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Full-Text Articles in Education
Planning And Enacting Mathematical Tasks Of High Cognitive Demand In The Primary Classroom, Kelly Georgius
Planning And Enacting Mathematical Tasks Of High Cognitive Demand In The Primary Classroom, Kelly Georgius
Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research
This study offers an examination of two primary-grades teachers as they learn to transfer knowledge from professional development into their classrooms. I engaged in planning sessions with each teacher to help plan tasks of high cognitive demand, including anticipating and planning for classroom discourse that would occur around the task. A detailed description of the planning and teaching that took place during the study provides information about how a teacher can learn and what a teacher learns to consider in order to plan and implement meaningful mathematical lessons. This design experiment describes the work of two teachers who participated in …
Teaching Grammar-In-Context In College Writing Instruction: An Update On The Research Literature, Zak Lancaster, Andrea R. Olinger
Teaching Grammar-In-Context In College Writing Instruction: An Update On The Research Literature, Zak Lancaster, Andrea R. Olinger
Faculty Scholarship
Does grammar instruction help to improve students’ writing? Should writing instructors focus on grammar in first-year composition or other university-level writing courses? These questions persist among writing professionals despite a long tradition of research-based conclusions that explicit grammar instruction has no effect or even a harmful effect on students’ writing development (e.g., Braddock, Lloyd-Jones, and Schoer, 1963; Harris, 1962; Hillocks, 1986; McQuade, 1980; Wyse, 2001).
These conclusions, of course, have had considerable influence on writing scholars’ views of grammar instruction. Some writing scholars, furthermore, have found theoretical backing for the case against grammar instruction in the linguist Stephen Krashen’s argument …
The What, Why, When, And How Of Teaching The Science Of Subjective Well-Being, Ed Diener, Christie N. Scollon
The What, Why, When, And How Of Teaching The Science Of Subjective Well-Being, Ed Diener, Christie N. Scollon
Research Collection School of Social Sciences
The field of subjective well-being (SWB), or happiness, has become a thriving area of science, with over 10,000 publications per year on the topic in recent years. Discoveries about the causes and processes involved in SWB range widely, from culture to biology to circumstances, providing instructors an opportunity to draw broadly on concepts from psychology. New research shows that high SWB not only feels good but is also good for one’s health and social relationships. In addition to providing a platform for discussions about what constitutes a life well-lived, teaching about SWB is an excellent opportunity to emphasize scientific research …
Faculty Merges Technology Into Teaching Program, Sarah Gardner, Dave Albee
Faculty Merges Technology Into Teaching Program, Sarah Gardner, Dave Albee
Press Releases
Two Dominican faculty members have developed a structured teacher education program designed to combine the aspects of essential learning outcomes of the 21st century with the professional skills required of K-12 teachers.
Searching For French Civilization: Reflections On Situating Information Literacy Skills In An Undergraduate French Curriculum, Carmel O'Reilly
Searching For French Civilization: Reflections On Situating Information Literacy Skills In An Undergraduate French Curriculum, Carmel O'Reilly
Books/Book Chapters
No abstract provided.
Foundation To Promote Scholarship And Teaching 2013-2014 Awards, Office Of The Provost, Roger Williams University
Foundation To Promote Scholarship And Teaching 2013-2014 Awards, Office Of The Provost, Roger Williams University
Foundation to Promote Scholarship & Teaching
Proposal abstracts of 2013-2014 award recipients in a wide range of disciplinary areas.
The “Outsider/Insider” Assignment: A Pedagogical Innovation For Teaching Cross-Cultural Understanding, Angela Garcia
The “Outsider/Insider” Assignment: A Pedagogical Innovation For Teaching Cross-Cultural Understanding, Angela Garcia
Natural & Applied Sciences Faculty Publications
In this paper, I describe an innovative assignment for teaching undergraduate students cross-cultural understanding. The Outsider/Insider assignment simultaneously teaches facts about cultural difference and skills for managing cross-cultural encounters. Briefly, the assignment is to write two short papers, one in which the student describes a situation in which he or she was the outsider, and the other a situation in which he or she observed a newcomer to a group where that person was an insider. The paper begins by reviewing previous research on cross-cultural interaction and its relevance for pedagogy, and describing the course, its goals, and the “Outsider/Insider” …
The Emotions Of Teaching Through Service-Learning, Carrie Lecrom, Jill Lassiter, Lynn Pelco
The Emotions Of Teaching Through Service-Learning, Carrie Lecrom, Jill Lassiter, Lynn Pelco
Division of Community Engagement Resources
No abstract provided.
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
ETSU Faculty Works
Analysis is typically listed in taxonomies of higher order thinking. Academics consider these taxonomies worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K-12 education, Race to the Top and Common Core requirements are placing new demands on K-12 teacher preparation, which include evaluation of the analysis skills of pre-service teachers. But professors do not always view their disciplines as the proper place for …
Aecn 399: Commodity Market Analysis—A Peer Review Of Teaching Project Benchmark Portfolio, Fabio Mattos
Aecn 399: Commodity Market Analysis—A Peer Review Of Teaching Project Benchmark Portfolio, Fabio Mattos
UNL Faculty Course Portfolios
I have been teaching for a few years, in different universities and different courses. I have taught large classes (over 100 students) and small classes (approximately 10 students), introductory courses and advanced courses, and in 4-year programs as well as 2-year programs. Although I believe that principles of good teaching can be applied to any course, I feel that teaching methods may need to be adjusted to different courses, different student population and distinct class size. So I welcomed the opportunity to participate in the “2013-2014 Peer Review of Teaching Program” because it gave me a chance to join a …
Mued 403: Student Teaching Seminar—A Peer Review Of Teaching Project Inquiry Portfolio, Dale Bazan
Mued 403: Student Teaching Seminar—A Peer Review Of Teaching Project Inquiry Portfolio, Dale Bazan
UNL Faculty Course Portfolios
This course is taken during music education undergraduate students' student teaching semester, which occurs after completion of all coursework in the Bachelor of Music Education degree. While students work full-time in elementary and secondary schools, they participate in on-campus seminars and workshops. These meetings include presentations and discussion sessions led by the instructor, area school district administrators, and UNL Career Services counselors. Sessions explore online and print resources for professional advancement in the field of music teaching. There are several assumptions made about college students, and more specifically undergraduate music education students. It is assumed, in general, that adolescents and …
Metr 341: Synoptic Meteorology—A Peer Review Of Teaching Project Inquiry Project, Matthew S. Van Den Broeke
Metr 341: Synoptic Meteorology—A Peer Review Of Teaching Project Inquiry Project, Matthew S. Van Den Broeke
UNL Faculty Course Portfolios
Synoptic meteorology is foundational to atmospheric science, and it is critical that students strengthen their ability to think critically and independently in this course. Anecdotal evidence from teaching similar courses, and from education literature in the physical sciences, has pointed to the value of problem solving using data from real events. This inquiry project allowed further investigation of optimal instructional methods for this particular course, and led to the qualitative and partially quantified conclusion that hands-on in-class activities seem to support the most significant learning gains. In addition, this project led to the conclusion that a high degree of peer …
Bioc 435: Advanced Topics In Biochemistry—A Peer Review Of Teaching Project Benchmark Portfolio, Edward N. Harris
Bioc 435: Advanced Topics In Biochemistry—A Peer Review Of Teaching Project Benchmark Portfolio, Edward N. Harris
UNL Faculty Course Portfolios
BIOC 435 or Advanced Topics in Biochemistry is an ACE 10 (Achievement centered education)course for students in their senior year. This is a capstone course for Biochemistry majors and is the last of several biochemistry courses that they will take in their undergraduate enrollment. The course is also open to non-majors in a related science such as Biology and Biological Sciences, although these students typically do not do as well as the majors. Students who take this course should be well-prepared in the basic concepts of biochemistry with regards to nucleic acids and proteins as well as some familiarity with …
Agro/Hort 403/803: Scientific Writing And Communication—A Peer Review Of Teaching Project Benchmark Portfolio, Brian M. Waters
Agro/Hort 403/803: Scientific Writing And Communication—A Peer Review Of Teaching Project Benchmark Portfolio, Brian M. Waters
UNL Faculty Course Portfolios
The course portfolio overviews AGRO/HORT 403/803: "Scientific Writing and Communication”. This course combines science disciplines with English and communications. The course has 3 subsections. In phase 1, students learn to read and critically evaluate scientific literature in Plant Biology. In phase 2, which is the bulk of the course, students write a research paper based on their own original research, and peer-review research papers of fellow students. In phase 3, students present their research in a poster format. The overarching major goal for this course is to use the formal scientific research paper format to provide a framework for student …
Alec 397: Media Literacy And Popular Portrayals Of Agriculture—A Peer Review Of Teaching Project Benchmark Portfolio, Annie R. Specht
Alec 397: Media Literacy And Popular Portrayals Of Agriculture—A Peer Review Of Teaching Project Benchmark Portfolio, Annie R. Specht
UNL Faculty Course Portfolios
My goal is to disseminate this portfolio as a guide for other instructors who are interested in using media literacy as a guiding pedagogical principle for new courses as well as those who wish to incorporate popular media in existing curricula. My objectives for this Peer Review of Teaching benchmark portfolio are:
- To produce a detailed overview of ALEC 397-001: Media Literacy and Popular Portrayals of Agriculture with extensive attention paid to text selection (identifying and choosing the proper materials to best enhance student learning outcomes).
- To assist future instructors interested in media literacy with designing and implementing assessments. Assignment …
Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio, Katherine Nashleanas
Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio, Katherine Nashleanas
UNL Faculty Course Portfolios
Large lecture classes, often of 100 students or more, present unique challenges to both teaching and learning. The common method of “delivery” by instructors is lecture, often augmented by a set of Power Point slides while the research literature shows that this more traditional way of teaching does not reach students in the way we hope and often assume. At the same time, most of the current students populating these classes are born of the Digital Age and have different expectations for learning, requiring new approaches in the classroom. Faculty are exhorted to incorporate more critical thinking in their classes …
Entr/Mgnt 421: Initiating And Managing Entrepreneurial Growth—A Peer Review Of Teaching Project Benchmark Portfolio, Varkey K. Titus Jr.
Entr/Mgnt 421: Initiating And Managing Entrepreneurial Growth—A Peer Review Of Teaching Project Benchmark Portfolio, Varkey K. Titus Jr.
UNL Faculty Course Portfolios
My primary goal for this portfolio is to codify the processes and goals of this course in a manner that can be transferred to other instructors. Students consistently comment on how much they enjoy the participatory and interactive nature of the course; I would like to formally document methods to create an interactive classroom that aligns with the expectations we have of senior-level entrepreneurship students regarding critical thinking and communication skills.
Ento 403/803: Management Of Horticultural Crop Pests—A Peer Review Of Teaching Project Benchmark Portfolio, Thomas J. Weissling
Ento 403/803: Management Of Horticultural Crop Pests—A Peer Review Of Teaching Project Benchmark Portfolio, Thomas J. Weissling
UNL Faculty Course Portfolios
ENTO 403/803, management of horticultural crop pests, is an important class for many students. It is required by undergraduate horticulture majors at UNL, but because it is offered online, it is also of interest to entomology and horticulture graduate students across the U.S. and globally. I chose this class for the peer review process because I find it challenging due to online course delivery, and the breadth of knowledge of students that are enrolled. I feel I need to take this course to a higher level where I can engage students of all backgrounds, and ensure that each of them …
Thea 474: Digital Animation—A Peer Review Of Teaching Project Benchmark Portfolio, Steve Kolbe
Thea 474: Digital Animation—A Peer Review Of Teaching Project Benchmark Portfolio, Steve Kolbe
UNL Faculty Course Portfolios
This portfolio provides an overview of student learning in my Digital Animation course - THEA 474. This report serves as documentation of my attempts to define and refine the course goals, activities, assignments, and assessment. Through this portfolio, I hope to more effectively see ways to make this course more impactful for the students, but also to lay the groundwork for additional courses within the major in order to open up a more realized and robust animation focus at the Johnny Carson School of Theatre & Film. A facet of student learning that I plan to document and improve upon …
Ento 401: Insect Physiology—A Peer Review Of Teaching Project Benchmark Portfolio, Nicholas Miller
Ento 401: Insect Physiology—A Peer Review Of Teaching Project Benchmark Portfolio, Nicholas Miller
UNL Faculty Course Portfolios
Insect Physiology (ENTO 401) is a required course for majors in Insect Science. This portfolio documents my efforts to improve the course as I teach it for the second time. My intention was to use the development of a portfolio as a vehicle to modify the course so that the methods I use are better aligned to my overall goals for the course. Consequently, I have produced a portfolio that is directed toward my efforts to develop a more varied approach that improves integrated understanding and scientific thinking and to better document that the development of integrated understanding and scientific …
Jour 302: Reporting Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Joseph Weber
Jour 302: Reporting Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Joseph Weber
UNL Faculty Course Portfolios
This document summarizes the results of an inquiry conducted as part of an advanced reporting course. The questions at hand were, “can students be taught to avoid bias in their journalistic work and to provide fair accounts of news developments?” and “how might they best be taught that?” This exploration revolved around a single lecture and discussion session, several reading assignments and the viewing of a video interview, and involved two writing assignments. The results suggest that both the teaching and evaluation of bias and fairness are difficult and complex. The findings suggest a single lesson may not be adequate …
Muop 356/856: Intermediate/Advanced Opera Techniques—A Peer Review Of Teaching Project Inquiry Portfolio, Jamie M. Reimer
Muop 356/856: Intermediate/Advanced Opera Techniques—A Peer Review Of Teaching Project Inquiry Portfolio, Jamie M. Reimer
UNL Faculty Course Portfolios
Intermediate/Advanced Opera Techniques is a two credit elective course offered each spring at the University of Nebraska-Lincoln. At its genesis, the course was primarily an opera scenes workshop, focused solely on the preparation and performance of an opera scene in a final concert. It is a cross-listed course meaning that students from the first year through advanced graduate study may enroll. Students may or may not have any experience on the music theater stage, nor have they had training in how to prepare a new role from casting to completed performance.
This course is an elective in the School of …
Thea 234: Scripts In Performance—A Peer Review Of Teaching Project Benchmark Portfolio, Ian Borden
Thea 234: Scripts In Performance—A Peer Review Of Teaching Project Benchmark Portfolio, Ian Borden
UNL Faculty Course Portfolios
This had traditionally been a theatre based course for the Johnny Carson School of Theatre and Film when I took over teaching it in the Fall semester of 2008. At that time, the course (a requirement for Theatre majors, Film and New Media majors, as well as Theatre and Musical Theatre minors) was populated almost entirely by upper level Theatre majors, particularly those in the performance stream. Over the next few years as the Film and new Media program grew, the needs of those students increased in relative importance as they comprised a larger and larger percentage of the class. …