Education Commons^™

Enacting An Assets Pedagogy To Develop Youth Assets: Teaching K-12 Urban Youth In An After-School Visual Arts Program Using Participatory Action Research, Maureen Mccarthy

Art Education Theses

Abstract

After my first years of teaching art within a school that perpetuated a deficit paradigm, I was one of two graduate students who taught with two professors in an alternative site at a community center with urban youth from ages 7-17 years. We enacted an assets model that sought to strengthen learners' artistic thinking. Using qualitative participatory action research, I began a study of the teaching practices of Ruth, one of the art educators, to find what happens when an assets model that strengthens learner's artistic thinking is infused into the goals of an after-school visual arts program. I …

A Differentiated Unit Of Instruction For A Secondary Social Studies Classroom, David Christopher Tempel

All Graduate Projects

The purpose of this project is to create a differentiated unit of instruction for eleventh grade United States History students as a pilot for the creation of a differentiated curriculum in U.S. History. This unit will examine the relationship between instructional strategies utilized and the impact upon student achievement. This unit will systematically plan instruction that meets the needs of an academically diverse group of students by honoring each student's learning needs and maximizing each student's learning capacity.

Exploring Brain-Based Instructional Practices In Secondary Education Classes, Constance Darcy Jack

Boise State University Theses and Dissertations

Research on how the brain perceives, processes, stores, and retrieves information is important to guide pedagogy, yet many schools continue to promote practices that are inconsistent with practices suggested by brain research. Brain-based teaching practices promote a more holistic approach to teaching that acknowledges the interconnectedness of the brain and how it naturally learns.

In order to explore brain-based teaching practices, this study focused on a high school (grades 9-12) in southwestern Idaho to determine whether teachers’ perceptions of their use of brain-based teaching strategies are consistent with the strategies they demonstrate in the classroom. Data included two original instruments: …