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Articles 1 - 9 of 9
Full-Text Articles in Education
Critically Assessing Forms Of Resistance In Music Education, Brent C. Talbot, Hakim Mohandas Amani Williams
Critically Assessing Forms Of Resistance In Music Education, Brent C. Talbot, Hakim Mohandas Amani Williams
Education Faculty Publications
In their classrooms, music educators draw upon critical pedagogy (as described by Freire, Giroux, and hooks) for the express purpose of cultivating a climate for conscientização. Conscientização, according to Paulo Freire (2006), “refers to learning to perceive social, political, and economic contradictions and to take action against the oppressive elements of reality” (p. 35). This consciousness raising is a journey teachers pursue with students, together interrogating injustices in communities and the world in order to transform the conditions that inform them. Learning to perceive social, political, and economic contradictions often leads to multiple forms of resistance in and …
Some Things You Can Do To Support Public Education Now, Dave Powell
Some Things You Can Do To Support Public Education Now, Dave Powell
Education Faculty Publications
Yesterday a group of students here at Gettysburg College, where I teach, organized a Solidarity Rally. It consisted largely of teach-ins designed to start conversations, and hopefully it will the first of many events that bring people together to think more carefully about how we should respond to things going on outside of our college and town. [excerpt]
Language Of Harry's Wizards: Authentic Vocabulary Instruction, Divonna M. Stebick, Constance N. Nichols
Language Of Harry's Wizards: Authentic Vocabulary Instruction, Divonna M. Stebick, Constance N. Nichols
Education Faculty Publications
This study was the result of a year long action research project within a middle school language arts classroom. The students showed improvement in their vocabulary skills due to this instruction using Harry Potter as a context.
Bridging The Gap: 21st Century Media Meets Theoretical Pedagogical Literacy Practices, Divonna M. Stebick, Mary L. Paxton
Bridging The Gap: 21st Century Media Meets Theoretical Pedagogical Literacy Practices, Divonna M. Stebick, Mary L. Paxton
Education Faculty Publications
In this chapter, the researchers used an ethnographic stance to demonstrate how conversation evolved within a social media platform. They investigated the online discussions and face-to-face dialogues between teacher educators and pre-service teachers. They compared the participants’ reciprocal conversations within this case study to analyze patterns in the language used in each forum in order to identify the affordances and constraints of perceived understanding. Through this discourse analysis the authors sought to identify indicators of each participant’s metacognitive development while engaging in an online book discussion through a social media platform. Data analysis indicated that there was metacognitive growth when …
Using Popular Media And A Collaborative Approach To Teaching Grounded Theory Research Methods, Elizabeth G. Creamer, Michelle R. Ghoston, Tiffany Drape, Chloe Ruff, Joseph Mukuni
Using Popular Media And A Collaborative Approach To Teaching Grounded Theory Research Methods, Elizabeth G. Creamer, Michelle R. Ghoston, Tiffany Drape, Chloe Ruff, Joseph Mukuni
Education Faculty Publications
Popular movies were used in a doctoral-level qualitative research methods course as a way to help students learn about how to collect and analyze qualitative observational data in order to develop a grounded theory. The course was designed in such a way that collaboration was central to the generation of knowledge. Using media depictions had the practical advantage of enabling the group to create fieldnotes from a common set of data collected simultaneously in a short period of time. Fictional representations in popular media can provide the basis to learn about both the methods and foundational assumptions for conducting qualitative …
The Effects Of Mind Mapping Activities On Students' Motivation, Brett D. Jones, Chloe Ruff, Jennifer Dee Snyder, Britta Petrich, Chelsea Koonce
The Effects Of Mind Mapping Activities On Students' Motivation, Brett D. Jones, Chloe Ruff, Jennifer Dee Snyder, Britta Petrich, Chelsea Koonce
Education Faculty Publications
We examined how students‟ motivation differed when they participated in three different types of mind mapping activities: one activity that was completed individually outside of class time, one that was completed individually in class with the instructor available for help, and one that was completed in class with other students and the instructor available for help. Using the MUSIC Model of Academic Motivation (Jones, 2009) as a framework, we implemented a concurrent mixed methods design using identical samples whereby the quantitative component was dominant over the qualitative component. Participants included 40 undergraduate students enrolled in an educational psychology course at …
Using Blogs To Foster Inquiry, Collaboration, And Feedback In Pre-Service Teacher Education, Carol R. Rinke, Divonna M. Stebick, Lauren Schaefer, Michael Evan Gaffney
Using Blogs To Foster Inquiry, Collaboration, And Feedback In Pre-Service Teacher Education, Carol R. Rinke, Divonna M. Stebick, Lauren Schaefer, Michael Evan Gaffney
Education Faculty Publications
This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) into two constructivist-oriented teacher preparation courses with the goal of helping students learn to think like a teacher through enhanced inquiry, collaboration, and feedback. The authors found that, through the use of blogs, pre-service teaching candidates grew in their abilities to reflect on their own teaching and to provide constructive comments to peers. The authors’ experience also indicated that while instructor and peer feedback via blogs was valuable, it functioned best when paired with face-to-face meetings …
Revisiting On-Line Discussion As Practice For Reflective Thinking In Three Sequential Classes, Charles Dittrich, Jonelle Pool, Divonna M. Stebick, Emily Weigler
Revisiting On-Line Discussion As Practice For Reflective Thinking In Three Sequential Classes, Charles Dittrich, Jonelle Pool, Divonna M. Stebick, Emily Weigler
Education Faculty Publications
In a previous study, the authors questioned the potential of an on-line environment for increasing productive reflection in three sequential education classes. Of their findings, the issue of consistency stood out as particularly perplexing, namely, why did students exhibit high level reflections sometimes, but not all the time, in an on-line environment? In this follow-up study, the authors question whether in-class reflections coupled with on-line prompts could yield consistently high level pre-service teacher reflections, as measured by individual and class progress over time. This study also examines perceived relationships between the length of a student's reflection and its productivity, as …
A Reading Apprenticeship Model For Improving Literacy: A Pre-Service Teacher Case Study, Divonna M. Stebick, Diana J. Pool, Jonelle Pool
A Reading Apprenticeship Model For Improving Literacy: A Pre-Service Teacher Case Study, Divonna M. Stebick, Diana J. Pool, Jonelle Pool
Education Faculty Publications
A major challenge of today's standards-based assessment movement targets the need to address and improve the achievement of struggling readers. As teacher education programs must prepare content teachers to address the challenges of teaching students who lack reading skills, we need to prepare out pre-service teachers to help students make meaning while reading any text. To accomplish such a goal, comprehension instruction must be explicit, direct, and effective. As VanDeWeghe (2004b) notes, even though students may still need development as readers at the secondary level, there may be confusion surrounding where reading instruction is addressed in the secondary curriculum. After …