Education Commons^™

Minecraft In The Math Classroom, Aaron J. Hultstrand

Senior Honors Theses

The spread of technology is creating the need for teachers to evolve and adapt their strategies within the classroom. Teachers must continually improve upon their technological integration in order to teach students ever more effectively. Game-based learning has recently gained prominence as a plausible use of technology in the classroom. This thesis will discuss the classroom implications and application of game-based learning. Specifically, the use of the video game Minecraft in the high school math classroom will be examined. The potential of Minecraft as an effective teaching tool to advance the quality of student learning will be examined through a …

A Reflection On My Challenged Assumptions, Darvesh Karim

Professional Development Centre, Gilgit

No abstract provided.

The Disabled Teacher: A Memoir Of An Interrupted Pedagogical Career, A Life With A Chronic Illness, And An Encounter With Real Barriers To Inclusive Education, Dorothy M. Bossman

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This dissertation is a narrative exploration of multiple themes relevant to education research: the relationship between the university and school, epistemology, teacher identity, disability studies, researcher subjectivity, and the retention of quality educators. This work of “autoethnography” (Ellis, Bochner, & Adams, 2011) approaches these topics through the tellings of a teaching career, the awakening of an education scholar, and the development of a chronic illness. While the focus of this inquiry often returns to the researcher’s pedagogical identity, the three storylines interact in myriad ways that relate to the larger field. Removal of one of these narrative threads would, metaphorically, …

A Concept Paper On Networks Of Excellence For Research And Education, Suresh V. Garimella, David B. Janes, Anne Slaughter Andrew

PPRI Digital Library

Research and education ecosystems, foundational components of knowledge-based economies, are relatively underdeveloped in Latin America. The entire ecosystem of a research university — including resources, corporate partnerships, and research — must capitalize on a symbiosis between the research, education and commercialization missions. A university cannot transform unilaterally nor can universities sustain the required transformation without government and industry participation. Initiatives to accelerate the development of research university ecosystems are critical for the realization of knowledge-based economies and resilient civil societies.

To accelerate the development of research and education ecosystems across the Americas, the authors propose to establish “Networks of Excellence” …

Effectively Using Discussion Boards To Engage Students In Introductory Leadership Courses, Deborah N. Smith

Faculty and Research Publications

This article discusses the use of online asynchronous discussion boards as a valuable tool for connecting students to leadership concepts, theories, and models in introductory leadership survey courses. Recommendations are given for designing effective discussion boards that engage students and enhance their learning. Student outcomes include construction on knowledge, relevant connections between course material and personal lives, and critical reflection.

University Of The Future Colombia-Purdue Workshop Report, Suresh V. Garimella, David B. Janes, Liliana Gómez Díaz

PPRI Digital Library

The University of the Future Workshop, a joint Colombia-Purdue event, was held at Purdue University in West Lafayette, Indiana, October 28-29, 2014. Participants included rectors and board members from six top universities in Colombia, along with executive directors of NGOs, government representatives from the U.S. and Colombia, and Purdue faculty and administrators. The workshop was focused on a dialog among participants on key programs and focuses that will allow universities to be responsive to the 21st century needs of the Americas.

This report is a summary of the workshop and is based on the contributions of all the participants. Key …

El Futuro Es La Historia: El Pasado Doloroso Y Las Generaciones Futuros En Los Espacios De Memoria En Buenos Aires / The Future Is History: The Painful Past And Future Generations In Memory Sites In Buenos Aires, Leslie Niiro

Independent Study Project (ISP) Collection

Para contar una historia reciente y dolorosa a otros que no vivieron esta historia, con la esperanza de que no ocurra más, nunca puede ser objetivo en un ‘espacio de la memoria’. Casi siempre se lleva una agenda social, una mirada al futuro y para muchos, esta esperanza es en la próxima generación. En esta investigación, miro a la historia de la última junta cívico-militar (1976-1983) y las décadas después para entender de qué forma trabajan los espacios de la memoria para enseñar la historia reciente a estudiantes. Abordada por entrevistas, visitas guiadas, y observaciones participantes en espacios de la …

Tpwd 41wd60 1976.31.7 Cardboard 3d Model, Robert Z. Selden Jr.

CRHR: Archaeology

Three-dimensional (3D) cardboard model of a Caddo burial vessel (TPWD 1976.31.7) from 41WD60 in the Texas Parks and Wildlife Department collections.

Teacher Education Pedagogies Related To Preparing Preservice Teachers As Leaders In Pakistan, Meher Rizvi

Book Chapters / Conference Papers

An analysis of traditional authoritarian preservice teacher development approaches in Pakistan demonstrates that they develop teachers as technicians who carbon copy the same authoritarian training model in their classrooms. The more contemporary approaches to teacher education with leadership development focus are mostly limited to in-service teacher education programs. The key dilemma with in-service education is that once the teachers have received higher qualification they tend to move out of the classrooms to assume management positions. What Pakistan requires is classroom teacher leaders who have the capacity to initiate and sustain school improvement. I propose the pedagogy of transformation, which is …

Managing Conflict By School Leadership : A Case Study Of A School From Gilgit-Biltistan, Darvesh Karim

Professional Development Centre, Gilgit

Managing conflict at school has been an age-old challenge for educators. Conflicts are a natural part of life and therefore a natural part of school life. Learning to deal constructively with conflict is a life-skill need for educational leaders. This paper reports a case study of a private English medium school of Gilgit-Baltistan about exploration of the conflict management which advocates two approaches to manage conflicts at school level i.e. to follow strict rules and regulations and penalizing on violation and secondly, empowering the stakeholders to resolve their own problems by their-selves.These approaches have proved that competence in conflict resolution …

Introduction To The Case Studies 2015 : A Compendium Of Cases & Voices From The Field, Mola Dad Shafa, Khadija Khan

Professional Development Centre, Gilgit

No abstract provided.

Transforming Pedagogies: Emerging Contexts And Texts Of Teaching Learning, Dilshad Ashraf

Institute for Educational Development, Karachi

This brief offers recommendations for policy and practice around ensuring continuity of education in emergency situations. It also aims at engaging important stakeholders to assert the need for education in emergencies in countries like Pakistan, which frequently confront natural and human-led disasters. This brief also discusses the need for ‘education in emergencies’ in a ‘low HDI’ developing nation such as Pakistan, where being exposed to natural and human-led disasters seems to be a way of life. It provides an initial platform for those who are interested in understanding the scope of this theme, as well as designing and delivering educational …

Creating An Enabling Environment For Community Engagement In School-Based Governance: A Glimmer Of Hope", Dilshad Ashraf

Institute for Educational Development, Karachi

In 1960, the global enrolment of primary school aged children was less than half. By the 1990s, in spite of rapid population growth in much of the world, the proportion of primary enrolled school children was more than 75 percent. The credit to this spread in educational access does not only go the western of often called the formal form of school operations but to indigenous educational provision and management models as well. It has been observed in many developing countries around the world that indigenous development of a targeted geographical area.

Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the …

Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the importance …

Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’

Supporting Education, Research, And Training In The 21st Century, Glynis M. Bradfield, Adam Fenner, Petr Činčala

Faculty Publications

The expanding array of digital devices accessing the Internet around the globe provides new opportunities to collaborate in educating Adventist teachers and educational leaders to continue the teaching ministry of Jesus Christ in the 21st century. Partnerships among the Curriculum and Instruction Resource Center Linking Educators (CIRCLE), the Adventist Learning Community (ALC), and the Institute of Church Ministry (ICM) now connect more Adventists to education and training resources electronically than ever before.