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Full-Text Articles in Education
Perceptions Of K-12 Teachers On The Cognitive, Affective, And Conative Functionalities Of Gifted Students Engaged In Design Thinking, Krista M. Stith, Mistie L. Potts, Lisa Davia Rubenstein, Kathryn L. Shively, Robyn Spoon
Perceptions Of K-12 Teachers On The Cognitive, Affective, And Conative Functionalities Of Gifted Students Engaged In Design Thinking, Krista M. Stith, Mistie L. Potts, Lisa Davia Rubenstein, Kathryn L. Shively, Robyn Spoon
Journal of STEM Teacher Education
Gifted students are our nation’s natural resource of technological inventors and innovators, but oftentimes do not receive differentiated instruction in technology/engineering design learning environments. This is not negligence or lack of care by the instructor, but a national issue of not sufficiently providing pre- and in-service teachers with formal training opportunities in gifted education. The purpose of this study was to understand the perceptions of K-12 teachers, trained in gifted education pedagogy and the Design Thinking Model (DTM), after their gifted students engaged in design thinking activities. Fifteen K-12 educators of different content areas reflected in focus groups upon how …
Cognitive Dissonance Of Graduate Students During Clinical Sessions Of A Literacy Program: Types Of Episodes And Their Resolution, Pam Britton Reese, Ludwika Aniela Goodson
Cognitive Dissonance Of Graduate Students During Clinical Sessions Of A Literacy Program: Types Of Episodes And Their Resolution, Pam Britton Reese, Ludwika Aniela Goodson
Teaching and Learning in Communication Sciences & Disorders
This study provided an authentic context for examining cognitive dissonance of graduate students who were learning clinical skills in a six-week language and literacy project designed for young children. These student-clinicians received instruction four days a week in classroom sessions and began clinical sessions with children after each class. Signature pedagogies in communication sciences and disorders (CSD) provided the foundation for the instruction and clinical supervision. In their sessions with the children, the student-clinicians were expected to apply knowledge gained from the classroom and supervisor guidance. Journal entries, supervisor notes, clinical observation records, and transcripts from interviews were coded for …