Digital Commons Network^™

Janine Kremling Tssa Fall 2018, Janine Kremling

Teaching Skills Study Awards (TSSA) Reports

No abstract provided.

Responding To Interactive Troubles – Implications For School Culture, Gro E. Lund, John M. Winslade

Journal of Critical Issues in Educational Practice

Responding to interactive troubles in schools can create processes of exclusion and marginalization. Certain basic assumptions can become knitted into school culture in ways that give rise to specific exclusionary practices. However, it does not have to be this way. Inclusionary ways of responding to interactive troubles can also be produced, given a school culture that nurtures relational ways of engagement. This article presents such relational practices and argues thoroughly for their use.

Jany, Roman, Gallegos-Ruiz, Long, Leh, Kohout Flc 14, Carmen Jany, Alexandru V. Roman, Thomas Long, Maria Gallegos-Ruiz, Amy Leh, Michal Kohout

Faculty Learning Communities

No abstract provided.

Janine Kremling Cd Summer 2013, Janine Kremling

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.

Janine Kremling Tssa Winter 2013, Janine Kremling

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Janine Kremling Tssa Winter 2011, Janine Kremling

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

To Wonder, Wander, And Linger In The World Of Standardized Testing, Randall Wright, Alayne Sullivan

Journal of Critical Issues in Educational Practice

The standards movement began as a nobly-intended effort to establish a core curriculum—a template of knowledge and skills that would guide teaching and learning across the K-12 curriculum. Our attempts to standardize curriculum may have unintended and deleterious side-effect: The atrophying of the mind’s natural tendencies for exploratory play and inherently imaginative dimensions. This paper engages us in a critical remembering of our pedagogical relationships with children. It reminds us of children’s ways of being and asks how we might engage them in a rigorous appreciation of curricular literacies without thwarting their wonderful wanderings. Ultimately, we worry about the place …