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The Intentional Student: Strategies To Help Students Of Low-Socioeconomic Status Succeed At Post-Secondary Institutions, Patrick L. Phillips 2017 Educational Empowerment Group, LLC

The Intentional Student: Strategies To Help Students Of Low-Socioeconomic Status Succeed At Post-Secondary Institutions, Patrick L. Phillips

National Youth-At-Risk Conference Savannah

The Intentional Student: Strategies to Help Students of Low Socioeconomic Status Succeed at Post-Secondary Institutions, is structured in three phases: The Prerequisites, The Process and The Exodus. Attendees will take a journey in the same manner students navigate the college experience. (The Prerequisites)-areas that are completed and mastered before college, (The Process)-tasks and areas that are mastered while in college and (The Exodus)-areas mastered upon conclusion of college to obtain gainful employment. The target audience is educators, school counselors, mentors, therapist, and school social workers.


Opening Eyes By Opening Classroom Doors: Multicultural Musings Of Study Abroad In Italy, Deb L. Marciano Ph. D. 2017 Valdosta State University

Opening Eyes By Opening Classroom Doors: Multicultural Musings Of Study Abroad In Italy, Deb L. Marciano Ph. D.

Journal of Multicultural Affairs

Abstract

Opening Eyes by Opening Classroom Doors:

Multicultural Musings of Study Abroad in Italy

This narrative inquiry examines multicultural site-based experiences of five pre-service teachers (early childhood and special education) during a four-week university sponsored study abroad program. Experiential learning (Kolb, 1984) opportunities were created for observations and teaching mini-lessons in Italian classrooms and immersion into Italian culture. The researcher’s study emanates from the pre-service teachers’ daily journal entries, informal conversations, and personal observations of reflections of their developing multicultural understandings, scaffolding upon their rural American backgrounds. To facilitate processing their lived experiences, it was necessary to work from ...


The Role Of Pedagogical Beliefs In Emerging Technology Integration: An Exploratory Case Study Of Faculty Perspectives, Marianne Justus 2017 School of Advanced Studies, University of Phoenix

The Role Of Pedagogical Beliefs In Emerging Technology Integration: An Exploratory Case Study Of Faculty Perspectives, Marianne Justus

The Qualitative Report

The integration of social media, mobile/wireless and Web 2.0 technologies in higher education supports student engagement locally and globally to create new knowledge using innovative strategies. However, there remains a disconnect between the positive perceptions of faculty regarding the value of integrating technology and its adoption in online contexts. The purpose of this qualitative exploratory case study was to investigate the factors that influence faculty to integrate innovative and emerging technologies, and to consider whether pedagogical beliefs influence choice and adoption of technology. Participants included graduate and undergraduate faculty members who had experience teaching online; were representative of ...


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 ...


Students' Attitudes Towards Textbook Types: Are Students Really Ready For E-Textbooks?, Diane R. Edmondson, Cheryl Ward 2017 Middle Tennessee State University

Students' Attitudes Towards Textbook Types: Are Students Really Ready For E-Textbooks?, Diane R. Edmondson, Cheryl Ward

Atlantic Marketing Journal

Abstract - This study examines students’ attitudes and preferences to the four primary textbook types currently on the market. These types include hardback, paperback, loose leaf, and E-textbook. Two hundred twenty-three students currently taking Principles of Marketing from a large public university in the southeastern United States completed the survey. Results found that students still prefer paperback textbooks, even when this textbook is at a higher price than other alternatives. When students were asked their opinions on the various textbook options, it was clear that price, ease of use, health concerns, and ownership desires were the primary reasons why they liked ...


Alternative Certification And Alternative Pathways: A Personal Take On A Core Policy Dilemma, Jon Snyder 2017 Stanford

Alternative Certification And Alternative Pathways: A Personal Take On A Core Policy Dilemma, Jon Snyder

Occasional Paper Series

A view on the structured and unstructured journey one goes on to becoming a great teacher.


Blue The Bee Learns To Be Happy, Connie Reimers-Hild, Deborah J. Weitzenkamp, Connie Reimers-Hild, Kim Wellsandt 2017 University of Nebraska-Lincoln Extension

Blue The Bee Learns To Be Happy, Connie Reimers-Hild, Deborah J. Weitzenkamp, Connie Reimers-Hild, Kim Wellsandt

Kimmel Education and Research Center - Faculty & Staff Publications

Do you sometimes feel sad or blue and don't know what to do? If so, this book was written just for you!

Join Blue the Bee as she travels through Happy Orchard meeting her friends (Flutter, Buzz, Bonita and Ernie) to learn the 7 Happiness Habits. When happiness is a habit, it comes without thinking. You can choose how to spend your day and use your time. You choose how to live your life and what is on your mind.

Each page was designed to enjoy at any age. People can become pollinators of happiness in any life stage ...


The Relationship Between Clinical Teaching Effectiveness And Emotional Intelligence In Clinical Nurse Faculty In Pre-Licensure Baccalaureate Programs In New York State, Caroline K. Mosca 2017 The Graduate Center, City University of New York

The Relationship Between Clinical Teaching Effectiveness And Emotional Intelligence In Clinical Nurse Faculty In Pre-Licensure Baccalaureate Programs In New York State, Caroline K. Mosca

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

It is important to evaluate the Clinical Teaching Effectiveness (CTE) of nurse faculty because clinical teaching is one of the most effective pedagogies in nursing education (Billings & Halstead, 2012). However, clinical faculty must be able to manage effectively the stressors of the clinical setting, where lessons can be unpredictable and the environment is often laden with intense emotion (Gerolamo & Roemer, 2011; Ondrejka, 2013; Roberts, Chrisman, & Flowers, 2013). Emotional Intelligence (EI) may facilitate CTE because higher EI has been associated with improved management of stress in both nursing and the general workplace (Goleman, 1995; Görgens-Ekermans & Brand, 2012; Karimi, Leggat, Donohue, & Cooper, 2014). EI modulates the stress response and may enhance faculty’s ability to teach in the clinical setting (Ondrejka, 2013). However, to date, only one study has investigated the relationship between EI and CTE in nursing faculty, and this study was limited to a small sample at one institution (Allen, Ploeg, & Kaasalainen (2012). The present study investigated the relationship between EI and CTE from ...


As If By Magic: Unleashing Critical And Expressive Voices Through A Rhetoric Of "This/And" In First-Year Composition, Nolan Chessman 2017 The Graduate Center, City University of New York

As If By Magic: Unleashing Critical And Expressive Voices Through A Rhetoric Of "This/And" In First-Year Composition, Nolan Chessman

All Graduate Works by Year: Dissertations, Theses, and Capstone Projects

This dissertation engages academic, creative, and student genres in conversation in order to challenge the strict discursive and stylistic boundaries placed around college writing, particularly in first-year composition. Because this project aims to thrust first-year writing pedagogy beyond the confines of fixed genre forms, its inquiry is multimodal, intermingling writing styles and research modes so that, in scholar-teacher Wendy Bishop’s words, “I can think in and through them all” (“Places to Stand” 17). The particulars—or “data”—informing this study are primarily archival, textual (often a combination of the two), experimental, and experiential. Broadly speaking, this inquiry consists of ...


Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell 2017 Aston University

Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell

Interdisciplinary Journal of Problem-Based Learning

This exploratory, evaluative case study introduces a new context for problem-based learning (PBL) involving an iterative, modular approach to curriculum-wide delivery of PBL in an MA TESOL program. The introduction to the curriculum context provides an overview of the design and delivery features particular to the situation. The delivery approach has established multiple roles that contribute to the design and facilitation of the learning environment: lead instructors, collaborating instructors, and students as peer teachers. These roles also identify milestones on a collaborative instructional skills trajectory for professional development. In this mixed methods study, qualitative data were collected from collaborating instructors ...


Empirical Reflections On Women Students In Usa Nonprofit Academic Programs And Realizations About Ideological Influence, Norman A. Dolch 2017 Professor Emeritus, Louisiana State University Shreveport; Adjunct Professor, University of North Texas

Empirical Reflections On Women Students In Usa Nonprofit Academic Programs And Realizations About Ideological Influence, Norman A. Dolch

Journal of Ideology

This research reports on the beliefs of a select sample of women and men faculty across the USA regarding women in nonprofit organization academic programs. The main differences were on professional orientation among graduate students, difficulty with quantitative oriented courses, and portrayal of women in coursework. To eliminate these differences, beliefs (ideologies) among faculty and students need to be altered. Sanberg’s book Lean In is especially informative about changing beliefs about career orientation for both men and women to what she calls a belief in sustainable and fulfilling positions. Another valuable resource for faculty concerned about these issues is ...


Paired Teaching For Faculty Professional Development In Teaching, Jared Stang, Linda Strubbe 2017 University of British Columbia

Paired Teaching For Faculty Professional Development In Teaching, Jared Stang, Linda Strubbe

Discussions on University Science Teaching: Proceedings of the Western Conference on Science Education

Paired (or co-) teaching is an arrangement in which two faculty are collaboratively responsible for all aspects of teaching a course. By pairing an instructor experienced in research-based instructional strategies (RBIS) with an instructor with little or no experience in RBIS, paired teaching can be used to promote the adoption of RBIS. Using data from post-course interviews with the novice instructors of four such arrangements, we seek to describe factors that make for effective professional development in teaching via paired teaching. We suggest that the novice instructor’s approach to the paired teaching and their previous teaching experience are two ...


“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut 2017 Gallaudet University

“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut

Journal of Science Education for Students with Disabilities

Students who are deaf and hard-of-hearing are underrepresented in science majors, yet we know little about why. Students from other underrepresented groups in science—women and people of color—tend to highly value altruistic or communal career goals, while perceiving science as uncommunal. Research suggests that holding stereotypical conceptions about scientists and perceptions of science as uncommunal may strongly hinder recruitment into science majors. This study sought to explore the science identities of students who are deaf, hard-of-hearing, and hearing signers. The study focused on non-science majors in bilingual (American Sign Language and written English) biology laboratory courses. This study ...


Construct Shift Of Pre-Service Language Teachers On Globalized English Within A Turkish Context, Yonca Özkan 2017 Cukurova University

Construct Shift Of Pre-Service Language Teachers On Globalized English Within A Turkish Context, Yonca Özkan

The Qualitative Report

The leading position of English as a global language has indisputably continued for several decades. This pivotal role has inevitably been influencing English language teaching and teacher education. The number of nonnative English speaking teachers has by far surpassed that of native English speaking teachers. This reality has led us to conduct this particular descriptive study involving Turkish senior pre-service language teachers acting as participants in a training as part of a course (Globalization in ELT), in which we investigated the participants’ perceptions towards globalized English regarding common themes in the journal and interview data. The findings revealed that although ...


Listening To The Students’ Voice As A Governance Tool In Higher Education, Elena Bandiera, Sara Miccichè, Carlo Terzaroli 2017 University of Padua

Listening To The Students’ Voice As A Governance Tool In Higher Education, Elena Bandiera, Sara Miccichè, Carlo Terzaroli

Teaching and Learning Together in Higher Education

No abstract provided.


The Value Of Feedback In The Learning Process, Erika Minnoni, Nicoletta Tomei, Martina Collini 2017 University of Padua

The Value Of Feedback In The Learning Process, Erika Minnoni, Nicoletta Tomei, Martina Collini

Teaching and Learning Together in Higher Education

No abstract provided.


Participation In Academic Life Inside And Outside The Walls, Elisa Borgato, Valentina Fazzuoli, Claudia Lazzaro 2017 University of Padua

Participation In Academic Life Inside And Outside The Walls, Elisa Borgato, Valentina Fazzuoli, Claudia Lazzaro

Teaching and Learning Together in Higher Education

No abstract provided.


Fostering “Student Voice” To Improve Teaching & Learning Methods In Higher Education, Daniela Frison, Claudio Melacarne 2017 University of Padua

Fostering “Student Voice” To Improve Teaching & Learning Methods In Higher Education, Daniela Frison, Claudio Melacarne

Teaching and Learning Together in Higher Education

No abstract provided.


Transforming The University Through The Students’ Voice, Claudio Melacarne 2017 University of Siena

Transforming The University Through The Students’ Voice, Claudio Melacarne

Teaching and Learning Together in Higher Education

No abstract provided.


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