Author: Holly Bailey Publisher: ISBN: Category : Curriculum and instruction Languages : en Pages :
Book Description
School districts throughout the nation spend hundreds of thousands of dollars on one-to-one technology for students in hopes of increasing academic achievement. This study examined student achievement, via project-based learning and common based assessments, of students who used one-to-one technology in eighth grade compared to students who did not use one-to-one technology in eighth grade. Utilizing mixed methodology the quantitative part of this study included data from common based assessments in mathematics and science. The teachers' and students' perspective of student achievement after using one-to-one technology, through project-based learning, in eighth grade is the qualitative component to this study. Using two separate components, this research was conducted in a large, suburban school district in southeast Texas. First, archival data of CBA scores were gathered from the suburban school district for students who used one-to-one technology in eighth grade and students who did not use one-to-one technology in eighth grade. The results were analyzed via factorial analysis of variance (ANOVA) which determined if there was a statistically significant mean difference between the two groups and within groups. Second, student focus groups were conducted to investigate student belief in the relationship project-based learning through the use of one-to-one technology had on student achievement. Finally, teacher perspectives on self efficacy of implementation of one-to-one technology, through the use of project-based learning was gathered.
Author: Brenda Patterson Ishmael Publisher: ISBN: Category : Academic achievement Languages : en Pages : 107
Book Description
The use of technology is an essential element in the world in which we live. This study is important because schools around the world spend hundreds of thousands of dollars on one-to-one technology integration in the classroom. The purpose of this quantitative correlational study was to determine if a predictive relationship exists between the attitudinal level towards one-to-one technology and student academic achievement of ninth-grade students. A bivariate regression analysis was used to determine if there was a predictive relationship between student academic achievement as measure by EOC scores Algebra 1 and Biology 1 and the attitudinal test scores measured by the PATT-SQ. The attitudinal survey was distributed to 195 participants via Google Docs. The participants for this study were drawn from a convenience sample of one high school located in rural northwest South Carolina who were enrolled in either Algebra 1 or Biology 1, during the spring of the 2018-2019 school year. The regression analysis revealed that attitudinal scores did not predict student academic achievement in Algebra 1 nor Biology 1.
Author: Bruce A. Marlowe Publisher: Corwin Press ISBN: 1483334295 Category : Education Languages : en Pages : 169
Book Description
Praise for the Original Edition: "Lots of fresh ideas, along with some very helpful suggestions." —Pamela Galvani, Teacher Central Kitsap High School, Silverdale, Washington Praise for the New Edition: "Useful as the first version of their book was, Marlowe and Page′s second edition is even better. It offers a rare blend of thoughtful critique, solid theory, and practical strategy." —Alfie Kohn, author of The Schools Our Children Deserve Make constructivism work for you and your students! Taking students from passive spoon-fed knowledge to creation and acquisition of real learning: It sounds terrific. But how do you do it? This book shows you how. In this updated and expanded second edition, Marlowe and Page use a larger and clearer format to bring together constructivist theory with step-by-step guidance to make constructivist learning a reality in your classroom. Creating and Sustaining the Constructivist Classroom, Second Edition includes the firsthand experiences of practicing teachers to help you understand the challenges and rewards you can expect from constructivism. The teachers′ stories along with guidance from the authors give you a solid foundation on which to build your own student-created learning classroom. The authors provide: Active learning examples to customize for any grade or classroom Checklists to help you evaluate your starting point, progress, and goals Expanded coverage of state and national content standards Practical assistance with issues surrounding student assessment, differentiation, and the inclusive classroom Ideas for involving parents and community members Ways to implement technology into the mix Strategies to help even beginning teachers implement constructivist principles Stimulate your students′ creativity, autonomy, and independent thinking. Help raise their self-esteem and confidence. Get their minds working on proactive ways to bring real-world learning into their schoolwork. Encourage your students to discover new ways to search for information, process what they find out, and translate it into meaningful knowledge for themselves.
Author: Robert M. Capraro Publisher: Springer Science & Business Media ISBN: 9462091439 Category : Education Languages : en Pages : 198
Book Description
This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.
Author: Mariann Ambrose Bernard Publisher: ISBN: Category : Middle school students Languages : en Pages : 166
Book Description
The purpose of this project was to identify any effects Project-Based Learning (PBL) that incorporated technology had on student understanding, motivation, and long-term memory in an eighth-grade physical science course. The project was implemented over an eight week period. The first intervention phase was a teacher-oriented lecture-based environment on the topic of motion. No technology was accessible during the first phase. The second phase introduced the students to the PBL model and engaged them in the process of understanding speed through questioning, research and collaboration using Web 2.0 tools. The second phase, also referred to as intervention one, lasted 12 school days. Students had full access to computers and were directed through the stages of inquiry. This intervention phase was both teacher and student-directed with the teacher acting as facilitator for the latter portion of the lessons. The final intervention lasted 14 school days with full use of technology for all aspects of the class. Students studied Newton's laws, completed research, and collaborated on the development of a moving car that modeled Newton's Third Law. Following the PBL model students led the discussions, freely engaged in the learning, openly discussed and argued the points of their project research as well as the models that they created. Students showed improvement in assessments without any negative performance impact and in general responded positively on the Likert surveys that they wanted to continue to help with the project research, continue learning in the PBL inquiry model, and continue to have access to technology as a tool for learning.
Author: Holly Bailey
Author: 
Author: Brenda Patterson Ishmael
Author: Bruce A. Marlowe
Author: Harold Wenglinsky
Author: Theresa Lynne Overall
Author: Robert M. Capraro
Author: Mariann Ambrose Bernard
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Author: Molly Ward