Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Tennessee, Knoxville (5)
- University of Rhode Island (4)
- Lewis and Clark Graduate School of Education and Counseling (3)
- Selected Works (3)
- Australian Council for Educational Research (ACER) (2)
-
- Florida International University (2)
- University of South Florida (2)
- Boise State University (1)
- California State University, San Bernardino (1)
- City University of New York (CUNY) (1)
- Gardner-Webb University (1)
- Georgia Southern University (1)
- Liberty University (1)
- Linfield University (1)
- Minnesota State University, Mankato (1)
- SelectedWorks (1)
- Stephen F. Austin State University (1)
- The University of San Francisco (1)
- The University of Southern Mississippi (1)
- University of Massachusetts Amherst (1)
- University of Nebraska - Lincoln (1)
- University of New Orleans (1)
- Walden University (1)
- Western University (1)
- Publication
-
- IACE Hall of Fame Repository (4)
- Journal of Media Literacy Education (4)
- Democracy and Education (3)
- 2009 - 2019 ACER Research Conferences (2)
- Doctoral Dissertations (2)
-
- FIU Electronic Theses and Dissertations (2)
- USF Tampa Graduate Theses and Dissertations (2)
- All Graduate Theses, Dissertations, and Other Capstone Projects (1)
- CHART Publications (1)
- Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (1)
- Dissertations (1)
- Doctoral Dissertations and Projects (1)
- Education Dissertations and Projects (1)
- Education Publications (1)
- Faculty Publications (1)
- Journal of Critical Issues in Educational Practice (1)
- Julian Fraillon (1)
- Juliette Mendelovits (1)
- Leigh Rohde (1)
- MLET: The Journal of Middle Level Education in Texas (1)
- Master's Projects and Capstones (1)
- National Youth Advocacy and Resilience Conference (1)
- Publications and Research (1)
- Russell Yocum (1)
- SANE journal: Sequential Art Narrative in Education (1)
- Walden Dissertations and Doctoral Studies (1)
- Publication Type
Articles 31 - 38 of 38
Full-Text Articles in Education
Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which took place in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms.
Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the …
Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the importance …
Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany
IACE Hall of Fame Repository
This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’
Literacy Strategies Successfully Implemented By Secondary Social Studies Teachers, Kelly Killorn
Literacy Strategies Successfully Implemented By Secondary Social Studies Teachers, Kelly Killorn
All Graduate Theses, Dissertations, and Other Capstone Projects
The purpose of this study was to determine which literacy strategies were used by secondary social studies teachers who were identified by their principals as having strong literacy integration skills. In addition, teachers' beliefs and purposes for utilizing said literacy strategies were examined. It was hypothesized that participants would incorporate literacy strategies into their instruction, and would utilize explicit vocabulary instructional methods and graphic organizers most frequently. Using a mixed-methods approach, data were collected from five participants through three 50-minute behavioral observations apiece, followed by a 45-minute focus group discussion. Results indicated that these participants overwhelmingly utilized literacy strategies regularly …
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
Publications and Research
The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of ‘‘Where I’m From’’, broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, the cosmopolitan habits of mind and heart that it is argued are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth …
Facilitating A Transdisciplinary Approach In Teacher Education Through Multimodal Literacy And Cognitive Neuroscience, Margaret Billings Krause
Facilitating A Transdisciplinary Approach In Teacher Education Through Multimodal Literacy And Cognitive Neuroscience, Margaret Billings Krause
USF Tampa Graduate Theses and Dissertations
This dissertation is a compilation of research and theoretical papers based on the affordances of multimodal literacies for marginalized learners and for pre-service teachers’ developing conceptualizations of literacy. Through a transdisciplinary lens, the author considers complex issues presented in traditional, print-based learning environments that potentially marginalize learners in their developing abilities to become successful participants in the multiple literacies in the real world.
Three studies focus on pre-service teachers and their developing understanding of effective literacy-related classroom practices. Chapter Three explores potential affordances of a multimodal learning environment for pre-service teachers with self-identified reading difficulties. The phenomenological study highlights differing …
Validity Testing Of A Preschool Reading Screening Device For Pediatricians, Erika Elaine Blue
Validity Testing Of A Preschool Reading Screening Device For Pediatricians, Erika Elaine Blue
USF Tampa Graduate Theses and Dissertations
Despite efforts to improve access to early literacy intervention in the United States, there are still children entering kindergarten that are not adequately prepared for school and are unlikely to catch up to their peers (National Education Association, 2014). Preschool programs are actively involved in screening their students for potential literacy difficulties; however, there are children who do not attend preschool and may not have their literacy development assessed. One solution to this problem is to involve other individuals who routinely see preschool age children. Pediatricians are one such group as children come to them for their wellness visits and …