The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability. Significant effect sizes for measures of visual perception and visual-motor ability were 0.42, 0.71 and 1.68. There were also significant effect sizes for general achievement and for one combination of math achievement at 0.26 and 0.29 respectively. The intellectual achievement locus of control effect size was significant at 0.33. (Cohen (1988) considers an effect size of 0.20 to be small, that of 0.50 to be of medium size, and that of 0.80 to be large.) All effect sizes for reading were non-significant as was that for the Learning Potential Assessment Device. All other measures, such as those for self-confidence, self-concept, motivation and attitudes, in the affective domain were non-significant. One effect size for motivation and attitudes was significantly negative, indicating that the control group outperformed the treatment group. The results are discussed in terms of near- and far-transfer of learning. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study examined the effectiveness of employing videoconferencing and Web-based instruction in the preparation of special education personnel. Due to the acute shortage of special education personnel, it was anticipated that the use of videoconferencing and online instruction would provide a convenient way for students to attend class without having to travel to the actual location of the educational site. Further, it was believed that this initiative would result in higher student enrollment in special education teacher certification programs, consequently leading to an increase of personnel in the field. Moreover, the increase in personnel would enhance the ability of educational institutions to address the dismal academic, social, and behavioral outcomes of students with disabilities. Information for the study was collected from surveys that investigated how students perceived the use of videoconferencing and web-based instruction in the preparation of special education personnel. Ninety-four graduate students responded to the videoconferencing surveys while 88 responded to the Web-based instruction surveys. Six respondents were randomly selected to participate in face-to-face interviews designed to investigate the effectiveness of both approaches. Findings indicated that videoconferencing and Web-based instruction are convenient ways for students to attend class although videoconferencing sites may not be conveniently located to all learners. Furthermore, the effectiveness of these media depends on several factors: the instructor, the course structure, the learners' learning styles, the quality and quantity of interaction between learners and the instructor, and whether technological problems interfere with the learning process. The study determined that the more structured and organized the course, the more significant the learning outcomes. Also, the maturity level of the students lends itself to accountability toward achieving the desired learning goals. Technological problems and the lack of user-friendly technology lower the effectiveness of videoconferencing and Web-based instruction. Further research will be valuable in improving theories and approaches currently used in the application of videoconferencing and Web-based instruction in the preparation of special education personnel.

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated, contextualized, and authentic learning experience for students. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. The purpose of this study was to evaluate the effectiveness of the design of the GVP as a capstone experience. The research design follows a qualitative case study approach to gather and analyze data collected from the instructors and students participating in the pilot implementation of the GVP. Results of the study show predominantly favorable reactions to various aspects of the course and its design. Students reported to have learned the most through interactions with peers and through applying and integrating knowledge in developing the alternate reality game that was the central problem scenario for the course. What students demonstrated to have learned included knowledge construction, social responsibility, open-mindedness, big picture thinking, and an understanding of their relationship to the larger society and world in which they live. Challenges that resulted from the design included the amount of necessary to build consensus and then develop an overarching game concept, the tension between guided and directed instruction, and the need to foster greater interdependence among students while encouraging them to become more self-directed.

Thesis (PhD. (Education)) --University of Limpopo, 2017. / South Africa has embarked on the official inclusion of school-based assessment in all subjects for transforming once-off pen and paper testing to redress the past rigid, norm-referenced, unreliable and non-transparent discriminative educational assessment in schools. The introduction does not only aim at offering constant constructive feedback to learners to improve performance, but it also assists teachers to diagnose, facilitate and improve on their assessment methods, to report learner performance to relevant stakeholders like parents, schools, districts and lastly national departments of education and to inform teaching and more assessments. Over and above it forms 25% of the total mark for all subjects in further education and training including Grade 12. There is compelling empirical evidence that school-based assessment positively influences the performance of learners in large scale assessments. In spite of its significance, the school-based assessment of literature set-works has received scant attention in secondary schools. Despite the local and international interest and implementation of school-based assessment nowadays, its administration in South Africa schools still remains a challenge. This study therefore followed an interpretive qualitative approach to respond to the question: What are the experiences of English first additional language teachers in assessment of literature set-works in secondary schools in Limpopo province? The teacher self-efficacy theory guided this study. It was not only used to substantially explain the stature of a literature teacher, but also to generate strategies to promote teacher flexibility and application of assessment practices in English first additional language. The theoretical and practical implications of self-efficacy theory are discussed in terms of their relevance to both the literature teacher and school-based assessment expectations. Multiple qualitative data collection methods of focus group interviews, openended questionnaires, documents and field notes were employed to strengthen findings in a natural setting. Respondents were selected through the purposive sampling. Five districts of Limpopo province were sampled for this study: four focus group interviews were conducted, 139 open-ended questionnaires were returned and documents relevant to answering the research question were analysed. Data were transcribed and then analysed by the Tesch (1990) method (as in Creswell 1994) of qualitative data analysis and constant comparison method. Teachers operating in the assessment of English first additional language have acknowledged the importance of school-based assessment, moderation and literature set-works, however they still feel literature assessment in schools does not receive the attention it deserves. The qualitative data revealed that teachers face various challenges in the implementation of school-based assessment of literature set-works. Most teachers through their responses still face challenges of time, resources and curriculum advisory support, inability to design their own literature set-works tasks, learner illiteracy and lack of teacher efficacy. Moreover, teachers are keenly dependent on previously written question papers. Findings have further shown that teachers suffer the pressures of authorities who impose extra assessment work on them and the selected literature prescribed works that stay for too long in the curriculum – these comprise the programme of assessment. These findings, although they may not be generalised, might contribute to prospect future research and educational change in assessment of literature set-works in schools. Various recommendations have been made for educational stakeholders in further research prospects and future improvement on assessment of literature set-works in schools emphasizing the independence of English literature setworks

It is important that students understand not only how their local watershed functions, but also how it is being impacted by impervious surfaces. Additionally, students need experience exploring the scientific and engineering practices that are necessary for a strong STEM background. With this knowledge students can be empowered to tackle this real and local problem using engineering design, a powerful practice gaining momentum and clarity through its prominence in the recent Framework for K-12 Science Education. Twenty classes of suburban sixth-graders participated in a new five-week Watershed Engineering Design Unit taught by their regular science teachers. Students engaged in scientific inquiry to learn about the structure, function, and health of their local watersheds, focusing on the effects of impervious surfaces. In small groups, students used the engineering design process to propose solutions to lessen the impact of runoff from their school campuses. The goal of this evaluation was to determine the effectiveness of the curriculum in terms of student gains in understanding of (1) watershed function, (2) the impact of impervious surfaces, and (3) the engineering design process. To determine the impact of this curriculum on their learning, students took multiple-choice pre- and post-assessments made up of items covering the three categories above. This data was analyzed for statistical significance using a lower-tailed paired sample t-test. All three objectives showed statistically significant learning gains and the results were used to recommend improvements to the curriculum and the assessment instrument for future iterations.

The main objective of this study was to establish a universally functional evaluation process for environmental education (EE) materials that can increase appropriate educational program application and resultant efficacy among users of all skill levels and disciplines, specifically those wildlife-related. Additionally, this research investigated capability of an EE program to alter preconceived high school student attitudes and knowledge toward urban white-tailed deer (Odocoileus virginianus) across varying demographics. I evaluated systematically a pre-produced urban wildlife classroom program, Living with White-tailed Deer (LWWTD), and measured student understanding of associated deer issues pre- and post-program. Using a detailed framework based upon the Guidelines for Excellence outlined by North American Association for Environmental Education (NAAEE), I created an instrument to identify EE programs indicative of high merit. During the 2007-2009 school years, trained classroom educators (n = 72) from 13 states were recruited to participate with their students (n = 1,274) in the 3-5 day LWWTD program and asked to critically assess it using my evaluation instrument. Teachers also administered attitude and knowledge assessments to their students. Teacher opinion toward the program was found to be highly favorable ( = 3.4/4) and was confirmed by significant increases in student knowledge before and after the program (P < .001). Regional differences in teacher response were found, but did not affect student performance. Teachers indicated that the Guidelines for Excellence are a meaningful tool in developing evaluative measures. Weak program components such as applicability to differing cultures were isolated using the evaluation instrument while strong components such as instructional soundness were highlighted. Pre- and postprogram student responses were correlated to demographic variables and differed significantly among races, gender, and urban or rural residency. Student experiences revealed also differences in attitude and knowledge of varying constructs relating to urban deer issues. An increase in knowledge following the LWWTD program was found across all demographic and experience variables suggesting high effectiveness regarding learning. Student attitudes following the LWWTD program showed an increased acceptability of lethal deer management techniques regardless of demographics, experience, or pre-program beliefs. These results suggest that effective EE can transcend predetermined beliefs.

The purpose of this study was to examine the Indigenous Navigator partnership through its Bésiro project in Bolivia to find out whether the partnership approach can enhance Indigenous participation in global education. In the short term, enhancing the participation of Indigenous peoples in global education may help them maintain their unique identity and culture. In the long term, it may enable Indigenous peoples to actively decide on policy that concerns them. The objective of the research was to help policymakers and those working in the field of international and comparative education to secure Indigenous peoples’ right to determine their own education development. In the 19th and 20th centuries, after the creation of nation-states in Latin America, national education efforts sought to unify populations through assimilationist policies. Those policies used the dominant language as the language of instruction, and the content of curricula responded to the national vision of those in power. Indigenous peoples held on to their culture and language despite the external pressure to assimilate and the lack of recognition and support. In the second half of the 20th century, a global Indigenous movement took place that claimed Indigenous peoples’ collective rights within the nation-state, including the right to self-determine their education. This movement succeeded in garnering international attention, which led to the adoption of the United Nations Declaration on the Rights of Indigenous Peoples. This declaration served as a framework upon which states were expected to model their laws. While this helped put the plight of Indigenous peoples in the international spotlight, some countries have implemented the Declaration to a greater extent than others. As a result, many Indigenous peoples remain stripped of the power and legal authority to ultimately decide on the education (and other) issues that concern them. The power asymmetries that have been affecting them in international education politics persist. A global education system that does not count on the continuous participation of Indigenous peoples as collective actors fails to meet the goals of inclusion and equality that it intends to achieve. Against this background, the following questions remained unanswered: Who is entitled to participate in global education and in what capacity? How are Indigenous peoples currently participating in global education? Why and how should the United Nations Educational, Scientific and Cultural Organization, which is the international agency tasked with promoting peace through international cooperation in education, science, culture, communication, and information, enhance Indigenous participation in its education politics? Driven by the questions above, I carried out a qualitative case study involving a multistakeholder partnership–the Indigenous Navigator. The Indigenous Navigator partnership includes Indigenous and non-Indigenous nongovernmental organizations, civil society organizations, and other international and national stakeholders. This partnership developed a framework and a set of tools to produce Indigenous data and track progress toward the fulfillment of Indigenous human rights. When applied to education, the Indigenous Navigator partnership translates the data collected into projects designed by Indigenous peoples for their own purposes. The Indigenous Navigator partnership offers an alternative approach for global education to enhance Indigenous participation in education policy. The Indigenous Navigator partnership’s project that became the case study was called Revitalization and Vitalization of the Bésiro Language of the Monkox Nation. This project was designed by the Monkox, a people indigenous to Bolivia. The Monkox utilized the Indigenous Navigator’s framework and set of tools, and focused on revitalizing their Bésiro language. This Bésiro project was implemented between 2019 and 2020 in Lomerío, in Bolivia’s lowlands. The case of the Monkox within Bolivia stands out because even though the Monkox are small in number, they have a long history of defending their language and their education. Bolivia, in turn, has drawn regional and international attention because it adopted Indigenous human rights into its political constitution and has come forth with a unique education model based on intraculturality, interculturality and plurilingualism, and in which Indigenous peoples are seen not only as individuals with a right to education, but also as peoples with collective education rights. To analyze the effectiveness of the Indigenous Navigator partnership and the Bésiro project, I spent 7 months observing the functioning of the Indigenous Navigator partnership prior to fieldwork, then spent another year interviewing 42 key stakeholders, out of whom at least 17 were Indigenous. I also analyzed relevant documents related to Indigenous education in Bolivia, global education, and enhanced participation. The results of the study offer a glimpse into present-day Indigenous education in Bolivia; an analysis of the Indigenous Navigator partnership and the Bésiro project; and a comparison between local, national, and international power dynamics that interacted throughout the project and can further impact education politics in Bolivia and beyond. The results show that the Indigenous Navigator partnership operated through what I call multisphere Indigenous ownership (i.e., the capacity of each partner to contribute from their own area of expertise while reducing the stratification of power) to ensure the Monkox’s self-determination in the Bésiro project. The analysis also shows that interculturality is difficult to reach if intraculturality, or the reaffirmation of a people’s identity, culture, and politics, has not been strengthened. To reaffirm intraculturality, the active participation of Indigenous peoples in their own education policy processes is vital. Only then will Indigenous peoples be able to achieve sustainable education along with national efforts. Lastly, the case study revealed that the Indigenous Navigator partnership worked through tacit interculturality between the European Union and Latin America, that is, the implicit reciprocity of two Indigenous systems in both parts of the world. As an outcome of this analysis of the Indigenous Navigator partnership and the Bésiro project, it is suggested that the global education community, guided by the United Nations Educational, Scientific and Cultural Organization, implement multistakeholder Indigenous ownership to allow Indigenous peoples, as collective stakeholders, to participate in education policy processes that concern them. This study closes with a policy and research agenda that contributes to achieving sustainable, quality education for Indigenous peoples.

在香港的中學教育，考試主導文化乃主流，相比學科學習，非學科學習一直處於次等位置，尤以高中為甚。自二零零九年開始，其他學習經歷實施成為新高中課程中一個正規的必修部分，它包羅了五個不同非學科學習範疇，所有高中學生必需參加每一範疇的活動。鼓吹全人發展的擁護者對其他學習經歷產生莫大希冀，期望學生能從中發展均衡人生，並培養出難以從書本中學習、卻需在真實的學習經歷上體會到的正確價值觀和態度。博士生研究員進行了這項質化個案研究，以了解香港學校實施了甚麼其他學習經歷、怎樣、並為何推行。當中審視兩間學校其他學習經歷實施情況，和其中因由的相互影響過程。在批判分析並綜合校長及教師訪問，加上檢視文件後，本研究對有效實施其他學習經歷或類似的教育計畫提出了建議。 / 以 Fullan (2001a) 和Leithwood (1981) 的理論為分析框架，是次研究結果顯示政府由上而下推出的其他學習經歷已改變了香港高中學生的非學科學習。學校實施其他學習經歷得到的主要成果，乃達致了教育局在五個範疇的學習時間要求，同時，當非學科學習以具結構、並規定的其他學習經歷課程出現時，校長、教師和學生便更願意投放時間及其他資源於其中，然而尚需有更多措施以提昇其他學習經歷的質素。在各因素之中，影響其他學習經歷實施最大的因素，是社會文化觀念認為非學科學習只附屬於學科學習，這因素更抵消了學校和教師推動其他學習經歷值得敬佩的努力。在三個要素類別中，本土要素包含最多影響因素，其中教師因素最有利課程。不過實施新高中課程，包括：其他學習經歷卻令教師工作量大幅增加，妨礙其他學習經歷進一步發展。 / 建基於 Fullan (2001a)的清單，並根據本研究結果，研究員提出了十一項影響香港教育改革的因素，作為日後參考。研究對政府促進學校實施其他學習經歷作出不少建議，包括：投放更多資源，並更積極游說大學和向公眾推廣其他學習經歷。同時，學校、公眾和政府亦需要有足夠耐性，讓一個新課程慢慢在學校制度化。 / In Hong Kong, Non-academic Learning (NAL) has long played a peripheral role to academic learning in secondary school education, especially the senior secondary, because of the predominantly examination-oriented culture. First implemented in 2009, Other Learning Experiences (OLE) is now a formal, compulsory component of the New Senior Secondary Curriculum (NSSC), requiring student participation in in five areas of NAL. It has brought hopes to advocates of Whole-person Development (WPD) that students could develop a balanced life and values and attitudes that could not be learnt in textbooks but through authentic learning experiences. To understand what, how and why the OLE has been implemented, the doctoral researcher has carried out a qualitative case study examining the implementation of OLE and the interplay of factors underlying the process at two schools. Based on a critical analysis of the interviews with the parties involved in OLE implementation, including the principals and teachers, alongside scrutiny of related documents, this study presents recommendations on how OLE and similar educational initiatives can be more effectively implemented. / Analyzed using a framework developed from Fullan (2001) and Leithwood (1981), results in this study indicate that the top-down OLE stipulated by the government has effectively initiated changes in NAL of senior secondary students in Hong Kong. OLE has achieved partial success mainly in terms of meeting time requirements for the five areas set by the Education Bureau (EDB). There has also been a rise in the status of NAL now required and structured as OLE, which heightened the willingness of the principals, teachers and students to inject time and other resources to OLE. However, measures in bolstering quality of OLE have yet to be intensified. Amid the many factors, cultural and societal perceptions of NAL as subsidiary to academic learning are the major factor that counteracts the praiseworthy effort made by schools and teachers. Local factors were the most influential among the three categories of factors, with factors of the teachers presenting the most favorable effects to the curriculum. Nevertheless, the large teachers’ workload incurred by NSSC implementation hindered further development of OLE. / From the findings of this study and Fullan’s (2001a) list, the researcher has proposed a list of 11 factors to be considered in Hong Kong-based education reform initiatives. There are many recommendations concerning how the government may facilitate OLE implementation in schools, for example, by allocating more resources to relieve teachers’ workload and by being more proactive in lobbying universities as well as promoting OLE to the public. Considerable patience is also suggested for the schools, the public and the government to allow gradual institutionalization of a new curriculum in schools. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Leung, Kwok Wai Masa. / Thesis (Ed.D) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 293-313). / Abstracts also in Chinese.

La présente étude examine la problématique de la variation des perfor-mances scolaires des élèves dans les établissements secondaires. Son but est de rechercher les caractéristiques des écoles « efficaces » et « équitables ».<p><p>Compte tenu des distorsions importantes dans les conclusions des recherches « processus-produits » qui décrivent les relations entre les facteurs investis(inputs) et le produit (output) dans le domaine de l’éducation et au regard de la littérature interna-tionale mettant en relief une multitude de variables(macro et micro-sociologiques) qui semblent influencer la réussite scolaire des élèves, nous avons tenu à mettre en évidence dans le contexte de l’enseignement en RDC certaines variables d’ordre scolaire pouvant amener les écoles à la réalisation de la plus-value pédagogique.<p><p>Ces dernières décennies, il y a certes une prolifération des établissements d’enseignement jamais existée dans le système éducatif congolais. Mais, ce qui est frappant et étonnant dans ce système éducatif aujourd’hui est le fait de la différence de niveau très remarquable entre élèves de même profil fréquentant les établissements scolaires différents. Leurs élèves soumis à des tests standards, on constate que certains d’entre ces établissements réalisent la plus-value pédagogique alors que d’autres réalisent la moins-value.<p><p>Quelles sont les variables d’ordre scolaire pouvant expliquer cette différence de rendement ?Telle est la question principale à laquelle cette étude tente d’apporter quelques éléments de réponse. Face à cette question, l’hypothèse générale que nous avons émise est qu’il existe un « effet-établissement » qui influence les acquisitions de tous les profils d’élèves en classe.<p><p>Ce travail s’articule sur deux parties principales emboîtées. La première partie explore quelques théories sur la réussite ou l’échec scolaire des élèves et examine les résultats de quelques études empiriques mettant en relief les effets relatifs de scolarisation. La deuxième partie est consacrée à la description de la démarche méthodologique de notre recherche et à l’analyse des résultats des élèves à nos tests de français et de mathématique. Elle est aussi consacrée à l’analyse des réactions des enseignants et du personnel de direction scolaire à notre questionnaire relatif aux facteurs prioritaires sur lesquels on peut à l’instant porter en tout premier lieu une attention particulière afin d’améliorer le rendement scolaire. <p><p>Par une analyse des résultats de 605 élèves de dix-huit établissements de l'enseignement secondaire ayant passé nos tests et aussi par une analyse des réponses à notre questionnaire auquel 122 enseignants et 49 personnel ( conseillers, proviseurs et chefs d’établissement ) de direction des établissements concernés par cette étude ont réagi, nous avons tenté de mettre en évidence certaines caractéristiques scolaires pouvant entraîner la réalisation de la plus et/ou moins-value pédagogique dans une école. <p><p>D’une manière générale, les résultats de cette étude montrent que la différence de performances des élèves apprenant dans les établissements différents semble être liée à certaines caractéristiques propres aux établissements scolaires et à des pratiques enseignantes. Vu les résultats présentés par les élèves des classes identifiées comme étant « efficaces » et « équitables », les caractéristiques (celles mises en évidence) des écoles organisant ces classes donnent à penser que celles-ci exercent un effet sur les acquisitions des élèves. <p> / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

The impetus of this paper is a survey conducted in Taylor County, Florida, by the writer. The survey was more extensive than intensive; for example, fifty people were submitted a questionnaire containing five questions; and were chosen at random to represent a cross section of the people of the county. Several professional people, laborers, housewives, filling station operators are typical examples of people applying to the survey. The five questions or statements submitted pertained to Taylor County schools. / Typescript. / "May 1955." / "A Paper." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Harris W. Dean, Professor Directing Paper. / Includes bibliographical references.