Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Student Achievement (2)
- Active learning (1)
- Adolescence (1)
- Adolescent literature (1)
- Agency (1)
-
- Appalachia (1)
- Applied epidemiology (1)
- Assistant Superintendent of Curriculum and Instruction (1)
- Assistant Superintendent of Curriculum and Instruction and Principal Relationships (1)
- At-risk groups (1)
- Authentic writing (1)
- Bloom’s Taxonomy (1)
- Central Office Leadership (1)
- Civic engagement (1)
- College writing (1)
- Computer Ratio (1)
- Computers (1)
- Contrasting cases (1)
- Cosmic education (1)
- Critical pedagogy (1)
- Cultural Studies (1)
- Curriculum (1)
- Curriculum and Instruction (1)
- Disagreement (1)
- Disciplinary literacy (1)
- Discussion (1)
- Dissertation (1)
- Education (1)
- Educational Leadership (1)
- Empathy (1)
Articles 31 - 32 of 32
Full-Text Articles in Entire DC Network
“I’M Not Good At Math”: Mathematical Illiteracy And Innummeracy In The United States, G. Wesley Rogers
“I’M Not Good At Math”: Mathematical Illiteracy And Innummeracy In The United States, G. Wesley Rogers
Electronic Theses and Dissertations
Why do we view mathematics the way we do in the United States and how have these views created an environment where we consider mathematical illiteracy and innumeracy socially and culturally acceptable when a lack of this knowledge and ability can function to enslave, exploit, restrict, and oppress. Throughout this investigation, I have explored some of the possible reasons for why we view education, mathematics, and the learning of mathematics the way we do and the impact of these views on our motivation and desire to learn mathematics. Using my over 20 years of teaching experience and the review of …
Intuition And Curriculum: From Precognition To Agency, Sandra Martinaitis
Intuition And Curriculum: From Precognition To Agency, Sandra Martinaitis
Electronic Theses and Dissertations
The dissertation is a speculative essay using the framework of Joseph Schwab’s (1969) commonplaces of: subject matter, student, teacher and milieu to examine how intuition can and should form part of curriculum. The overarching theme is that intuition and intuitive teaching and learning is an iterative path which leads to self-knowledge, reflection, cognition and acceptance of ‘other’ -- the Freirian (2010) notion of tolérance-- resulting in critical thinking and agency to ameliorate lives -- particularly of the oppressed. It embraces the clichéd notion of education leading to informed citizens who will make the right choices for society as a …