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6 results for “Education for sustainable development”
Dataset to Model the Sustainability of a Primary School Digital Education Curricular Reform and Professional Development Program
<p>This dataset contains the quantitative teacher data used to analyse the sustainability of an in-service teacher training program for Digital Education that took place from September 2019 to March 2020 in the Canton Vaud in Switzerland. As such, the study follows up on the 350 teachers over a year after the end of their professional development program had ended in order to model the sustainability of the reform, understand to what extent sustainability had been reached, thus validating the curricular reform model and helping draw recommendations for researchers and practitioners involved in Digital Education curricular reforms. As such, approximately 290 teachers from grades 1-4 in primary school (ages 5-9) responded to two sustainability surveys using web-based questionnaire to provide information relating to their perception of the training sessions and adoption of the computer science activities.</p> <p>The study is accepted for publication in Education and Information Technologies. </p> <p>A README is included and provides additional information regarding :</p> <p>- the requirements for re-use. </p> <p>- the specific content of the 2 csv files</p>
The Anthropocene and the Sustainable Development Goals: Key elements in geography higher education? Study Dataset.
<p>The document contains the Dataset of a study "The Anthropocene and the Sustainable Development Goals: Key elements in geography higher education? "</p>
Data from: Assessing faculty professional development in STEM higher education: sustainability of outcomes
We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.
Data from: Assessing faculty professional development in STEM higher education: sustainability of outcomes
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A pragmatic randomized maternal education trial in rural Uganda - Eight years of sustained improvement in child development
<p><strong><span>Background</span> </strong></p> <p><span>Nutrition and stimulation interventions may promote early childhood development, but little is known about the long-term benefits of such interventions, particularly in low- and middle-income countries. We now conducted a follow-up study on a cluster-randomized maternal education trial that was conducted when their children were 6<span>–</span>8 months old, to assess the sustainability of the developmental benefits eight years after the intervention.</span></p> <p><strong><span>Methods and findings</span></strong></p> <p><span>The intervention consisted of education in nutrition, hygiene, oral sanitation and child stimulation. In the current study, we assessed child processing and cognitive abilities using the Kaufman Assessment Battery for Children Second Edition (KABC-II) and attention and inhibitory control using the </span><span>Test of Variables of Attention (TOVA)</span><span>. Using Stata version 17.0, t-tests and multi-level regression were employed to compare scores from KABC-II and </span><span>TOVA tests</span><span> in the two study groups adjusting for clustering effect. The data were analyzed by intention-to-treat. The original trial included 511 mother-child pairs (intervention n=263, control n=248), whereas in the current study, 361 (71%; intervention n=185, control n=176) pairs were available for analyses. T</span><span>he intervention group scored higher than the controls (all P-values<0.001) on all five KABC-II sub-scales, as well as on the KABC-II global score</span><span> (mean difference: </span><span>14, 95% CI: 12–16; P<0.001). </span><span>Furthermore, </span><span>for all five TOVA variables, the intervention group scored higher than the controls in both the visual and auditory tasks (all P-values <0.05).</span> <span> The main limitation is that we were unable to determine the exact individual contribution of each component (nutrition, hygiene and stimulation) of the intervention to the developmental benefits since they were all delivered as a combined package.</span></p> <p><strong><span>Conclusions </span></strong></p> <p><span>The intervention group consistently scored markedly higher on both psychometric tests. Thus, even eight years after the original maternal education intervention, the developmental benefits that we observed at child age of one, two and three years, were sustained.</span></p>
A pragmatic randomized maternal education trial in rural Uganda - Eight years of sustained improvement in child development
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Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.