This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.

This project examines instructional approaches that have been used to teach literacy to the English language learner. It also examines elements of the Foundation for California Early Literacy Learning (2003) and how they become integrated into daily classroom instruction.

In order to enhance academic achievement it is necessary to implement a teaching strategy which provides students with tools needed to improve classroom performance. This study will produce data showing whether the implementation of "Indentifying Similarities and Differences" is an effective teaching strategy.

MPM / Oliver Tambo Institute of Governance and Policy Studies

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The blame for the decline in performance of Grade 11 and 12 Economics learners in District has been levelled on poor school resources, poorly trained teachers, and teachers’ ability to execute their duties. Other stakeholders blame teachers for the poor performance of learners. Due to that this study was conducted to explore teachers’ views on causes of poor performance in Economics among Grade 11 and 12 learners in Matlalane Circuit, Limpopo Province. Quantitative surveys and qualitative case study were used as research design. Data was collected using survey questionnaires and interviews. The study distributed 80 questionnaires to Economics teachers across Mogalakwena District and 100% response rate was achieved. The researcher also conducted one-to-one interviews among six Economics teachers and 3 Heads of Department (HoDs). Quantitative data was analysed using mathematical and statistical tools and was presented using tables, graphs, and charts. Qualitative data was presented using thematic and narrative analysis. This study identified seven (7) themes, namely, the (1) poor teaching environment and lack of teaching and learning resources; (2) lack of interest and negative attitudes by Economics learners; (3) poor teaching experience and content gap; (4) teachers perceive Economics as a difficult subject; (5) inadequate support from parents, school leadership and department; (6) poor discipline in schools; and (7) increased teenage pregnancy in schools in mining areas. This study recommends in-serve training of Economics teachers; provision of teaching and learning resources to schools; promotion of parents’ involvement and participation in their children’s learning; provision of support from the Department of Education in addressing school discipline and teenage pregnancy. This study identified the factors that cause poor learners’ performance in Economics. However, other aspects that are critical for changing the course of action, as required by the pragmatic paradigm, were not explored because they were not focus areas for this study. I therefore recommend further studies that on teaching and assessment strategies used by Economics teachers. There is a need for further study on strategies used by the Economics teachers; the level of commitment to their work; amount of written work given to Economics learners and the discipline in schools.

Submitted in fulfilment of the requirements for the Degree Master of Education in the Department of Educational Planning and Administration in the Faculty of Education, 2007. / The South Africa Schools Act, (Act No. 84 of 1996) which came into effect on 1 January 1996 and the National Education Policy Act, (Act No. 21 of 1996) introduced a new approach to the South African Education system. These acts, and many policy documents produced by the National Department of Education, provide for the active participation of parents, educators, learners and other members of the community in the governance of schools. Whilst policy mandates stakeholder participation, in practice parent participation is problematic. This study therefore, investigates the role of the principal in facilitating the effective participation of the parent component of the SGB in the provision of quality education in public schools. A review of national and international literature was conducted to establish strategies principals use to facilitate the effective participation of the SGB. An empirical study was also undertaken. A questionnaire with closed-ended and open-ended questions was utilized with the aim of accessing the level of interaction between the SGB and principals of schools. Data from the questionnaire revealed the following key findings, namely: • There is a lack of effective management of parent involvement in school governance. • Limited communication exists between the principal and SGB regarding planned school activities where the SGB is supposed to have an input. • As leaders, principals are grappling to secure effective parent participation in the provision of quality education. Some recommendations are as follows: • Principals should develop orientation and on-going training programmes to capacitate parents to participate effectively in promoting quality public education • Principals should develop an invitational environment at the school • Principals should promote a climate for sound conflict management • Principals should provide sufficient information to SGB members and communicate these timeously to them It is hoped that through this study, principals will be inspired to identify then-limitations relative to the facilitation of parent participation and subsequently adopt one or more of the recommendations offered to armour themselves with strategies to facilitate the effective participation of parents in the provision of quality education for all learners.

The purpose of this study was to examine efficacious instructional strategies that the New England Community College (NECC) nursing program could implement in the curricula to improve National Council Licensure Examination Registered Nurse (NCLEX-RN) first-time pass rates. Effective strategies from students and nursing program faculty had used were investigated. Such strategies support student nurses in their efforts to succeed on the first administration of the exit examination. The rationale for this study and resulting project was that they could improve NCLEX-RN first-time pass rates and positively impact the local hiring of qualified nurses. Guided by Knowles's adult learning theory, key results of the study and resulting project were developed from effective instructional strategies discovered from former NECC students. The central research question focused on identifying which teaching-learning strategies in the NECC nursing curricula improved students' critical thinking skills and problem solving skills. A qualitative case study design was employed with a purposeful sample of 15 former NECC nursing program graduates. Participant focus groups and annual program/accreditation documents were used to collect data to address how student nurses learn best in order to be successful on the exit examination. The project was the creation of a 3-day seminar in the first semester curriculum that focuses on effective licensure preparation instructional strategies to establish and maintain high NCLEX-RN pass rates. Implications for positive social change include, but are not limited to, improving students' problem solving skills and application of critical thinking strategies in order to positively impact the lives of the patients whom they will serve.

Indiana University-Purdue University Indianapolis (IUPUI) / Educating a sufficient nursing workforce to provide high quality, compassionate, and ethical care to an increasingly diverse population is an ongoing challenge and opportunity for nurse educators. Current literature highlights the importance of engaging students in learning to strengthen student achievements. Fostering student engagement within nursing courses is particularly important. Grit (consistency of interest and perseverance of effort) is a factor that may be associated with student course engagement. Demographic characteristics of age, gender, race/ethnicity, prior education, degree program, and self-reported grade point average (GPA) also may be factors associated with student course engagement. Guided by a conceptual model derived from the literature, the purpose of this study was to determine whether grit and demographic characteristics were associated with student course engagement (skills, emotion, participation/interaction, and performance) within a nursing course. Using an exploratory, descriptive, cross-sectional design, a convenience sample of 97 nursing students in a didactic health assessment course was administered the Student Course Engagement Questionnaire (SCEQ), visual analog scales for student engagement, Grit-S Scale, and a Student Demographic Characteristics form. Using multiple regression, 22% of the variance (21% Adjusted) of total student engagement (SCEQ) was explained by total grit scores (Grit-S) F(1,95) = 26.54, p<.001. Further analyses of student engagement were conducted using the SCEQ subscales and visual analog scales with similar results. Findings provided support for the conceptual model used to guide the study, although replication of the study was recommended across varied learning environments. Findings warrant further study regarding grit as a potential area for the future development of strategies to foster engagement of nursing students in the classroom.

No description available.

This study examined the practices of Title I elementary school principals in the state of Florida for the school year 2009 - 2010. Elementary school principals in six Florida school districts responded to a survey to determine the extent of implementation of instructional and organizational practices identified by research to improve instruction and learning. The practices (sub-constructs) examined were identified as curriculum, instruction, assessment, educational agenda (vision, mission, beliefs, goals), leadership for school improvement, community building, and culture of continuous improvement. The results of this study indicated that participating Florida Title I principals believed that they were implementing effective instructional and organizational practices in their schools. Despite this belief, all but two of the schools represented in the results failed to make adequate yearly progress (AYP) for school year 2009-2010. The analysis of the responses indicated a negative, but not statistically significant, correlation between self-reported scores and AYP percentage points earned. These results warrant further study to determine if the reported indicators can be verified by observation or other personnel. Within the limits of this study, the negative correlation suggested that school principals should examine their practices related to instructional and organizational effectiveness for fidelity and stakeholder buy-in. Principals must not only believe that these practices are evident, they must verify them through constant monitoring and quantitative measures.