This study aims to investigate postgraduate students’ academic achievement, the metacognitive strategies they use and their infographic design scores while studying with infographics. The relationships between these variables and students’ views about this process are also examined. A total of 15 postgraduate students were studied from the Computer Education and Instructional Technology Department of a large east Anatolian university in Turkey. Four different data collection instruments were employed. Results showed that students’ metacognitive strategy scores tended to increase as time progressed over a four-week period. However, there was found to be no regular increase in infographic scores. A relationship between all variables was revealed in this study. While each variable had a relationship with academic achievement, there was no relationship between students’ infographic scores and metacognitive strategies. Also, there were significant differences between students’ academic achievements in terms of metacognitive strategies. Students who were above the average in their use of metacognitive strategies showed better academic achievement than the others. Consequently, we conclude from this study that an infographic creation-based training process has a significant effect on academic achievement and metacognitive skills, especially on facilitating the management of the learning process.

An examination of postgraduate students’ use of infographic design, metacognitive strategies and academic achievement

Teachers' strategies for using technology to enhance parent engagement

Breaking New Ground: Data Systems Transform Family Engagement in Education. Issue Brief.

As data collection, analysis, and decision making expand on state and local levels, so does the expectation of effectively communicating data to the families of school children and their communities. Surveys indicate that people value receiving information on their schools (Owens & Peltier, 2002). They want to know how their schools are doing and are interested in receiving more detailed information (Owens & Peltier).

/pdf/improving-family-and-community-engagement-through-sharing-3lu36t7yfu.pdf

Improving Family and Community Engagement through Sharing Data. Briefing Paper.

Preparing our future citizens for postsecondary education and careers that span a continuum of sophistication is not a new topic in education. However, the rapid changes in technology and increased competition from industrialized nations have changed the landscape and meaning of college and career readiness. As part of a strategy to better prepare students, since 2005, 31 states have implemented collegeand careerreadiness standards (CCRS), with 20 states also requiring that students complete high school graduation requirements that will make them college and career ready (Howard & Madison-Harris, 2011). This briefing paper provides details on the meaning of collegeand career-readiness standards, effective implementation of these standards, next steps in the implementation process, and progress being made by state departments of education (SDEs) in the southeast region toward this crucial objective.

/pdf/beyond-adoption-implementing-rigorous-college-and-career-50ue8t1lhh.pdf

Chris Times

Papers

Improving Family and Community Engagement through Sharing Data. Briefing Paper.

Beyond Adoption-Implementing Rigorous College- and Career-Readiness Standards. Briefing Paper.