Educational Effectiveness/Teaching Effectiveness

Math and science textbook chapters invariably supply students with sets of problems to solve, but this widely used approach is not optimal for learning; instead, more effective learning can be achieved when many problems to solve are replaced with correct and incorrect worked examples for students to study and explain. In the present study, the worked example approach is implemented and rigorously tested in the natural context of a functioning course. In Experiment 1, a randomized controlled study in ethnically diverse Algebra classrooms demonstrates that embedded worked examples can improve student achievement. In Experiment 2, a larger randomized controlled study demonstrated that improvement in posttest scores as a result of the assignments varies based on students’ prior knowledge; students with low prior knowledge tend to improve more than higher knowledge peers.

In times of financial and economic crises, public organizations seem to cut their budgets for training and education, especially when the impact of a programme is questioned. Therefore, PA programmes need to clarify what impact can be expected and what individual and organizational processes are influencing the impact of a PA programme on the public sector. The fact that PA programmes are future- and organization-oriented
increases the complexity of knowledge transfer and the number of influencing processes. Organizations need to be aware of their own functioning, the role of knowledge and heterogeneity within their organization, their responsibility regarding educational issues and the profile of the civil servants participating in PA programmes. This will generate insight into educational effectiveness and the awareness that impact of PA programmes only can be expected after a more complex transfer process and on the longer term.

De belangrijkste kenmerken van ‘Optimaliserend Onderwijs’ zijn behandeld op https://wij-leren.nl/optimaliserend-onderwijs-kansengelijkheid.php. In dit onderwijs worden gelijke onderwijskansen voor alle leerlingen in één groep ondersteund. Realisatie hiervan vereist goed voorbereide speel-/leeromgevingen. In dit artikel wordt uitgewerkt hoe actuele kenmerken van het onderwijsbeleid worden geïntegreerd in een beperkt landelijk kerncurriculum. Daarnaast is per school veel ruimte voor invulling van een eigen, vrij schoolcurriculum. Verduidelijkt wordt hoe een kerncurriculum en schoolcurriculum worden ontwikkeld en kunnen functioneren.

The general practice of civil servant training providers in Hungary is to evaluate their products only through surveying the reaction of participants. The obvious weakness of this practice is that the variance in the level of satisfaction does not necessarily coincide with the positive professional impact that the trainings are aimed to produce. This paper presents the results of an effectiveness assessment survey of a large public ethics and integrity training programme that was delivered to civil servants in Hungary. The trainings examined were delivered by the same methodology but conducted by 26 different trainers for 7362 participants. The assessment was not part either of the original project, or of the training design; it was run as an additional activity. The aim of the survey was to show that even with a simple method, applicable even with weak organizational capacities, information can be produced both for validation and curriculum development. The results prove that the trainings made a moderate but statistically significant impact on participants' knowledge and attitudes, and most changes happened in the targeted direction. Beyond the validation of the training methodology, the survey also produced information on trainers' performance and a relatively differentiated picture on participants' learning that can contribute to the further development of the methodology. Thus, the results prove that even with simple quantitative survey methods, evidence for both validation and learning can be produced. The results also raised some questions for further research.

Full set of study reports - final report, second survey report, children's perspectives report - plus video case study published by DfE on 27 September 2012.  All downloadable from the CeDARE report site, along with multimedia case studies featuring video cases, narratives and other information.

The aims of this research study were to create the instructional lesson plan with the STEM education instructional method on Electrochemistry Issue of secondary students at the 11th grade level in two groups that consisted of 43-conventional students’ learning controlling group and 44-STEM education’s learning experimental group from Sarakhampittayakom School under the Secondary Educational Service Area Office 26 with the Random  Assignment Sampling technique was selected with the efficiency of the processing performances and the performance results (E1/E2) at the determining criteria as 75/75 to promote students’ learning achievements of their the STEM education method (STEME) and their Conventional Learning Method (CLM). Students’ learning achievements of their post-test learning outcomes to their STEME and CLM were compared, students’ responses of their science process skills with the STEME and CLM were created, students’ solving problem abilities of their post learning outcomes with the STEME and CLM were assessed, and to associate between students’ learning achievements of their science process skills to their solving-problems thinking abilities on electrochemistry issue were analyzed. Using the instructional design model with the STEME and CLM innovative lesson plans were administered, students’ learning achievements were assessed with the 40-item Learning Achievement Test (LAT), students’ perceptions of their scientific process skills with the 20-item Scientific Process Skill Test (SPST), and their solving problem abilities were assessed with the 36-item Solving Problem Ability Assessment (SPAA). The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of 77.24/75.18 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their STEME and CLM assessing differences were also found evidence at the 0.001 level, significantly. Students’ responses of their scientific process skills of their STEME and CLM were differentiated evidence at the 0.001 level, significantly. Associations between students’ learning achievements and their scientific process skills, the coefficient predictive values (R2) indicated that 37% and 56% of the variance in scientific process skills for the CLM and the STEME, students’ learning achievements and their solving problem abilities, the coefficient predictive values (R2) indicated that 53% and 76% of the variance in solving problem abilities for the CLM and the STEME, and students’ solving problem abilities and their scientific process skills, the coefficient predictive values (R2) indicated that 46% and 72% of the variance in scientific process skills for the CLM and the STEME, respectively. Suggestions that STEM degree holders have a higher income create critical thinkers, increases science literacy, and enables, which students of innovators. Innovation leads to new products and processes. The innovation and science literacy depends on a knowledge base in the STEM areas of a basic understanding of physic prefer than the conventional leaning method (5E Inquiry Model) among Thailand students are lagging behind other developing countries.

Many research projects have demonstrated that knowledge gained from training and development programs are insufficiently used in the workplace (as part of a process referred to as “transfer”). It is important to note, however, that these studies are often restricted to short term programs in the private sector. Furthermore, the concept of transfer is often limited the application of acquired knowledge. This article seeks to broaden debate by studying transfer in
a long-term public management training and development program. The results demonstrate that transfer is, generally, likely to be focused on the value-added that this education imparts to individual performance. Furthermore, transfer is determined by individuals and trainingrelated factors, but is, at the same time, situated in a neutral organizational culture.

Since 2001 an educational programme in public management has been organised for the Belgian federal public sector. Its main aim is to create a pool of experts and managers capable of supporting the modernisation of the public sector. The graduated civil servants have been asked to fill in a survey to find out whether they apply their acquired knowledge and skills. One of the major purposes of this survey is to define where knowledge transfer problems occur in the individual, the educational program and the organisation itself. The first statistical analyses seem to reveal that the successful use of public management expertise depends on the individual and that active support from the organisation is non existing. Interesting is that transfer from those programs mainly has two different forms: the use of insight in daily work and a reflection framework for the public sector’s future.

This article provides insight on the knowledge transfer of long-term programs in public management within the Belgian public sector. Two basic questions are addressed: What does transfer of public management programs to the workplace mean? And which transfer-inhibiting and -stimulating factors can be identified? The Learning Transfer System Inventory is used as a methodological tool to conduct this study. Results reveal that the transfer from the studied programs is inhibited by factors within the individual, the transfer climate, and the training program. The main problems seem to be that (a) the climate towards transfer is passive or neutral, (b) respondents are insufficiently prepared to enroll, and (c) training shows a gap between theory and practice. Because of these inhibiting factors, the “use” of program knowledge is limited to knowledge-based, interactive, or political use of new information. This article, which provides an incentive to assess other programs, emphasizes that educational programs in public management will be improved if sufficient effort is put into the conceptualization and implementation phases of a program.

Some historically black schools manage to do quite well despite their circumstances, such as dire poverty. We aim at explicating some of the causal factors regarding the effectiveness of three schools in deep rural Mpumalanga, South Africa by tapping the perceptions of their learners. Data were collected from learner samples (four girls and four boys from each school, all of them black) by means of semi structured focus group interviews. The results lead to the conclusion that the perceptions of disadvantaged black learners in this area, with respect to what contributes to their educational effectiveness, may also be
understood in terms of hierarchical insights and awarenesses, the ontological basis of which seems to be successful pedagogical dialogue, with mutual acceptance as its fountainhead.