Post COVID-19, the world experiences tension politically, socially, and educationally. COVID-19 brought a new world reality. This integrative literature review addressed how encouraging empathetic classroom activities boosts students' empathetic use in their community; how institutional empathetic communication post COVID-19 enhances students' abilities to meet educational challenges by fostering those learners' resilience due to the expansion of mutual care; how engaging learners academically, interculturally, mentally, and emotionally requires new development in institutional communicative approaches; how institutional practice and activities should embrace collaborative learning through well-designed activities; and how interpersonal perceptions shape institutional empathy practices. Therefore, infusing empathetic leadership develops a sense of belonging and profound trust in the community. Additionally, the review provides some researched pedagogical practices to spur empathy in educational environments, which support learners' academic competencies.
{"title":"Adult Education and Empathy","authors":"Hany Zaky","doi":"10.4018/ijcdlm.339913","DOIUrl":"https://doi.org/10.4018/ijcdlm.339913","url":null,"abstract":"Post COVID-19, the world experiences tension politically, socially, and educationally. COVID-19 brought a new world reality. This integrative literature review addressed how encouraging empathetic classroom activities boosts students' empathetic use in their community; how institutional empathetic communication post COVID-19 enhances students' abilities to meet educational challenges by fostering those learners' resilience due to the expansion of mutual care; how engaging learners academically, interculturally, mentally, and emotionally requires new development in institutional communicative approaches; how institutional practice and activities should embrace collaborative learning through well-designed activities; and how interpersonal perceptions shape institutional empathy practices. Therefore, infusing empathetic leadership develops a sense of belonging and profound trust in the community. Additionally, the review provides some researched pedagogical practices to spur empathy in educational environments, which support learners' academic competencies.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"25 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140260663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been a prolonged tendency of the gender gap in interest, participation, and achievement in science worldwide. This article explored the gender gap in achievement of science; revisited the possible causes of gender gap in interest, participation and achievement in science; and revisited the suggested remedy measures in a science classroom. The information for the study was collected through a survey of a variety of 48 written sources. The study revealed that there is a significant gender gap in achievement in science in secondary schools in Tanzania. The responsible factors include male-oriented curriculum materials, patterns of classroom interaction, teaching, and evaluation; parents and teachers' lower expectations for girls' achievement in science; and socialisation of girls into dependence, nurturance, and passivity. The recommended solutions include the promotion of gender-responsive curriculum and practice.
{"title":"Gender Gap in Science Education","authors":"Festo Nguru","doi":"10.4018/ijcdlm.327282","DOIUrl":"https://doi.org/10.4018/ijcdlm.327282","url":null,"abstract":"There has been a prolonged tendency of the gender gap in interest, participation, and achievement in science worldwide. This article explored the gender gap in achievement of science; revisited the possible causes of gender gap in interest, participation and achievement in science; and revisited the suggested remedy measures in a science classroom. The information for the study was collected through a survey of a variety of 48 written sources. The study revealed that there is a significant gender gap in achievement in science in secondary schools in Tanzania. The responsible factors include male-oriented curriculum materials, patterns of classroom interaction, teaching, and evaluation; parents and teachers' lower expectations for girls' achievement in science; and socialisation of girls into dependence, nurturance, and passivity. The recommended solutions include the promotion of gender-responsive curriculum and practice.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114171565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines a sample of secondary school department leader position descriptions in the United States to compare understanding of the change and continuity in the role of the secondary school department chair as a curriculum leader and manager of learning. Position descriptions include general descriptions for all content areas as well as a specific position description for K-12 computer science, art, and social studies. These are compared for their thematic similarities and differences with implications for how the role of secondary school department leader has been officially envisioned and what these data suggest in comparison to the literature. As such, this study addresses a gap in the literature on department leader roles in reference to their official job descriptions. Implications for teacher leadership are discussed for instructional leadership and the department chair's role in learning measurement.
{"title":"A Content Analysis of Secondary School Department Leader Position Descriptions","authors":"Adam I. Attwood","doi":"10.4018/ijcdlm.320521","DOIUrl":"https://doi.org/10.4018/ijcdlm.320521","url":null,"abstract":"This study examines a sample of secondary school department leader position descriptions in the United States to compare understanding of the change and continuity in the role of the secondary school department chair as a curriculum leader and manager of learning. Position descriptions include general descriptions for all content areas as well as a specific position description for K-12 computer science, art, and social studies. These are compared for their thematic similarities and differences with implications for how the role of secondary school department leader has been officially envisioned and what these data suggest in comparison to the literature. As such, this study addresses a gap in the literature on department leader roles in reference to their official job descriptions. Implications for teacher leadership are discussed for instructional leadership and the department chair's role in learning measurement.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"154 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125853016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this quantitative, nonexperimental study was to determine the statistical differences among the delivery methods and among the proficiency levels among elementary schools across a tri-state area. Theories and concepts related to this research were English as a second language, vocabulary study in reading, English immersion, and blended learning and how these were applied in a virtual platform. The researcher applied chi square goodness-of-fit tests to analyze data which was collected from 2019 English proficiency assessments of 46,754 English language learners in 1037 different school districts, and online Qualtrics surveys of 137 English as a second language educators in grades two-five, within the tristate area of Pennsylvania, Ohio, and West Virginia. Future research should determine to what extent there is a relationship between proficiency assessments English language arts scores and suburban elementary English as a second language teachers who use more than 30 minutes of online learning and teaching techniques daily.
{"title":"Quantitative Analysis of Online Teaching and Learning Techniques and the 2019 English Language Proficiency Assessment Levels in a Tri-State Region","authors":"Theresa A. Paterra","doi":"10.4018/ijcdlm.320655","DOIUrl":"https://doi.org/10.4018/ijcdlm.320655","url":null,"abstract":"The purpose of this quantitative, nonexperimental study was to determine the statistical differences among the delivery methods and among the proficiency levels among elementary schools across a tri-state area. Theories and concepts related to this research were English as a second language, vocabulary study in reading, English immersion, and blended learning and how these were applied in a virtual platform. The researcher applied chi square goodness-of-fit tests to analyze data which was collected from 2019 English proficiency assessments of 46,754 English language learners in 1037 different school districts, and online Qualtrics surveys of 137 English as a second language educators in grades two-five, within the tristate area of Pennsylvania, Ohio, and West Virginia. Future research should determine to what extent there is a relationship between proficiency assessments English language arts scores and suburban elementary English as a second language teachers who use more than 30 minutes of online learning and teaching techniques daily.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120997505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers have found that student engagement has an impact on student learning, retention, motivation, and persistence in higher education. However, faculty often experience challenges in maintaining high levels of student engagement in their classes. Data collected in class during activities, through learner generated reports, and at various points in students' academic careers can provide valuable insight into student engagement. This datum can be used to enhance instructional approaches and curricula to improve student academic gains and interest. Further, universities can use student engagement data to better support vulnerable student populations and improve institutional effectiveness. Because student engagement can have a profound effect on student engagement, this literature review highlights how universities can collect and analyze data to provide targeted instructional practices to augment student performance.
{"title":"What Can Data Tell Us?","authors":"K. Torres, Aubrey L. C. Statti","doi":"10.4018/ijcdlm.320219","DOIUrl":"https://doi.org/10.4018/ijcdlm.320219","url":null,"abstract":"Researchers have found that student engagement has an impact on student learning, retention, motivation, and persistence in higher education. However, faculty often experience challenges in maintaining high levels of student engagement in their classes. Data collected in class during activities, through learner generated reports, and at various points in students' academic careers can provide valuable insight into student engagement. This datum can be used to enhance instructional approaches and curricula to improve student academic gains and interest. Further, universities can use student engagement data to better support vulnerable student populations and improve institutional effectiveness. Because student engagement can have a profound effect on student engagement, this literature review highlights how universities can collect and analyze data to provide targeted instructional practices to augment student performance.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"226 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133571768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amidst unethical behavior scandals surrounding admissions and profit strategies of Western universities, stakeholders must wonder if exporting an American curriculum into developing nations will result in effective domestic student learning. The COVID-19 coronavirus pandemic interjected an additional unexpected constraint for higher education stakeholders, particularly for practitioners who were forced to move complex lab-based information system (IS) programming courses online for students in developing nations. The research question examined in this study was, would learning be effective in an American-African university partnership involving IS bachelor degree courses taught online to undergraduate African students during the pandemic? Hypotheses were developed from the peer-reviewed scholarly literature and tested using inferential statistics. Three pedagogy factors—design content, active engagement, and vocational motivation—along with demographic and experimental control factors were regressed on student learning using parametric statistical techniques.
{"title":"Empirical Study of Exporting a University Curriculum","authors":"K. Strang, N. Vajjhala","doi":"10.4018/ijcdlm.318120","DOIUrl":"https://doi.org/10.4018/ijcdlm.318120","url":null,"abstract":"Amidst unethical behavior scandals surrounding admissions and profit strategies of Western universities, stakeholders must wonder if exporting an American curriculum into developing nations will result in effective domestic student learning. The COVID-19 coronavirus pandemic interjected an additional unexpected constraint for higher education stakeholders, particularly for practitioners who were forced to move complex lab-based information system (IS) programming courses online for students in developing nations. The research question examined in this study was, would learning be effective in an American-African university partnership involving IS bachelor degree courses taught online to undergraduate African students during the pandemic? Hypotheses were developed from the peer-reviewed scholarly literature and tested using inferential statistics. Three pedagogy factors—design content, active engagement, and vocational motivation—along with demographic and experimental control factors were regressed on student learning using parametric statistical techniques.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121617734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Torres, Aubrey L. C. Statti, Caroline A. Morales
The enrollment of K-12 English language learners (ELLs) has grown substantially over the last several decades and is projected to continue to increase in American public schools. Consequently, educators need to understand how to best support ELLs’ simultaneous acquisition of the English language and grade-level content. The purpose of this study was to investigate how technology can be most effectively utilized to enhance English learning students’ reading gains. Specifically, this study examined ELLs’ assessment scores received across the academic year through online reading enrichment programs. The findings of this study revealed that kindergarteners and second graders’ reading assessment scores resulted in significant differences across time but not for teachers. As a result, educators need to be mindful in how they structure literacy activities across the entire academic year particularly in the last quarter of the academic year since findings from this study revealed that students’ scores decreased during the last nine weeks of school.
{"title":"Investigating English Language Learners' Reading Gains From Technology-Based Instruction","authors":"K. Torres, Aubrey L. C. Statti, Caroline A. Morales","doi":"10.4018/ijcdlm.290385","DOIUrl":"https://doi.org/10.4018/ijcdlm.290385","url":null,"abstract":"The enrollment of K-12 English language learners (ELLs) has grown substantially over the last several decades and is projected to continue to increase in American public schools. Consequently, educators need to understand how to best support ELLs’ simultaneous acquisition of the English language and grade-level content. The purpose of this study was to investigate how technology can be most effectively utilized to enhance English learning students’ reading gains. Specifically, this study examined ELLs’ assessment scores received across the academic year through online reading enrichment programs. The findings of this study revealed that kindergarteners and second graders’ reading assessment scores resulted in significant differences across time but not for teachers. As a result, educators need to be mindful in how they structure literacy activities across the entire academic year particularly in the last quarter of the academic year since findings from this study revealed that students’ scores decreased during the last nine weeks of school.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134536468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Rizzuto, J. Henning, Katlyn M. Nielsen, Catherine Duckett
The purpose of the article is to provide and an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and familiarize teachers with a more constructivist approach to pre-school science instruction.
{"title":"Teaching Young Children About Sustainability","authors":"K. Rizzuto, J. Henning, Katlyn M. Nielsen, Catherine Duckett","doi":"10.4018/ijcdlm.313933","DOIUrl":"https://doi.org/10.4018/ijcdlm.313933","url":null,"abstract":"The purpose of the article is to provide and an exemplar of an inquiry-based unit on pollination for designing and implementing constructivist instructional practices while simultaneously providing outstanding teacher preparation. The unit on pollination was developed by preservice teachers through a partnership between the Monmouth Conservation Foundation and the Monmouth University School of Education. Through collective action, these institutions were able to enhance student learning on a vital part of the science curriculum, provide a rich clinical experience for pre-service teachers, and familiarize teachers with a more constructivist approach to pre-school science instruction.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131826822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Duanning Zhou, D. Morgan, Rajeev Dwivedi, Shuming Bai
Society witnesses that technology, especially information technology, plays a more and more important role in business and other areas. Not surprisingly, the new 2020 business accreditation standards by the Association to Advance Collegiate Schools of Business International (AACSB) have added technological competency and agility to reflect this trend. While most students know that information technology is important, teaching information technology in a business course of a business program has always been a challenge. Due to the AACSB requirement, technological competency may become one of the learning goals of business programs, and how to assess it becomes a new task to most business programs. This paper presents a new approach to teaching information technology courses and an innovative technological competency assessment instrument and effectiveness at an AACSB accredited school of business.
{"title":"A Case of Teaching and Assessing an Introduction to Information Technology Course","authors":"Duanning Zhou, D. Morgan, Rajeev Dwivedi, Shuming Bai","doi":"10.4018/ijcdlm.290384","DOIUrl":"https://doi.org/10.4018/ijcdlm.290384","url":null,"abstract":"Society witnesses that technology, especially information technology, plays a more and more important role in business and other areas. Not surprisingly, the new 2020 business accreditation standards by the Association to Advance Collegiate Schools of Business International (AACSB) have added technological competency and agility to reflect this trend. While most students know that information technology is important, teaching information technology in a business course of a business program has always been a challenge. Due to the AACSB requirement, technological competency may become one of the learning goals of business programs, and how to assess it becomes a new task to most business programs. This paper presents a new approach to teaching information technology courses and an innovative technological competency assessment instrument and effectiveness at an AACSB accredited school of business.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128781259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The education system in China has brought many benefits to Chinese education through decades of continuous reform and development. This is because many of China's education policies have shaped the Chinese education system as it is today. It reflects a global trend in education. Education in China is different from that of other countries. This article will select the Chinese specific education policy - nine-year compulsory education - as the subject of the evaluation analysis, describing the development, policy formulation such as background, objectives and implementation, and the main target groups. The needs, objectives and content of the nine years of compulsory education will be analysed. Using the SWOT analysis of the policy, it will also be necessary to develop some elements of the policy that can be improved as recommendations (expected impact of improvement measures).
{"title":"Nine Year Compulsory Education Policy in China","authors":"M. Sun","doi":"10.4018/ijcdlm.315580","DOIUrl":"https://doi.org/10.4018/ijcdlm.315580","url":null,"abstract":"The education system in China has brought many benefits to Chinese education through decades of continuous reform and development. This is because many of China's education policies have shaped the Chinese education system as it is today. It reflects a global trend in education. Education in China is different from that of other countries. This article will select the Chinese specific education policy - nine-year compulsory education - as the subject of the evaluation analysis, describing the development, policy formulation such as background, objectives and implementation, and the main target groups. The needs, objectives and content of the nine years of compulsory education will be analysed. Using the SWOT analysis of the policy, it will also be necessary to develop some elements of the policy that can be improved as recommendations (expected impact of improvement measures).","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"253 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123702077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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