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Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros 2015 University of Nebraska - Lincoln

Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros

Faculty Publications: Department of Teaching, Learning and Teacher Education

The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the ...


A Causal Comparative Investigation Into Transactional Versus Transformational Instructional Delivery Style In Two Freshman-Level Humanities Courses At A Southeastern American University, Michael J. Jaynes 2014 University of Tennessee at Chattanooga

A Causal Comparative Investigation Into Transactional Versus Transformational Instructional Delivery Style In Two Freshman-Level Humanities Courses At A Southeastern American University, Michael J. Jaynes

Masters Theses and Doctoral Dissertations

The purpose of the study was to utilize a causal comparative approach to compare two contrasting instructional delivery styles to determine if there was any difference in final grade outcome between students whose instructors used transactional instructional delivery techniques and students whose instructors used transformational instructional delivery techniques in two lower division undergraduate humanities courses at a southeastern university. A secondary purpose of the study was to investigate the relationship between instructional delivery style and student perception of teacher effectiveness. The primary researcher also examined if student assessment and teacher self-assessment of teacher delivery style would align. The research questions ...


Assessing Public Relations Student Learning And Performance In Real World Client Campaigns And Projects, Douglas J. Swanson Ed.D APR 2014 SelectedWorks

Assessing Public Relations Student Learning And Performance In Real World Client Campaigns And Projects, Douglas J. Swanson Ed.D Apr

Douglas J. Swanson, Ed.D APR

Extensive research affirms the benefits of engaging public relations undergraduates in campaigns and projects for real world clients. At the same time, instructors often have difficulty evaluating student learning and performance in such work, for three reasons: (1.) In order for the work to truly be real world, instructors must allow students a high level of autonomy. (2.) Clients are often poor judges of appropriate public relations practice. (3.) Students often hesitate to inform instructors of strategic challenges or team member negligence or malfeasance. This poster session presents a brief overview of assessment concepts affirming why it is important to ...


Using Pbl To Prepare Educators And Emergency Managers To Plan For Severe Weather, Sarah L. Stalker, Theresa Cullen, Kevin Kloesel 2014 Purdue University

Using Pbl To Prepare Educators And Emergency Managers To Plan For Severe Weather, Sarah L. Stalker, Theresa Cullen, Kevin Kloesel

Interdisciplinary Journal of Problem-based Learning

Within the past 10 years severe weather has been responsible for an annual average of 278 fatalities in the United States (National Weather Service, 2013). During severe weather special populations are populations of high concentrations of people that cannot respond quickly. Schools show both of these characteristics. The average lead time for tornadoes is only 11 minutes (Simmons & Sutter, 2008), so decisions must be made decisively and leaders must be prepared in advance. This paper describes how an instructional design process was used to develop an interdisciplinary problem based learning training for both school personnel and emergency managers. In this ...


The Role Of Reusable Learning Objects In Occupational Therapy Entry-Level Education, Bryan M. Gee PhD(c), MEd, OTR/L, BCP, Jane Strickland Ed.D., Lisa Salazar Ph.D.(c), M.Ed., MPH 2014 Western Michigan University

The Role Of Reusable Learning Objects In Occupational Therapy Entry-Level Education, Bryan M. Gee Phd(C), Med, Otr/L, Bcp, Jane Strickland Ed.D., Lisa Salazar Ph.D.(C), M.Ed., Mph

The Open Journal of Occupational Therapy

Out of early research, Cisco Systems (1999) have built an impressive foundation that advocates for reusable learning objects (RLOs). As the need for online methods for delivering both formal and informal educational content has increased, the prospect of greater influence through carefully constructed RLOs has grown. RLOs are any digital resource that can be used and reused to enhance online learning. RLOs typically are small, discrete, self-contained digital objects that may be sequenced, combined, and used within a variety of instructional activities. RLOs have been implemented in nursing, pharmacy, and physician assistant programs. However, there is a lack of literature ...


Importance Of School Library Programs, Cynthia Strong 2014 Seattle Pacific University

Importance Of School Library Programs, Cynthia Strong

SPU Works

Within the discipline of library science, over 20 research studies have been done in the United States attesting to how high-quality school library programs contribute to improved academic achievement. On the other hand, in the fields of education, school counseling, administration, and school leadership, and so on, there is a dearth of scholarship and recognition of the positive impact librarians and library media program have on student success. This conceptual paper first presents an overview of the empirical research on school library programs and the positive impact they have on the academic achievement of students in the United States. Second ...


2014-2015 Undergraduate Academic Catalog, Cedarville University 2014 Cedarville University

2014-2015 Undergraduate Academic Catalog, Cedarville University

Undergraduate Academic Catalogs

No abstract provided.


Explicit Form Focus Instruction: The Effects On Implicit And Explicit Knowledge Of Esl Learners, Mandana Rohollahzadeh Ebadi 2014 SelectedWorks

Explicit Form Focus Instruction: The Effects On Implicit And Explicit Knowledge Of Esl Learners, Mandana Rohollahzadeh Ebadi

Mandana Rohollahzadeh Ebadi

The study examines the effect of explicit form focus instruction and specifically metalinguistic information feedback on the development of both implicit and explicit knowledge of adult English as a Second Language (ESL) learners. Ninety-one subjects at the lower intermediate level were carefully selected through placement test at one of the selected education centre in Kuala Lumpur and randomly assigned into experimental and control groups by the researcher. A quantitative study was conducted over approximately four weeks in 16 sessions. Modal (can and have to), past tense with –ed, Present perfect (since and for), Comparatives, Unreal conditionals were chosen as the ...


A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley 2014 Lewis and Clark Graduate School of Education and Counseling

A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley

Democracy and Education

The anthology Critical Consciousness in Curricular Research: Evidence from the Field (William-White, Muccular, D., Muccular, G., & Brown, 2013) contains a multilogical collection of strategies for establishing curriculum work as an integral part of what it means to be a teacher. Although the contributors represent a diverse range of backgrounds, perspectives, and years in education, a common manifesto emerges: Curriculum inquiry is a pathway for the enactment of democratic pedagogy and enfranchisement of marginalized students (and teachers). The editors provide a vibrant and engaging testimony of hope with which to revitalize the notion of curriculum work as part of what is ...


Deliberative Democracy In English-Language Education: Cultural And Linguistic Inclusion In The School Community, Tonda Liggett 2014 Lewis and Clark Graduate School of Education and Counseling

Deliberative Democracy In English-Language Education: Cultural And Linguistic Inclusion In The School Community, Tonda Liggett

Democracy and Education

One of the most notable aspects of democracy in schooling lies in the challenge of schools to prepare individuals with the skills to participate and deliberate with others who have varying beliefs and worldviews. Deliberation and dialogue are seen as core components for academic achievement and cross-cultural connections between English language learners (ELLs) and native English speakers. I analyze the notion of deliberative democracy in English language education as a way to promote a certain type of education that would foster ELL inclusion as well as expand the perspectives of native English speakers. I argue that this type of education ...


Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw 2014 Lewis and Clark Graduate School of Education and Counseling

Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw

Democracy and Education

The importance of public education in democratic states is almost beyond dispute. Too often, though, discussions of democratic education focus solely on policies and systems, forgetting the individual teachers who are ultimately responsible for educating future citizens. This paper attempts to illustrate just how complex and significant the role of teachers in a democratic republic can be.


Annotated Bibliography: Moral & Character Education (1998-2013), Erich Yahner 2014 Humane Society Institute for Science and Policy

Annotated Bibliography: Moral & Character Education (1998-2013), Erich Yahner

Humane Education

No abstract provided.


Annotated Bibliography: Humane Education (1998-2013), Erich Yahner 2014 Humane Society Institute for Science and Policy

Annotated Bibliography: Humane Education (1998-2013), Erich Yahner

Humane Education

No abstract provided.


Annotated Bibliography: Environmental Education (1998-2013), Erich Yahner 2014 Humane Society Institute for Science and Policy

Annotated Bibliography: Environmental Education (1998-2013), Erich Yahner

Humane Education

No abstract provided.


Annotated Bibliography: Altruism, Empathy, And Prosocial Behavior (1998-2013), Erich Yahner 2014 Humane Society Institute for Science and Policy

Annotated Bibliography: Altruism, Empathy, And Prosocial Behavior (1998-2013), Erich Yahner

Humane Education

No abstract provided.


New Approaches To Problem-Based Learning: Revitalizing Your Practice In Higher Education, Sofie M. M. Loyens 2014 Purdue University

New Approaches To Problem-Based Learning: Revitalizing Your Practice In Higher Education, Sofie M. M. Loyens

Interdisciplinary Journal of Problem-based Learning

Barrett, T., & Moore, S., Eds. (2014). New approaches to problem-based learning: Revitalizing your practice in higher education. New York, NY: Routledge. 312 pp. ISBN 978-0415871495. $59.95 (paperback).


Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes 2014 University of Nebraska - Lincoln

Pre‐Service Teachers’ Use Of Content Knowledge To Inform Formative Assessment Strategies In An Integrated Life Sciences Methods Course, Jaime Sabel, Cory Forbes

DBER Speaker Series

Pre‐service elementary teachers should learn essential science concepts, how to apply those concepts to practice in elementary science learning environments, and how to effectively connect students’ ideas to appropriate instructional strategies. In order to effectively engage students in scientific practices and connect students’ ideas about science to appropriate instructional strategies, teachers should learn to engage in high‐leverage instructional practices, such as formative assessment. However, teachers may not understand formative assessment or possess enough science content knowledge to effectively engage in related instructional practices. To address these needs, we developed an innovative course for elementary pre‐service teachers built ...


Scopus Information Sheet, Center for Teaching and Learning & Scott Memorial Library 2014 Thomas Jefferson University

Scopus Information Sheet, Center For Teaching And Learning & Scott Memorial Library

Electronic Handouts

Tips for getting started with the Scopus database.


How To Export Citations From Google Scholar To Refworks, Center for Teaching and Learning & Scott Memorial Library 2014 Thomas Jefferson University

How To Export Citations From Google Scholar To Refworks, Center For Teaching And Learning & Scott Memorial Library

Electronic Handouts

One page handout showing how to export citations from Google Scholar to RefWorks.


Exploring Preschool Educators' Funds Of Knowledge About Print Literacy Pedagogy Through A Narrative Lens, Nazila Eisazadeh 2014 Western University

Exploring Preschool Educators' Funds Of Knowledge About Print Literacy Pedagogy Through A Narrative Lens, Nazila Eisazadeh

University of Western Ontario - Electronic Thesis and Dissertation Repository

This thesis reports on a narrative case study in which I explored early childhood educators’ (ECEs) beliefs about print literacy and play pedagogies. The purpose of the study was to learn about the ECEs’ subjective views regarding how to support young children’s print literacy; the extent to which ECEs viewed play as a contributing factor in children’s print literacy development; and how ECEs appropriated their understandings of the relationship between play and print literacy. I conducted in-depth, qualitative interviews with six registered early childhood educators (RECEs) employed in privately funded childcare centres in Ontario, Canada. I asked: What ...


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