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Student Teams Achievement Division STAD is one of the strategies under the cooperative learning model where students in heterogenous grouping learn together, are assessed individually, and scores are added together, contributing to the teams performance. This study determined its effectiveness in improving the conceptual learning of Grade 12 Accountancy, Business and Management ABM students of Agusan del Sur National High School on intermolecular forces IMFs . This action research followed a quasi experimental mixed methods design where 93 students in two sections were assigned as experimental and control groups. Pretest and posttest scores and students perceptions were obtained. The results show that students taught using STAD have significantly higher posttest scores than those in the lecture method p 0.05 . Students also conveyed that the strategy helped them learn the topic by interacting with their groupmates and becoming more motivated to learn throughout the activity. On the other hand, some challenges identified by the participants include groupmates learning at a different pace, time restrictions, and negative feelings towards group activities. It is concluded that STAD can effectively aid in learning the IMFs. It is recommended that the strategy be utilized in other topics and disciplines and tested further for effectiveness. Jean Ailyn O. Pitolan "Utilization of Student Teams-Achievement Division (STAD) Cooperative Learning Model in Improving Conceptual Learning on Intermolecular Forces of Senior High School Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd56198.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/56198/utilization-of-student-teamsachievement-division-stad-cooperative-learning-model-in-improving-conceptual-learning-on-intermolecular-forces-of-senior-high-school-students/jean-ailyn-o-pitolan

The major purpose of this study was to discover whether existing practices for evaluating instruction are intended to help elementary school teachers improve student learning. The study examined similarities and differences in the perceptions of teachers and principals about teacher evaluation and analyzed the degrees to which evaluation of instruction is intended to provide information teachers may use to increase student learning. Perceptions about whether evaluation is effective in improving student learning were also studied, and ideas about changes to make evaluation more meaningful were elicited. Two samples of elementary schools were used. One consisted of 34 schools, general Schools, selected at random. The other included five demographically different schools affiliated with the Massachusetts Coalition for the Advancement in Learning, Target Schools. Interviews were conducted with teachers and principals in the target schools. Overall, teacher evaluations were perceived as a means for accountability, teacher effectiveness, and the improvement of curriculum. Only 7 of 39 principals believed that the purpose of teacher evaluation was to improve student achievement and enhance student learning. Teachers and principals from the target schools were more aware of improvement of student learning as a goal.Teacher attitudes about evaluation procedures and some recommendations for the improvement of evaluation were noted. (Contains 64 references.)(SLD)

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The achievement of students’ learning outcomes in physics lessons has a low tendency, this is due to various factors, one of which is higher-order thinking skills (HOTS) based learning that has not been fully implemented in the learning process and assessment. This study aimed to determine the differences in the Synectic-HOTS learning model in physics compared to conventional learning models. This study used a quasi-experimental study with a pre-test–post-test nonequivalent control group design. The instrument used in this study is a two-tier test question that contains 20 items of HOTS aspect. The prerequisite test showed that the data was not homogeneous, while the results of the data homogeneity test were stated to be homogeneous. Therefore, a non-parametric test was carried out using the Mann-Whitney U-test. Based on the results of the data analysis, the Asymp. Sig. (2-tailed) for the pre-test was 0.111 and the post-test was 0.001 (p=.000<05). The effect size calculation shows that the Synectic learning model is effective in the medium category. These results indicate that the application of the Synectic-HOTS model significantly improves HOTS when compared to conventional learning models. This work can open up insights to teachers about alternative, creative, and effective learning models to improve higher-order thinking skills and student learning outcomes.

Learning Analytics (LA) has emerged as a pivotal tool in enhancing educational outcomes by leveraging vast amounts of data to inform decision-making processes at various levels of education. This paper explores the definition, scope, and historical development of learning analytics, emphasizing its applications in personalized learning and predictive modeling. By analyzing the data generated from student interactions with educational systems, LA provides actionable insights that enable educators and institutions to improve student retention, tailor learning experiences, and optimize educational practices. However, the deployment of LA also presents challenges related to data ethics, privacy, and the equitable use of data-driven insights. This paper delves into these challenges, offering a balanced perspective on the promises and pitfalls of learning analytics in modern education.

Background and Purpose: Grand Rounds is a teaching methodology that has existed in various forms in medical education for centuries. When a student-run pro bono clinic identified a growing challenge of providing continuity of care for clients and a lack of preparedness in students, they implemented a Grand Rounds model of case presentation within the curriculum. The purpose of this paper is to describe the implementation and assessment of Grand Rounds as it attempts to improve both the continuity of care for the clients and the learning experience for the students involved in a student-run pro bono clinic. Case Description and Evaluation: The Student Board divided the student physical therapists and the clients into three teams. Each team of students would meet every three weeks to discuss the clients on their caseload. More advanced students helped to mentor the more novice students and a faculty member would facilitate the discussions. Outcomes: After eight months of implementation, the Student Board gathered evaluative data from students, supervisors and client. The Widener University Institutional Review Board approved the program evaluation. Analysis of the data collected revealed that the students grew more confident and effective in their ability to implement and advance the physical therapy program. Discussion and Conclusion: The program evaluation confirmed that the implementation of teams and Grand Rounds positively impacted students' confidence and ability to collaboratively treat and advance clients and their physical therapy program in the student-run pro bono clinic. The program evaluation was not effective in thoroughly assessing the impact that the model had on clients and their recovery. Further evaluation should be conducted with client outcomes measures. Recommendations for the modification and improvement of Grand Rounds emerged.

Student achievement of the curriculum is the school's reason for being. This research, however, suggests that the behavior of school leaders is not effective in accomplishing four critical outcomes of curriculum development: (1) the creation of well-written documents that use a common framework; (2) curriculum that is aligned with state and national standards; (3) an understanding and teaching of the curriculum by teachers; and (4) all students successfully learning the curriculum. Leaders must orchestrate multiple changes that provide opportunities for teachers to work in teams, focus resources effectively on implementing the curriculum, and establish accountability for results.

Student achievement of the curriculum is the school's reason for being. This research, however, suggests that the behavior of school leaders is not effective in accomplishing four critical outcomes of curriculum development: (1) the creation of well-written documents that use a common framework; (2) curriculum that is aligned with state and national standards; (3) an understanding and teaching of the curriculum by teachers; and (4) all students successfully learning the curriculum. Leaders must orchestrate multiple changes that provide opportunities for teachers to work in teams, focus resources effectively on implementing the curriculum, and establish accountability for results.

Student achievement of the curriculum is the school's reason for being. This research, however, suggests that the behavior of school leaders is not effective in accomplishing four critical outcomes of curriculum development: (1) the creation of well-written documents that use a common framework; (2) curriculum that is aligned with state and national standards; (3) an understanding and teaching of the curriculum by teachers; and (4) all students successfully learning the curriculum. Leaders must orchestrate multiple changes that provide opportunities for teachers to work in teams, focus resources effectively on implementing the curriculum, and establish accountability for results.

This paper describes cooperative learning strategies to increase high school and middle school students' motivation for doing well in school. The targeted population consisted of middle school students in a physical education and science classes, and high school students in science, technology, and special education classes. Both schools are located in a middle-class, suburban community in Illinois. Analysis of probable cause data indicated that many students did not participate in class regularly but rather came to school to socialize. Research reports that students with poor motivation are often bored in school and have poor relations with their teachers. Cooperative learning was chosen as the best strategy for intervention following a review of research on strategies to improve student motivation. The results of the actions taken showed a slight increase in targeted behaviors in students. It was noted that students became less dependent on teacher assistance and more cooperative with each other. Evaluation instruments are appended. (Contains 35 references.) (JDM)

This document describes a practicum established to improve the learning environment in an urban elementary school. Violence, vandalism, and anti-social behavior on the part of students created a situation in which teachers spent more time keeping order in the classroom than in actual teaching. The practicum was set up as an inservice education project with the aim of changing teacher behavior in the classroom and thereby changing children's behavior. Teacher training sessions, in which teachers were encouraged to explore their classroom behaviors in order to begin establishing a helping/supportive relationship with students, were the basic elements of the project. Continuing evaluation and examination of personal attitudes were encouraged. Performance of students and changes in their behavior were observed, and tests were conducted before and after the three-month project. Emphasis was placed upon teachers establishing a sensitivity to the problems of the students and reacting to them in a helpful way. The practicum established that teacher behavior affects the learning situation, that teacher behavior can be changed, and that the change can improve student learning. Appendixes supply information on the characteristics of the school and community involved, the questionnaires used, and tests and survey data. A bibliography is included. (JD)

This handbook is designed to help state leaders form vital connections between schools and communities to improve student learning. It explains that community schools are beneficial because they meet students' basic needs, including safety; offer high quality curriculum and teaching aligned with academic standards; provide learning experiences that extend beyond the traditional school day; show students opportunities for success beyond academics; and engage students as active learners and contributors. Community schools make a difference by strengthening students, families, schools, and communities. Steps that state policy leaders can take to support community schools include developing and promoting a vision for improving student learning that incorporates the critical role of families and communities, as well as schools (e.g., articulating and promoting a vision of community schools that supports young people's learning and healthy development while strengthening families and communities); ensuring that all state programs and policies focus on supporting student learning (e.g., providing incentives for coordination at the local level); and making targeted investments in community schools to increase the effectiveness of existing programs and resources (e.g., supporting community school coordinator positions). (Contains 21 references.) (SM)

This handbook is designed to help state leaders form vital connections between schools and communities to improve student learning. It explains that community schools are beneficial because they meet students' basic needs, including safety; offer high quality curriculum and teaching aligned with academic standards; provide learning experiences that extend beyond the traditional school day; show students opportunities for success beyond academics; and engage students as active learners and contributors. Community schools make a difference by strengthening students, families, schools, and communities. Steps that state policy leaders can take to support community schools include developing and promoting a vision for improving student learning that incorporates the critical role of families and communities, as well as schools (e.g., articulating and promoting a vision of community schools that supports young people's learning and healthy development while strengthening families and communities); ensuring that all state programs and policies focus on supporting student learning (e.g., providing incentives for coordination at the local level); and making targeted investments in community schools to increase the effectiveness of existing programs and resources (e.g., supporting community school coordinator positions). (Contains 21 references.) (SM)

This handbook is designed to help state leaders form vital connections between schools and communities to improve student learning. It explains that community schools are beneficial because they meet students' basic needs, including safety; offer high quality curriculum and teaching aligned with academic standards; provide learning experiences that extend beyond the traditional school day; show students opportunities for success beyond academics; and engage students as active learners and contributors. Community schools make a difference by strengthening students, families, schools, and communities. Steps that state policy leaders can take to support community schools include developing and promoting a vision for improving student learning that incorporates the critical role of families and communities, as well as schools (e.g., articulating and promoting a vision of community schools that supports young people's learning and healthy development while strengthening families and communities); ensuring that all state programs and policies focus on supporting student learning (e.g., providing incentives for coordination at the local level); and making targeted investments in community schools to increase the effectiveness of existing programs and resources (e.g., supporting community school coordinator positions). (Contains 21 references.) (SM)

This handbook is designed to help state leaders form vital connections between schools and communities to improve student learning. It explains that community schools are beneficial because they meet students' basic needs, including safety; offer high quality curriculum and teaching aligned with academic standards; provide learning experiences that extend beyond the traditional school day; show students opportunities for success beyond academics; and engage students as active learners and contributors. Community schools make a difference by strengthening students, families, schools, and communities. Steps that state policy leaders can take to support community schools include developing and promoting a vision for improving student learning that incorporates the critical role of families and communities, as well as schools (e.g., articulating and promoting a vision of community schools that supports young people's learning and healthy development while strengthening families and communities); ensuring that all state programs and policies focus on supporting student learning (e.g., providing incentives for coordination at the local level); and making targeted investments in community schools to increase the effectiveness of existing programs and resources (e.g., supporting community school coordinator positions). (Contains 21 references.) (SM)

Seventh grade students in three schools in different communities in the Midwest were described by parents and teachers as not exhibiting acceptable responsibility for their own learning and not showing respect or ownership for their learning environments. This paper describes a program designed for improving these students' responsibility for their learning and behavior. Analysis of probable cause data revealed that students were not prepared for class, did not complete homework assignments, did not accept responsibility for their own behavior, and did not take responsibility for the classroom environment. Current reviews of the literature show that solutions to increasing student responsibility involve creating a positive, caring classroom environment and engaging student learning by establishing meaningful instructional strategies. The goal of modifying the classroom setting was accomplished by creating classroom rules as a group, assigning weekly job responsibilities, and modifying the classroom decor. Changes to the learning environment were made through the use of cooperative learning, multiple intelligence activities, journals, offering choices, connecting with literature themes, and whole class discussions. Analysis of each intervention found that all helped increase students' responsibility for their learning and behavior. Teachers reported enjoying the positive changes in students' attitudes and felt closer to them as a result. Appendices contain research data. (Contains 46 references, 22 appendixes, and 21 tables.) (JDM)

On May 2, the Arizona Department of Education (ADE) and the West Comprehensive Center (WCC) at WestEd facilitated a half-day pre-conference for tribal leaders and educators participating in the 2016 Southwest Pathways Conference (which was held May 2-4). The gathering raised awareness about critical education, health, and well-being issues affecting Native American youth and families. Conversations helped participants understand how to better support school and district personnel in improving learning conditions and outcomes for Native American students. Workshop topics encompassed culturally inclusive practices, family engagement, health and well-being, substance abuse prevention, the Every Student Succeeds Act, and dropout prevention. This document contains summaries of the plenary sessions and workshops. Each summary includes the title of the session or workshop as it appeared in the conference agenda; the speaker's name, title, and organization; a thesis statement about the session's content; key points; and an abstract of the session or workshop. The document concludes with feedback from participants and potential next steps.

Parents, teachers, and peers play significant roles in a child's development of self-esteem. This report describes a program for improving the self-esteem of fourth-grade students in a large, multi-ethnic suburb. The researcher documented the students' low self-esteem through teacher observations and by the administration of a student self-esteem fitness profile. Analysis of the probable cause data revealed that most students exhibited deficiencies in emotional security, were intolerant of errors, felt little satisfaction when speaking of feelings, feared for their safety, and lacked role models and significant others who conveyed to them appreciation for their uniqueness. Some solution strategies suggested by experts, combined with analysis of the problem setting, resulted in two major categories of intervention: (1) creation of a learning environment conducive to the enhancement of self-esteem; and (2) implementation of daily lessons on various components of self-esteem. Post-program measures revealed that the number of students feeling a lack of emotional security and belonging decreased, while students feeling a lack of competence and purpose remained the same. The data showed the benefits of providing a learning environment conducive to the enhancement of self-esteem. Seventeen appendices list log entries, survey results, and evaluation forms. Contains 67 references. (RJM)

Parents, teachers, and peers play significant roles in a child's development of self-esteem. This report describes a program for improving the self-esteem of fourth-grade students in a large, multi-ethnic suburb. The researcher documented the students' low self-esteem through teacher observations and by the administration of a student self-esteem fitness profile. Analysis of the probable cause data revealed that most students exhibited deficiencies in emotional security, were intolerant of errors, felt little satisfaction when speaking of feelings, feared for their safety, and lacked role models and significant others who conveyed to them appreciation for their uniqueness. Some solution strategies suggested by experts, combined with analysis of the problem setting, resulted in two major categories of intervention: (1) creation of a learning environment conducive to the enhancement of self-esteem; and (2) implementation of daily lessons on various components of self-esteem. Post-program measures revealed that the number of students feeling a lack of emotional security and belonging decreased, while students feeling a lack of competence and purpose remained the same. The data showed the benefits of providing a learning environment conducive to the enhancement of self-esteem. Seventeen appendices list log entries, survey results, and evaluation forms. Contains 67 references. (RJM)

Parents, teachers, and peers play significant roles in a child's development of self-esteem. This report describes a program for improving the self-esteem of fourth-grade students in a large, multi-ethnic suburb. The researcher documented the students' low self-esteem through teacher observations and by the administration of a student self-esteem fitness profile. Analysis of the probable cause data revealed that most students exhibited deficiencies in emotional security, were intolerant of errors, felt little satisfaction when speaking of feelings, feared for their safety, and lacked role models and significant others who conveyed to them appreciation for their uniqueness. Some solution strategies suggested by experts, combined with analysis of the problem setting, resulted in two major categories of intervention: (1) creation of a learning environment conducive to the enhancement of self-esteem; and (2) implementation of daily lessons on various components of self-esteem. Post-program measures revealed that the number of students feeling a lack of emotional security and belonging decreased, while students feeling a lack of competence and purpose remained the same. The data showed the benefits of providing a learning environment conducive to the enhancement of self-esteem. Seventeen appendices list log entries, survey results, and evaluation forms. Contains 67 references. (RJM)

Parents, teachers, and peers play significant roles in a child's development of self-esteem. This report describes a program for improving the self-esteem of fourth-grade students in a large, multi-ethnic suburb. The researcher documented the students' low self-esteem through teacher observations and by the administration of a student self-esteem fitness profile. Analysis of the probable cause data revealed that most students exhibited deficiencies in emotional security, were intolerant of errors, felt little satisfaction when speaking of feelings, feared for their safety, and lacked role models and significant others who conveyed to them appreciation for their uniqueness. Some solution strategies suggested by experts, combined with analysis of the problem setting, resulted in two major categories of intervention: (1) creation of a learning environment conducive to the enhancement of self-esteem; and (2) implementation of daily lessons on various components of self-esteem. Post-program measures revealed that the number of students feeling a lack of emotional security and belonging decreased, while students feeling a lack of competence and purpose remained the same. The data showed the benefits of providing a learning environment conducive to the enhancement of self-esteem. Seventeen appendices list log entries, survey results, and evaluation forms. Contains 67 references. (RJM)

Fast growth of computer related technology both in software-hardware and application areas, brings new challenges to be faced when using computers for supporting education. In this paper some experiences and the results of a survey are presented in teaching computer topics using computer as a teaching tool. Our teaching activities are related to both computer engineering and vocational school computer programming students and also to students from different areas like marketing, foreign trade, etc. The students in the second category learn computers as a tool for their daily work, whereas students of the first group learn computers as part of their professional education. Although the students come from different departments, there are many common pedagogical problems. In this paper, relationships between the efficiency of learning and the ownership of personal computers have been investigated. For this purpose, we conducted a survey on the students of Yasar University and evaluated the results together with their exam grades. The outcomes are presented and some conclusions are drawn, which concern the influence of computer ownership and usage patterns on the learning curve of students. (Contains 1 figure and 4 charts.)

This report addresses the problem of apathy and the unwillingness of middle level students to meet basic standards, evidenced by a lack of student performance and participation and by an attitude of indifference. The targeted population for this study consisted of seventh and eighth grade general music students in an economically and culturally diverse urban community in western Illinois. An emphasis was placed on incorporating active learning strategies in order to improve student interest and participation. The report includes an analysis of probable causes of student disengagement; a plan of intervention based on increasing on-task behavior, increasing personal insight and appreciation, and increasing student recall, comprehension, and transfer of course content; a discussion of the results; and recommendations. Contains 34 references. (BT)

This action research project sought to increase motivation in fifth-grade social studies students. Observations and measures of student attitudes and achievement indicated a lack of student interest in learning activities. Two categories of intervention were implemented: (1) instruction in the use of learning strategies, including graphic organizers and questioning techniques, to improve higher order thinking skills and to increase students' ability to organize and comprehend information; and (2) use of cooperative learning to increase student motivation and enhance social skills. Post-intervention data indicated an increase in student motivation. Students showed improvement in attitudes and academic performance, felt more confident in their learning of social studies, and sufficiently used the learning strategies implemented in the project. (Six appendices include survey and observation forms and classroom materials. Contains 17 references.) (EV)

It is well documented that college students arrive poorly prepared to succeed in science and mathematics courses. Reasons for this include: (1) lack of student conceptual understanding in science; (2) inability to think critically; (3) little interest in science; and (4) a lack of self-discipline and study skills. The purpose of this paper is to demonstrate that if a Curriculum Design Model (CDM) is applied to course curriculum and instruction, then college students will be able to understand the basic concepts underlying important science topics. Further, the effectiveness of the CDM can be tested in the form of improved student conceptual understanding, achievement and course retention. It is postulated that when students are given the opportunity to construct their own conceptual understanding, there is an increase in their motivation and interest in science. (Contains 26 references.) (MVL)

It is well documented that college students arrive poorly prepared to succeed in science and mathematics courses. Reasons for this include: (1) lack of student conceptual understanding in science; (2) inability to think critically; (3) little interest in science; and (4) a lack of self-discipline and study skills. The purpose of this paper is to demonstrate that if a Curriculum Design Model (CDM) is applied to course curriculum and instruction, then college students will be able to understand the basic concepts underlying important science topics. Further, the effectiveness of the CDM can be tested in the form of improved student conceptual understanding, achievement and course retention. It is postulated that when students are given the opportunity to construct their own conceptual understanding, there is an increase in their motivation and interest in science. (Contains 26 references.) (MVL)

The aim of this research is to evaluate the impact of using authentic assessment on the motivation and learning achievement of students at SD IT Semarak Rejang Lebong, especially in learning Islamic Religious Education (PAI). This research applies a descriptive and qualitative approach with a focus on SD IT Semarak Rejang Lebong. In line with John Creswell's definition of qualitative research, this methodology involves open data collection, analysis of text or images, representation of information through figures and tables, and personal interpretation of findings. The implementation of authentic assessment in PAI learning at SDIT Semarak Rejang Lebong is believed to be able to improve learning outcomes and student creativity. In this context, authentic assessment is considered very effective because it encourages students to demonstrate their individual abilities. Although some students may have unsatisfactory learning results, the majority of them overall get good grades. If there are students who have not reached Minimum Competency (KKM), the teacher takes remedial steps to provide additional assistance and improve student understanding. Overall, this research highlights that the implementation of authentic assessment in PAI learning at SD IT Semarak Rejang Lebong has a positive impact on students' motivation and learning achievement, namely with remedial steps taken to support their development. 

The aim of this research is to evaluate the impact of using authentic assessment on the motivation and learning achievement of students at SD IT Semarak Rejang Lebong, especially in learning Islamic Religious Education (PAI). This research applies a descriptive and qualitative approach with a focus on SD IT Semarak Rejang Lebong. In line with John Creswell's definition of qualitative research, this methodology involves open data collection, analysis of text or images, representation of information through figures and tables, and personal interpretation of findings. The implementation of authentic assessment in PAI learning at SDIT Semarak Rejang Lebong is believed to be able to improve learning outcomes and student creativity. In this context, authentic assessment is considered very effective because it encourages students to demonstrate their individual abilities. Although some students may have unsatisfactory learning results, the majority of them overall get good grades. If there are students who have not reached Minimum Competency (KKM), the teacher takes remedial steps to provide additional assistance and improve student understanding. Overall, this research highlights that the implementation of authentic assessment in PAI learning at SD IT Semarak Rejang Lebong has a positive impact on students' motivation and learning achievement, namely with remedial steps taken to support their development. 

The aim of this research is to evaluate the impact of using authentic assessment on the motivation and learning achievement of students at SD IT Semarak Rejang Lebong, especially in learning Islamic Religious Education (PAI). This research applies a descriptive and qualitative approach with a focus on SD IT Semarak Rejang Lebong. In line with John Creswell's definition of qualitative research, this methodology involves open data collection, analysis of text or images, representation of information through figures and tables, and personal interpretation of findings. The implementation of authentic assessment in PAI learning at SDIT Semarak Rejang Lebong is believed to be able to improve learning outcomes and student creativity. In this context, authentic assessment is considered very effective because it encourages students to demonstrate their individual abilities. Although some students may have unsatisfactory learning results, the majority of them overall get good grades. If there are students who have not reached Minimum Competency (KKM), the teacher takes remedial steps to provide additional assistance and improve student understanding. Overall, this research highlights that the implementation of authentic assessment in PAI learning at SD IT Semarak Rejang Lebong has a positive impact on students' motivation and learning achievement, namely with remedial steps taken to support their development. 

The aim of this research is to evaluate the impact of using authentic assessment on the motivation and learning achievement of students at SD IT Semarak Rejang Lebong, especially in learning Islamic Religious Education (PAI). This research applies a descriptive and qualitative approach with a focus on SD IT Semarak Rejang Lebong. In line with John Creswell's definition of qualitative research, this methodology involves open data collection, analysis of text or images, representation of information through figures and tables, and personal interpretation of findings. The implementation of authentic assessment in PAI learning at SDIT Semarak Rejang Lebong is believed to be able to improve learning outcomes and student creativity. In this context, authentic assessment is considered very effective because it encourages students to demonstrate their individual abilities. Although some students may have unsatisfactory learning results, the majority of them overall get good grades. If there are students who have not reached Minimum Competency (KKM), the teacher takes remedial steps to provide additional assistance and improve student understanding. Overall, this research highlights that the implementation of authentic assessment in PAI learning at SD IT Semarak Rejang Lebong has a positive impact on students' motivation and learning achievement, namely with remedial steps taken to support their development. 

As a key performance indicator in university quality assurance processes, the retention of students in their studies is an issue of concern world-wide. Implicit in the process of quality assurance is quality improvement. In this article, we examine student retention from a teaching and learning perspective, in terms of teaching and learning approaches that have an impact on students' decisions to continue with or withdraw from their studies. The major need is to engage students in their studies, and in this article we discuss ways that student engagement can be facilitated through the teaching and learning programme in higher education currently.

As a key performance indicator in university quality assurance processes, the retention of students in their studies is an issue of concern world-wide. Implicit in the process of quality assurance is quality improvement. In this article, we examine student retention from a teaching and learning perspective, in terms of teaching and learning approaches that have an impact on students' decisions to continue with or withdraw from their studies. The major need is to engage students in their studies, and in this article we discuss ways that student engagement can be facilitated through the teaching and learning programme in higher education currently.

x, 13-366 pages : 21 cm

x, 13-366 pages : 21 cm

x, 13-366 pages : 21 cm

x, 13-366 pages : 21 cm

x, 13-366 pages : 21 cm

x, 13-366 pages : 21 cm

Includes bibliographical references (p. [405]-420)

How do viruses self-assemble? Why do DNA bases pair the way they do? What factors determine whether strands of proteins fold into sheets or helices? Why does handedness matter? A deep understanding of core issues in biology requires students to understand both complex spatial structures of molecules and the interactions involved in dynamic processes. A collaboration between the Scripps Research Institute, and WestEd, (www.wested.org) seeks to make the molecular world accessible to students using innovative 3D-printed models and augmented reality. [This article was published in the "Research Collaboratory for Structural Bioinformatics Protein Data Bank (RCSB PDB Newsletter," No. 59, Fall 2013.]

The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. PBL is viewed as an approach that enables students to develop the "21st century competencies"--cognitive and socioemotional skills--needed for success in college and careers. This issue focus, pulling from a recent MDRC working paper, "Project-Based Learning: A Literature Review" (ED578933), defines project-based learning, describes how it works and what it takes to implement PBL, and provides recommendations for advancing research on PBL's design principles, effectiveness, and implementation.

This action research project sought to improve the social skills of targeted first-, third-, and fourth-grade students. Students demonstrated an inability to collaborate with others, a disregard for the feelings and opinions of others, a lack of responsibility, excessive noise, incomplete assignments, unnecessary physical contact, inappropriate language, and a general disregard for classroom rules. Implemented interventions were: physical rearrangement of the classroom, direct instruction of social skills, role playing, use of community circles, establishment of rules, increased interaction within groups, and reflection. Post-intervention data indicated an increase in student use of the targeted social skills. Slight gains were observed in student collaboration and cooperative learning strategies. A decrease in student behavioral referrals signified a decline in inappropriate student behaviors in two of the three targeted schools. (Four appendices include student survey forms. Contains 91 references.) (Author/EV)

This action research project sought to improve the social skills of targeted first-, third-, and fourth-grade students. Students demonstrated an inability to collaborate with others, a disregard for the feelings and opinions of others, a lack of responsibility, excessive noise, incomplete assignments, unnecessary physical contact, inappropriate language, and a general disregard for classroom rules. Implemented interventions were: physical rearrangement of the classroom, direct instruction of social skills, role playing, use of community circles, establishment of rules, increased interaction within groups, and reflection. Post-intervention data indicated an increase in student use of the targeted social skills. Slight gains were observed in student collaboration and cooperative learning strategies. A decrease in student behavioral referrals signified a decline in inappropriate student behaviors in two of the three targeted schools. (Four appendices include student survey forms. Contains 91 references.) (Author/EV)

Discussing an increased emphasis on accountability and assessment of student learning in the Illinois community colleges, this paper reviews efforts by two community colleges to improve student learning on their campuses. Following an overview of the literature addressing the paradigm shift at community colleges from teaching- to learning-centered institutions, the development of Illinois' system for accountability in learning is discussed and accountability requirements are examined for Illinois colleges to achieve accreditation through the North Central Association (NCA). Next, responses are discussed from interviews conducted with 16 administrators and faculty at two rural Illinois community colleges regarding their perceptions of progress made to improve student learning. Reviews are also provided of the following documents obtained from the two colleges: the mission statement, continuous quality improvement goal statements, strategic long-range plans, program reviews, and NCA-approved assessment plans. Finally, the following conclusions are presented: (1) the project found evidence, statewide, of a trend toward greater accountability; (2) staff interviewed at both of the colleges indicated a greater attention to student learning currently than in the past, with one college focusing on outcomes assessment and documenting student learning and the other focusing on adopting a learner-centered focus; and (3) although student learning appeared to be receiving more attention, a complete paradigm shift has not yet been achieved. Contains 41 references. (TGI)

Both educators and the public are demanding improvements in student achievement and school performance. However, students meeting the highest college admission standards are increasingly selecting fields of study other than teaching. How can we increase teacher competence when many of our brightest teacher prospects are going into other fields? One method for improving the quality of teaching and learning is to apply the technology of "expert learning systems." Let us consider this technology.

This report describes how Miami Dade College (MDC) has begun to develop a systematic and data-informed method for assessing and improving student outcomes across its large eight-campus college. Told from the point of view of MDC's Office of Institutional Effectiveness, the report recounts how the college has responded to the problem of poor student progression along the developmental/college-level mathematics pathway. While the endeavor continues to move forward, some specific strategies relevant to the college's developmental mathematics pathway that were launched a few years ago have begun to show promising results. What is more, the processes that took place in choosing, implementing, and assessing those strategies have to some meaningful extent been institutionalized through college-wide reform. Thus the methods of inquiry and action that have been applied to math are now being used in other disciplines and program areas. (Contains 4 tables and 1 figure.)

This report describes a program for increasing students' learning in mathematics and science through the integration of visual art. The targeted population consisted of 30 fourth grade students from a middle class neighborhood located in a large suburban Midwestern city. The problem for the intervention was documented in math and science report card grades from the previous year and in the math scores taken from the standardized ISAT. Pre- and posttest assessment will be administered to measure growth. Analysis of probable cause data revealed three probable causes that contributed to the need to improve learning in mathematics and science. Theses causes stem from the lack of teacher cooperation across curricular subjects, and lack of student motivation, which can be attributed to not identifying individual learning styles, talents, and abilities of the student. These causes consist of: (1) lack of academic value placed on visual art instruction, (2) pressure to achieve and maintain higher standardized test scores in core curriculum areas, and (3) the lack of identification and use of multiple talents and skills. These causes allow students to fall behind. Because the literature review of solutions cited these reasons for lack of integration of visual art into science and mathematics curriculums: misalignment and lack of integration of curriculum, lack of variety in teaching methods, and the failure to use alternative assessment methods, the researcher focused on the solution of integration of these subjects with a variety of teaching methods and the use of alternative assessments. During the intervention of visual art integrated into science and mathematics, data was collected from journal writing and portfolio assessments as well as artwork progress. At the end of the research intervention period, a posttest was administered to measure growth. Final achievement was assessed by the comparison of the pre- and posttest to determine growth of student learning with this intervention. Intervention data indicated a substantial increase was gained in each subject area. Students' knowledge of the concepts taught increased 72% in mathematics, 90% in science, and 68% in art. (Contains 27 references.) (Author)

This study aims to enhance students' cognitive learning outcomes using the Problem-Based Learning model assisted by QR Code Card media. The research method employed by the researchers is Classroom Action Research (CAR) with four main stages: (1) planning, (2) action, (3) observation, and (4) reflection. The research was conducted in grade V of SDN 37 Bengkulu City with 25 student participants. Data collection techniques included observation and tests. The improvement in cognitive learning outcomes of grade V students at SDN 37 Bengkulu City is evident from the pre-cycle results, where only 10 out of 25 students (40%) achieved mastery. In cycle I, the student’s learning outcomes increased to 72% mastery; by cycle II, 92% of students achieved mastery. This research met the success indicator set by the researchers, which was 80%, with the final result in cycle II being 92%. From this research, it can be concluded that applying the Problem-Based Learning model assisted by QR Code Card media can improve the cognitive learning outcomes of grade V students at SDN 37 Bengkulu City.

This monograph is a rich resource of information designed to strengthen science and basic skills teaching, and improve learning for limited English proficient (LEP) minority student populations. It proposes the use of hands-on science investigations as the driving force for mathematics and English language development. The materials included in this book are based upon the understanding that science and the English language can be effectively learned together, and that teachers of LEP students need not place excessive emphasis upon the first language; although the availability of teachers and aides who have knowledge of LEP students' first language can enhance instruction through its judicious use. Chapters include: (1) "Science and Language Instructional Goals for Limited English Proficient (LEP) Minorities"; (2) "Grades N-6; Science and Language Instruction for LEP Students: The Integrated Activity Learning Sequence (IALS)"; (3) "The Nature of Science Driven Instruction for LEP Students"; and (4) "Supporting Reform in Science Driven Instruction for Diverse Student Populations". Two appendices include resources for science teachers, educators, policymakers and others for improving science instruction for LEP students and an integrated activity learning sequence in science for grades 9-12. Contains 54 references. (JRH)

This monograph is a rich resource of information designed to strengthen science and basic skills teaching, and improve learning for limited English proficient (LEP) minority student populations. It proposes the use of hands-on science investigations as the driving force for mathematics and English language development. The materials included in this book are based upon the understanding that science and the English language can be effectively learned together, and that teachers of LEP students need not place excessive emphasis upon the first language; although the availability of teachers and aides who have knowledge of LEP students' first language can enhance instruction through its judicious use. Chapters include: (1) "Science and Language Instructional Goals for Limited English Proficient (LEP) Minorities"; (2) "Grades N-6; Science and Language Instruction for LEP Students: The Integrated Activity Learning Sequence (IALS)"; (3) "The Nature of Science Driven Instruction for LEP Students"; and (4) "Supporting Reform in Science Driven Instruction for Diverse Student Populations". Two appendices include resources for science teachers, educators, policymakers and others for improving science instruction for LEP students and an integrated activity learning sequence in science for grades 9-12. Contains 54 references. (JRH)

A romantic comedy, written in 1918, but with a modern feel to it. Patricia Brent one day overhears two fellow-boarders pitying her because she "never has a nice young man to take her out". In a thoughtless moment of anger she announces that the following night she will be dining out with her fiance. When she arrives at the restaurant the next day, she finds some of the fellow-boarders there to watch her, so, rendered reckless by the thought of the humiliation of being found out, she goes up to a young man sitting alone at a table, and asks him to help her by "playing up". Countless complications and adventures ensue... (Summary by Anna Simon)

2Malcolm Sage, Detective

By Herbert George Jenkins

A collection of short stories that chronicles the first year of the Malcolm Sage Detective Bureau.<br><br> Sequel or companion story of <a href="https://librivox.org/john-dene-of-toronto-by-herbert-george-jenkins/">John Dene of Toronto</a>

A look at some of the famous women in European history. Includes biographies on Cleopatra; Isabella of Castile; Joan of Arc; Maria Theresa; Josephine; Elizabeth of England; Mary of Scotland; Catherine of Russia; Marie Antoinette; and Madame Roland.<br><br> Mr. Jenkins, whose name remains on the title-page of this volume, was prevented from finishing the work for a long time by sickness, and finally by death. The first chapter is from his pen, and the rest has been written according to his instructions by one whom he selected, and who has had access to works rare in this country, such as Monstrelet's Chronicles, Tooke's Life of Catherine II., Madame Roland's Appeal, etc. (Summary by TriciaG & Publisher's Preface)

The hero of the book is at a loose end, weary and bored of his old life after returning from the Great War. After an argument with his uncle and a railway strike he finds himself lost in the county of Norfolk at ten o'clock one night. When he seeks shelter in a country home, the butler immediately recognizes him as "Mr. Alfred", the missing son of the house. From that point onwards, our hero, who gives his name as "James Smith", finds himself in for an exciting time. <br /><br /> Not only does he inherit the friends of "Mr. Alfred", but also the odium of his misdoings. Protestations are useless: the villagers are convinced he is the prodigal son. Of course, he could just leave the village - but then, had he not been hoping for something exciting to happen - and more importantly, what about Marjorie, the girl at the window?<br /><br /> Originally published anonymously, this romantic comedy was just signed "by the author of "Patricia Brent, Spinster" (a book that was also published anonymously) with a dedication: "To those in many countries who have generously assumed responsibility for the authorship of Patricia Brent, Spinster - this book is dedicated by the author".

5John Dene of Toronto; a Comedy of Whitehall

By Herbert George Jenkins

John Dene comes to England with a great invention, and the intention of gingering-up the Admiralty. His directness and unconventional methods bewilder and embarrass the officials at Whitehall, where, according to him, most of the jobs are held by those "whose great-grandfathers had a pleasant way of saying how-do-you-do to a prince."<br><br> Suddenly John Dene disappears, and the whole civilised world is amazed at an offer of £20,000 for news of him. Scotland Yard is disorganised by tons of letters and thousands of callers. Questions are asked in the House, the Government becomes anxious, only Department Z. retains its equanimity.<br><br> By the way, what did happen to John Dene of Toronto?<br> (Introduction by Author)<br><br> Sequel / companion story: <a href="https://librivox.org/malcolm-sage-detective-by-herbert-jenkins/">Malcolm Sage, Detective</a>

6Adventures of Bindle

By Herbert George Jenkins

Jenkins' most popular fictional creation was Mr. Joseph Bindle, who first appeared in a humorous novel in 1916 and in a number of sequels. In the preface to the books, T. P. O'Connor said that "Bindle is the greatest Cockney that has come into being through the medium of literature since Dickens wrote Pickwick Papers". The stories are based on the comedic drama of life at work, at home and all the adventures that take place along the way. (Summary by Wikipedia)

7Bindle

By Herbert George Jenkins

Herbert Jenkins' most popular fictional creation was Mr. Joseph Bindle, who first appeared in a humorous novel in 1916 and in a number of sequels. In the preface to the books, T. P. O'Connor said that "Bindle is the greatest Cockney that has come into being through the medium of literature since Dickens wrote Pickwick Papers". The stories are based on the comedic drama of life at work, at home and all the adventures that take place along the way. Bindle leaves a path of good-natured destruction behind him and walks away unscathed every time. He is not above embellishing and loves the joke. He refers to jokes as the anesthetic that allows him to endure the operation of life. When he sets about fixing things, they had better well stay fixed or they'll have him to deal with. Indeed, he is a sort of superhero of the Everyman. Let the hilarity begin! (Summary by Don Jenkins)

Supporters of political democracy, human rights, and social justice have good reasons to be alarmed about coups d'état. These abrupt seizures of the state apparatus have occurred with great frequency in recent decades. Coups have overthrown established constitutional democratic systems of government, halted movements toward greater democracy, and have imposed brutal and oppressive regimes. Coups d'état are one of the main ways in which new dictatorships are established. Coups may also precipitate civil wars and international crises. Coups remain a major unsolved defense problem. This book describes an anti-coup policy focused on defense of the society by the society itself, using non-violent methods. The two basic principles of anti-coup defense promoted in this book are to: 1) deny legitimacy to the putschists, and 2) to resist the putschists with noncooperation and defiance. (Summary by Benjamin Gittins)

9Mrs. Bindle

By Herbert George Jenkins

Herbert Jenkins' most popular fictional creation was Mr. Joseph Bindle, who first appeared in a humorous novel in 1916 and in a number of sequels. In the preface to the books, T. P. O'Connor said that "Bindle is the greatest Cockney that has come into being through the medium of literature since Dickens wrote Pickwick Papers". The stories are based on the comedic drama of life at work, at home and all the adventures that take place along the way. It becomes clear as the stories progress that Bindle would not be who he is without Mrs. Bindle, and this book seeks to tell the stories of the Bindles from the distaff point of view. (Summary by Wikipedia and Don W. Jenkins)

Richard Beresford has recently returned from the WW-I trenches. He feels he can't go back to his old life in the Foreign Office. Instead, he sells all his possessions (except his books), and sets off on a tramp through the countryside. On the very first day he meets a mysterious girl with enchanting grey eyes, sitting on a gate, in the rain. They inadvertently get separated before he finds out her name, but he is determined to find her again. Romantic comedy from 1919, by the author of "Patricia Brent, spinster". - Summary by Anna Simon

11Night Club

By Herbert George Jenkins

This work of fiction by Herbert Jenkins (1876-1923) features one of his best-loved comic characters, the affable Cockney, Joseph Bindle. It was Bindle who conceived the idea of forming ”The Night Club”, where people from different walks of London life would gather on Sunday evenings "for a smoke, a drink and a yarn" to socialize, reflect on their lives, and share tales and reminiscences. It was improbably chaired by Bindle and faithfully reported to us by a member of the club. --Lee Smalley

Elinor Jenkins was a British poet whose published work focuses largely on the First World War. This volume, based on her collection published in 1915, incorporates 16 later poems and was published posthumously in 1921. (Summary by Newgatenovelist)

In the second half of the 19th century, London was becoming a wealthy, industrialized city. It attracted many working class people from nearby towns and rural areas, all hoping to improve their lives and the futures of their family. But this growing population led to stiff competition for jobs, and the wealthy business owners didn't need to offer fair wages to get or keep workers, resulting in rampant poverty, overcrowding, and unsanitary slums. Many emigrated from Britian during this time, but for others things remained very desperate. This "light", satirical novel deals with what Ginx, one such poor man, did with the baby he could not afford to keep, and then what Charity and the Churches did with Ginx's Baby, what the Parish did with him, what the Clubs and Politicians did with him, and ultimately, what Ginx's Baby did with himself. - Summary by Lisa Reichert