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Descriptors:
Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Program Effectiveness; Instructional Materials; Geography; Educational Change; Best Practices; Elementary Secondary Education; Geography Instruction; Educational Improvement; Improvement Programs; Evaluation Methods; Evaluation Research; Evaluation Needs; Needs Assessment; Change Strategies; Academic Standards; Alignment (Education); Behavioral Objectives; Educational Objectives

Abstract:
In late 2012, both the second edition of the "Geography for Life: National Geography Standards" and the National Science Foundation-funded "Road Map for Geography Education Project" reports were released; the former document describes the conceptual goals for K-12 geography education, and the latter, a route to coordinating reform efforts to realize those goals. A central premise of the Road Map Project reports is that reform must be implemented comprehensively across each facet of education. This will require a more robust foundation of research about teaching and learning around the geography learning objectives, developing high-quality instructional materials that move students toward those goals, preparing geography teachers to facilitate learning them, and creating assessments that validly and reliably assess them. The Road Map Project assessment report describes a process for creating assessments, from describing best practices for design and use of assessments, to describing a system for articulating what should be assessed, and how it should be assessed. In this article, the authors highlight five central components of the report, including: (1) areas identified as high priorities for geography assessments; (2) a clarification of the goals to be assessed; (3) an examination of how well existing assessments meet those goals; (4) a framework for creating a new generation of assessments that can support reform efforts; and (5) recommendations for where efforts should be focused to implement these changes. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Environment; Goal Orientation; Secondary School Students; Late Adolescents; Foreign Countries; Structural Equation Models; Student Motivation; Learning Strategies; Behavioral Objectives; Cognitive Ability; Learning Motivation; Achievement Need; Learning Processes; Cognitive Style; Self Management; Metacognition; Questionnaires; Self Evaluation (Individuals); Predictor Variables; Aptitude Treatment Interaction

Abstract:
In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic environment and students' personal goal orientations. In this study, the author analyzed the interactions between these cognitive, volitional, and motivational variables in late adolescence. To achieve this goal, the author proposed a model by means of SEM (Structural Equation Modeling). The investigation was developed with 268 4th-grade secondary school students, from public and private schools, in a northwestern city in Spain. Analysis of the proposed model showed the following results: the perception of a classroom learning goal structure relates significantly to a personal learning goal orientation, and the latter relates positively to the use of meta-cognitive strategies, the use of volitional strategies has a mediating effect between a learning goal orientation and the use of meta-cognitive strategies. Results are discussed in detail in the document. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teacher Effectiveness; Accountability; Instructional Leadership; Teacher Empowerment; Barriers; Case Studies; Educational Practices; Phenomenology; Teaching Experience; Behavioral Objectives; Educational Objectives; Professional Autonomy

Abstract:
Effective teachers have been described as possessing a vision for their teaching. However, the current high-stakes accountability climate has provided challenges for teachers attempting to align their instruction with their vision for teaching. The goal of this study was to explore 3 in-service teachers' visions and perceived obstacles they faced as they worked to enact their vision in their respective schools. Although teachers' visions focused on adapting to fit the needs of their students, this was often at odds with their schools' recommendations. Findings from this study suggest the challenges associated with enacting one's vision given the constraints of high-stakes accountability systems. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Learner Engagement; High School Students; Case Studies; Classroom Environment; Classroom Techniques; Computer Science Education; Client Server Architecture; Science Course Improvement Projects; Student Improvement; Teleconferencing; Learning Motivation; Motivation Techniques; Student Motivation; Intercollegiate Cooperation; Behavioral Objectives; Participant Satisfaction; Engineering Education

Abstract:
This paper describes the use of a student conference as a novel experience aimed at motivating students enrolled in various computer architecture courses, such as Microprocessor Systems. The goal was to increase student engagement, to decrease failure rates, and to introduce students to the world of research. This multidisciplinary experience enabled students from several universities and cities to participate in a scientific conference while addressing novel research topics. This experience, and the understanding thus gained of the assorted roles of participants in a scientific conference--authors, reviewers, and local, steering, and scientific committees--served to increase the engagement and collaboration of both students and instructors and helped to decrease the dropout rate. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Systems Approach; Science Activities; Educational Experiments; Science Experiments; Learning Modules; Cost Effectiveness; Man Machine Systems; Design Requirements; Undergraduate Students; Undergraduate Study; Science Course Improvement Projects; Behavioral Objectives; Educational Objectives; Educational Resources; Program Descriptions; Laboratory Experiments

Abstract:
This paper presents low-cost experiments for a control systems laboratory module that is worth one and a third credits. The experiments are organized around the microcontroller-based control of a permanent magnet dc motor. The experimental setups were built in-house. Except for the operating system, the software used is primarily freeware or free for academic use. The objective of this module is that students--fresh from a first course in control systems theory, which introduces them to proportional-integral-derivative control and to design using Bode plots and root locus--learn how a simple modern control system is built. Student feedback and a 90-min end-of-semester practical exam show that, although the students find the experiments challenging, this module helps meet this objective. After having taken the first course and this laboratory module, the students feel that they can build control systems in addition to discussing them theoretically. This module is easy to set up and administer using the supporting material provided by the authors. (Contains 2 tables and 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Curriculum Development; Social Sciences; Critical Theory; Activism; Scientific Concepts; Time; Place Based Education; Theory Practice Relationship; Inquiry; Culturally Relevant Education; Educational Practices; Behavioral Objectives; Social Action

Abstract:
This paper forms the first part of a project of inquiry to understand the theoretical and practical potentials of Occupy through the recent wave of occupations that have emerged in response to the politics of austerity and precarity around the world. We do this as educators who are seeking to "occupy" spaces of higher education inside and outside of the institutions in which we work. Occupy points to the centrality of space and time as practical concepts through which it is possible to reconfigure revolutionary activity. By dealing with the concept (Occupy) at this fundamental level of space and time through a critical engagement with Henri Lefebvre's notion of "a new pedagogy of space and time", we hope to open spaces for further revolutionary transformation by extending a critique of the politics of space and time into the institutions and idea of education itself. Lefebvre considers the "pedagogy of space and time" as a basis for a new form of "counter-space". He suggests that "deviant or diverted spaces, though initially subordinate, show distinct evidence of a true productive capacity" (2008: 383), and in doing so reveal the breaking points of everyday life and the ways in which it might be appropriated as exuberant spaces full of enjoyment and hope. In the Production of Space, he identifies the space of leisure as a site within which such a resistance might be contemplated and activated. In our work we replace the principle of leisure with the concept of Occupy. We consider here how attempts to occupy the university curriculum, not as a programme of education but as the production of critical knowledge, may also constitute "a new pedagogy of space and time". We will describe this occupation of higher education with reference to two projects with which we are involved Student as Producer and the Social Science Centre, the former at the University of Lincoln, and the latter across the city of Lincoln. (Contains 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Biology; Change Strategies; Educational Change; Organizational Change; Behavioral Objectives; Educational Objectives; Educational Resources; Undergraduate Study; Program Implementation; Program Descriptions; College Programs; Educational Practices; Science Course Improvement Projects

Abstract:
The Vision and Change effort to explore and implement needed changes in undergraduate biology education has been ongoing since 2006. It is now time to take stock of changes that have occurred at the faculty and single-course levels, and to consider how to accomplish the larger-scale changes needed at departmental and institutional levels. This article is a continuation of our efforts to keep people informed about the next steps for Vision and Change, in particular ongoing activities that need community (your) input, and what resources are available to support the Vision stated in 2009: "the biology we teach should reflect the biology we do" (American Association for the Advancement of Science [AAAS], 2011). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational Change; Values Education; Educational Improvement; Elementary Schools; Behavioral Objectives; Educational Objectives; Administrative Principles; Change Strategies; Improvement Programs; Class Activities; Learning Activities; Instructional Design; Educational Administration; Needs Assessment; Instructional Leadership; Leadership Effectiveness; Student Behavior

Abstract:
Maple Leaf School is a large English elementary school in Ontario, Canada. Wanda Miller, the principal, has been at the school for 2 years. Upon arrival, she engaged the teachers in a collaborative exercise to determine their school goal (as required by the province). Character education was selected. The district insisted that the school adopt an academic goal instead. Wanda determined that character education would be the school's primary goal and writing its secondary one. Since then, students' behavior and the school's climate have improved markedly, but test scores have declined. This case focuses on the tension between a locally identified, collaboratively determined school focus and conflicting district and provincial demands. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Systems Analysis; Behavioral Objectives; Validity; Evaluation Research; Evaluation Methods; Decision Making; Measurement Techniques; Design; Data Analysis; Art Criticism; Case Studies; Classification; Literature Reviews

Abstract:
This study addresses validity issues in evaluation that stem from Ernest R. House's book, "Evaluating With Validity". The authors examine "American Journal of Evaluation" articles from 1980 to 2010 that report the results of policy and program evaluations. The authors classify these evaluations according to House's "major approaches" typology (Systems Analysis, Behavioral Objectives, Decision making, Goal-free, Professional Review, Art Criticism, Quasi-legal, and Case Study) and the types of validity (measurement, design, interpretation, use) the evaluations consider. Analyzing the intersection of evaluation type and validity type, the authors explore the status of House's standards of Truth, Beauty, and Justice in evaluation practice. (Contains 4 tables, 5 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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