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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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| 3 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 6 |
Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models
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In: Education Sciences; Volume 12; Issue 1; Pages: 59 (2022)
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| 7 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 8 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 9 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 10 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 11 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 12 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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| 13 |
Interaction With Augmented Reality Sandbox Does Not Produce Greater Gains In Topographic Map Skills for Undergraduate Students
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In: Honors Theses, University of Nebraska-Lincoln (2022)
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Abstract:
The augmented reality (AR) sandbox allows students to interact with topographic maps in a 3D space. Being able to understand topographic maps is important to geologists and they are taught in many introductory geology courses. Recent research has focused on whether the AR sandbox can improve students’ topographic map skills. Previous studies have found that students who interact with the AR sandbox do not score significantly better on topographic map assessments (TMAs) than their peers. One proposed reason for this is the limited time students have to interact with the AR sandbox. This study sought to address this by creating an experimental group that completed a structured activity at the AR sandbox for approximately 30 minutes, an experimental group that engaged in unstructured interaction with the AR sandbox for up to 15 minutes, and a control group that did not interact with the AR sandbox. While all student groups showed significant learning gains on the TMA, there was not a significant difference between students that interacted with the AR sandbox and those that did not. We found no significant difference in scores on the TMA between males and females. We found that self-rated topographic experience was significantly correlated with score on the TMA. We also found that students with a declared STEM major scored significantly higher on the TMA than students with non-STEM major(s). The pre-test TMAs did not follow a normal distribution, an assumption of the statistical analyses used, although we do not expect this impacted our findings. Although this study and previous studies have found that use of the AR sandbox does not improve topographic map learning, a majority of students that used the sandbox said it was their favorite activity and over 97% recommended that the sandbox activity be used in future labs. This project also developed a promising future use for the AR sandbox to improve spatial skills.
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Keyword:
and Research; AR sandbox; Educational Assessment; Evaluation; geology; geoscience education; topographic map
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URL: https://digitalcommons.unl.edu/honorstheses/421
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1444&context=honorstheses
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| 14 |
Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 15 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 16 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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| 17 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 18 |
A Rationale for Using a Scenario-Based Assessment to Measure Competency-Based, Situated Second and Foreign Language Proficiency
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| 19 |
The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 20 |
Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses
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