<p> In today&rsquo;s global world, higher educational institutions and businesses are increasingly making use of virtual world learning environments to foster collaborative opportunities for adult students and employees across geographic boundaries, space, and time. Often, however, organizations place the responsibility for learning new skill sets on their adult learners. As a consequence, educators and employers alike argue this new, more complex virtual environment can create a steep learning curve for novice adult learners, causing frustration at the increased time it takes for novices to acquire necessary skills and confidence within the environment. This paper documents the ongoing creation and design of a new adult learner-focused, self-paced, structured skills-based curriculum and virtual world learning environment with situated, virtual world activities for novice adult learners. The primary focus of this project is to move the adult learner from novice to a more experienced user of virtual world environments. </p>

<p>The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.

<p>Scholars have focused the majority of differentiated instruction research on the effect that differentiation has on student achievement, but have overlooked whether or not the delivery method makes a difference on student achievement. Research questions: Is there a significant difference in Language Arts fluency total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Is there a significant difference in Language Arts in comprehension total mean scores between first grade students who received software computerized differentiated instruction and first grade students who received differentiated instruction provided by the teacher without software? Archival records (128) were examined from a (BOY) and (MOY) mClass Dibels Next and mClass Dibels TRC assessments. There was a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that received traditional instruction for growth focusing on fluency and it was determined through an independent samples t-test. There was not a statistically significant difference between the students who utilized the Lexia program when compared to their counterparts that receive traditional instruction for growth focusing on comprehension. The results of the inferential tests determined that the students that received their differentiation from the software program had significantly higher growth results than their counterparts that received the differentiation from their classroom teachers in the area of fluency. For the area of comprehension, there was not a significant difference between the two groups.

<p> This study examined two questions related to the effectiveness of project-based learning (PBL) instruction. First, is PBL more effective than a textbook-based instructional model, and second what are teacher perceptions related to PBL methodology? Student growth scores in the Measures of Academic Progress (MAP) assessment for reading and math, as measured within one school year, fall to spring, for students in PBL and non-PBL classes were compared. A teacher survey was conducted to measure teacher perceptions of PBL and textbook-based instructional program strengths and weaknesses. Additional data on effective instructional strategies can provide further direction for educators to continue the full implementation of the Common Core State Standards (CCSS) that call for students to gain a deeper understanding and knowledge of grade level standards. The study was located in a large urban school district in Northern California. The overall findings of this study were that the MAP assessment data reflected higher annual growth scores for reading and math in six of the eight grade levels studied. Teacher survey participant responses reflected consistent support for a textbook-based instructional program over a PBL instructional program, due in large part to the additional time teachers spent in preparing for PBL lessons.</p><p>

<p> This inquiry investigated four design educators&rsquo; perspectives and beliefs of global competence teaching and learning, and aimed to inform effective global competence curricula planning and instruction across disciplines. The literature uncovered multiple reasons to warrant design educator reflections: (a) similarities among global competence and design thinking characteristics, (b) design education accreditation emphasis on globally oriented standards, and (c) design thinking as a resource to improve practices across disciplines. Accordingly, the inquiry employed a qualitative design and a multiple case-study approach. Data collection methods included: (a) interviews, (b) image artifacts, and (c) researcher reflective memos. A comparative analysis used systematic coding to reveal core theme statements grounded in the data. </p><p> The inquiry revealed all four design educators believed: (a) active learning and information gathering activities were effective ways to teach global competence, (b) interaction with others from different backgrounds contributed to global competence development, (c) a formal education experience changed the ways they view the world and empathize with others, (d) the critique was an effective global competence teaching and learning tool, and (e) the role of perception processes fostered ability to recognize qualities of other people and places. All four design educators&rsquo; image artifacts represented meanings and interpretations of global competence as human-centered, and expressed physical connection. Ultimately, three overarching discoveries emerged: (a) design educators use mindshifts to develop global competence, (b) design educators are makers of their global competence development, and (c) design educators are mature motivators of global competence development. </p><p> The inquiry concluded with a model for design education global competence development grounded in the data and the literature. Implications for action connected to three higher education teaching and learning areas: (a) mindfulness, (b) the maker movement, and (c) mindsets. Overall, the four design educators&rsquo; information-rich narratives and practical curricula design applications presented in this inquiry aim to encourage other educators to relate the global dimensions of their own disciplines to current teaching and research practice.</p>

<p> In the city selected for this study, only 29% of inner-city students scored proficiently on standardized tests, whereas 71% of their peers at nearby suburban and affluent schools achieved the proficiency level. To address the gap, the local district implemented ability grouping in one charter school. The purpose of this ex post facto quasi-experimental study was to examine the effect of ability grouping among inner-city students in mathematics as an instructional intervention for improving student achievement. Ability grouping theory as an instructional strategy was used as the theoretical framework for this study. The criterion measure of mathematics improvement was provided by the test results from the Northwest Evaluation Association&rsquo;s Measure of Academic Progress (NWEA-MAP), a computer-adaptive assessment of mathematics. Using population data for 2012&ndash;2014 inner-city 8th graders who took the pretest and posttest NWEA-MAP (<i>N</i> = 234), two 1-way analyses of variances were used to test for mean differences in the NWEA-MAP improvement scores between ability-grouped (<i>n</i> = 115) and non-ability-grouped (<i>n</i> = 115) students, then specifically between students who were grouped as high ability (<i>n</i> = 55) and low ability (<i> n</i> = 55). The ability-grouped students had significantly higher improvement scores than did the nongrouped students. For those students who were ability grouped, no statistically significant difference existed in improvement between the high and low ability groups. A position paper was developed recommending student grouping to improve academic performance of inner-city school students. Positive social change will occur as the achievement gap is closed for students who attend inner-city schools.</p>

<p> The study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners&rsquo; performance outcomes, as well as stakeholders&rsquo; (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights, I designed a practitioners&rsquo; guide to assist future scholars interested in this curricular approach. This guide provides innovative tips on show how faculty, administrators and institutions may imbibe this cutting-edge technology in easy and affordable ways within classrooms, while dealing with several concerns such stakeholders may have regarding the use of such games. Given the rise in popularity of game based technology and the existing literature on the value of game based education, coupled with a paucity of studies examining applicability and implementation issues in the context of using MMOGs, I hope that this submission will be a valuable contribution to the literature.</p><p>

<p> Motivation and engagement helps students succeed in school. When students are apathetic and not invested in their lessons, they may experience severe academic problems. Character education is the explicit instruction of positive values and has been found to improve student motivation and engagement. A type of character education is humane education. The purpose of humane education is to integrate animal-related curricula to foster compassion in children&rsquo;s relationships with both animals and people. In this qualitative phenomenological case study, research was conducted to examine the problem of not knowing what aspects of humane education most contributed to student motivation and engagement. The purpose of this study was to explore teacher perceptions regarding how humane education, specifically animal well-being, influenced student motivation and engagement. Eight humane education teachers with a minimum of two years&rsquo; experience teaching humane education were individually interviewed to better understand the most effective ways to use this curriculum to positively impact student motivation and engagement. Semi-structured interviews occurred in person and via telephone. Participants included four teachers from New Jersey, three from New York, and one educator from California. Respondents had both primary and secondary teaching experience in both public and private schools. All participants perceived humane education as being particularly motivating and engaging for their students as opposed to other curricula, and attributed student interest is enhanced because of children&rsquo;s connection to animals. Six particular themes became apparent from the participants&rsquo; perceptions of humane education as being most impactful on positive student motivation and engagement in their learning. These themes involved: 1) teaching techniques, 2) safe topics and species, 3) food and farm animals 4) student and teacher connection, 4) age, gender, and culture of student, 5) administrator, colleague, and parent reaction, and 6) with companion and farm animals being perceived as engendering the most student motivation and engagement. Recommendations for future research include using student participants in a pretest-posttest design to determine if humane education helped them learn more effectively and conducting a quantitative examination of student performance as related to specific components of humane education. The results of this case study could inform educators when choosing effective curriculum and classroom materials for the purposes of assisting student motivation and engagement. The results could also be implemented in the ways educators integrate animals across school disciplines and how teachers could effectively incorporate humane education to motivate and engage their students.</p><p>

No description available.

<p> The purpose of this study was to design a grammar curriculum that could help college age students in basic writing classes to identify and correct grammatical errors in their own writing. After reviewing literature in best practices in grammar instruction as well as other kinds of instructional best practices, the grammar curriculum, <i>Effective MUGs</i> (MUGs stands for mechanics, usage, and grammar), takes advantage of these best practices including sentence combining, sentence revision, sentence creation, grammar in context, strategies instruction, and Bring Your Own Device (BYOD). The study was designed to measure how effective the grammar curriculum was (by examining student writing in essays as well as grammar exercises), how students used tools in the curriculum (by examining results from cognition labs), and how students and instructors perceived the curriculum (through interviews). The data on student grammatical error from this study must be viewed with reservations because of the lack of statistical significance. The most significant findings were qualitative and offered insight into the strengths of the Effective MUGs curriculum as well as which aspects that need revision. Both students and instructors thought that the gradual release of strategies instruction was one of the most effective tools and they both enjoyed using BYOD in conjunction with Google Docs. Students were most challenged by subject-verb identification and feeling confident about use of unfamiliar sentence elements; instructor interviews confirmed these student challenges. The data from the study will prompt revision to the curriculum as well as enhanced professional development.</p><p>