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<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: critical thinking; achievement</title> <meta name="description" content="Search results for: critical thinking; achievement"> <meta name="keywords" content="critical thinking; achievement"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="critical thinking; 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achievement"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6913</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: critical thinking; achievement</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6643</span> Risk Issues for Controlling Floods through Unsafe, Dual Purpose, Gated Dams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gregory%20Michael%20McMahon">Gregory Michael McMahon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk management for the purposes of minimizing the damages from the operations of dams has met with opposition emerging from organisations and authorities, and their practitioners. It appears that the cause may be a misunderstanding of risk management arising from exchanges that mix deterministic thinking with risk-centric thinking and that do not separate uncertainty from reliability and accuracy from probability. This paper sets out those misunderstandings that arose from dam operations at Wivenhoe in 2011, using a comparison of outcomes that have been based on the methodology and its rules and those that have been operated by applying misunderstandings of the rules. The paper addresses the performance of one risk-centric Flood Manual for Wivenhoe Dam in achieving a risk management outcome. A mixture of engineering, administrative, and legal factors appear to have combined to reduce the outcomes from the risk approach. These are described. The findings are that a risk-centric Manual may need to assist administrations in the conduct of scenario training regimes, in responding to healthy audit reporting, and in the development of decision-support systems. The principal assistance needed from the Manual, however, is to assist engineering and the law to a good understanding of how risks are managed – do not assume that risk management is understood. The wider findings are that the critical profession for decision-making downstream of the meteorologist is not dam engineering or hydrology, or hydraulics; it is risk management. Risk management will provide the minimum flood damage outcome where actual rainfalls match or exceed forecasts of rainfalls, that therefore risk management will provide the best approach for the likely history of flooding in the life of a dam, and provisions made for worst cases may be state of the art in risk management. The principal conclusion is the need for training in both risk management as a discipline and also in the application of risk management rules to particular dam operational scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title="risk management">risk management</a>, <a href="https://publications.waset.org/abstracts/search?q=flood%20control" title=" flood control"> flood control</a>, <a href="https://publications.waset.org/abstracts/search?q=dam%20operations" title=" dam operations"> dam operations</a>, <a href="https://publications.waset.org/abstracts/search?q=deterministic%20thinking" title=" deterministic thinking"> deterministic thinking</a> </p> <a href="https://publications.waset.org/abstracts/167722/risk-issues-for-controlling-floods-through-unsafe-dual-purpose-gated-dams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6642</span> Integrative Biology Teaching and Learning Model Based on STEM Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narupot%20Putwattana">Narupot Putwattana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Changes in global situation such as environmental and economic crisis brought the new perspective for science education called integrative biology. STEM has been increasingly mentioned for several educational researches as the approach which combines the concept in Science (S), Technology (T), Engineering (E) and Mathematics (M) to apply in teaching and learning process so as to strengthen the 21st-century skills such as creativity and critical thinking. Recent studies demonstrated STEM as the pedagogy which described the engineering process along with the science classroom activities. So far, pedagogical contents for STEM explaining the content in biology have been scarce. A qualitative literature review was conducted so as to gather the articles based on electronic databases (google scholar). STEM education, engineering design, teaching and learning of biology were used as main keywords to find out researches involving with the application of STEM in biology teaching and learning process. All articles were analyzed to obtain appropriate teaching and learning model that unify the core concept of biology. The synthesized model comprised of engineering design, inquiry-based learning, biological prototype and biologically-inspired design (BID). STEM content and context integration were used as the theoretical framework to create the integrative biology instructional model for STEM education. Several disciplines contents such as biology, engineering, and technology were regarded for inquiry-based learning to build biological prototype. Direct and indirect integrations were used to provide the knowledge into the biology related STEM strategy. Meanwhile, engineering design and BID showed the occupational context for engineer and biologist. Technological and mathematical aspects were required to be inspected in terms of co-teaching method. Lastly, other variables such as critical thinking and problem-solving skills should be more considered in the further researches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biomimicry" title="biomimicry">biomimicry</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20approach" title=" engineering approach"> engineering approach</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20model" title=" teaching and learning model"> teaching and learning model</a> </p> <a href="https://publications.waset.org/abstracts/79439/integrative-biology-teaching-and-learning-model-based-on-stem-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">255</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6641</span> The Effects of Multiple Levels of Intelligence in an Algebra 1 Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abigail%20Gragg">Abigail Gragg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this research study was to adjudicate if implementing Howard Gardner’s multiple levels of intelligence would enhance student achievement levels in an Algebra 1 College Preparatory class. This was conducted within every class by incorporating one level of the eight levels of intelligence into small group work in stations. Every class was conducted utilizing small-group instruction. Achievement levels were measured through various forms of collected data that expressed student understandings in class through formative assessments versus student understandings on summative assessments. The data samples included: assessments (i.e. summative and formative assessments), observable data, video recordings, a daily log book, student surveys, and checklists kept during the observation periods. Formative assessments were analyzed during each class period to measure in-class understanding. Summative assessments were dissected per question per accuracy to review the effects of each intelligence implemented. The data was collated into a coding workbook for further analysis to conclude the resulting themes of the research. These themes include 1) there was no correlation to multiple levels of intelligence enhancing student achievement, 2) bodily-kinesthetic intelligence showed to be the intelligence that had the most improvement on test questions and 3) out of all of the bits of intelligence, interpersonal intelligence enhanced student understanding in class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stations" title="stations">stations</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20group%20instruction" title=" small group instruction"> small group instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20levels%20of%20intelligence" title=" multiple levels of intelligence"> multiple levels of intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathematics" title=" Mathematics"> Mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=Algebra%201" title=" Algebra 1"> Algebra 1</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20Pedagogies" title=" instructional Pedagogies"> instructional Pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/166609/the-effects-of-multiple-levels-of-intelligence-in-an-algebra-1-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6640</span> Goal Orientation, Learning Strategies and Academic Performance in Adult Distance Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ying%20Zhou">Ying Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Jian-Hua%20Wang"> Jian-Hua Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based upon the self-determination theory and self-regulated learning theory, this study examined the predictiveness of goal orientation and self-regulated learning strategies on academic achievement of adult students in distance learning. The results show a positive relation between goal orientation and the use of self-regulated strategies, and academic achievements. A significant and positive indirect relation of mastery goal orientation through self-regulated learning strategies was also found. In addition, results pointed to a positive indirect impact of performance-approach goal orientation on academic achievement. The effort regulation strategy fully mediated this relation. The theoretical and instructional implications are discussed. Interventions can be made to motivate students’ mastery or performance approach goal orientation and help them manage their time or efforts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=goal%20orientation" title="goal orientation">goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20strategies" title=" self-regulated strategies"> self-regulated strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20distance%20students" title=" adult distance students"> adult distance students</a> </p> <a href="https://publications.waset.org/abstracts/101894/goal-orientation-learning-strategies-and-academic-performance-in-adult-distance-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101894.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6639</span> Investigating the Impact of Factors Associated with Student Academic Achievement and Expectations through the Ecosystemic Perspective in the Greek Context: The Role of the Individual, Family, School and of the Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20Giovani">Olga Giovani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this research, Bronfenbrenner's theory will be used to investigate the individual, microsystemic, and exosystemic factors that may affect adolescents' academic achievement as well as their expectations in Greece. First, the topic of academic achievement in an adolescent developmental context will be set as the target of the proposed study while focusing on the aspects of community influences on adolescents. More specifically, the effect of available resources and the perceived sense of safety and support will be further investigated. Then the issue of family factors will be analyzed, as they are subjectively perceived by the adolescents, focusing on the perceived parental style, parental monitor, and involvement as a mesosystemic factor. In turn, the school will also be discussed with emphasis on the perceived school climate and support as well as the academic aspects of student achievement. Finally, the adolescent's individual perspective will be taken into consideration in developmental terms, examining their perceptions regarding their community/neighborhood, their family, their school, as well as their sense of self-concept and self-esteem as these are expressed through their academic performance and prosocial behavior. The aim of the proposed research is to study these associations through the prism of the systemic perspective, the relationship between aspects of educational achievement and socioeconomic background, with an emphasis on the role of the community, which has not been adequately researched in the Greek context. Community will be defined by the available community resources (recreational activities, public library, local orchestras, free entrance museums, etc.), adolescents' own perception of social support, safety, and support inside that community. These perceptions need to be investigated since they may serve as possible predictors of a child's current cognitive, developmental, and psycho-social outcomes, such as their perceived self-concept and self-esteem, as well as on their future expectations related to the entrance to university and job expectations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bioecological%20model" title="bioecological model">bioecological model</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20psychology" title=" developmental psychology"> developmental psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=ecosystemic%20approach" title=" ecosystemic approach"> ecosystemic approach</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=microsystemic%20factors" title=" microsystemic factors"> microsystemic factors</a>, <a href="https://publications.waset.org/abstracts/search?q=mesosystemic%20factors" title=" mesosystemic factors"> mesosystemic factors</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20perceptions" title=" individual perceptions"> individual perceptions</a> </p> <a href="https://publications.waset.org/abstracts/128706/investigating-the-impact-of-factors-associated-with-student-academic-achievement-and-expectations-through-the-ecosystemic-perspective-in-the-greek-context-the-role-of-the-individual-family-school-and-of-the-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6638</span> Application Potential of Selected Tools in Context of Critical Infrastructure Protection and Risk Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hromada%20Martin">Hromada Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Risk analysis is considered as a fundamental aspect relevant for ensuring the level of critical infrastructure protection, where the critical infrastructure is seen as system, asset or its part which is important for maintaining the vital societal functions. Article actually discusses and analyzes the potential application of selected tools of information support for the implementation and within the framework of risk analysis and critical infrastructure protection. Use of the information in relation to their risk analysis can be viewed as a form of simplifying the analytical process. It is clear that these instruments (information support) for these purposes are countless, so they were selected representatives who have already been applied in the selected area of critical infrastructure, or they can be used. All presented fact were the basis for critical infrastructure resilience evaluation methodology development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20infrastructure" title="critical infrastructure">critical infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=protection" title=" protection"> protection</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20analysis" title=" risk analysis"> risk analysis</a> </p> <a href="https://publications.waset.org/abstracts/21150/application-potential-of-selected-tools-in-context-of-critical-infrastructure-protection-and-risk-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21150.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">638</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6637</span> Examining How Teachers’ Backgrounds and Perceptions for Technology Use Influence on Students’ Achievements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Resendez"> Amanda Resendez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is to examine how teachers’ perspective on education technology use in their class influence their students’ achievement. The authors hypothesized that teachers’ perspective can directly or indirectly influence students’ learning, performance, and achievements. In this study, a questionnaire entitled, Teacher’s Perspective on Educational Technology, was delivered to 63 teachers and 1268 students’ mathematics and reading achievement records were collected. The questionnaire consists of four parts: a) demographic variables, b) attitudes on technology integration, c) outside factor affecting technology integration, and d) technology use in the classroom. Kruskal-Wallis and hierarchical regression analysis techniques were used to examine: 1) the relationship between the demographic variables and teachers’ perspectives on educational technology, and 2) how the demographic variables were causally related to students’ mathematics and reading achievements. The study found that teacher demographics were significantly related to the teachers’ perspective on educational technology with p < 0.05 and p < 0.01 separately. These teacher demographical variables included the school district, age, gender, the grade currently teach, teaching experience, and proficiency using new technology. Further, these variables significantly predicted students’ mathematics and reading achievements with p < 0.05 and p < 0.01 separately. The variations of R² are between 0.176 and 0.467. That means 46.7% of the variance of a given analysis can be explained by the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20perception%20of%20technology%20use" title="teacher's perception of technology use">teacher's perception of technology use</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20achievement" title=" mathematics achievement"> mathematics achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20achievement" title=" reading achievement"> reading achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=Kruskal-Wallis%20test" title=" Kruskal-Wallis test"> Kruskal-Wallis test</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20regression%20analysis" title=" hierarchical regression analysis"> hierarchical regression analysis</a> </p> <a href="https://publications.waset.org/abstracts/110322/examining-how-teachers-backgrounds-and-perceptions-for-technology-use-influence-on-students-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6636</span> The Application of Mapping, Practicing, Using Strategy with Instructional Materials Based on the School Curriculum toward the English Achievement of Indonesian EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eny%20Syatriana">Eny Syatriana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English proficiency of Indonesian secondary school students is below standard. The low proficiency may come from poor teaching materials that do not meet the students’ need. The main objective for English teachers is to improve the English proficiency of the students. The purpose of this study is to explore the application Mapping, Practicing, Using (MPU) strategy with Instructional Materials Based on the School Curriculum toward the English achievement of Indonesian EFL Students. This paper is part my dissertation entitles 'Designing instructional materials for secondary school students based on the school curriculum' consisting of need analysis, design, development, implementation, and evaluation; this paper discusses need analysis and creates a model of creating instructional materials through deep discussion among teachers of secondary schools. The subject consisted of six English teachers and students of three classes at three different secondary schools in Makassar, South Sulawesi, Indonesia. Pretest and posttest design were administered to see the effectiveness of the MPU strategy. Questionnaires were administered to see the teachers and students’ perception toward the instructional materials. The result indicates that the MPU strategy is effective in improving the English achievement; instructional materials with different strategies improve the English achievement of the students. Both teachers and students argue that the presented instructional materials are effective to be used in the teaching and learning process to increase the English proficiency of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=proficiency" title="proficiency">proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20secondary%20school%20students" title=" English for secondary school students"> English for secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a> </p> <a href="https://publications.waset.org/abstracts/44027/the-application-of-mapping-practicing-using-strategy-with-instructional-materials-based-on-the-school-curriculum-toward-the-english-achievement-of-indonesian-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6635</span> Assessment of ASEI-PDSI Method on Students’ Attitude and Achievement in Junior Secondary Schools Mathematics in FCT-Abuja</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amenaghawon%20Clement%20Osemwinyen">Amenaghawon Clement Osemwinyen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Activity, Student-centred, Experiment, Improvisation - Plan, Do, See, Improve (ASEI-PDSI) method championed by the Strengthening Mathematics And Science Education (SMASE) - Nigeria Project is an attempt to improve the quality of mathematics, which has consistently declined over the years in both public primary and secondary schools across the country. The study thus assessed the ASEI-PDSI method on students’ attitudes and achievement in junior secondary schools (JSS) mathematics in FCT-Abuja. A survey research design was adopted, and 100 mathematics teachers using a stratified random sampling method were used for the study. The data were collected using structured questionnaires and analyzed using descriptive statistics. The findings showed that the ASEI-PDSI method had significantly improved the attitudes of students toward mathematics. The study also revealed that the ASEI-PDSI method significantly influenced junior secondary school (JSS) students’ mathematics achievement. Amongst the recommendations were that teachers should be encouraged to adopt the ASEI-PDSI method in teaching and learning mathematics in order to create a mathematically stimulating classroom environment which could advertently influence junior secondary school (JSS) students’ attitude and academic performance in mathematics. Also, regular in-service training programs should be organized by stakeholders (government and other interest groups) so as to improve the teaching strategies of teachers, mostly as they affect the ASEI-PDSI method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement" title="achievement">achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEI-PDSI%20method" title=" ASEI-PDSI method"> ASEI-PDSI method</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=SMASE" title=" SMASE"> SMASE</a> </p> <a href="https://publications.waset.org/abstracts/163639/assessment-of-asei-pdsi-method-on-students-attitude-and-achievement-in-junior-secondary-schools-mathematics-in-fct-abuja" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163639.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6634</span> College Readiness Outcomes of No Child Left Behind: A Critical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tianyu%20Chen">Tianyu Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The No Child Left Behind Act (NCLB) of 2001 was a major federal education policy that aimed to improve academic outcomes for all students in the United States. This study examines whether NCLB improved college readiness, measured by access to higher education, for different demographic groups. Using data from the Integrated Public Use Microdata Series (IPUMS) from 2003-2008, regression analyses explore the relationship between gender, race, family income, and region with occupational education score. The results indicate that NCLB implementation had a positive effect on college access for women and Asian students compared to other groups. Higher family income was also associated with an increased likelihood of pursuing higher education, especially for families in the South. While NCLB intended to close achievement gaps, disparities in college readiness remained five years after implementation. Further research could examine longer-term trends and additional factors influencing the policy's effectiveness across student subgroups. This study provides evidence that simply holding schools accountable for test scores may not sufficiently improve equitable educational outcomes. More targeted support of disadvantaged groups may be needed to fulfill the goal of "no child left behind." <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=no%20child%20left%20behind%20act" title="no child left behind act">no child left behind act</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20readiness" title=" college readiness"> college readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20gaps" title=" achievement gaps"> achievement gaps</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20equity" title=" educational equity"> educational equity</a> </p> <a href="https://publications.waset.org/abstracts/174080/college-readiness-outcomes-of-no-child-left-behind-a-critical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174080.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6633</span> Idea Thinking Integrated Typology Technology of 6 Sigma, TRIZ, and Visual Planning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dongkyu%20Lee">Dongkyu Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Doan-Quoc%20Hoan"> Doan-Quoc Hoan</a>, <a href="https://publications.waset.org/abstracts/search?q=Soomi%20Shin"> Soomi Shin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study shows an easy R&D innovation-activity methodology which embodies the methodological strategy of supplementing the disadvantages of 6 sigma by TRIZ and considers the acceptance of employees through the change in the concept of innovation-activity methodology from the focus of chapter development to that of stepwise executed task. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=idea%20thinking" title="idea thinking">idea thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=6%20sigma" title=" 6 sigma"> 6 sigma</a>, <a href="https://publications.waset.org/abstracts/search?q=triz" title=" triz"> triz</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20planning" title=" visual planning"> visual planning</a>, <a href="https://publications.waset.org/abstracts/search?q=R%26D" title=" R&D"> R&D</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation-activity" title=" innovation-activity"> innovation-activity</a> </p> <a href="https://publications.waset.org/abstracts/31368/idea-thinking-integrated-typology-technology-of-6-sigma-triz-and-visual-planning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31368.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">500</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6632</span> A Surrealist Play of Associations: Neoliberalism, Critical Pedagogy and Surrealism in Secondary English Language Arts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20Ho">Stephanie Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project utilizes principles derived from the Surrealist movement to prioritize creative and critical thinking in secondary English Language Arts (ELA). The implementation of Surrealist-style pedagogies within an ELA classroom will be rooted in critical, radical pedagogy, which addresses the injustices caused by economic-oriented educational systems. The use of critical pedagogy will enable the subversive artistic and political aims of Surrealism to be transmitted to a classroom context. Through aesthetic reading strategies, appreciative questioning and dialogue, students will actively critique the power dynamics which structure (and often restrict) their lives. Within the ELA domain, cost-effective approaches often replace the actual “arts” of ELA. This research will therefore explore how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. This research will also examine how Surrealism can be used as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. The stakeholders are teachers, as they experience constant pressure within their practices. Similarly, students encounter rigorous, results-based pressures. These dynamics contribute to feelings of powerlessness, thus reinforcing a formulaic model of ELA. The ELA curriculum has potential to create laboratories for critical discussion and active movement towards social change. This proposed research strategy of Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-informed%20pedagogies" title="arts-informed pedagogies">arts-informed pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20arts" title=" language arts"> language arts</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=surrealism" title=" surrealism"> surrealism</a> </p> <a href="https://publications.waset.org/abstracts/115225/a-surrealist-play-of-associations-neoliberalism-critical-pedagogy-and-surrealism-in-secondary-english-language-arts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6631</span> The Effect of Cooperative Learning on Academic Achievement of Grade Nine Students in Mathematics: The Case of Mettu Secondary and Preparatory School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diriba%20Gemechu">Diriba Gemechu</a>, <a href="https://publications.waset.org/abstracts/search?q=Lamessa%20Abebe"> Lamessa Abebe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to examine the effect of cooperative learning method on student’s academic achievement and on the achievement level over a usual method in teaching different topics of mathematics. The study also examines the perceptions of students towards cooperative learning. Cooperative learning is the instructional strategy in which pairs or small groups of students with different levels of ability work together to accomplish a shared goal. The aim of this cooperation is for students to maximize their own and each other learning, with members striving for joint benefit. The teacher’s role changes from wise on the wise to guide on the side. Cooperative learning due to its influential aspects is the most prevalent teaching-learning technique in the modern world. Therefore the study was conducted in order to examine the effect of cooperative learning on the academic achievement of grade 9 students in Mathematics in case of Mettu secondary school. Two sample sections are randomly selected by which one section served randomly as an experimental and the other as a comparison group. Data gathering instruments are achievement tests and questionnaires. A treatment of STAD method of cooperative learning was provided to the experimental group while the usual method is used in the comparison group. The experiment lasted for one semester. To determine the effect of cooperative learning on the student’s academic achievement, the significance of difference between the scores of groups at 0.05 levels was tested by applying t test. The effect size was calculated to see the strength of the treatment. The student’s perceptions about the method were tested by percentiles of the questionnaires. During data analysis, each group was divided into high and low achievers on basis of their previous Mathematics result. Data analysis revealed that both the experimental and comparison groups were almost equal in Mathematics at the beginning of the experiment. The experimental group out scored significantly than comparison group on posttest. Additionally, the comparison of mean posttest scores of high achievers indicates significant difference between the two groups. The same is true for low achiever students of both groups on posttest. Hence, the result of the study indicates the effectiveness of the method for Mathematics topics as compared to usual method of teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=comparison%20group" title=" comparison group"> comparison group</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20group" title=" experimental group"> experimental group</a> </p> <a href="https://publications.waset.org/abstracts/68232/the-effect-of-cooperative-learning-on-academic-achievement-of-grade-nine-students-in-mathematics-the-case-of-mettu-secondary-and-preparatory-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6630</span> Transforming Professional Learning Communities and Centers: A Case Study of Luck Now District, Uttar Pradesh, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarvada%20Nand">Sarvada Nand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher quality is directly proportional to the achievement level of students. Recent researches reveal that the teacher learning communities enhance the quality of teacher. It is a proven fact that community does help in enhancing teachers’ self-esteem as professionals, their teaching skills and enhancing classroom transaction that results in the higher achievement of students. The purpose of this study is to develop TLC and provide them platform where they share their views and ideas on various academic issues. The study examines how teachers conceptualize TLCs, up to what extent TLC help in developing professionalism among teachers and how they prepare themselves for the days to come. In this study, pre-test in five subjects, Hindi, English, Mathematics, Science and Social Studies was conducted and a questionnaire was designed to judge the teachers' attitude towards teaching practice. After completion of the project duration of three and a half-month, an exercise of post-test was conducted in all the above subjects. The post tests show tremendous improvements in achievement level of those students who were regular in their classes and were attended through this new method. A visible shift in teacher’s attitude is seen for the better. They were able to realize their own potentials. There was a group of Facilitators formed to perform continuously supervision and monitor in regular intervals so that they could easily handle the challenges, and factors much important for the attainment towards the fulfillment of the objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20learning%20communities" title="teacher learning communities">teacher learning communities</a>, <a href="https://publications.waset.org/abstracts/search?q=best%20practice" title=" best practice"> best practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalism" title=" teacher professionalism"> teacher professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a> </p> <a href="https://publications.waset.org/abstracts/52410/transforming-professional-learning-communities-and-centers-a-case-study-of-luck-now-district-uttar-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52410.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6629</span> Alvaro Siza’s Design Strategy: An Insight into Critical Regionalism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahmatollah%20Amirjani">Rahmatollah Amirjani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> By the emergence of the debate over the failure of Regionalism in the late 1970s, Critical Regionalism was introduced as a different way to respond to the state of architecture in the post-war era. Critical Regionalism is most often understood as a discourse that not only mediates the language of modern architecture with the local cultures but also revives the relation between architecture and spectator as indexed by capitalism. Since the inception of Critical Regionalism, a large number of architectural practices have emerged around the globe; however, the work of the well-known Portuguese architect, Álvaro Siza, is considered as a unique case amongst works associated with the discourse of Critical Regionalism. This paper intends to respond to a number of questions, including; what are the origins of Critical Regionalism? How does Siza’s design strategy correspond to the thematic of Critical Regionalism? How does Siza recover the relation between object and subject in most of his projects? Using Siza’s housing project for the Malagueira district in Évora, Portugal, this article will attempt to answer these questions, and highlight Alvaro Siza’s design procedure which goes beyond the existing discourse of Critical Regionalism and contributes to our understanding of this practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alvaro%20Siza" title="Alvaro Siza">Alvaro Siza</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20regionalism" title=" critical regionalism"> critical regionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=Malagueira%20housing" title=" Malagueira housing"> Malagueira housing</a>, <a href="https://publications.waset.org/abstracts/search?q=placelessness" title=" placelessness"> placelessness</a> </p> <a href="https://publications.waset.org/abstracts/91723/alvaro-sizas-design-strategy-an-insight-into-critical-regionalism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91723.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6628</span> Nurturing Scientific Minds: Enhancing Scientific Thinking in Children (Ages 5-9) through Experiential Learning in Kids Science Labs (STEM)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliya%20K.%20Salahova">Aliya K. Salahova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scientific thinking, characterized by purposeful knowledge-seeking and the harmonization of theory and facts, holds a crucial role in preparing young minds for an increasingly complex and technologically advanced world. This abstract presents a research study aimed at fostering scientific thinking in early childhood, focusing on children aged 5 to 9 years, through experiential learning in Kids Science Labs (STEM). The study utilized a longitudinal exploration design, spanning 240 weeks from September 2018 to April 2023, to evaluate the effectiveness of the Kids Science Labs program in developing scientific thinking skills. Participants in the research comprised 72 children drawn from local schools and community organizations. Through a formative psychology-pedagogical experiment, the experimental group engaged in weekly STEM activities carefully designed to stimulate scientific thinking, while the control group participated in daily art classes for comparison. To assess the scientific thinking abilities of the participants, a registration table with evaluation criteria was developed. This table included indicators such as depth of questioning, resource utilization in research, logical reasoning in hypotheses, procedural accuracy in experiments, and reflection on research processes. The data analysis revealed dynamic fluctuations in the number of children at different levels of scientific thinking proficiency. While the development was not uniform across all participants, a main leading factor emerged, indicating that the Kids Science Labs program and formative experiment exerted a positive impact on enhancing scientific thinking skills in children within this age range. The study's findings support the hypothesis that systematic implementation of STEM activities effectively promotes and nurtures scientific thinking in children aged 5-9 years. Enriching education with a specially planned STEM program, tailoring scientific activities to children's psychological development, and implementing well-planned diagnostic and corrective measures emerged as essential pedagogical conditions for enhancing scientific thinking abilities in this age group. The results highlight the significant and positive impact of the systematic-activity approach in developing scientific thinking, leading to notable progress and growth in children's scientific thinking abilities over time. These findings have promising implications for educators and researchers, emphasizing the importance of incorporating STEM activities into educational curricula to foster scientific thinking from an early age. This study contributes valuable insights to the field of science education and underscores the potential of STEM-based interventions in shaping the future scientific minds of young children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Scientific%20thinking" title="Scientific thinking">Scientific thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=Psychology" title=" Psychology"> Psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedagogy" title=" Pedagogy"> Pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/170294/nurturing-scientific-minds-enhancing-scientific-thinking-in-children-ages-5-9-through-experiential-learning-in-kids-science-labs-stem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170294.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6627</span> Q-Test of Undergraduate Epistemology and Scientific Thought: Development and Testing of an Assessment of Scientific Epistemology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20J.%20Zagumny">Matthew J. Zagumny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The QUEST is an assessment of scientific epistemic beliefs and was developed to measure students’ intellectual development in regards to beliefs about knowledge and knowing. The QUEST utilizes Q-sort methodology, which requires participants to rate the degree to which statements describe them personally. As a measure of personal theories of knowledge, the QUEST instrument is described with the Q-sort distribution and scoring explained. A preliminary demonstration of the QUEST assessment is described with two samples of undergraduate students (novice/lower division compared to advanced/upper division students) being assessed and their average QUEST scores compared. The usefulness of an assessment of epistemology is discussed in terms of the principle that assessment tends to drive educational practice and university mission. The critical need for university and academic programs to focus on development of students’ scientific epistemology is briefly discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scientific%20epistemology" title="scientific epistemology">scientific epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=Q-sort%20method" title=" Q-sort method"> Q-sort method</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20undergraduates" title=" STEM undergraduates"> STEM undergraduates</a> </p> <a href="https://publications.waset.org/abstracts/45315/q-test-of-undergraduate-epistemology-and-scientific-thought-development-and-testing-of-an-assessment-of-scientific-epistemology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6626</span> Constructivism Learning Management in Mathematics Analysis Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Komon%20Paisal">Komon Paisal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were (1) to create a learning activity for constructivism, (2) study the Mathematical Analysis courses learning achievement, and (3) study students’ attitude toward the learning activity for constructivism. The samples in this study were divided into 2 parts including 3 Mathematical Analysis courses instructors of Suan Sunandha Rajabhat University who provided basic information and attended the seminar and 17 Mathematical Analysis courses students who were studying in the academic and engaging in the learning activity for constructivism. The research instruments were lesson plans constructivism, subjective Mathematical Analysis courses achievement test with reliability index of 0.8119, and an attitude test concerning the students’ attitude toward the Mathematical Analysis courses learning activity for constructivism. The result of the research show that the efficiency of the Mathematical Analysis courses learning activity for constructivism is 73.05/72.16, which is more than expected criteria of 70/70. The research additionally find that the average score of learning achievement of students who engaged in the learning activities for constructivism are equal to 70% and the students’ attitude toward the learning activity for constructivism are at the medium level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivism" title="constructivism">constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management" title=" learning management"> learning management</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20analysis%20courses" title=" mathematics analysis courses"> mathematics analysis courses</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20activity" title=" learning activity"> learning activity</a> </p> <a href="https://publications.waset.org/abstracts/9993/constructivism-learning-management-in-mathematics-analysis-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9993.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">532</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6625</span> Israeli Palestinian Adolescents' Exposure to Community Violence and their Academic Achievements: The Indirect Effects of Internalizing and Externalizing Symptoms and Parental Psychological Well-Being </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neveen%20Ali-Saleh%20Darawsha">Neveen Ali-Saleh Darawsha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Exposure to community violence (CV) is alarmingly high and emphasizes negative consequences. The present study examines the rates and consequences of exposure to community violence, among Palestinian adolescents from Israel, age ranged 14-18. Specifically, it examines whether exposure to community violence is indirectly related to academic achievement through internalizing and externalizing symptoms among adolescents; and whether the indirect effects of exposure to CV and academic achievements will differ when the parents have different levels of psychological well-being. Method: Semi systematic random sample of 760 Palestinian adolescents in Israel, (320 boys, and 440 girls) filled out a self-administration questionnaire. Most of the adolescents had witnessed community violence during the last year and during their lifetime, and more than one third had directly experienced such violence during lifetime compared with 19.6% during the last year. Structural equation modeling was used to examine the indirect effects of exposure to CV and academic achievement. Results revealed that externalizing symptoms mediated the association between exposure to CV and academic achievement. There were no indirect effects through internalizing symptoms. Moreover, parental psychological well-being moderated the indirect effects between externalizing symptoms and academic achievements. Conclusion: Findings highlight the importance of targeting externalizing symptoms for adolescents that could improve their behaviors and also their academic achievements as well. limitations of the study, implications for the practice and recommendations for future research are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20violence" title="community violence">community violence</a>, <a href="https://publications.waset.org/abstracts/search?q=witnessing%20violence" title=" witnessing violence"> witnessing violence</a>, <a href="https://publications.waset.org/abstracts/search?q=direct%20personal%20experiencing" title=" direct personal experiencing"> direct personal experiencing</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=Palestinian%20adolescents" title=" Palestinian adolescents"> Palestinian adolescents</a> </p> <a href="https://publications.waset.org/abstracts/111436/israeli-palestinian-adolescents-exposure-to-community-violence-and-their-academic-achievements-the-indirect-effects-of-internalizing-and-externalizing-symptoms-and-parental-psychological-well-being" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6624</span> The Effective Method for Postering Thinking Dispositions of Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Jalahi">H. Jalahi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Yazdanpanah%20Nozari"> A. Yazdanpanah Nozari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Purpose: Assessment of learners’ performance is an important factors in teaching-learning process. When a factor is sensitive and has high influence on life, their assessment should be done precisely. Thinking dispositions are very important factors in medical education because of its specific condition. In this study a model is designed for fostering thinking dispositions of learners in which authentic assessment is an important element. Materials and Methods: Objective based research is developmental, and such a model was not designed for curricula. Data collection and comparing approaches about assessment and analyzing current assessments offered applied proposals. Results: Based on research findings, the current assessments are response-based, that is students instead of product of response, only offers the specific response which the teachers expects; but authentic assessment is a form of assessment in which students are asked to perform real-word tasks that demonstrate meaningful application of essential knowledge and skills. Conclusion: Because of the difficulties and unexpected problems in life and individuals needs to lifelong learning and conditions in medical course that require decision making in specific times, we must pay attention to reach thinking dispositions and it should be included in curriculum. Authentic assessment as an important aspect of curriculum can help fostering thinking dispositions of learners. Using this kind of assessments which focus on application of information and skills to solve real-word tasks have more important role in medical courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic" title=" authentic"> authentic</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20courses" title=" medical courses"> medical courses</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental" title=" developmental "> developmental </a> </p> <a href="https://publications.waset.org/abstracts/17874/the-effective-method-for-postering-thinking-dispositions-of-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6623</span> Logistic Regression Based Model for Predicting Students’ Academic Performance in Higher Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Osaze%20Oshoiribhor">Emmanuel Osaze Oshoiribhor</a>, <a href="https://publications.waset.org/abstracts/search?q=Adetokunbo%20MacGregor%20John-Otumu"> Adetokunbo MacGregor John-Otumu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, there has been a desire to forecast student academic achievement prior to graduation. This is to help them improve their grades, particularly for individuals with poor performance. The goal of this study is to employ supervised learning techniques to construct a predictive model for student academic achievement. Many academics have already constructed models that predict student academic achievement based on factors such as smoking, demography, culture, social media, parent educational background, parent finances, and family background, to name a few. This feature and the model employed may not have correctly classified the students in terms of their academic performance. This model is built using a logistic regression classifier with basic features such as the previous semester's course score, attendance to class, class participation, and the total number of course materials or resources the student is able to cover per semester as a prerequisite to predict if the student will perform well in future on related courses. The model outperformed other classifiers such as Naive bayes, Support vector machine (SVM), Decision Tree, Random forest, and Adaboost, returning a 96.7% accuracy. This model is available as a desktop application, allowing both instructors and students to benefit from user-friendly interfaces for predicting student academic achievement. As a result, it is recommended that both students and professors use this tool to better forecast outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=ML" title=" ML"> ML</a>, <a href="https://publications.waset.org/abstracts/search?q=logistic%20regression" title=" logistic regression"> logistic regression</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a> </p> <a href="https://publications.waset.org/abstracts/151047/logistic-regression-based-model-for-predicting-students-academic-performance-in-higher-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151047.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6622</span> The Development Learning Module Physics based on Guided Inquiry Approach on Model Cooperative Learning Type STAD (Student Team Achievement Division) in the Main Subject of Temperature and Heat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fani%20Firmahandari">Fani Firmahandari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development learning module physics based on guided inquiry approach on model cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat. The research development aimed to produce physics learning module based on guided cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat to the student in X class. The research method used Research and Development approach. The development procedure of this module includes potential problems, data collection to meet the need, product design, and feasibility of this module. The impact of learning can be seen or observed clearly when the learning process takes place, the teachers or the students already implemented measures cooperative learning model type STAD, so that the learning process goes well, the interaction of teachers and students, students with student looks good, besides that students can interact and work together in group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning%20type%20STAD%20%28student%20team%20achievement%20division%29" title="cooperative learning type STAD (student team achievement division)">cooperative learning type STAD (student team achievement division)</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20students" title=" interaction students"> interaction students</a> </p> <a href="https://publications.waset.org/abstracts/39814/the-development-learning-module-physics-based-on-guided-inquiry-approach-on-model-cooperative-learning-type-stad-student-team-achievement-division-in-the-main-subject-of-temperature-and-heat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6621</span> Relationship between the Level of Perceived Self-Efficacy of Children with Learning Disability and Their Mother’s Perception about the Efficacy of Their Child, and Children’s Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Payal%20Maheshwari">Payal Maheshwari</a>, <a href="https://publications.waset.org/abstracts/search?q=Maheaswari%20Brindavan"> Maheaswari Brindavan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed at studying the level of perceived self-efficacy of children with learning disability and their mother’s perception about the efficacy of the child and the relationship between the two. The study further aimed at finding out the relationship between the level of perceived self-efficacy of children with learning disability and their academic achievement and their mother’s perception about the Efficacy of the child and child’s Academic Achievement. The sample comprised of 80 respondents (40 children with learning disability and their mothers). Children with learning disability as their primary condition, belonging to middle or upper middle class, living with both the parents, residing in Mumbai and their mothers were selected. Purposive or judgmental and snowball sampling technique was used to select the sample for the present study. Proformas in the form of questionnaires were used to obtain the background information of the children with learning disability and their mother’s. A self-constructed Mother’s Perceived Efficacy of their Child Assessment Scale was used to measure mothers perceived level of efficacy of their child with learning disability. Self-constructed Child’s Perceived Self-Efficacy Assessment Scale was used to measure the level of child’s perceived self-efficacy. Academic scores of the child were collected from the child’s parents or teachers and were converted into percentage. The data were analyzed quantitatively using frequencies, mean and standard deviation. Correlations were computed to ascertain the relationships between the different variables. The findings revealed that majority of the mother’s perceived efficacy about their child with learning disability was above average as well as majority of the children with learning disability also perceived themselves as having above average level of self-efficacy. Further in the domains of self-regulated learning and emotional self-efficacy majority of the mothers perceived their child as having average or below average efficacy, 50% of the children also perceived their self-efficacy in the two domains at average or below average level. A significant (r=.322, p < .05) weak correlation (Spearman’s rho) was found between mother’s perceived efficacy about their child, and child’s perceived self-efficacy and a significant (r=.377, p < .01) weak correlation (Pearson Correlation) was also found between mother’s perceived efficacy about their child and child’s academic achievement. Significant weak positive correlation was found between child’s perceived self-efficacy and academic achievement (r=.332, p < .05). Based on the findings, the study discussed the need for intervention program for children in non-academic skills like self-regulation and emotional competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20disability" title="learning disability">learning disability</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20self%20efficacy" title=" perceived self efficacy"> perceived self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=mothers" title=" mothers"> mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/70921/relationship-between-the-level-of-perceived-self-efficacy-of-children-with-learning-disability-and-their-mothers-perception-about-the-efficacy-of-their-child-and-childrens-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70921.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6620</span> Project Work with Design Thinking and Blended Learning: A Practical Report from Teaching in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Vogeler">C. Vogeler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Change processes such as individualization and digitalization have an impact on higher education. Graduates are expected to cooperate in creative work processes in their professional life. During their studies, they need to be prepared accordingly. This includes modern learning scenarios that integrate the benefits of digital media. Therefore, design thinking and blended learning have been combined in the project-based seminar conception introduced here. The presented seminar conception has been realized and evaluated with students of information sciences since September 2017. Within the seminar, the students learn to work on a project. They apply the methods in a problem-based learning scenario. Task of the case study is to arrange a conference on the topic gaming in libraries. In order to collaborative develop creative possibilities of realization within the group of students the design thinking method has been chosen. Design thinking is a method, used to create user-centric, problem-solving and need-driven innovation through creative collaboration in multidisciplinary teams. Central characteristics are the openness of this approach to work results and the visualization of ideas. This approach is now also accepted in the field of higher education. Especially in problem-based learning scenarios, the method offers clearly defined process steps for creative ideas and their realization. The creative process can be supported by digital media, such as search engines and tools for the documentation of brainstorming, creation of mind maps, project management etc. Because the students have to do two-thirds of the workload in their private study, design thinking has been combined with a blended learning approach. This supports students’ preparation and follow-up of the joint work in workshops (flipped classroom scenario) as well as the communication and collaboration during the entire project work phase. For this purpose, learning materials are provided on a Moodle-based learning platform as well as various tools that supported the design thinking process as described above. In this paper, the seminar conception with a combination of design thinking and blended learning is described and the potentials and limitations of the chosen strategy for the development of a course with a multimedia approach in higher education are reflected. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20thinking" title=" design thinking"> design thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20media%20tools%20and%20methods" title=" digital media tools and methods"> digital media tools and methods</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a> </p> <a href="https://publications.waset.org/abstracts/82789/project-work-with-design-thinking-and-blended-learning-a-practical-report-from-teaching-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6619</span> The Factors Affecting the Development of the Media and Animations for Vocational School in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanit%20Pruktara">Tanit Pruktara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed to study the students’ learning achievement and awareness level on electrical energy consumption and conservation and also to investigate the students’ attitude on the developed multimedia supplemented instructional unit for learning household electrical energy consumption and conservation in grade 10 Thailand student. This study used a quantitative method using MCQ for pre and post-achievement tests and Likert scales for awareness and attitude survey questionnaires. The results from this were employed to improve the multimedia to be appropriate for the classroom and with real life situations in the second phase, the main study. The experimental results showed that the developed learning unit significantly improved the students’ learning achievement as well as their awareness of electric energy conservation. Additional we found the student will enjoy participating in class activities when the lessons are taught using multimedia and helps them to develop the relevance between the course and real world situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lesson%20plan" title="lesson plan">lesson plan</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20and%20animations" title=" media and animations"> media and animations</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20course" title=" training course"> training course</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20school%20in%20Thailand" title=" vocational school in Thailand"> vocational school in Thailand</a> </p> <a href="https://publications.waset.org/abstracts/55589/the-factors-affecting-the-development-of-the-media-and-animations-for-vocational-school-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55589.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6618</span> Quantifying the Aspect of ‘Imagining’ in the Map of Dialogical inquiry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chua%20Si%20Wen%20Alicia">Chua Si Wen Alicia</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcus%20Goh%20Tian%20Xi"> Marcus Goh Tian Xi</a>, <a href="https://publications.waset.org/abstracts/search?q=Eunice%20Gan%20Ghee%20Wu"> Eunice Gan Ghee Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Helen%20Bound"> Helen Bound</a>, <a href="https://publications.waset.org/abstracts/search?q=Lee%20Liang%20Ying"> Lee Liang Ying</a>, <a href="https://publications.waset.org/abstracts/search?q=Albert%20Lee"> Albert Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a world full of rapid changes, people often need a set of skills to help them navigate an ever-changing workscape. These skills, often known as “future-oriented skills,” include learning to learn, critical thinking, understanding multiple perspectives, and knowledge creation. Future-oriented skills are typically assumed to be domain-general, applicable to multiple domains, and can be cultivated through a learning approach called Dialogical Inquiry. Dialogical Inquiry is known for its benefits of making sense of multiple perspectives, encouraging critical thinking, and developing learner’s capability to learn. However, it currently exists as a quantitative tool, which makes it hard to track and compare learning processes over time. With these concerns, the present research aimed to develop and validate a quantitative tool for the Map of Dialogical Inquiry, focusing Imagining aspect of learning. The Imagining aspect four dimensions: 1) speculative/ look for alternatives, 2) risk taking/ break rules, 3) create/ design, and 4) vision/ imagine. To do so, an exploratory literature review was conducted to better understand the dimensions of Imagining. This included deep-diving into the history of the creation of the Map of Dialogical Inquiry and a review on how “Imagining” has been conceptually defined in the field of social psychology, education, and beyond. Then, we synthesised and validated scales. These scales measured the dimension of Imagination and related concepts like creativity, divergent thinking regulatory focus, and instrumental risk. Thereafter, items were adapted from the aforementioned procured scales to form items that would contribute to the preliminary version of the Imagining Scale. For scale validation, 250 participants were recruited. A Confirmatory Factor Analysis (CFA) sought to establish dimensionality of the Imagining Scale with an iterative procedure in item removal. Reliability and validity of the scale’s dimensions were sought through measurements of Cronbach’s alpha, convergent validity, and discriminant validity. While CFA found that the distinction of Imagining’s four dimensions could not be validated, the scale was able to establish high reliability with a Cronbach alpha of .96. In addition, the convergent validity of the Imagining scale was established. A lack of strong discriminant validity may point to overlaps with other components of the Dialogical Map as a measure of learning. Thus, a holistic approach to forming the tool – encompassing all eight different components may be preferable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=imagining" title=" imagining"> imagining</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogical%20teaching" title=" dialogical teaching"> dialogical teaching</a> </p> <a href="https://publications.waset.org/abstracts/154267/quantifying-the-aspect-of-imagining-in-the-map-of-dialogical-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154267.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6617</span> Adopting a Comparative Cultural Studies Approach to Teaching Writing in the Global Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madhura%20Bandyopadhyay">Madhura Bandyopadhyay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching writing within multicultural and multiethnic communities poses many unique challenges not the least of which is that of intercultural communication. When the writing is in English, pedagogical imperatives often encounter the universalizing tendencies of standardization of both language use and structural parameters which are often at odds with maintaining local practices which preserve cultural pluralism. English often becomes the contact zone within which individual identities of students play out against the standardization imperatives of the larger world. Writing classes can serve as places which become instruments of assimilation of ethnic minorities to a larger globalizing or nationalistic agenda. Hence, for those outside of the standard practices of writing English, adaptability towards a mastery of those practices valued as standard become the focus of teaching taking away from diversity of local English use and other modes of critical thinking. In a very multicultural and multiethnic context such as the US or Singapore, these dynamics become very important. This paper will argue that multiethnic writing classrooms can greatly benefit from taking up a cultural studies approach whereby the students’ lived environments and experiences are analyzed as cultural texts to produce writing. Such an approach eliminates limitations of using both literary texts as foci of discussion as in traditional approaches to teaching writing and the current trend in teaching composition without using texts at all. By bringing in students’ lived experiences into the classroom and analyzing them as cultural compositions stressing the ability to communicate across cultures, cultural competency is valued rather than adaptability while privileging pluralistic experiences as valuable even as universal shared experience are found. Specifically, while teaching writing in English in a multicultural classroom, a cultural studies approach makes both teacher and student aware of the diversity of the English language as it exists in our global context in the students’ experience while making space for diversity in critical thinking, structure and organization of writing effective in an intercultural context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=multicultural" title=" multicultural"> multicultural</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/30514/adopting-a-comparative-cultural-studies-approach-to-teaching-writing-in-the-global-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6616</span> Educational Disparities with Respect to Achievement Motivation and Socio-Economic Status: A Comparative Study Based on Caste</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Santoshi%20Halder">Santoshi Halder</a>, <a href="https://publications.waset.org/abstracts/search?q=Ranjini%20Ghosh"> Ranjini Ghosh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on educational stratification suggests that inequality in education between different social strata continues and sometimes even widens in spite of educational growth. The backward classes are the most suppressed classes in society. In India, the Scheduled Castes are found as one of the backward classes. After independence there a lot of provisions were made for their uplift. Still they are facing a lot of problems in perusing education, getting jobs, choosing life style independently etc. The present study was conducted to explore the educational disparities in education with respect to caste. Sample consisted of 1020 students (540 scheduled caste and 540 general caste) from three different universities of West Bengal. Tools selected were General Information Schedule (GIS), socioeconomic status (SES), Achievement motivation scale. Findings indicated significant differences for the selected variables under the study with respect to caste. Findings have significant implication for the advocates, policy makers and educationists and sociologists for appropriate intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scheduled%20caste" title="scheduled caste">scheduled caste</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20barriers" title=" educational barriers"> educational barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement%20motivation" title=" achievement motivation"> achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=socioeconomic%20status" title=" socioeconomic status"> socioeconomic status</a> </p> <a href="https://publications.waset.org/abstracts/16726/educational-disparities-with-respect-to-achievement-motivation-and-socio-economic-status-a-comparative-study-based-on-caste" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16726.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6615</span> Impact of Mathematical Modeling on Mathematics Achievement, Attitude, and Interest of Pre-Service Teachers in Niger State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Abubakar%20Ndanusa">Mohammed Abubakar Ndanusa</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Hassan"> A. A. Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20W.%20Gimba"> R. W. Gimba</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Alfa"> A. M. Alfa</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20T.%20Abari"> M. T. Abari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the Impact of Mathematical Modeling on Mathematics Achievement, Attitude and Interest of Pre-Service Teachers in Niger States, Nigeria. It was an attempt to ease students’ difficulties in comprehending mathematics. The study used randomized pretest, posttest control group design. Two Colleges of Education were purposively selected from Niger State with a sample size of eighty-four 84 students. Three research instruments used are Mathematical Modeling Achievement Test (MMAT), Attitudes Towards Mathematical Modeling Questionnaire (ATMMQ) and Mathematical Modeling Students Interest Questionnaire (MMSIQ). Pearson Product Moment Correlation (PPMC) formula was used for MMAT and Alpha Cronbach was used for ATMMQ and MMSIQ to determine their reliability coefficient and the values the following values were obtained respectively 0.76, 0.75 and 0.73. Independent t-test statistics was used to test hypothesis One while Mann Whitney U-test was used to test hypothesis Two and Three. Findings revealed that students taught Mathematics using Mathematical Modeling performed better than their counterparts taught using lecture method. However, there was a significant difference in the attitude and interest of pre-service mathematics teachers after being exposed to mathematical modeling. The strategy, therefore, was recommended to be used by Mathematics teachers with a view to improving students’ attitude and interest towards Mathematics. Also, modeling should be taught at NCE level in order to prepare pre-service teachers towards real task in the field of Mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement" title="achievement">achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/85624/impact-of-mathematical-modeling-on-mathematics-achievement-attitude-and-interest-of-pre-service-teachers-in-niger-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85624.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6614</span> A Meta-Analysis of the Academic Achievement of Students With Emotional/Behavioral Disorders in Traditional Public Schools in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dana%20Page">Dana Page</a>, <a href="https://publications.waset.org/abstracts/search?q=Erica%20McClure"> Erica McClure</a>, <a href="https://publications.waset.org/abstracts/search?q=Kate%20Snider"> Kate Snider</a>, <a href="https://publications.waset.org/abstracts/search?q=Jenni%20Pollard"> Jenni Pollard</a>, <a href="https://publications.waset.org/abstracts/search?q=Tim%20Landrum"> Tim Landrum</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeff%20Valentine"> Jeff Valentine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Extensive research has been conducted on students with emotional and behavioral disorders (EBD) and their rates of challenging behavior. In the past, however, less attention has been given to their academic achievement and outcomes. Recent research examining outcomes for students with EBD has indicated that these students receive lower grades, are less likely to pass classes, and experience higher rates of school dropout than students without disabilities and students with other high incidence disabilities. Given that between 2% and 20% of the school-age population is likely to have EBD (though many may not be identified as such), this is no small problem. Despite the need for increased examination of this population’s academic achievement, research on the actual performance of students with EBD has been minimal. This study reports the results of a meta-analysis of the limited research examining academic achievement of students with EBD, including effect sizes of assessment scores and discussion of moderators potentially impacting academic outcomes. Researchers conducted a thorough literature search to identify potentially relevant documents before screening studies for inclusion in the systematic review. Screening identified 35 studies that reported results of academic assessment scores for students with EBD. These studies were then coded to extract descriptive data across multiple domains, including placement of students, participant demographics, and academic assessment scores. Results indicated possible collinearity between EBD disability status and lower academic assessment scores, despite a lack of association between EBD eligibility and lower cognitive ability. Quantitative analysis of assessment results yielded effect sizes for academic achievement of student participants, indicating lower performance levels and potential moderators (e.g., race, socioeconomic status, and gender) impacting student academic performance. In addition to discussing results of the meta-analysis, implications and areas for future research, policy, and practice are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=students%20with%20emotional%20behavioral%20disorders" title="students with emotional behavioral disorders">students with emotional behavioral disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a> </p> <a href="https://publications.waset.org/abstracts/170462/a-meta-analysis-of-the-academic-achievement-of-students-with-emotionalbehavioral-disorders-in-traditional-public-schools-in-the-united-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20thinking%3B%20achievement&page=9" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20thinking%3B%20achievement&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=critical%20thinking%3B%20achievement&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" 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