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Full-Text Articles in Entire DC Network
Bringing Joy To Uninspired Teachers Of Math, Hal Melnick
Bringing Joy To Uninspired Teachers Of Math, Hal Melnick
All Faculty and Staff Papers and Presentations
This publication explores how to inspire teachers to find the joy in math so they can help their students do the same. Through a variety of tools, techniques, and helpful hints, the resource illustrates what high quality math instruction looks like and how teachers can reframe their own thinking about math to create deeper learning opportunities for their students.
Coaching: How A Focus On Adult Development Leads To Improvements In Student Learning, Jessica Charles, Milenis Gonzalez, Emily Sharrock
Coaching: How A Focus On Adult Development Leads To Improvements In Student Learning, Jessica Charles, Milenis Gonzalez, Emily Sharrock
All Faculty and Staff Papers and Presentations
The Bank Street Education Center partners with schools and districts across the country to help improve teaching and learning at scale. This publication documents the professional learning processes, tools, and activities used by Bank Street facilitators in their coaching work with teachers and leaders and brings to light what strengths-based, developmentally meaningful teaching and learning looks like for both adults and children.
A Different Instructional Model To Improve Student Learning Outcomes In Gross And Applied Anatomy For Physical Therapy Students, Cherie Peters-Brinkerhof, Christine Mary Childers
A Different Instructional Model To Improve Student Learning Outcomes In Gross And Applied Anatomy For Physical Therapy Students, Cherie Peters-Brinkerhof, Christine Mary Childers
San Marcos, Fall 2018
Teaching and learning anatomy in a DPT program poses a challenge to students and faculty because of the volume of material needed as foundational information for a PT curriculum. The aim of this study was to determine if a round-robin model of instruction in anatomy and applied anatomy labs, is more effective to meet the course learning objectives compared to a more traditional, separate class instruction.
Guiding Questions:
1. What were the faculty and students’ perception of the teaching method used for anatomy and applied anatomy?
2. What were the faculty's perceptions of the students’ understanding of the material presented? …
Learning To Look, Looking To Learn, Karen Rothschild, Marvin Cohen, Babette Babette Moeller, Barbara Dubitsky, Nesta Marshall, Matt Mcleod
Learning To Look, Looking To Learn, Karen Rothschild, Marvin Cohen, Babette Babette Moeller, Barbara Dubitsky, Nesta Marshall, Matt Mcleod
All Faculty and Staff Papers and Presentations
In order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students’ academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their knowledge and ways of learning. We highlight three strategies we use to help teachers refine their understanding of individual students:
(a) building teachers’ skills in observing without making judgements; (b) teaching teachers to use a shared, neurodevelopmental framework through which to view …
Teaching Information Literacy And Writing Studies: Volume 1, First Year Composition Courses, Grace Veach
Teaching Information Literacy And Writing Studies: Volume 1, First Year Composition Courses, Grace Veach
Purdue University Press Book Previews
This volume, edited by Grace Veach, explores leading approaches to foregrounding information literacy in first-year college writing courses. Chapters describe cross-disciplinary efforts underway across higher education, as well as innovative approaches of both writing professors and librarians in the classroom. This seminal work unpacks the disciplinary implications for information literacy and writing studies as they encounter one another in theory and practice, in the post-information age. Topics include: reading and writing through the lens of information literacy, curriculum design, specific writing tasks, transfer, and assessment.
2018-2019 Undergraduate Academic Catalog, Cedarville University
2018-2019 Undergraduate Academic Catalog, Cedarville University
Undergraduate Academic Catalogs
No abstract provided.
2018 Fall Faculty Conference: Our Place In A Global Society, Academic Affairs
2018 Fall Faculty Conference: Our Place In A Global Society, Academic Affairs
Fall Faculty Conference
The 2018 Fall Faculty Conference features teaching showcases by Gwendolyn DeRosa (ESL), Erin Johnson (ESL), Jonathan Jonson (Art), Amanda Kline (Art), Chaz O'Neil (Art), Diane Ross (Education), Suzanne Schier-Happell (Religion & Philosophy), Kevin Svitana (Biology and Earth Science), and John Tansey (Chemistry).
Breakout sessions were led by Ryan Brechbill (Center for Career and Professional Development), Kristy Drobney (Academic Support Center) with Tahsha Harmon (Information and Technology Services) and Kera Manley (Disability Services) and Sarah Whybrew (Courtright Memorial Library), and Joan Monahan Watson (Director of Education, Digication).
Empoword: A Student-Centered Anthology & Handbook For College Writers, Shane Abrams
Empoword: A Student-Centered Anthology & Handbook For College Writers, Shane Abrams
PDXOpen: Open Educational Resources
EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class.
Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to …
On The (Male) Fringes: How Early Religious Women Remain “Subordinate” In World History Textbooks, Erica M. Southworth
On The (Male) Fringes: How Early Religious Women Remain “Subordinate” In World History Textbooks, Erica M. Southworth
Faculty Creative and Scholarly Works
Second Wave feminist researchers identified male-dominated curriculum formats in late twentieth century curriculum materials. This study builds off their work and advances the conversation of women’s inclusion by current United States secondary world history textbook content via a feminist lens to determine the extent of women’s agency in the accounts of Judaism, Christianity, and Islam. The purpose was to determine if textbooks portrayed these patriarchal religions as exclusively male, thereby presenting inaccurate portrayals of the religions and the agents involved, which directly violates NCSS Standards. This study used critical discourse analysis to identify patterns of female marginalization and omission, indicating …
Webinar: Firsthand Data Collection: Students Get Behind The Wheel Of Vehicle Dynamics, Roger Lindgren, Jordan Preston
Webinar: Firsthand Data Collection: Students Get Behind The Wheel Of Vehicle Dynamics, Roger Lindgren, Jordan Preston
TREC Webinar Series
Vehicle operating dynamics data have a fundamental impact on the design of roadways, but collecting this type of data is not part of your typical college curriculum. Instead, engineering students are handed a textbook, leaving them without a firsthand experience of how accelerations and decelerations “feel” to the driver, the ultimate consumer of their designs. Seeking to change this norm, Roger Lindgren and C.J. Riley, civil engineering professors at the Oregon Institute of Technology, undertook a NITC education project to incorporate more real-world data collection and analysis into transportation courses. This webinar will offer a detailed look at the recently …
District-Wide Instructional Initiative Framework, Jessica Charles, Tracy Fray Oliver, Doug Knecht, Emily Sharrock
District-Wide Instructional Initiative Framework, Jessica Charles, Tracy Fray Oliver, Doug Knecht, Emily Sharrock
All Faculty and Staff Papers and Presentations
Describes the Bank Street Education Center's District-wide Instructional Initiative Framework, a tool that guides the Center's partnership work with school districts who are engaged in a process of instructional improvement. The Framework was developed out of research on district improvement, organizational development, school leadership, and professional learning, as well as the Center's own experience implementing large-scale district reform in the largest school district in the nation: New York City.
2018 Great Expectations Spring Faculty Conference: Otterbein University And The Public Good, Academic Affairs
2018 Great Expectations Spring Faculty Conference: Otterbein University And The Public Good, Academic Affairs
Spring Great Expectation Faculty Conference
The 2018 Great Expectations Spring Faculty Conference featured a talk by John C. Burkhardt, drawing on his work to talk about how faculties can be more inspired and effective.
John C. Burkhardt is a professor of clinical practice in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. He was the founding director and currently leads the National Forum on Higher Education for the Public Good, which was established in 2000 to better understand and influence the changing role of higher education within a diverse, dynamic, democratic society. For three years, 2013-2016, John directed …
Refusing To Let The Dust Settle: Creative Evaluation Of A Concept-Based Curriculum, Jeannette Kates, Phd, Gnp-Bc, Rn, Mary Hanson-Zalot, Edd, Rn, Julia Ward, Phd, Rn, Jamie Smith, Msn, Rn, Ccrn, Valerie Clary-Muronda, Phd, Msn-Ed, Rn
Refusing To Let The Dust Settle: Creative Evaluation Of A Concept-Based Curriculum, Jeannette Kates, Phd, Gnp-Bc, Rn, Mary Hanson-Zalot, Edd, Rn, Julia Ward, Phd, Rn, Jamie Smith, Msn, Rn, Ccrn, Valerie Clary-Muronda, Phd, Msn-Ed, Rn
College of Nursing Posters
Concept-based curricula are being implemented in nursing education as a means to shift the emphasis from content to an emphasis on concepts and conceptual learning (Giddens & Brady, 2007). This paradigm shift requires concomitant changes in how faculty teach and how students learn. In concept-based curricula, teachers use student-centered learning activities, such as case studies, questions, or problems to engage students in active learning (Giddens, Caputi, & Rodgers, 2015).
Transition With Purpose: Pathways From English Language To Academic Study, Michele Miller, Anne Greenhoe
Transition With Purpose: Pathways From English Language To Academic Study, Michele Miller, Anne Greenhoe
PDXOpen: Open Educational Resources
This Open Access Textbook will guide students through their English language to academic degree studies.
Part one of this textbook is a guide for moving from ESL study to academic study at Portland State University*. It includes the resources students will use to understand policies and processes governing their degree study and their transition to academic coursework.
Part two focuses on how academic skills are used across various disciplines and is comprised of activities and assignments designed to practice these skills.
Key elements include culture and expectations in an American university, transferring academic skills from ESL to content-specific academic courses, …
Learning To Teach: Observing And Reflecting, Nancy Nager
Learning To Teach: Observing And Reflecting, Nancy Nager
All Faculty and Staff Papers and Presentations
This video series, “Learning to Teach,” provides a platform for professional development in early childhood education. It introduces viewers to compelling early childhood classroom footage accompanied by facilitated discussions about observations and teaching practices. You will get a hands-on look at how beginning teachers learn to closely observe children and engage in reflective conversations about children, materials, the classroom environment and themselves.
2018 Research & Scholarship Schedule, University Of Southern Maine
2018 Research & Scholarship Schedule, University Of Southern Maine
1st Annual USM Research & Scholarship Symposium
Symposium schedule and workshop descriptions.
Usd Teacher Residency Program Impact: Culturally Responsive Pedagogy, Ben Schaap, Amy Schweinle, Karen J. Kindle
Usd Teacher Residency Program Impact: Culturally Responsive Pedagogy, Ben Schaap, Amy Schweinle, Karen J. Kindle
School of Education Research Center
USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. This report examines the effect of two semesters of student teaching over a traditional one-semester model on teacher candidates’ confidence in culturally responsive pedagogy. Students reported much greater preparedness both to design and to implement instruction that incorporates students’ readiness, background, and culture, among other factors.
Reasserting Arts Education In K-12 Curriculum: A Qualitative Case Study And Pilot Programs, Amber Geary
Reasserting Arts Education In K-12 Curriculum: A Qualitative Case Study And Pilot Programs, Amber Geary
Books
From September 2015 through September 2017, the Ruth and Elmer Wellin Museum of Art at Hamilton College conducted a cross-sectional study that asked, “What makes K-12 public school educators choose to use a museum as part of their curriculum?” At the time of this research, no qualitative studies—either regional or national—could be found on this subject. Studies addressing the “how” and the “what” involved in museum-school collaborations had been published, but none looked at the “why” that motivated such partnerships.
This mixed-method, regional study reflects perspectives of teachers and administrators on the museum-school collaboration dynamic after the introduction of the …
Descriptive Inquiry At Bank Street: Building Intellectual Community While Responding To Accreditation, Jessica Charles
Descriptive Inquiry At Bank Street: Building Intellectual Community While Responding To Accreditation, Jessica Charles
All Faculty and Staff Papers and Presentations
Over the 2016-17 academic year, Bank Street Graduate School faculty and staff participated in a school-wide Descriptive Inquiry process to examine their programs and pedagogy. As part of the process, faculty met regularly to share their practices and to strengthen their well-established programs in teacher and leader preparation, museum education, and child life. Dean Cecelia Traugh initiated this process, drawing on her extensive experience implementing Descriptive Inquiry in higher education settings, in order to help faculty reflect on their practice, improve program quality, and build organizational coherence.
Supportive Residency Instructors: University Of South Dakota’S Teacher Residency Program, Ben Schaap, Amy Schweinle, Karen J. Kindle
Supportive Residency Instructors: University Of South Dakota’S Teacher Residency Program, Ben Schaap, Amy Schweinle, Karen J. Kindle
School of Education Research Center
USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. Residency instructors serve as coaches and mediators when issues arise, but they also provide timely instruction on such topics as classroom management, educational assessment, and others. Students in the residency program strongly agree that USD’s residency instructors support their instructional growth, assist them in overcoming challenging situations, and provide support and feedback to succeed.
Southern Adventist University Undergraduate Catalog 2018-2019, Southern Adventist University
Southern Adventist University Undergraduate Catalog 2018-2019, Southern Adventist University
Catalog, Undergraduate
Southern Adventist University's undergraduate catalog for the academic year 2018-2019.
Southern Adventist University Undergraduate Handbook & Planner 2018-2019, Southern Adventist University
Southern Adventist University Undergraduate Handbook & Planner 2018-2019, Southern Adventist University
Student Handbooks, Undergraduate
No abstract provided.
Revitalizing Labs For Physics 115, Kayli Wood
Revitalizing Labs For Physics 115, Kayli Wood
Summer Community of Scholars Posters (RCEU and HCR Combined Programs)
No abstract provided.
A Universal Design For Learning (Udl) Workshop For Instructional Librarians, Courtney Seymour
A Universal Design For Learning (Udl) Workshop For Instructional Librarians, Courtney Seymour
2018 Diversity and Inclusion Certification Course
The Union campus is becoming increasingly diverse, including in the individual learning differences of its students. UNIVERSAL DESIGN FOR LEARNING (UDL) principles offer flexible guidelines for meeting the needs of students in the classroom.
Prepared To Teach Urban Transformation Strategy, Bank Street College Of Education
Prepared To Teach Urban Transformation Strategy, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
When teachers quit, education fails. Prepared To Teach is solving the crisis of teacher turnover in urban public schools.
Prepared To Teach Paradigm Shift, Bank Street College Of Education
Prepared To Teach Paradigm Shift, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
Prepared To Teach is changing the way we prepare teachers. Read about how we work with stakeholders to shift thinking about teacher preparation.
Urban Transformation Deck, Bank Street College Of Education
Urban Transformation Deck, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
Prepared To Teach's urban transformation summary.
An Inquiry Into Creating And Supporting Engagement In Online Courses, Robin Hummel, Genevieve Lowry, Troy Pinkney, Laura Zadoff
An Inquiry Into Creating And Supporting Engagement In Online Courses, Robin Hummel, Genevieve Lowry, Troy Pinkney, Laura Zadoff
All Faculty and Staff Papers and Presentations
In this chapter, authors offer what they have discovered about creating and facilitating structures that support active engagement that promote social construction of knowledge in online interactions.
The Restaurant Study, Jessica Charles
The Restaurant Study, Jessica Charles
All Faculty and Staff Papers and Presentations
Bank Street faculty and staff regularly work in partnership with public schools to support teachers and leaders sustain and strengthen their progressive educational practice. At Midtown West, a public elementary school founded in 1992 as a collaboration between parents in New York City’s District 2 and Bank Street faculty, Peggy McNamara has worked as a coach and thought partner with teachers across every grade.
Over the course of developing and teaching one signature Midtown West curriculum unit called The Restaurant, we followed Peggy and the teachers as they made teaching decisions to engage and educate students through a study of …
Sample Mou For Residency Partnerships, Bank Street College Of Education
Sample Mou For Residency Partnerships, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
This sample document reflects Prepared To Teach's best learning to date. Partners can proceed in their work without a formal MOU in place, and develop one at an appropriate time to best support their needs and partnership.