Sotl 101: An Introduction To The Scholarship Of Teaching And Learning, 2018 Indiana University Purdue University Indianapolis
Sotl 101: An Introduction To The Scholarship Of Teaching And Learning, Andy Gavrin
Scholarship of Teaching and Learning Workshop
In this workshop held at Marian University Dr. Andy Gavrin discusses the power of the Scholarship of Teaching and Learning (SoTL), how SoTL research is completed, and how to develop one's own plan for conducting SoTL research in the classroom.
Dr. Andy Gavrin is Associate Professor and Chair of Physics at Indiana University Purdue University Indianapolis (IUPUI), and a member of IUPUI’s University College faculty. He is a co-developer of the Just-in-Time Teaching method, and a “serial adopter” of educational technologies. He is a Fellow of the American Association of Physics Teachers (AAPT) and winner of the AAPT ...
The Role Of The Principal In School Reform, 2018 Ontario Institute for Studies in Education, University of Toronto
The Role Of The Principal In School Reform, Michael Fullan
Occasional Paper Series
Fullan examines the principal's role in school improvement and reform. He describes where principals are and what they do and don't do in relation to change. He then talks about the complexity of leadership and offers guidelines for how principals might lead change more effectively.
Introduction: A Principaled Approach, 2018 Bank Street College of Education Graduate School
Introduction: A Principaled Approach, Patricia A. Wasley, Judith Rizzo
Occasional Paper Series
This introduction highlights the collaboration between Bank Street College and the New York City Board of Education who developed an approach to preparing principals that has proved highly effective. Wasley and Rizzo briefly describe the program's history and its evolution, and concludes by analyzing why it has worked so well and what they would do to further strengthen the approach.
Co-Constructing Simulations With Learners: Roles, Responsibilities, And Impact, 2018 Dalhousie University
Co-Constructing Simulations With Learners: Roles, Responsibilities, And Impact, Diane E. Mackenzie, Kathleen E. Collins, Mylene J. Guimond, Abby C. Hunter, Kassia J. Jurcina, Johanna L. Mcdonald, Nikki L. Richards, Stephanie. H. Sinclair, Kelsey Y. Taylor
The Open Journal of Occupational Therapy
Co-constructed simulations were designed and piloted with senior occupational therapy master’s students in a neurorehabilitation practice module. The instructor served as the guide for the students through all phases of the case creation, simulation development, delivery, and debrief. The instructor facilitation promoted self-regulated learning (SRL) of knowledge and skill development through independent discovery and peer learning. This paper provides an evidence-informed co-construction simulation design with outlined stages, roles, and responsibilities for the instructor and learner. Thematic qualitative analysis of student feedback highlighted enhanced insight and SRL as a result of multiple role preparation, observation and interaction with peers, close ...
Metacognition As A Mental Health Support Strategy For Elementary Students With Anxiety, 2018 Seattle Pacific University
Metacognition As A Mental Health Support Strategy For Elementary Students With Anxiety, Kathi Weight
Mental health issues affect learning and performance in profound ways. Schools tend to lack a comprehensive approach to address the needs of students with anxiety, due to the limited training staff receive in mental health identification and support. As teachers work to address barriers to learning, schools must develop a system to fully address the growing needs of students with anxiety. Metacognition plays a significant role in clinical psychology and is used as a mental health intervention and support in clinical settings. The possibility of the application of a specific cognitive strategy to classroom settings in order to support elementary ...
January 2018, 2018 Southwestern Oklahoma State University
January 2018, Marci Grant
The CETL Correspondent
No abstract provided.
Sr. Cynthia: Powerful Interactions, 2018 Augustana College, Rock Island Illinois
Sr. Cynthia: Powerful Interactions, Chloe Griffin
Ask a Sister: Interview Wisdom from Catholic Women Religious
The following paper includes portions of an interview with Sr. Cynthia Gray, a Salesian Sister who has worked in the education field for over 30 years. The paper focuses on the recurring theme of the important interactions and connections of women religious, specifically Salesians, with the rest of the world.
Issues Arising From The Use Of University Ilectures: A Case Study Of One Australian Campus, 2018 Curtin University
Issues Arising From The Use Of University Ilectures: A Case Study Of One Australian Campus, Toni J. Dobinson, Tatiana Bogachenko
Australian Journal of Teacher Education
Australian universities have moved towards greater reliance on technology as a learning tool. The use of podcasts or recorded lectures (sometimes called ilectures) is now common practice in both on-campus and online modes. Using a qualitative approach to data collection which included recorded interviews, an online survey of open-ended questions and the researcher’s own reflections on using ilectures, this study investigated 1) the impact of ilectures on the teaching and learning practices of both academics and students 2) student attendance in recorded lectures and 3) the responses of lecturers and students to being recorded. Findings highlighted a mix of ...
Middle School Student Perception And Understanding Of Differentiated Instruction: A Phenomenological Study, Zoie Park
Doctoral Dissertations and Projects
Lack of published research on student perception and understanding of differentiated learning hinders educators attempting to diversify learning for individual students. The purpose of this phenomenological study was to investigate the perception and understanding of differentiated instruction of middle school students in a charter middle school in central Florida, as a review of literature reveals limited research conducted from a student perspective. The study will broaden existing educational practices in relation to individualized student differentiated instruction and suggest a relationship between differentiated instruction and student understanding of educational material. The brain-based theories guiding this study are Piaget’s theory of ...
A Multicultural Education Praxis: Integrating Past And Present, Living Theories, And Practice, 2018 Georgia Southern University
A Multicultural Education Praxis: Integrating Past And Present, Living Theories, And Practice, Peggy A. Shannon-Baker
Curriculum, Foundations, & Reading Faculty Publications
In our current climate of heightened conservatism and criticism, multicultural education is as important as ever. This article argues for the need to reframe multicultural education as a praxis based on its social justice- oriented principles, values, and practices. Using practitioner action research, I examine my implementation of such a praxis in a college course. I discuss critical reflections on demonstrating the interconnections between current and historical social movements, theory and lived experiences, and the students’ and my learning. I conclude by arguing that reframing multicultural education as a praxis could encourage more coalitions within and beyond schools.
Cross-Country Heterogeneity In Students’ Reporting Behavior: The Use Of The Anchoring Vignette Method, 2017 University of Arkansas
Cross-Country Heterogeneity In Students’ Reporting Behavior: The Use Of The Anchoring Vignette Method, Hana Vonkova, Gema Zamarro, Collin Hitt
Gaining Competency: Learning To Teach Data Visualization, 2017 University of Wisconsin - Milwaukee
Gaining Competency: Learning To Teach Data Visualization, Kristin A. Briney
Journal of eScience Librarianship
Data services librarians are often faced with local needs in all 12 data information literacy competencies (Carlson et al. 2011) but may not have the requisite skills in each area to offer services.
Gaining expertise in an unfamiliar competency, particularly one which has not historically been associated with the library like “data visualization and representation”, can be challenging.
This paper identifies a scaffolding for librarians to gain foundational experience in data visualization and provides a case study on one library’s initial service offering in this area – a “Data Visualization 101” workshop.
Quantifying The Level Of Inquiry In A Reformed Introductory Geology Lab Course, 2017 Iowa State University
Quantifying The Level Of Inquiry In A Reformed Introductory Geology Lab Course, Elizabeth Moss, Cinzia Cervato
As part of a campus-wide effort to transform introductory science courses to be more engaging and more accurately convey the excitement of discovery in science, the curriculum of an introductory physical geology lab course was redesigned. What had been a series of “cookbook” lab activities was transformed into a sequence of activities based on scientific inquiry and cooperative learning. The first two semesters were spent developing and implementing the new lab activities, and two more semesters were spent refining them. In the second semester of each of these two phases, students enrolled in the lab completed a 15-question version of ...
Finding Lost & Found: Designer’S Notes From The Process Of Creating A Jewish Game For Learning, 2017 Rochester Institute of Technology
Finding Lost & Found: Designer’S Notes From The Process Of Creating A Jewish Game For Learning, Owen Gottlieb
This article provides context for and examines aspects of the design process of a game for learning. Lost & Found (2017a, 2017b) is a tabletop-to-mobile game series designed to teach medieval religious legal systems, beginning with Moses Maimonides’ Mishneh Torah (1180), a cornerstone work of Jewish legal rabbinic literature. Through design narratives, the article demonstrates the complex design decisions faced by the team as they balance the needs of player engagement with learning goals. In the process the designers confront challenges in developing winstates and in working with complex resource management. The article provides insight into the pathways the team found ...
Introduction: Jewish Gamevironments – Exploring Understanding With Playful Systems, 2017 Rochester Institute of Technology
Introduction: Jewish Gamevironments – Exploring Understanding With Playful Systems, Owen Gottlieb
The study of Judaism, Jewish civilizationi, and games is currently comprised of projects of a rather small set of game scholars. A sample of our work is included in this issue.
Revolution And World War I Civil Rights?: Transnational Relations And Mexican Consul Records In Mexican American Educational History, 1910-1929, 2017 National Archives and Records Administration
Revolution And World War I Civil Rights?: Transnational Relations And Mexican Consul Records In Mexican American Educational History, 1910-1929, Victoria-María Macdonald, Gonzalo Guzmán
MacDonald and Guzmán demonstrate how the Mexican residents in the United States lobbied the Mexican government and Mexican consulates in the U.S. to secure their children's access to schooling from 1910-1929.
Historical Empathy: Judging The People Of The Past In A Secondary Social Studies Classroom, 2017 University of Toledo
Historical Empathy: Judging The People Of The Past In A Secondary Social Studies Classroom, Thomas D. Ellenwood Jr.
Learning to Teach
Historical empathy is a structural element of the study of history that needs to be taught in every secondary history classroom. It is important not only for the sake of accuracy in our studies, but also because helping students develop historical empathy has been proven to help improve their historical understanding and increase their interest in the study of history. Instructional strategies like reading and interpreting primary sources, role-playing, and engaging in writing that requires empathetic understanding have been found to be the most beneficial in fostering historical empathy in the classroom. It is also imperative to teach students how ...
A Progression Of Discourse In The Science Classroom, 2017 University of Toledo
A Progression Of Discourse In The Science Classroom, Jennifer Wiesen
Learning to Teach
The framework of the NGSS requires the development of skills central to the field of science. Scientific discourse is necessary for developing these skills, but the use of discourse is absent from many science classrooms. Possible reasons for this could be that teachers do not know how to incorporate methods into their classroom. This manuscript addresses methods that can be used to develop the discursive skills necessary for students to participate in activities central to science. Methods are described in a progression from introductory vocabulary use and explanation of ideas, discussion skills, and finally, the integration of skills to perform ...
Argumentation In The High School Science Classroom: Underutilized And Misunderstood, 2017 University of Toledo
Argumentation In The High School Science Classroom: Underutilized And Misunderstood, Jillian R. Richmond
Learning to Teach
Argumentation is a crucial part of discourse in the scientific field, but is rarely found in the science classroom. This raises the questions of why teachers are not using argumentation, as well as what benefits argumentation provides in the science classroom. Argumentation is not widely used in the science education field due to lack of teacher knowledge about integration techniques and teachers’ fear of unruly class discussions. However, research shows that students benefit in many ways from argumentation based learning by allowing students to work through real world problems to develop higher level thinking skills. This paper discusses the importance ...
Scientific Inquiry And The Impact On Classroom Environment, 2017 The University of Toledo
Scientific Inquiry And The Impact On Classroom Environment, Heather K. Leckie
Learning to Teach
Scientific inquiry is an instructional strategy that requires students to engage in scientific problem solving by identifying a problem, designing an investigation, and supporting conclusions with evidence. The demand for the use of inquiry in the classroom is shown by the number of national and state standards that include inquiry as a requirement. Depending on the topic, inquiry in the classroom can range from structured to open. A classroom that engages in scientific inquiry creates an environment where students feel confident taking risks, collaborating, supporting conclusions with evidence and considering different positions. This article examines the foundations of scientific inquiry ...