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Full-Text Articles in Education
Initial Impacts Of No Child Left Behind On Elementary Science Education, George Griffith,, Lawrence C. Scharmann
Initial Impacts Of No Child Left Behind On Elementary Science Education, George Griffith,, Lawrence C. Scharmann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This research examines the impact of the No Child Left Behind (NCLB) Act on elementary science education within a Midwestern state possessing strong national education measures. Elementary teachers (N = 164) responded to an online survey, which included both closed-ended and open-ended questions pertaining to science instruction and changes made in science instruction since the implementation of NCLB. More than half of these teachers indicated they have cut time from science instruction since NCLB became a law. The reason given for this decrease in science education was mainly the need to increase time for math and reading instruction.
Turning Today’S Students Into Tomorrow’S Stars, Aleidine Kramer Moeller, Janine Theiler, Silvia Betta
Turning Today’S Students Into Tomorrow’S Stars, Aleidine Kramer Moeller, Janine Theiler, Silvia Betta
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Selected Papers from the 2008 Central States Conference
Adeiline J. Moeller, Editor
Janine Theiler, Assistant Editor
Silvia Betta, Assistant Editor
1 The Important Work of Engaging Our 21st Century Learners — Toni Theisen
2 A Model for Teaching Cross-Cultural Perspectives — Susan M. Knight
3 The Stealth Approach to Critical Thinking in Beginning Spanish Classes — Deanna H. Mihaly
4 Teaching About the French Heritage of the Midwest — Randa Duvick
5 Integrating Russian Cuisine with Russian Language and Culture Classes — Marat Sanatullov
6 Preparing a Fotonovela in the Foreign Language Classroom — Carol Eiber
7 Engaging Students through …
Multicultural Education: Raj’S Story Using A Curricular Conceptual Lens Of The Particular, Vicki Ross, Elaine Chan
Multicultural Education: Raj’S Story Using A Curricular Conceptual Lens Of The Particular, Vicki Ross, Elaine Chan
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based narrative inquiry approach, we learn about Raj’s experiences at the intersections of immigration and settlement, adaptation and assimilation, English-language acquisition, unemployment, poverty, family violence, and family relocation. We employ Dewey’s [(1938). Experience and education. New York: Simon & Schuster] theory of experience, Connelly and Clandinin’s [(1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press, Columbia] understanding of curriculum as experience, and Schwab’s [(1969). The …
A Multi-Year Program Developing An Explicit Reflective Pedagogy For Teaching Pre-Service Teachers The Nature Of Science By Ostention, Mike U. Smith, Lawrence C. Scharmann
A Multi-Year Program Developing An Explicit Reflective Pedagogy For Teaching Pre-Service Teachers The Nature Of Science By Ostention, Mike U. Smith, Lawrence C. Scharmann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn’s notion of learning by ostention and treating science as a continuum (i.e., comparing fields of study to one another for relative placement as less to more scientific). Instruction based on conceptual change precepts, however, also exhibits promise. Thus, the investigators sought to ascertain the degree to which conceptual change took place among students (n=15) participating in the NOS instructional …
Utilizing Peer Interactions To Promote Learning Through A Web-Based Peer Assessment System, Lan Li, Allen L. Steckelberg, Sribhagyam Srinivasan
Utilizing Peer Interactions To Promote Learning Through A Web-Based Peer Assessment System, Lan Li, Allen L. Steckelberg, Sribhagyam Srinivasan
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Abstract: Peer assessment is an instructional strategy in which students evaluate each other’s performance for the purpose of improving learning. Despite its accepted use in higher education, researchers and educators have reported concerns such as students’ time on task, the impact of peer pressure on the accuracy of marking, and students’ lack of ability to make critical judgments about peers’ work. This study explored student perceptions of a web-based peer assessment system. Findings conclude that web-based peer assessment can be effective in minimizing peer pressure, reducing management workload, stimulating student interactions, and enhancing student understanding of marking criteria and critical …