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Full-Text Articles in Education
Encouraging Teacher Change Within The Realities Of School-Based Agricultural Education: Lessons From Teachers’ Initial Use Of Socioscientific Issues-Based Instruction, Amie Wilcox, Catherine W. Shoulders, Brian E. Myers
Encouraging Teacher Change Within The Realities Of School-Based Agricultural Education: Lessons From Teachers’ Initial Use Of Socioscientific Issues-Based Instruction, Amie Wilcox, Catherine W. Shoulders, Brian E. Myers
Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences
Calls for increased interdisciplinary education have led to the development of numerous teaching techniques designed to help teachers provide meaningful experiences for their students. However, methods of guiding teachers in the successful adoption of innovative teaching approaches are not firmly set. This qualitative study sought to better understand how school-based agricultural education teachers decide to adopt or discontinue a teaching innovation when introduced through ready-made lesson plans, which is currently a common practice of teaching method integration in school-based agricultural education (SBAE). Constant comparative analysis unveiled themes within the reactions to the teaching method’s use, as well as how teacher …
Elementary Teacher Perceptions Of Teaching Practices That Foster Creative Thinking In Students, Jessica Roy
Elementary Teacher Perceptions Of Teaching Practices That Foster Creative Thinking In Students, Jessica Roy
Inquiry: The University of Arkansas Undergraduate Research Journal
Divergent thinking is a 21st century skill that allows individuals to create innovative ways to alleviate societal burdens by finding new solutions to old problems. However, creativity is often overlooked or ignored in the classroom environment because the rigid atmosphere of authority does not allow for the simultaneous use of multiple cognitive abilities. What can teachers do, or are they doing, to ensure that divergent thinking is fostered in their classrooms? Three surveys were administered to 32 elementary school teachers to determine if there is a disconnect between what teachers believe fosters creativity with actual practices within the classroom. Survey …
Design Studio Involvement Of Real-World Stakeholders In The Fay Jones School Of Architecture, University Of Arkansas, Robert Jackson
Design Studio Involvement Of Real-World Stakeholders In The Fay Jones School Of Architecture, University Of Arkansas, Robert Jackson
Inquiry: The University of Arkansas Undergraduate Research Journal
There is evidence that architecture students are increasingly unprepared to enter the architectural workforce upon graduation. Some research has identified a growing gap between architectural education and architectural practice in terms of real-world concerns as the reason for students’ unpreparedness. By involving real-world stakeholders in architectural design studios – by which I mean individuals drawn from outside the academy with a professional, financial, or emotional investment in a project – educators may be able to create a more authentic learning environment that will better prepare students for architectural practice. This study describes my personal experiences as a student working on …
Effects Of Thinking-Aloud Pair Problem Solving On The Troubleshooting Performance Of Undergraduate Students In A Power Technology Course, Michael L. Pate, George W. Wardlow, Donald M. Johnson
Effects Of Thinking-Aloud Pair Problem Solving On The Troubleshooting Performance Of Undergraduate Students In A Power Technology Course, Michael L. Pate, George W. Wardlow, Donald M. Johnson
Discovery, The Student Journal of Dale Bumpers College of Agricultural, Food and Life Sciences
A randomized post-test-only experimental design with a counter-balanced internal replication was used to determine the effects of thinking-aloud pair problem solving (TAPPS) on the troubleshooting performance of college students in a power technology course. The experimental results were stable across two troubleshooting tasks. Students who participated in the pair problem solving groups were significantly more successful (p ≤ .05) at troubleshooting engine faults than were students in the control groups. Among students who successfully completed the troubleshooting tasks across both groups, there were no significant differences in time required for completion. These findings indicate that the use of pair problem …
Water Crisis--An Approach For Teachers Of Grades 7-12, George L. Harp
Water Crisis--An Approach For Teachers Of Grades 7-12, George L. Harp
Journal of the Arkansas Academy of Science
No abstract provided.
Some Aspects Of Geology As A Service To The Public, Robert J. Willard
Some Aspects Of Geology As A Service To The Public, Robert J. Willard
Journal of the Arkansas Academy of Science
No abstract provided.
Method Of Teaching Basic Crystallography To The Beginning Student, Robert J. Willard
Method Of Teaching Basic Crystallography To The Beginning Student, Robert J. Willard
Journal of the Arkansas Academy of Science
No abstract provided.