Evidence-Based Programs That Address Social Emotional Learning In An Early Childhood Setting, 2010 Minnesota State University - Mankato
Evidence-Based Programs That Address Social Emotional Learning In An Early Childhood Setting, Jihan Ali
All Graduate Theses, Dissertations, and Other Capstone Projects
The purpose of this project is to compare and contrast evidence-based curriculums that address social-emotional learning for children 3 to 5 years old in a rural early childhood setting. Factors that will be considered include the effectiveness of the program with diverse populations, implementation in rural areas, includes a parenting component, cost of training as well as other appropriate factors. By providing effective early childhood education to children and parents, Fernbrook will be able to give the parents skills to more effectively parent at the home and children skills to develop healthy social emotional skills.
Research Question: What evidence-based social …
Winter 2010 Ctl Newsletter, 2010 University of Denver
Winter 2010 Ctl Newsletter, University Of Denver, Office Of Teaching And Learning
Office of Teaching and Learning Newsletters
Winter 2010 Newsletter from the University of Denver, Center for Teaching and Learning. The newsletter highlights events, workshops, software updates, and resources for faculty.
Ua100/2/5 Training School & College High Publications, 2010 Western Kentucky University
Ua100/2/5 Training School & College High Publications, Wku Archives
WKU Archives Collection Inventories
Publications created by and about the Training School and College High. Includes catalogs, schedules and student newspapers.
Ua100/2/1 Training School & College High Administration, 2010 Western Kentucky University
Ua100/2/1 Training School & College High Administration, Wku Archives
WKU Archives Collection Inventories
Records created by administrators of the school. Records include accreditation reports, attendance data, curriculum guides, textbook reports, letterhead, student teacher evaluations and commencement programs.
Ua100/2/2 Training School & College High Departments, 2010 Western Kentucky University
Ua100/2/2 Training School & College High Departments, Wku Archives
WKU Archives Collection Inventories
Records created by and about Training School / College High departments which inlude Athletics, Classes, English, Library, Music and Theatre.
Wise Teaching To Students’ Kinesthetic Intelligence: The Teacher As Surrogate, Guru, Foreshadower, Choreographer, Or Expeditionist, 2010 National College of Education
Wise Teaching To Students’ Kinesthetic Intelligence: The Teacher As Surrogate, Guru, Foreshadower, Choreographer, Or Expeditionist, Sara K. Schneider
The Journal of the Assembly for Expanded Perspectives on Learning
Based on the degree of the teacher’s perceived skill, engagement, and role play with her students, this model posits six distinct styles of teaching to students’ kinesthetic intelligence and differentiates their effects on learning.
Writing As An Altered State Of Consciousness: Process, Pedagogy, And Spirituality, 2010 Penn State Harrisburg
Writing As An Altered State Of Consciousness: Process, Pedagogy, And Spirituality, Julie Kearney
The Journal of the Assembly for Expanded Perspectives on Learning
Defining writing as an altered state of consciousness (ASC), this essay examines parallels between expressivist writing pedagogy and theories of psychologists Csikszentmihalyi and Tart. It further describes the benefits for writers who achieve ASC in terms of their learning potential and creative power.
It’S Complicated: Using Facebook To Create Emotional Connections In Student-Professor Relationships, 2010 UNC Wilmington
It’S Complicated: Using Facebook To Create Emotional Connections In Student-Professor Relationships, Anthony Atkins
The Journal of the Assembly for Expanded Perspectives on Learning
How can we use Facebook and other technologies to create emotional and professional connections with students?
Engaging Students, Assessing Learning: Just A Click Away, 2010 Loyola University Maryland
Engaging Students, Assessing Learning: Just A Click Away, Linda C. Hodges
Professional and Organizational Development Network in Higher Education: Archives
Three ongoing challenges for those of us teaching today’s college students, especially in large lecture classes, are: getting students engaged in their learning, assessing what learning is actually taking place, and competing with students’ technology in keeping their attention. One teaching innovation that holds great promise for addressing these concerns is the use of personal response systems, also known as clickers. Clickers allow you to determine the level of student understanding at any given time with relatively little effort, and in the process encourage students to engage with class material by using the hook of technology. In this paper I …
Principal Instructional Leadership Behavior As Perceived By Teachers And Principals At New York State Recognized And Non-Recognized Middle Schools, 2010 Seton Hall University
Principal Instructional Leadership Behavior As Perceived By Teachers And Principals At New York State Recognized And Non-Recognized Middle Schools, Brendan J. Lyons
Seton Hall University Dissertations and Theses (ETDs)
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Teacher Training For The Implementation Of The Incredible Years At Gfw Elementary School, 2010 Minnesota State University - Mankato
Teacher Training For The Implementation Of The Incredible Years At Gfw Elementary School, Karen J. Appel
All Graduate Theses, Dissertations, and Other Capstone Projects
The purpose of this research project was to determine whether training the Early Childhood Special Education (ECSE) teachers, paraprofessionals, and staff would increase the social and emotional literacy of the children as well as the staff in the ECSE classroom . The four areas of training & research consisted of: 1. Increasing staff’s positive attention, encouragement and praise while working as a team in the ECSE classroom; 2. Using incentives for the purpose of promoting positive attention in the classroom; 3. Using more proactive teaching techniques for the purpose of preventing behavior problems in the classroom, and 4. Increasing staff’s …
Survivor Academe: Assessing Reflective Practice, 2010 Indiana University of Pennsylvania
Survivor Academe: Assessing Reflective Practice, Laurel Johnson Black, Terry Ray, Judith Villa
To Improve the Academy: A Journal of Educational Development
Reflective practice is a goal for many academic professional development programs. What do faculty participants gain from a reflective practice program, and how much reflection do they actually practice? Using interviews and grounded theory, we identified three crucial needs being met by such a program at our university. In addition, we compared participants’ comments to the elements of reflection established by Dewey and Rodgers to determine the extent of their reflection. The results call for more assessment to better align the structures of reflective practice programs with participant needs as well as further research on the effects of reflective practice …
Rx For Academic Medicine: Building A Comprehensive Faculty Development Program, 2010 Indiana University School of Medicine
Rx For Academic Medicine: Building A Comprehensive Faculty Development Program, Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic
To Improve the Academy: A Journal of Educational Development
Faculty in academic medical centers are under tremendous stress and report low satisfaction. The need for faculty development in medical schools is great, yet it remains largely unmet across the United States. To ensure ongoing success in academic medicine, medical schools must institute comprehensive faculty development programs. In this chapter, we describe the development of an office for faculty affairs and professional development at the Indiana University School of Medicine, including key collaborations, budget trends and infrastructure development, strategic planning, ongoing assessment planning, goal setting, and early patterns of participation.
The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, 2010 University of Virginia
The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, Dorothe J. Bach, Mary Deane Sorcinelli
To Improve the Academy: A Journal of Educational Development
Many colleges and universities have come to understand the added educational value of having a more diverse faculty, and some have created specific programs to enhance recruitment, development, and retention of underrepresented faculty. How do these programs help underrepresented faculty start a successful career? How can they help a diverse faculty build thriving, long-term careers in academia? This chapter addresses these questions by sharing the findings and lessons learned from an internal and external assessment of the Excellence in Diversity Fellows Program at the University of Virginia.
About The Authors, Volume 28 (2010), 2010 University of Nebraska - Lincoln
About The Authors, Volume 28 (2010)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 28 (2010) of To Improve the Academy: A Journal of Educational Development.
Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, 2010 University of Denver
Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt
To Improve the Academy: A Journal of Educational Development
Higher education is faced with an increasingly diverse student body and historic opportunities to foster inclusive excellence, meaning a purposeful embodiment of inclusive practices toward multiple student identity groups. Although the benefits of inclusive excellence are well established, college faculty often cite barriers to promoting it in classrooms, and this creates an opening for faculty developers to support them in weaving promising practices for inclusive excellence into their teaching. This chapter highlights the practices of inclusive faculty and the methods faculty developers can use to promote inclusive excellence along five dimensions: (1) intrapersonal awareness, (2) interpersonal awareness, (3) curricular transformation, …
Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning, 2010 Indiana University
Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning, Craig E. Nelson
To Improve the Academy: A Journal of Educational Development
My initial teaching practices were based on nine “dysfunctional illusions of rigor.” Overcoming them required revision of my ideas on the value of “hard” courses, the effectiveness of traditional methods, grade inflation, what students should be able to do initially, the fairness of traditional approaches, the importance of fixed deadlines, the importance of content coverage, the accessibility of critical thinking, and the appropriate bases for revising courses and curricula. I present the initial illusions and some more realistic views. These more realistic views are framed in terms of key research findings and some readily accessible models for improved practices.
Class Size: Is Less More For Significant Learning?, 2010 Columbia College
Class Size: Is Less More For Significant Learning?, John Zubizarreta
To Improve the Academy: A Journal of Educational Development
Mixed as it might be, educational research suggests that engaged students are more effectively stimulated and fulfilled in the small class. Of course, students can thrive in large classes if discipline, course level, teacher characteristics, goals, methods, assessment strategies, and outcomes work together to inspire and produce significant learning. The small class environment does not by itself necessarily ensure higher level learning, but studies indicate that if faculty and institutions want to promote and support the active learning pedagogies, mentoring, reflection, feedback, and personal relationships that result in deep and lasting learning, then less is more.
Whytry? A Program Evaluation, 2010 Minnesota State University - Mankato
Whytry? A Program Evaluation, Tammie Knick
All Graduate Theses, Dissertations, and Other Capstone Projects
In Minnesota, one out of every five students fail to graduate from high school (Alliance for Excellent Education, 2009). Long before students decide to drop out of school, a host of risk factors or early predictors undoubtedly emerged in childhood. The purpose of this research pilot project was to determine the efficacy of the WhyTry? program in helping to reduce some of those risk factors such as: Truancy, Behavior problems in school, Low academic achievement, and School disengagement. The WhyTry? Program uses a strengths-based approach to help youth overcome their challenges and improve their outcomes at school. WhyTry? is based …
The Impacts Of A Project-Based Research Course: A Mixed Method Survey Of Students, Alumni, And Teachers In Li-Shan High School, Taipei, Taiwan, 2010 Minnesota State University - Mankato
The Impacts Of A Project-Based Research Course: A Mixed Method Survey Of Students, Alumni, And Teachers In Li-Shan High School, Taipei, Taiwan, Peiyu Lee
All Graduate Theses, Dissertations, and Other Capstone Projects
This thesis presented the results of a mixed-method study of the impact of a Project-based Research course in a public high school in Taipei, Taiwan. The purpose of this study was to examine the impact of the Project-based Research course from the perspectives of the current students, alumni, and teachers. The high school incorporated traditional education and project-based learning models as their teaching methods. When both students and teachers had to face the dual pressure of adhering to both models, it was unknown if the project-based learning had the same influence as indicated in the research literature on project-based learning. …