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Peer Responses needed WEEK 2

Peer Responses needed WEEK 2

 

I need someone to provide peer responses to these two attached posts.  

  • You should respond to at least two peers by extending, refuting/correcting, or adding additional nuance to their posts.

Must use in-text citation

Victoria Goudie McKeon

Reply from Victoria Goudie McKeon

The problem I identified in my literature preview was how the effectiveness of same-sex schooling impacted students both inside and outside of the classroom. One researcher, Herrick,  proposed that single-sex classes not only improve student behaviors, but also benefit minority students by providing a more tailored educational environment that accommodates their different learning styles (Herrick 2009). In contrast, Hughes, another researcher, suggested that the different expectations based on gender in same-sex schools can perpetuate gender stereotypes and influence student experiences (Hughes 2006).  As a teacher at a same-sex school, I have witnessed firsthand the positive and negative impacts of this education model, which shows my unbiased research perspective. Through a deep review of this literature, I have found that there are numerous articles that discuss the advantages and potential drawbacks of same-sex schooling. It is extremely important that I present a balanced view of the findings of the research so that readers can form their own conclusions regarding the effectiveness of same-sex schooling in academic and social development.

Herrick, L. K. (2009).  Same-sex schooling versus co-educational schooling and their effects on achievement, assessment and gender bias (Doctoral dissertation, Evergreen State College).

Hughes, T. A. (2006). The Advantages of Single-Sex Education.  Online Submission23(2).

 

Silvio Raydel Lores

Reply from Silvio Raydel Lores

Problem Identified

One of the gaps identified during the literature preview of the first issue (Moradi & Keshmiri, 2021; Sarma & Bagiati 2020; Zivkovic, 2022. Midak et al., 2021) is that educational leaders are often not well prepared for the task of promoting the use of technology in the teaching and learning of STEM. This is a negative effect and slows down the possibility of getting more students and improving their performance through the digitalization of education in STEM fields. These are the following concerns that leaders experience: the lack of information on how these tools can be employed; the integration of these tools into the curriculum; and the problem of ensuring that the teachers are well-equipped. Nevertheless, one area that has proved hard in implementation is how to ensure that all students have easy access to the technology. To address these problems, it is crucial to join the positive impact of the digitalization of STEM education and ensure equal education opportunities for all students.

Unbiased Approach

To minimize personal bias while examining the literature and looking for numerous fields and opinions on the matter, the empirical synthesis of different sources is performed. Questionnaires and interviews complement each other through triangulation and thus the reliability and validity of the results are also enhanced. This eliminates bias and makes the study capture all facets of the problem under study. The use of validated and reliable measurement instruments and the triangulation technique helps to establish objectivity and accuracy in the data collection and analysis thereby providing the study with reliable and practical recommendations on how to improve the integration of digital learning into STEM.

References

Moradi, S., & Keshmiri, S. (2021). Preparing to lead the digital transformation in schools. Journal of School Administration, 9(2), 358-386.

Sarma, S., & Bagiati, A. (2020). Current innovations in STEM education and equity needs for the future. Symposium on Imagining the Future of Undergraduate STEM Education.

Zivkovic, S. (2022). ICT and current trends as a path to STEM education: implementation and prospects. CTE Workshop Proceedings, 9, 39-55.

Midak, L. Y., Kravets, I. V., Kuzyshyn, O. V., Baziuk, L. V., Buzhdyhan, K. V., & Pahomov, J. D. (2021). Augmented reality as a part of STEM lessons. Journal of Physics: Conference Series, 1946(1), 012009.