Education Commons^™

A Peer Review Of Teaching Benchmark Portfolio For Mued 403 Student Teaching Seminar, Danni Gilbert

UNL Faculty Course Portfolios

This portfolio examines the course planning and delivery of MUED 403—Student Teaching Seminar. Taken concurrently in the final semester of the music education degree with full-time student teaching field experiences, in addition to fulfilling the ACE 10 requirement, this course provides an analysis of PK-12 music teaching with special attention to teacher certification, selected legal aspects of education, current issues in education, and professional communication. I chose this course for the Peer Review of Teaching Project to determine whether undergraduate music education students could successfully complete an action research project during their student teaching semester and if so, whether the …

Exploring Pedagogies To Elevate Inquiry: Teaching Action Research In The Third Space, Sara B. Woolf

Publications and Research

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the …

Teac 452v/852v: Curriculum Principles And Practices—A Peer Review Of Teaching Project Benchmark Portfolio, Elizabeth B. Lewis

UNL Faculty Course Portfolios

Objective: My goal for this teacher action research project was to better understand how to improve students' learning of how to teach science through active and inquiry-based learning experiences.

Abstract: I framed the course under study around an essential question which was: How does a scientific classroom discourse community support student learning? Inquiry-based instruction is a cornerstone of science teaching, thus I investigated preservice science teachers' learning about how to teach science through inquiry-based instruction. By the end of the course all of the students had improved their understanding of inquiry-based instruction and were able to generate better science lessons …

Exploring Supports Provided For Student Eportfolio Development In A Professional Development Context, Muireann Okeeffe

Articles

This small scale study aimed to explore and establish if support strategies implemented to enhance student ePortfolios were helpful to students and to identify useful ways of supporting ePortfolio development with future cohorts of students. This action research study was informed through focus group discussion and individual interviews with students.

The importance of reflection for the development professional practice and of creative abilities is discussed. The substantial benefits of creativity within education are investigated and characteristics of creativity that might be developed with students’ ePortfolios are revealed. Specifically this paper seeks to foster Crafts (2011) four characteristics of creativity, pluralities, …

Action Research And Impact Studies: Possibilities And Dilemmas, John Retallick

Book Chapters / Conference Papers

No abstract provided.