The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond

There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.     

Important Considerations for Assessment to Function in the Service of Education

Professor Gordon argues for a significant reorientation in the focus and impact of assessment in education. For the types of assessment activities that he advocates to prosper and positively impact education, serious attention must be paid to two important topics: (1) the conceptual underpinnings of the assessment practices we develop and use to support learning and instruction, and (2) the arguments and evidence we establish for their validity given the intended interpretive use. Such a focus highlights fundamental concepts that have long existed in the broader assessment literature – carefully defining and operationalizing our constructs and then validating the assessments of those constructs. What differs now are the conceptual frameworks, briefly outlined here, that can and must be used to guide both aspects of such work.     

支架式教学在体育教学中的运用

传统的体育课堂教学效率低下,体育教师不知道如何帮助学生更好地学习,在新课改的形势下,运用支架式教学于体育教学过程,构建体育教师和学生互动,共同参与体育课堂活动的教学模式,有利于提高体育课的教学效率,促进体育教师和学生的共同发展。     

新时期我国体育信息化建设若干问题的思考

对体育信息化的概念、基本要素、技术路线及体育信息化在新时期我国体育发展中的地位与作用进行了系统的分析,提出了我国体育信息化建设的对策和工作重点。主要对策包括围绕我国体育事业的业务主线开展工作;遵循“有所为,有所不为”的原则推进体育信息化;加快我国体育电子政务的建设;整合现有资源,构筑“中国体育数据中心”;制定体育信息化的政策法规和标准体系;建立中国体育信息产业联盟等。     

高校辅导答疑的探讨

本文根据我校辅导教师在辅导答疑中存在的主要问题,对其原因进行了初步探析,提出提高辅导答疑质量的几种方法。     

论电子商务中选择数据挖掘技术的依据

数据挖掘中应用的技术包括经典的统计、近邻、聚类，也包括最新发展起来的决策树、神经网络和关联规则等一些较新的方法。结合数据挖掘技术在电子商务中的应用，提出选择数据挖掘技术的两个重要依据．以便开发出有效、实用的数据挖掘系统。     

构建大学英语课堂教学评价体系的创新探索

科学的教学评价体系是有效的外语课堂教学的充分保证。本文从大学英语课堂教学评价的现状入手,分析了改革和创新大学英语教学评价体系的必要性,并且结合新《课程要求》,探讨了构建大学英语课堂教学评价体系的基本原则和思路。     

浅谈电子文档管理的基础条件

从增强电子文档意识、健全规章制度、人才培养、软件开发等方面论述电子文档管理的基础条件。     

用生活教育理论破解高中作文教学难题

高中作文教学虽说又出现了一些新问题,但大多数还是一些久研不决的老问题。陶行知的生活教育理论仍是破解当前高中语文教学难题的最佳选择,在教学中,我们可以引导学生进行生活化作文,启发学生生活化作文的意识,优化生活化作文训练的内容和形式。当然,教师也要深化生活化作文教学研究．进一步推进高中作文教学改革。     

Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language

This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ performances and the amount of interaction between local and international students negatively. Their perceived need for the local, Korean language correlated negatively with the interaction between Korean and international students. In the qualitative interviews, the local language in the EMI context, despite the full-fledged EMI policy being implemented top down, was represented as crucial for social and instructional purposes and for their own time management. These perceived roles were found to be associated with their multiple identities, as instructors and researchers, required and practiced in the context. The findings are discussed to provide information on how to support an EMI policy for internationalization of higher education, especially in non-English-speaking societies.