThe flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick’s effectiveness of training framework.MethodsThis study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach’s alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test.ResultsA total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; P<0.001).ConclusionThis study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination.

Teaching Mindfulness to Middle School Students and Homeless Youth in School Classrooms

As taught to youth, mindfulness is simply paying attention, with kindness and curiosity, to what’s happening inside and outside of oneself, in this present moment. A quickly growing research base is demonstrating treatment feasibility and acceptability, and a range of emotional, meta-cognitive, and behavioral benefits with various populations of youth. Only a few studies have explored mindfulness with middle school students, and no studies have evaluated mindfulness training with youth facing homelessness. Our purpose was to evaluate the acceptability, generalizability, and overall effectiveness of an 8-week mindfulness course for traditional middle school students and middle school students facing homelessness. A quasi-experimental design included two treatment groups and a non-equivalent comparison group: (1) students in traditional classrooms (n = 28), (2) those attending a school serving homeless youth (n = 15), and (3) waitlisted students (n = 20). We reviewed student reported changes from pre- to post-test and post-course evaluations, which included open-ended writing about mindfulness practice. Students in traditional classrooms improved significantly in mindful awareness and acceptance, whereas students facing homelessness reported significantly higher evaluations of the course, greater emotional well-being from mindfulness practice, and were more likely to use mindfulness practice at school, in interpersonal situations, for dealing with anger and other difficult emotions, and to recommend it to friends. There were no significant findings in some outcome measures. The study offers optimistic prospects for further evaluations with adolescents in domains of stress, anger, quality of life, and academic behavioral indices over time, and to assess the effectiveness of teacher trainings for mindfulness instructors.

Program Evaluation: Logic Models in the Saudi Public Educational System’s E-Learning

E-learning has become popular in all levels of education for a number of reasons. Its increased accessibility provides courses without the requirement of having to visit a physical classroom, and helps establish self-scheduling and self-confidence. Seventy percent of the population of Saudi Arabia is under 30 years of age. Only 25% of classroom teachers are Saudi citizens; all others hail from other countries. Public education in Saudi Arabia must consider long-term plans that use Internet delivery to augment learning in traditional classrooms. The methods used in this program evaluation to conduct research include a literature review, the introduction of a logic model, cost benefit analysis and research design. The main focus of this formative program evaluation is to evaluate e-learning and distance learning as an alternative to the public educational system. E-learning and distance education will create a new phenomenon in Saudi society and will allow citizens an opportunity to take advantage of advancing technology. The purpose of this formative program evaluation is to explored two questions: (1) Will the academic performance of students who use e-learning or exceed compared to the academic performance of traditional students; and (2) What does the Cost-Benefit Analysis (CBA) reveal about a Original Research Article British Journal of Education, Society & Behavioural Science, 4(8): 1140-1152, 2014 1141 long-term, alternative high school delivery system for Saudi students? It is anticipated that academic performance of an experimental group of e-learning students will match or exceed the performance of the control group composed of traditional classroom students, and that a cost benefit analysis will determine the feasibility of offering such a program as an alternative method of education. A CBA would determine that the benefits to society for implementing an alternative elearning delivery system for high school study would be affordable. Therefore, the conclusion of this program evaluation would be to proceed with the program.

Addressing the needs of diverse distributed students

Two interrelated studies were undertaken to assist Alberta post-secondary institutions with meeting challenges associated with providing services to diverse distributed students that are of similar quality to services provided to traditional classroom students. The first study identified and assessed best practices in distributed learning; the second refined the focus to students who were identified as members of diverse sub-groups. Research activities for the studies included: a comprehensive literature review of best practice in distributed service delivery; an online survey for students enrolled in distributed learning through eight colleges and technical institutes; staff and student focus groups; and interviews with students, front-line staff, senior post-secondary administrators, and representatives from provincial government and community organizations. Findings highlight impressions and experiences in relation to best practice criteria for service delivery in distributed learning, along with “best practices behind the best practices” that facilitate the adoption and improvement of distributed service delivery.

A Comparative Study of Student Satisfaction Level in Distance Learning and Live Classroom at Higher Education Level.

The technology has embraced the innovative learning methodologies. Distance Learning has taken the place of traditional face-to-face educational environment. The purpose of this study was to compare the level of student satisfaction of graduate distance learning educational psychology course to a traditional classroom educational psychology course taught by the same instructor. Population of the study consisted of Graduate students in course educational psychology during fall semester 2009. Study was descriptive in nature and findings were drawn after the descriptive analysis. Likert scale was used to determine the level of satisfaction between both groups. On the basis of findings, It was concluded that distance learning and traditional classroom students experienced a high level of satisfaction .It was determined that there was very slightly difference in the levels of student satisfaction in the distance learning and traditional classroom students.

The Digital Learning Classroom: Improving English Language Learners’ academic success in mathematics and reading using interactive whiteboard technology

This study presents the findings from the first-year evaluation of the Round Rock Independent School District’s (ISD) Digital Learning Classroom project, an initiative focused on the improvement of English Language Learners’ (ELL) learning using interactive whiteboard (IWB) technology. An objective of the evaluation was to determine the extent IWB technology could foster performance parity in academic achievement between ELL and regular students, that is, reduce the student achievement gap between these two student groups in 3rd and 5th grade mathematics and reading. These grade levels and subjects were the primary focus of the project because students in grades 3 and 5 that do not pass the state’s standardized assessments in mathematics and reading cannot be promoted to the next grade level and therefore, these are “high stakes” tests for students. A second evaluation objective was to determine whether and the extent to which the Digital Learning Classroom could increase ELL students’ academic learning relative to that of ELL students in traditional classrooms (i.e., without IWBs). Using a quasi-experimental design, the results strongly indicate that IWBs can foster performance parity thereby closing the achievement gap between ELL and regular students while increasing ELL student achievement. Pedagogical implications for teachers of ELL students within the context of Digital Learning Classroom project implementation are presented, as well as recommendations for future study of the Digital Learning Classroom in ELL classroom settings.

Cool Stuff from the States

Colleagues recently referred to me as geek of (smile), and I really don't mind, particularly since it's so accurate. I am a policy wonk. As such, I'm always on the lookout for interesting policy actions by legislatures. Here are some samples from 2009. Some reflect a cool factor; some take existing policies to a greater level of sophistication or effectiveness; and one or two might cause nervousness for those familiar with similar approaches. Don't Give 'Em What They Want! Too often, students who are late to class or truant from school are disciplined by suspending them from the place they were avoiding in the first place. Sending class ditchers to in-school suspension is a step in the right direction, as it holds them accountable for bad decisions while keeping them under school supervision, where some creative staff might even insist that such students perform a service. While it doesn't directly require this particular approach, Virginia H.B. 1794 takes a similar path by prohibiting students from being suspended from school solely because they've been truant or tardy. Helping Parents Be the Best They Can Be Arkansas H.B. 1272 requires each school's parental involvement plan to provide instruction to parents on incorporating developmentally appropriate learning activities at home, accessing and using parent-focused department of education web tools, nutritional meal planning and preparation, and other department-approved strategies or curricula for parental instruction. Districts also must provide training at least annually for volunteers who help with parent instructional programs. H.B. 1272 also requires administrator education programs to include instruction on the importance of parental involvement, successful strategies for encouraging parents to be partners in their child's education, and the relationship between cultural diversity and parental involvement. Significant Means of Sharing South Dakota S.B. 140 gives local boards the authority to realize financial efficiencies and improve academic opportunities by working through local cooperative agreements for the whole-grade sharing of students. For example, a participating district could contract with another district to send all of its students at one or more grade levels to school there. These agreements can be reciprocal or one-way. Strong Early Intervention in K-3 and the Upper Grades Michigan S.B. 1039 allows intermediate school districts to develop and make available early intervention model programs for grades K-3. Such models must include literacy and numeracy supports, sensory motor skill development, behavior supports, instructional consultation for teachers, and a parent/school learning plan. Model schoolwide programs include systems of academic and behavioral support, usually built around making assistance teams available to classroom teachers. Because increasing numbers of students participate in alternative programs, a new administrative rule in Kentucky addresses the quality of in such programs. The rule clearly defines an A5 as an alternative program with no attendance boundaries and serving dropouts returning to an alternative educational environment, potential dropouts, discipline problem students, nontraditional students (e.g., students who have to work during the school day), students needing emotional or psychological treatment, and other at-risk students. It clarifies that school services are for students unlikely to achieve proficiency, transition to the next level of learning successfully, or be able to meet state academic expectations without additional time or differentiated opportunity to learn. Instructional components must include diagnostic assessments, goals, timelines, and outcomes; formative and summative assessments; varied instructional strategies that don't replicate practices proven to be ineffective for students in traditional classrooms; a plan for collaboration and consistent use of interventions among teachers supporting students in core academic classes and those providing supports through extended school services; counseling and academic advising; and regular communication with families. …