Open Access. Powered by Scholars. Published by Universities.®

Educational Methods Commons

Open Access. Powered by Scholars. Published by Universities.®

6162 Full-Text Articles 7313 Authors 1707789 Downloads 238 Institutions

All Articles in Educational Methods

Faceted Search

6162 full-text articles. Page 1 of 218.

Teacher Perceptions Of Professional Learning Communities On The Instructional Climate At Flintville Elementary School In Lincoln County, Tn, David Golden 2017 East Tennessee State University

Teacher Perceptions Of Professional Learning Communities On The Instructional Climate At Flintville Elementary School In Lincoln County, Tn, David Golden

Electronic Theses and Dissertations

A qualitative investigation was conducted to explore teacher perceptions of Professional Learning Communities on the instructional climate at Flintville Elementary School in Lincoln County, Tennessee. Participants in the study included five teachers, the evaluation supervisor, and one parent from Flintville Elementary School. Through the analysis of interviews and a review of documents collected from Professional Learning Communities (PLC) meetings in grades Pre-K through 8, the investigator was able to extract meaning and code the data into categories that led to an understanding of the perceptions being researched.

Professional Learning Communities at Flintville Elementary School have changed the instructional climate concerning ...


Sustainability Education In Primary And Secondary Schools: Great Needs And Possible Solutions, Allison Watson 2017 University of Tennessee, Knoxville

Sustainability Education In Primary And Secondary Schools: Great Needs And Possible Solutions, Allison Watson

University of Tennessee Honors Thesis Projects

No abstract provided.


Enhancing Students’ Higher Order Thinking Skills Through Computer-Based Scaffolding In Problem-Based Learning, Nam Ju Kim 2017 Utah State University

Enhancing Students’ Higher Order Thinking Skills Through Computer-Based Scaffolding In Problem-Based Learning, Nam Ju Kim

All Graduate Theses and Dissertations

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students’ perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for ...


Growth Mindset –The Answer To “Why Do I Need To Know This?”, Carmen D. Long 2017 Georgia Connections Academy

Growth Mindset –The Answer To “Why Do I Need To Know This?”, Carmen D. Long

National Youth-At-Risk Conference Savannah

Students deserve a meaningful answer to the question “Why do I need to know this?” They are often given empty reasons like, “we must review the standards based curriculum” or “it is on the test”. These answers are not motivating to any students. We will discuss practical strategies to encourage Growth Mindset approach to difficult life experiences and academic challenges.


Confessions Of A Recovering Disciplinarian, Craig Lockhart 2017 Georgia Southern University

Confessions Of A Recovering Disciplinarian, Craig Lockhart

National Youth-At-Risk Conference Savannah

This presentation discusses, exposes, and confronts how student achievement is negatively impacted by poor school culture and climate. Discipline practices will be reviewed, and methods for establishing and sustaining a viable school-wide behavior management plan will be provided. This presentation equips the audience with the strategies to improve conditions in schools wishing to move to a better state of performance.


Content Matters--Teaching "The Case For Reparations," 9-12, Tamara Jaffe-Notier, Carol Friedman 2017 Niles West High School

Content Matters--Teaching "The Case For Reparations," 9-12, Tamara Jaffe-Notier, Carol Friedman

National Youth-At-Risk Conference Savannah

We offer specific materials and plans for teaching the structure and content of Ta-Nehisi Coates' persuasive essay, "The Case for Reparations," and building trustworthy relationships with and among students. By participating in this interactive session, you will practice teaching five specific high school appropriate lessons addressing requisite knowledge and skills for studying this essay, from real estate redlining to building academic vocabulary for rhetorical analysis.


Beyond Black And White: Infusing Restorative Practices Into Student Discipline, Louis L. Fletcher PhD, Peter Hilts 2017 School District 49 (Colorado)

Beyond Black And White: Infusing Restorative Practices Into Student Discipline, Louis L. Fletcher Phd, Peter Hilts

National Youth-At-Risk Conference Savannah

As a reaction to school violence, zero-tolerance became the rule in many school districts. The latter practice silenced student voices and institutionalized the overrepresentation of minority students in discipline situations. An over-reliance on punishment has not significantly changed behavior; therefore, it is time to explore proactively using restorative practices to allow students to value the reasons behind rules instead of simply complying to avoid punishment.


Crafting Academic Conversations To Engage Today’S Learner, LaTina T. Robinson Mrs. 2017 Georgia Southern University

Crafting Academic Conversations To Engage Today’S Learner, Latina T. Robinson Mrs.

National Youth-At-Risk Conference Savannah

Engaging today’s 21st century learner in academic language empowers students to tackle complex tasks. This presentation shares innovative approaches to building academic language for all students in order to improve academic success. Utilizing routines to maximize efficiency, participants receive a host of strategies that increase student interaction and purposeful talk through engaging vocabulary activities. Highly interactive, this is perfect for elementary to middle school educators.


Session A-3: Three-Act Math Tasks, Lindsey Herlehy 2017 Illinois Mathematics and Science Academy

Session A-3: Three-Act Math Tasks, Lindsey Herlehy

Professional Learning Day

Participants will engage in a Three-Act Math task highlighting the application of properties of geometrical figures. Developed by Dan Meyer, an innovative and highly regarded mathematics instructor, Three-Act Math tasks utilize pedagogical skills that elicit student curiosity, collaboration and questioning. By posing a mathematical problem through active storytelling, this instructional approach redefines real-world mathematics and clarifies the role that a student plays in the learning process. Participants will be given multiple resources where they can access Three-Act Math tasks appropriate for upper elementary grades through Algebra and Geometry courses.


Service-Learning And The Hungry And Homeless: Tangible Sensibilities Of Care Among Young Urban Adolescents, Dilafruz R. Williams 2017 Portland State University

Service-Learning And The Hungry And Homeless: Tangible Sensibilities Of Care Among Young Urban Adolescents, Dilafruz R. Williams

Dilafruz R. Williams

For over 20 years, Sunnyside Environmental School in Portland, Oregon has adopted service-learning as an instructional approach to engage young people with local communities. This report explores the voices of sixth through eighth graders illustrated by their Reflection Journals as they interacted with hungry and homeless individuals in the community. The human-scale connections resulted in tangible sensibilities of care evident in students’ reflections: dispelling stereotypes as students became open-minded, making a noticeable difference however small, developing compassion through new understandings, and taking action to correct social injustices in the communities where they live.


Creating A Healthy Classroom Environment In Multicultural Counseling Courses, Michael Brooks Ph.D., NCC, LPC-S, Geleana D. Alston Ph.D., Christopher B. Townsend M.A., PLC, Mieka Bryan M.A. 2017 North Carolina A & T State University

Creating A Healthy Classroom Environment In Multicultural Counseling Courses, Michael Brooks Ph.D., Ncc, Lpc-S, Geleana D. Alston Ph.D., Christopher B. Townsend M.A., Plc, Mieka Bryan M.A.

Journal of Human Services: Training, Research, and Practice

To assist educators in developing transformative learning environments, and effectively engaging in difficult dialogues regarding multicultural counseling topics, we conducted a qualitative study to systemically examine the perceptions and reactions of twenty graduate counselor education students enrolled in a multicultural counseling course. In this particular course, students experienced various learning environments all designed to enhance the topic of the day. Students were instructed to journal their thoughts, which became the raw data that was later, analyzed for themes. Students reported a need to be in an environment where there was trust, an ongoing need to reflect on the content, and ...


Reflections On One Student’S Experiential Learning Journey, Moustafa Nassar, Brigid Belko 2017 Averett University

Reflections On One Student’S Experiential Learning Journey, Moustafa Nassar, Brigid Belko

VA Engage Journal

As the Center’s second year draws to a close, our graduating student intern, Moustafa Nassar, critically reflects on his distinct learning experience at University and within the community to better understand how activism needs to be redefined on campuses and in communities. Discussing the role experiential learning played in his college career via service-learning, volunteering, and internships, he evaluates his new skills and direction, as a result of those efforts.


From The Co-Editors..., Todd Pagano 2017 Rochester Institute of Technology

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.


A Universal Design For Robotics Education, Mustafa Şahin Bülbül 2017 Kafkas University, Kars

A Universal Design For Robotics Education, Mustafa Şahin Bülbül

Journal of Science Education for Students with Disabilities

In this century technological and educational needs increase drastically. Out of local language, educators need to teach robotic language and use necessary technologies to design robots like Arduino set. This set let users to know less code/computer language and knowledge about electronics. Users may develop their own robots with this set. It also improves design and implementation skills. However, it is not a suitable design for blinds. Universal design approach suggests educators to design courses in a way to meet the needs of all participants. By this approach, learning environments are helpful and useful for participants with special needs ...


Beyond Laggards And Morons: The Complicated World Of Special Education, Robert L. Osgood 2017 St. Norbert College

Beyond Laggards And Morons: The Complicated World Of Special Education, Robert L. Osgood

Education's Histories

Robert L. Osgood responds to Benjamin Kelsey Kearl's biographical approach to special education in "Of Laggards and Morons."


Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein 2017 Castle Bridge Elementary School

Hitting The Switch: ¡Sí Se Puede!, Stephanie Alberto, Andrea Fonseca, Sandra J. Stein

Occasional Paper Series

Takes us into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason’s teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children’s empathy and calls for a collective response to inclusion. “Hitting the Switch” concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community.


Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander 2017 Hunter College, City University of New York

Rethinking "Those Kids" : Lessons Learned From A Novice Teacher's Induction Into In/Exclusion, Louis Olander

Occasional Paper Series

Argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices.


Teaching Stories: Inclusion/Exclusion And Disability Studies, Linda Ware, Natalie Hatz 2017 SUNY Geneseo

Teaching Stories: Inclusion/Exclusion And Disability Studies, Linda Ware, Natalie Hatz

Occasional Paper Series

This research considers the journey of a public school teacher (Natalie) in partnership with her former undergraduate professor (Linda) to teach disability studies to her colleagues and to her fifth grade students. Our research involved multiple components and contexts that we characterize as “Teaching Stories” to consider disability, diversity, and exclusion across settings.


Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor 2017 Hunter College

Eclipsing Expectations: How A Third Grader Set His Own Goals (And Taught Us All How To Listen), Diane L. Berman, David J. Connor

Occasional Paper Series

A description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny’s own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an “adhocratic” model of education that views children, educators, and parents as allies.


Disability Studies In Education: Storying Our Way To Inclusion, Joseph M. Valente, Scot Danforth 2017 Penn State University

Disability Studies In Education: Storying Our Way To Inclusion, Joseph M. Valente, Scot Danforth

Occasional Paper Series

No abstract provided.


Digital Commons powered by bepress