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The Apparition Of These Screens In The Crowd, Trey Conatser 2017 University of Kentucky

The Apparition Of These Screens In The Crowd, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

To unpack some of our assumptions about attention, learning, and technology in the classroom, CELT's Trey Conatser spoke with Dr. Yuha Jung and Dr. Rachel Shane of the Department of Arts Administration. Jung and Shane have worked with colleagues to integrate technologies into their teaching so that students are more likely to be on task. What follows is an informal exploration of what it means to pay attention and to learn in the context of the contested value of digital technologies.


The Building Blocks Of History, Nicole Martin 2017 University of Kentucky

The Building Blocks Of History, Nicole Martin

Greater Faculties: A Review of Teaching and Learning

Dr. Steve Davis is an Assistant Professor of History at the University of Kentucky, where he teaches precolonial and modern South African history using the popular video game Minecraft. CELT's Dr. Nicole Martin asked Dr. Davis about his goals for student learning, and how he encourages students to develop skills in historical analysis through virtual world-building.


Designing For Universal Success, Nicole Martin, Trey Conatser 2017 University of Kentucky

Designing For Universal Success, Nicole Martin, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

Dr. Deb Castiglione is the Universal Design and Instructional Technology Specialist at CELT. She has worked to get a campus-wide license at the University of Kentucky for the software Read&Write Gold, which follows principles of universal design for learning. We asked Dr. Castiglione about what the software can do for learners, and why we should think more about inclusive practices such as universal design in our teaching.


On Cheating And Prosperity, Trey Conatser 2017 University of Kentucky

On Cheating And Prosperity, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

At the outset of a new academic year, we'd do well to reflect on how we pitch academic integrity—and the concept of cheating—to our students. Not only does it affect how they see us as teachers and scholars; it also affects in profound ways how we see (or don't see) students as complex human beings. And this asks us to go against our gut reactions to the apparent moral legibility of cheating. If we understand cheating as an evasive concept, and as a product of our institutions, we're much less likely to incentivize it.


Facilitating An Intergenerational Classroom, Lee Ferrell 2017 University of Kentucky

Facilitating An Intergenerational Classroom, Lee Ferrell

Greater Faculties: A Review of Teaching and Learning

At the beginning of the 2016-17 academic year, Needham Yancey Gulley published an Inside Higher Edarticle challenging educators to move away from a seemingly dated term—nontraditional—because it labeled students in a way that could harm their opportunities in the classroom. At the same time, there really are differences among and between the generations, as both the academic literature and popular culture attest. Rather than enjoying a cohesive or intergenerational approach, Millennials, Gen Xers, and Baby Boomers are often pitted against one another in what The Washington Post calls “generational warfare.” This essay considers ways to facilitate an ...


Entitled Or Engaged?, Kate Collins 2017 University of Kentucky

Entitled Or Engaged?, Kate Collins

Greater Faculties: A Review of Teaching and Learning

Recent student activism on campus, particularly around safe spaces, trigger warnings, and microaggressions, has led to rising criticism lobbied against millennials as a generation unwilling to engage opposing beliefs or challenging discourse. Yet, taking into consideration all that young adults navigate to pursue higher education, their dissident presence on campus does more to reveal how they actively participate in the world, including their education.


Why Black Lives (Must) Matter At Uk, Nicole Martin 2017 University of Kentucky

Why Black Lives (Must) Matter At Uk, Nicole Martin

Greater Faculties: A Review of Teaching and Learning

As a university committed to creating inclusive learning environments, we must remember that our pedagogical practices and philosophies are not crafted in insolation from our social, political, and cultural environments. The psychic and emotional injury spurred by the events of the summer of 2016 will continue to reverberate across campus as we move into the fall semester. When we boldly address the lingering effects of trauma through our pedagogical practices, we demonstrate how the campus actively creates space for the civic development of students, staff, faculty, and administration.


Front Matter, 2017 University of Kentucky

Front Matter

Greater Faculties: A Review of Teaching and Learning

No abstract provided.


The Chameleon Characteristics: A Phenomenological Study Of Instructional Designer, Faculty, And Administrator Perceptions Of Collaborative Instructional Design Environments, Papia Bawa, Sunnie Watson 2017 Purdue University

The Chameleon Characteristics: A Phenomenological Study Of Instructional Designer, Faculty, And Administrator Perceptions Of Collaborative Instructional Design Environments, Papia Bawa, Sunnie Watson

The Qualitative Report

While several professionals, organizations and departments may be a part of the instructional designing process usually faculty, instructional designers, and administrators are key stakeholders and collaborators. Although there are some studies related to the process of instructional designing, there is little by way of research that has investigated the stakeholders’ perceptions of the key characteristics of effective collaboration within instructional designing projects. Thus, there is a gap in our understanding of the phenomenon of instructional designing project collaboration. This hermeneutic phenomenological study seeks to add to the literature by sharing the perceptions of seven stakeholders in different roles, who have ...


Opening The Classroom Door - A Survey Of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons From Clinical Partnerships And Implications For Practice, Steven L. Turner, Carie C. Greene 2017 Kent State University

Opening The Classroom Door - A Survey Of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons From Clinical Partnerships And Implications For Practice, Steven L. Turner, Carie C. Greene

Middle Grades Review

Mentor teachers that participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers’ development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as mentor teachers. Findings address how middle grades teachers view their role as mentors, their perceptions of the clinical experience as a collaborative learning partnership, and concludes with suggestions to improve clinical experiences for preservice middle grades teacher candidates.


Our History Clips: Collaborating For The Common Good, Beatrice N. Bailey EDD 2017 Clemson University

Our History Clips: Collaborating For The Common Good, Beatrice N. Bailey Edd

Middle Grades Review

This case study reveals how middle school social studies teachers within a professional development program are encouraging their students to use multiple disciplinary literacies to create Our History Clips as they also work toward developing a classroom community of engaged student citizens.


The Source, Yolanda Carr, C.J. Smith 2017 Southwestern Oklahoma State University

The Source, Yolanda Carr, C.J. Smith

The Source

No abstract provided.


Teachers’ Self-Efficacy When Differentiating Between Language Acquisition Difficulties Or Possible Learning Disabilities In English Language Learners, Elizabeth Hallett 2017 University of New England

Teachers’ Self-Efficacy When Differentiating Between Language Acquisition Difficulties Or Possible Learning Disabilities In English Language Learners, Elizabeth Hallett

All Theses And Dissertations

This multiple-case study examines teachers’ self-efficacy, or perceptions of their effectiveness, when differentiating between typical language acquisition difficulties and possible learning disabilities in English Language Learners (ELLs) who are challenged academically. Five mainstream elementary teachers from a mid-sized urban school district in the northeastern United States participated in the study. Data from individual interviews, meeting observations and artifacts were collected from each of the participants. Meeting observations occurred during each participant’s Integrated Learning Team meetings. During interviews, participants described their experiences working with ELLs who struggled more than typical ELLs and presented an artifact representing experiences teaching such students ...


08.01 New England Kindergarten Conference, 1962-2003, Marie Wasnock 2017 Lesley University

08.01 New England Kindergarten Conference, 1962-2003, Marie Wasnock

Finding Aids

This collection contains New England Kindergarten Conference proceedings from 1962-1978. It also includes programs and pamphlets about the conference from 1980-2003.


Investing In Residencies, Improving Schools: How Principals Can Fund Better Teaching And Learning, Brigid Fallon 2017 Bank Street College of Education

Investing In Residencies, Improving Schools: How Principals Can Fund Better Teaching And Learning, Brigid Fallon

Faculty and Staff Publications

Investing in Residencies, Improving Schools: How Principals Can Fund Better Teaching and Learning, examines the feasibility for school-level funding for resident stipends including a description of a financial model that enables schools to fund co-teaching positions for novice teachers.


Labeling Histories: Mental Disability In American Schooling, Kylah Torre 2017 The Graduate Center, City University of New York

Labeling Histories: Mental Disability In American Schooling, Kylah Torre

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

The purpose of the study is to examine the effect that dominant cultural schemas (norms) had on the educational outcomes and identity formation of students with mental disabilities. Through an examination of histories of psychology and public schooling in the United States, as well as oral history interviews with 7 participants, the research investigates how these cultural schemas have shifted over time and what role students with mental disabilities have played in reproducing or resisting schemas which marked them as deficient. Sewell’s (1992) theory of structure and agency, Disability Studies theory, and theories of labeling and intersectionality are utilized ...


Walking As Ontological Shifter: Thoughts In The Key Of Life, Bibi (Silvina) Calderaro 2017 The Graduate Center, City University of New York

Walking As Ontological Shifter: Thoughts In The Key Of Life, Bibi (Silvina) Calderaro

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

With walking as ontological shifter I pursue an alternative to the dominant modernist episteme that offers either/or onto-epistemologies of opposition and their reifying engagements. I propose this type of walking is an intentional turning towards a set of radical positions that, as integrative aesthetic and therapeutic practice, brings multiplicity and synchronicity to experience and being in an expanded sociality. This practice facilitates the conditions of possibility for recurring points of contact between the interiority perceived as ‘body’ and the exteriority perceived as ‘world.’ While making evident the self’s at once incoherence with it-self, it opens to a space ...


Two Departments, Two Models Of Interdisciplinary Peer Learning, Julianne A. Wenner, Paul J. Simmonds 2017 Boise State University

Two Departments, Two Models Of Interdisciplinary Peer Learning, Julianne A. Wenner, Paul J. Simmonds

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

On graduation, teacher candidates (TCs) are typically underprepared to teach science, particularly physical science, whereas physics graduates frequently lack training in teaching or effective communication. In response, we created two models for interdisciplinary peer learning where TCs were paired with either graduate or undergraduate physics students. In both models, physics students teach TCs content knowledge relevant to a given area of either classical or quantum physics, which TCs then use to design and implement a short lesson for K-5 students. Overall, both models were successful, with the two sets of students reporting benefits in each case. Affordances for TCs included ...


Clearing The Path: Redesigning Teacher Preparation For The Public Good, Karen DeMoss 2017 Bank Street College of Education

Clearing The Path: Redesigning Teacher Preparation For The Public Good, Karen Demoss

Faculty and Staff Publications

Clearing the Path: Redesigning Teacher Preparation for the Public Good, offers lessons from innovative partnerships, sharing sustainable funding models that can provide stipends to teacher candidates in full-time residency placements.


New Horizons In A Next Generation School: A Case Study Of Rural Alabama Middle School Students In A Transformational Initiative, Jack Lamey 2017 Liberty University

New Horizons In A Next Generation School: A Case Study Of Rural Alabama Middle School Students In A Transformational Initiative, Jack Lamey

Doctoral Dissertations and Projects

The purpose of this case study was to understand non-mastery for students in the mBolden Academic Model at Piedmont City Middle School (PCMS). The following research questions guided this study: How does the mBolden Academic Model influence student success at Piedmont City Middle School? Furthermore, this study has answered the following sub-questions: What internal factors affect student success and failure in the mBolden Academic Model? What external factors influence success for students in the mBolden? This study examined a bounded set of students at a rural school in Northeast Alabama that implemented a mastery-based, blended learning model. Data collection included ...


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