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Critical Pedagogy For Music Education: Preparing Future Teachers, Kelly Bylica 2017 The University of Western Ontario

Critical Pedagogy For Music Education: Preparing Future Teachers, Kelly Bylica

Teaching Innovation Projects

This introductory workshop will focus on using critical questioning techniques to encourage education students to think through different lenses when approaching education methods and pedagogy. Undergraduate education students, particularly music education students, often enter university with a desire to replicate an educational experience, program, or teacher they had as an elementary or secondary school student. The use of critical questioning will help students think outside this narrow box of experience and create space to consider in what ways we may be complicit in perpetuating norms that may not be inclusive of all students. Research indicates that the use of critical ...


Teaching Matters: Developing Teaching Dossiers To Showcase Teaching Success And Competency, Danielle Brewer-Deluce, Candace J. Gibson 2017 The University of Western Ontario

Teaching Matters: Developing Teaching Dossiers To Showcase Teaching Success And Competency, Danielle Brewer-Deluce, Candace J. Gibson

Teaching Innovation Projects

Throughout academia, the value of developing a strong CV is pervasive, while teaching dossiers can be overlooked. Furthermore, though partaking in a teaching assistantship is often required, graduate teaching assistants (GTAs) are not always mentored in developing teaching-related skills, or in understanding their importance in future career success. Considering that the skills GTAs gain through teaching contribute significantly to their development of discipline-based expertise and presentation skills (Seldin et al., 2010), and that faculty appointments typically include a 40% teaching load, it is apparent that this problem poses a major challenge. GTAs and junior faculty are often unsure how to ...


2016-2017 Cetl Annual Report, CETL 2017 Kettering University

2016-2017 Cetl Annual Report, Cetl

CETL Reports

The Center for Excellence in Teaching & Learning description of events, attendance at events, teaching workshops


Critical Media Literacies In The Twenty-First Century: Writing Autoethnographies, Making Connections, And Creating Virtual Identities, Ah-Young Song 2017 Teachers College Columbia University

Critical Media Literacies In The Twenty-First Century: Writing Autoethnographies, Making Connections, And Creating Virtual Identities, Ah-Young Song

Journal of Media Literacy Education

Critical media literacies can help nurture students’ creative agencies and engender positive, sustained change in local communities. Kellner and Share (2005) have noted that students do need to develop faculties with digital technologies but that they must also participate in critical readings of cultural artifacts and discriminate between various multimedia sources. It is important for youth to conceptualize language as perpetuating different kinds of ideologies, for viewpoints are “connected to negotiable, changeable, and sometimes contested stories, histories, knowledge, beliefs, and values encapsulated into cultural models (theories) about the world” (Gee, 2008, p. 29). Semiotic meanings are in constant flux due ...


Benefits Of Participating In Service-Learning, Business-Related Classes: Assessing The Impact On The Community Partners, Nancy Vizenor, Tasha J. Souza, Joshua Jordan Ertmer 2017 Humboldt State University

Benefits Of Participating In Service-Learning, Business-Related Classes: Assessing The Impact On The Community Partners, Nancy Vizenor, Tasha J. Souza, Joshua Jordan Ertmer

Tasha J. Souza

Problem: Many universities offer service-learning classes that provide opportunities for students and community partners to work together on semester-long projects. Researchers have been especially interested in the benefits students receive in service-learning classes, and those benefits have been well recognized (Eyler, Giles, Stenson, & Gray, 2001). However, the benefits to community partners have been assumed but seldom explored empirically (Bringle & Steinberg, 2010; Cruz & Giles, 2000; Dorado & Giles, 2004). Research Questions: How beneficial were the service-learning projects to the community partners? What were the community partners’ experiences working with the students? Research Methods: A cross-sectional descriptive design was used to investigate the uses and benefits of 30 community partners from five different business-related, project-based, cooperative, service-learning university classes. Results: The results indicated ...


Incorporating Lesbian, Gay, Bisexual, And Transgender (Lgbt) Health Concepts Into Nursing Curricula: What Nursing Faculty Should Know, Paul Smith, Julie Fitzwater 2017 Linfield College - Portland Campus

Incorporating Lesbian, Gay, Bisexual, And Transgender (Lgbt) Health Concepts Into Nursing Curricula: What Nursing Faculty Should Know, Paul Smith, Julie Fitzwater

Faculty Presentations

The objective of this presentation is to help faculty learn how to effectively teach students about lesbian, gay, bisexual, and transgender (LGBT) health, health promotion, and health care disparities. Learning outcomes for this session include how to utilize specific tools, strategies, and resources for incorporating essential LGBT content into undergraduate and graduate nursing programs.

  • LEARNING OUTCOME 1: Describe ways to incorporate LGBT content into nursing curricula and discuss the importance of this inclusion;
  • LEARNING OUTCOME 2: Identify resources appropriate for nursing students that may be integrated into nursing curricula;
  • LEARNING OUTCOME 3: Identify specific health disparities that are applicable to ...


Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss 2017 Western Carolina University

Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss

Interdisciplinary Journal of Problem-Based Learning

This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the ...


A Pedagogy Of Care For Adolescent English Learners: A Formative Experiment, Mary Amanda Stewart, Alexandra Babino, Katie Walker 2017 Texas Woman's University

A Pedagogy Of Care For Adolescent English Learners: A Formative Experiment, Mary Amanda Stewart, Alexandra Babino, Katie Walker

TAPESTRY

In the case of educators of adolescents in the dynamic process of English acquisition, it is our goal to increase the fulfillment and success of the students we are privileged to serve through nurturing their academic, emotional, personal, social, and civic development. It is, therefore, essential that educators understand the implementation and impact of teaching through a framework of care.


Quantitative Reasoning For Teachers: Explorations In Foundational Ideas And Pedagogy, Sheryl Stump 2017 Ball State University

Quantitative Reasoning For Teachers: Explorations In Foundational Ideas And Pedagogy, Sheryl Stump

Numeracy

This note describes a course designed to prepare community college instructors and K-12 teachers for teaching foundational aspects of quantitative reasoning. A body of literature on quantitative reasoning and quantitative literacy informed the course design. The note describes the course content, which includes engaging in case studies, reading and discussion, writing assignments, group problem solving, and news-of-the-day presentations. Details of these assignments are provided. The capstone assignment for the course is for participants to design a set of case studies for their own students. Details of this assignment are also provided as well as specific examples of participants’ learning.


Ten Years, Twenty Issues, And Two Hundred Papers Of Numeracy: Toward International Reach And Transdisciplinary Utility, H. L. Vacher 2017 University of South Florida

Ten Years, Twenty Issues, And Two Hundred Papers Of Numeracy: Toward International Reach And Transdisciplinary Utility, H. L. Vacher

Numeracy

This issue completes the first ten years of Numeracy. The purpose of this introductory editorial is to review what has happened to the journal in those ten years. In the twenty issues, Numeracy’s output has been 201 papers counting the one or two editorials per issue. More than 50% of the papers are full, peer-reviewed articles, including 13 papers in two theme collections. The others are peer-reviewed notes and perspectives, editor-reviewed book reviews (15% of the total), and a column by contributing co-editor, Dorothy Wallace. The current issue marks an upswing in the number of notes, and our first ...


Out With The Old, In With The New Digital Era Instruction: 21st Century Education Must Conform To The Needs Of "Digital Kids", Sheila Neth 2017 The College at Brockport: State University of New York

Out With The Old, In With The New Digital Era Instruction: 21st Century Education Must Conform To The Needs Of "Digital Kids", Sheila Neth

Education and Human Development Master's Theses

Modern day youths are known for their tech savvy ways and dependency on digital devices. They choose to spend their free time in front of a digital screen chatting, taking and sending photos, playing games, drafting emoji messages, etc. These youths are then expected to attend school and remove all electronic devices and pay attention for 6+ hours a day in each seat for at least 40-minute intervals. The relevancy to learn is lost; students can hardly see any relevancy in the content being learned at school with their own lives filled with technology and immediate driven results. Thus, it ...


Meeting Yourself Without Rose Colored Glasses: An Urban Publicschool, Shenelle DuBose, Apryll Mendez 2017 University of Missouri-St. Louis

Meeting Yourself Without Rose Colored Glasses: An Urban Publicschool, Shenelle Dubose, Apryll Mendez

Dissertations

The impact of a culturally relevant professional development series on classroom teacher’s cultural lens was determined. Fifty teachers from two different school districts participated in 16 hours of professional development in an attempt to impact their understanding of how culture and instruction are connected.

During the professional development, participants took part in activities, dialogues and reflections designed to impact their cultural competency. The content of the four professional development sessions included (a) videos on culturally relevant teaching; (b) discussion of cultural identity of participants and how it surfaces in the classroom; (c) discussion of the culture, values, and beliefs ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Keeta Holmes, Pamela Atkinson-Hamilton, Tiffanni Durham, Gloria Hardrict-Ewing, Deborah Heisler, Christina Hughes, Rosalinda Williams, Lane Walker, Christopher Young-El, Amy Dooley 2017 University of Missouri - St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Keeta Holmes, Pamela Atkinson-Hamilton, Tiffanni Durham, Gloria Hardrict-Ewing, Deborah Heisler, Christina Hughes, Rosalinda Williams, Lane Walker, Christopher Young-El, Amy Dooley

Dissertations

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments.

The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a mid-sized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Lane Walker 2017 University of Missouri, St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Lane Walker

Dissertations

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Rosalinda D. Williams, Keeta Holmes, Gloria Hardrict-Ewing, Lane Walker, Christopher Young-El, Christina Hughes, Tiffanni Durham, Deborah Heisler, Pamela Atkinson-Hamilton, Amy Dooley 2017 University of Missouri St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Rosalinda D. Williams, Keeta Holmes, Gloria Hardrict-Ewing, Lane Walker, Christopher Young-El, Christina Hughes, Tiffanni Durham, Deborah Heisler, Pamela Atkinson-Hamilton, Amy Dooley

Dissertations

Abstract Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized midwestern public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Christopher M. Young El 2017 University of Missouri St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Christopher M. Young El

Dissertations

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Deborah J. Heisler, Rosalinda Williams, Christopher Young-El, Lane Walker, Keeta Holmes, Gloria Hardrict-Ewing, Pamela Atkinson-Hamilton, Tiffanni Durham, Christina Hughes, Amy Dooley 2017 University of Missouri-St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Deborah J. Heisler, Rosalinda Williams, Christopher Young-El, Lane Walker, Keeta Holmes, Gloria Hardrict-Ewing, Pamela Atkinson-Hamilton, Tiffanni Durham, Christina Hughes, Amy Dooley

Dissertations

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized midwestern public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM ...


Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Tiffanni Durham, Pamela Atkinson-Hamilton, Gloria Hardrict-Ewing, Lane Walker, Amy Dooley, Keeta Holmes, Deborah Heisler, Rosalinda Williams, Christina Hughes, Christopher Young-El 2017 University of Missouri-St. Louis

Analysis Of A Stem Education Professional Development Conference For Pre-Service Educators, Tiffanni Durham, Pamela Atkinson-Hamilton, Gloria Hardrict-Ewing, Lane Walker, Amy Dooley, Keeta Holmes, Deborah Heisler, Rosalinda Williams, Christina Hughes, Christopher Young-El

Dissertations

Science, technology, engineering, and mathematics (STEM) disciplines are attracting increased attention in education. The iSTEM 2017 conference was a professional development program designed to acquaint pre-service teachers with interdisciplinary, research-based STEM instructional strategies that can transform traditional classroom instruction into dynamic learning environments. The STEM Education Scholars (STEMES) is a Learning Community of Practice, housed in the College of Education, at a midsized mid-western public research university. The program of study focused on designing a professional development program for future Pre-K12 teachers. The iSTEM 2017 conference presented by the STEMES Community of Practice sought to inform pre-service teachers of STEM ...


The Effects Of Professional Development On Elementary Students’ Mathematics Achievement, Jonathan L. Brendefur, Keith W. Thiede, Sam Strother, Dan Jesse, John Sutton 2017 Boise State University

The Effects Of Professional Development On Elementary Students’ Mathematics Achievement, Jonathan L. Brendefur, Keith W. Thiede, Sam Strother, Dan Jesse, John Sutton

Keith Thiede

This paper describes the effects of a professional development (PD) program – Developing Mathematical Thinking – on student achievement. Six Title I elementary schools with similar demographics, within one school district, were chosen to participate as either a treatment or comparison school. Three schools were chosen to participate in professional development that incorporates effective PD recommendations. All the teachers had to participate in all aspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as the before and after measure, results suggest improved student performance after professional development was implemented over a two year period.


Using Discourse Analysis To Understand The Relationships And Practices Of Pre-Service Co-Teachers, Toni Strieker, Megan Adams, Woong Lim, Marcia Wright 2017 Georgia Southern University

Using Discourse Analysis To Understand The Relationships And Practices Of Pre-Service Co-Teachers, Toni Strieker, Megan Adams, Woong Lim, Marcia Wright

Georgia Educational Researcher

Early in 2016, the Council on Accreditation of Educator Providers (CAEP) (caepnet.org, 2016) published a new set of standards that called for increased collaboration of university-school partners by means of co-construction clinical experiences. In designing the new models, pre-service co-teaching, conducted by the teacher candidate and collaborating teacher, emerged as a promising practice in teacher education (Arshavskaya, 2014; Perry, 2016). However, even with the current enthusiasm for the establishing the new practices, a working definition of pre-service co-teaching remains elusive. Thus, the study of the voices of educators who are involved in co-teaching is essential as universities make the ...


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