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Curriculum and Instruction

2015

Pedagogy

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Articles 31 - 35 of 35

Full-Text Articles in Education

A Retracing In Praise Of The Unretraceable: Jazz Improvisation, Theatre Games And Curriculum, Barry E. Krakovsky Jan 2015

A Retracing In Praise Of The Unretraceable: Jazz Improvisation, Theatre Games And Curriculum, Barry E. Krakovsky

Electronic Theses and Dissertations

This work is an attempt to analyze some of the conditions and activities that surround improvisation. I will argue that the process of improvisation and even the attempt at improvisation can offer the curriculum scholar an important pedagogical model. Importantly, this model will offer no direct solutions which might improve one’s pedagogical stance. Instead, these models are best interpreted as a provocation, or an invitation to think of a better relationship, for example, of teacher and student. I interrogate jazz improvisation, theatrical improvisation, and popular culture. I also examine a version of performativity that could provide a degree of agency …

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Review: New York City Public Schools From Brownsville To Bloomberg, Stephen Brier Jan 2015

Review: New York City Public Schools From Brownsville To Bloomberg, Stephen Brier

Publications and Research

Review of Heather Lewis's 2015 book, New York City Public Schools from Brownsville to Bloomberg, which explores the historical and educational policy context of the struggle for community control of the New York City public schools from the 1960s to 2000, the year Mayor Michael Bloomberg assumed control over the city's public school system.

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North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’S Special Pedagogical Challenge, Jay R. Howard Jan 2015

North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’S Special Pedagogical Challenge, Jay R. Howard

Scholarship and Professional Work - LAS

Instructors and students must overcome a course’s special pedagogical challenge in order for meaningful and important learning to occur. While some suggest that the special pedagogical problem varies by course, I contend that the special pedagogical problem is likely to be shared across a discipline’s curriculum, rather than being unique to each course. After reviewing a three-part typology of learning outcomes for sociology, I argue that the development of students’ sociological imaginations is sociology’s special pedagogical challenge; I then offer some general guidelines for teaching strategies to enhance the students’ success in developing a sociological imagination.

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Pedagogy For A Wicked World: The Value And Hazards Of A Transdisciplinary, Dialogue-Driven, Community Engagged Classroom Model, Danielle Lake Dec 2014

Pedagogy For A Wicked World: The Value And Hazards Of A Transdisciplinary, Dialogue-Driven, Community Engagged Classroom Model, Danielle Lake

Danielle L Lake

This presentation provides a number of strategies for instructors interested in a more participatory, transdisciplinary, and experiential educational model in order to foster real-world change around our high-stakes, complex public problems. By utilizing soft system’s thinking in addition to a feminist pragmatist methodology students can successfully collaborate with community partners and integrate across their disciplinary expertise in order to co-develop and implement action-plans with community stakeholders. Given the value of this work, but also the challenges, this session also highlights the potential pitfalls of working to prepare students for a messy, iterative process of collaboratively learning-by-doing in a “wicked” world.

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The Hungry Games: Tackling Wicked Food Problems At Black River Public Schools Through A New Experiential Project Term Course, Danielle L. Lake Dec 2014

The Hungry Games: Tackling Wicked Food Problems At Black River Public Schools Through A New Experiential Project Term Course, Danielle L. Lake

Danielle L Lake

Join us in the fight against overly processed foods—may the odds be ever in your flavor! In the winter of 2014, a team of students from Lib 322 “Wicked Problems of Sustainability” identified the food system and its impact on children as a wicked problem, initiated a community partnership at Black River Public School, and posited the development of an interdisciplinary, experiential project term course then designed by students in Lib 342 “Food Matters.” This new Black River course, “The Hungry Games,” will be piloted this spring to engage middle school students in experiential learning in order to foster understanding …

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