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Educational Methods

2017

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Articles 1021 - 1042 of 1042

Full-Text Articles in Education

Lost & Found: Order In The Court -- The Party Game, Owen Gottlieb, Ian Schreiber Jan 2017

Lost & Found: Order In The Court -- The Party Game, Owen Gottlieb, Ian Schreiber

Presentations and other scholarship

Lost & Found is a strategy card-to-mobile game series that teaches medieval religious legal systems with attention to period accuracy and cultural and historical context.

The Lost & Found games project seeks to expand the discourse around religious legal systems, to enrich public conversations in a variety of communities, and to promote greater understanding of the religious traditions that build the fabric of the United States. Comparative religious literacy can build bridges between and within communities and prepare learners to be responsible citizens in our pluralist democracy.

The second game in the series, Lost & Found: Order in the Court – the Party Game (jr. high and up) is a fast-paced storytelling and judging game. Players compete to tell the best story about how a medieval legal ruling may have gotten to court in the first place. The game emphasizes legal reasoning.

Both this game and the original Lost & Found games are set in Fustat (Old Cairo) in the 12th Century, a crossroads of religions. Lost & Found and Order in the Court both teach elements of the Mishneh Torah, the Jewish legal code written by Moses Maimonides. Maimonides was influenced by the works of Islamic legal scholars and philosophers such as Ibn Rushd (Averroes) and Al Ghazahli; he also influenced Islamic scholars.


Lost & Found, Owen Gottlieb, Ian Schreiber, Kelly Murdoch-Kitt Jan 2017

Lost & Found, Owen Gottlieb, Ian Schreiber, Kelly Murdoch-Kitt

Presentations and other scholarship

Lost & Found is a strategy card-to-mobile game series that teaches medieval religious legal systems with attention to period accuracy and cultural and historical context.

The Lost & Found games project seeks to expand the discourse around religious legal systems, to enrich public conversations in a variety of communities, and to promote greater understanding of the religious traditions that build the fabric of the United States. Comparative religious literacy can build bridges between and within communities and prepare learners to be responsible citizens in our pluralist democracy.

The first game in the series is a strategy game called Lost & Found (high-school and up). In Lost & Found, players take on the role of villagers who must balance family needs with communal needs. They must balance cooperative actions even while addressing individual needs. The game emphasizes the pro-social aspects of religious legal systems including collaboration and cooperation.

Both this game and the second game in the series (Order in the Court) are set in Fustat (Old Cairo) in the 12th Century, a crossroads of religions. Lost & Found and Order in the Court both teach elements of the Mishneh Torah, the Jewish legal code written by Moses Maimonides. Maimonides was influenced by the works of Islamic legal scholars and philosophers such as Ibn Rushd (Averroes) and Al Ghazahli; he also influenced Islamic scholars.


Engaging Post-Conflict Agricultural Communities In Research Through A Case Study Of Coffee Growers In Timor-Leste, Kerrie Jane Stimpson Jan 2017

Engaging Post-Conflict Agricultural Communities In Research Through A Case Study Of Coffee Growers In Timor-Leste, Kerrie Jane Stimpson

Theses

Despite debate surrounding cross-cultural approaches to traditional development and research programs in less economically developed countries, there is little guidance for researchers attempting to conduct ethical, culturally-sensitive collaboration. This is particularly problematic in post-conflict countries. Through the lens of post-development theory, a collaborative research approach was developed, through a case study of the contribution of coffee production to the social and economic development of Timor-Leste’s coffee growers. This thesis explores how participatory action research approaches can be used when conducting research in a post-conflict region to provide empowerment opportunities for communities, while also achieving the scholarly aims of the ...


We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights, Alicia Rebeca Rusoja Jan 2017

We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights, Alicia Rebeca Rusoja

Publicly Accessible Penn Dissertations

Alicia Rusoja

H. Gerald Campano

This practitioner inquiry (Cochran-Smith & Lytle, 2009) study examines the literacy, teaching and learning practices of Latinx immigrants’ organizing in the context of historically high anti-immigrant legal violence (Abrego & Menj�var, 2012) by the United States government. Informed by theories of de/coloniality (e.g. Mignolo, 2011), research decolonization (e.g. Smith, 1999/2012), literacy as sociocultural practice (e.g. Street, 1984), intergenerational learning (e.g., Gadsden & Hall, 1996), Latina/Chicana feminist epistemologies (e.g., Anzald�a, 1987/2007) and popular education (e.g., Freire, 1970/2007), this study involved systemic inquiry into my own and shared organizing practice at a grassroots immigrant-led Latinx organization over the course of one year. Methods included in-depth interviews of eleven Latinx immigrants with whom I shared an organizing practice, as well as documentation of our work through fieldnotes and photography.

A key finding is that Latinx immigrant communities organize for their rights by intergenerationally mobilizing literacies as critical social practices that facilitate what I term a “communal pedagogy of resistance”. This is an inquiry-based dialectic pedagogy that foregrounds communal being, expands our sense of who is part of our people, and leads to intermeshed action (Lorde, 1984; Lugones, 2014) for immigrant rights and for the larger dismantling of systems of oppression that affect all disenfranchised and racialized communities in the U.S. Another key finding is that practitioner inquiry can be a methodology to resist coloniality. Distinctively, this research also demonstrates that the organizing practice of Latinx immigrants is inquiry-based intergenerational educational practice.

As a whole, this study provides important insights for K-12, community-based and higher education practitioners. Among much else, this research makes the case for regarding Latinx immigrant children, youth, adults and families through deepened resource-orientations ...


Teaching College: The Ultimate Guide To Lecturing, Presenting, And Engaging Students, Norman Eng Jan 2017

Teaching College: The Ultimate Guide To Lecturing, Presenting, And Engaging Students, Norman Eng

Publications and Research

Your students aren’t reading. They aren’t engaged in class. Getting them to talk is like pulling teeth. Whatever the situation, your reality is not meeting your expectations. Change is needed. But who’s got the time? Or maybe you’re just starting out, and you want to get it right the first time.

If so, Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students is the blueprint. Written for early career instructors, this easy-to-implement guide teaches you to:

  • Think like advertisers to understand your target audience—your students
  • Adopt the active learning approach of the best ...


Intergenerational Conversation: Authentic Learning Through Critical Reflection Of A Community Engagement Learning Experience, Amy Davison Jan 2017

Intergenerational Conversation: Authentic Learning Through Critical Reflection Of A Community Engagement Learning Experience, Amy Davison

Dissertations and Theses @ UNI

The purpose of this study was to determine the type of reflection students are using in their final reflection stories to see if there was evidence of reflection in relation to authentic learning. Assignments from four Human Relations courses that included a community engagement learning component provided the data for a qualitative content analysis to determine authentic learning through the reflective writing assignments. Levels of reflection outlined in Kember, McKay, Sinclair, and Wong’s (2008) four category scheme for coding and assessing the level of reflection was applied to students’ written work. The student’s final essay written about their ...


Teaching Size And Power Properties Of Hypothesis Tests Through Simulations, Suleyman Taspinar, Osman Dogan Jan 2017

Teaching Size And Power Properties Of Hypothesis Tests Through Simulations, Suleyman Taspinar, Osman Dogan

Publications and Research

In this study, we review the graphical methods suggested in Davidson and MacKinnon (Davidson, Russell, and James G. MacKinnon. 1998. “Graphical Methods for Investigating the Size and Power of Hypothesis Tests.” The Manchester School 66 (1): 1–26.) that can be used to investigate size and power properties of hypothesis tests for undergraduate and graduate econometrics courses. These methods can be used to assess finite sample properties of various hypothesis tests through simulation studies. In addition, these methods can be effectively used in classrooms to reinforce students’ understanding of basic hypothesis testing concepts such as Type I error, Type II ...


Where Science Intersects Pop Culture: An Informal Science Education Outreach Program, Raychelle Burks, Kiyomi D. Deards, Erica Defrain Jan 2017

Where Science Intersects Pop Culture: An Informal Science Education Outreach Program, Raychelle Burks, Kiyomi D. Deards, Erica Defrain

Faculty Publications, UNL Libraries

Attracting a general audience to STEM topics can be a challenge, and developing engaging and interactive instruction is important for educators in all fields. While many chemical educators have successfully used pop-culture themes to introduce their students to scientific concepts, these encounters are largely limited to formal classroom environments. Inspired by the successes of community science programs such as Science Café and Nerd Nite, science educators from two Nebraska campuses sought to broaden the exposure of their pop-culture themed class lectures, and created the SciPop Talks! program. Now entering its fifth year, this informal educational outreach program has become a ...


Youth Participatory Action Research (Ypar) And Critical Epistemologies: Rethinking Educational Research, Limarys Caraballo, Brian D. Lozenski, Jamila J. Lyiscott, Ernest Morrell Jan 2017

Youth Participatory Action Research (Ypar) And Critical Epistemologies: Rethinking Educational Research, Limarys Caraballo, Brian D. Lozenski, Jamila J. Lyiscott, Ernest Morrell

Publications and Research

Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. Participatory research recognizes what Antonio Gramsci described as “the intellectual and political power of ‘organic intellectuals’ from whom counter-hegemonic notions derive,” which presents a “fundamental challenge to what ... John Gaventa called ‘official knowledge’ as the sole legitimate claim to truth” (Fine et al., 2004, p. 4). Unlike positivist and postpositivist epistemological traditions and research methods that rely on the objectivity and expertise of university-sanctioned researchers (Isenhart & Jurow, 2011; Noffke, 1997), participatory action research (PAR) projects are ...


Reaching All The Students In Your Classroom, Kathleen Van Tol Jan 2017

Reaching All The Students In Your Classroom, Kathleen Van Tol

Faculty Work Comprehensive List

This presentation discusses scaffolding: distinct instructional techniques which provide the supports that struggling learners may need to learn challenging lesson content. Planning for inclusion of appropriate scaffolding requires that teachers know both their students and their content well.


Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd Cherner, Alex Fegely Jan 2017

Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd Cherner, Alex Fegely

Curriculum and Instruction Faculty Publications and Presentations

With schools investing heavily in mobile technologies and emphasizing blended learning lessons, teachers are being required to create learning experiences that utilize these technologies to further prepare secondary students for college and the workforce. In this article, the authors first present a brief vignette intended to be representative of the emotions and pressures facing teachers as they prepare to teach with these new technologies. Next, the authors provide a framework teachers can use to create app-based lessons, which are lessons that use multiple apps to engage students in an inquiry-based learning experience. To provide further support, the authors include two ...


Lost In Translation? – The “Integration Of Theory And Practice” As A Central Focus For Senior Schooling Physical Education Studies, Andrew Jones Jan 2017

Lost In Translation? – The “Integration Of Theory And Practice” As A Central Focus For Senior Schooling Physical Education Studies, Andrew Jones

Theses: Doctorates and Masters

In February 2007 a new senior secondary Physical Education Studies (PES) was introduced in Western Australia (WA). The course was one of some 50 new courses that were developed in conjunction with the introduction of a new Western Australian Certificate of Education (WACE). Notably, the rationale for PES claimed that the “integration of theory and practice is central to studies in this course” (Curriculum Council of WA [CCWA], 2009, p. 2). Focusing on the initial years of implementation this study explored curriculum change and reform within the Health and Physical Education (HPE) Learning Area and specifically, in the context of ...


Dit Programme Re-Design Initiatives In Case Studies Of Programme Of/For/As Learning Assessment Approaches., Roisin Donnelly, Jen Harvey, K.C. O'Rourke, Claire Mcavinia, Claire M. Mcdonnell, Orla Hanratty, Frances Boylan, Pauline Rooney Jan 2017

Dit Programme Re-Design Initiatives In Case Studies Of Programme Of/For/As Learning Assessment Approaches., Roisin Donnelly, Jen Harvey, K.C. O'Rourke, Claire Mcavinia, Claire M. Mcdonnell, Orla Hanratty, Frances Boylan, Pauline Rooney

Other resources

The Programme Re-Design Initiative process differs from other team based methods in that it adopts an holistic approach to programme design. Initiatives aim to develop the practice of curriculum design and development in expanded, multi-disciplinary teams. This process is based on the Oxford Brookes University CDI Model and links to the Deakin University Live the Future: Course Intensives.


Assessment And Feedback Resource Pack, Jen Harvey, Roisin Donnelly Jan 2017

Assessment And Feedback Resource Pack, Jen Harvey, Roisin Donnelly

Other resources

The purpose of this resource pack is to provide specialized and localized information on assessment and feedback in higher education for academic staff in DIT. It is designed for staff new to teaching (experienced lecturers may find it useful too) and is intended to complement the largely-generic information delivered in workshops. In relation to feedback, the aim of the pack is to position it as a practice that has a positive and sustained influence on learning, and as a fundamental part of curriculum design, not simply an episodic mechanism delivered by teachers to their students.


Resource Pack On Active Learning, Roisin Donnelly, Marian Fitzmaurice Jan 2017

Resource Pack On Active Learning, Roisin Donnelly, Marian Fitzmaurice

Other resources

The massification of higher education is now a global phenomenon Huge changes in the teaching and learning milieu within colleges. The forces of massification have brought multiple challenges with regard to pedagogy. What kind of pedagogy to employ? The role of the lecturer is to empower learning and it is challenging and complex. There is a need to employ a pedagogy which requires students to do things, to access information, to solve problems, to reflect on what they are doing and make connections to real world problems.

Educational research has revealed a number of important lessons for educators:

Importance of ...


Impacts Of Mentoring Program On At-Risk Students, Melissa Marie Judd Jan 2017

Impacts Of Mentoring Program On At-Risk Students, Melissa Marie Judd

Murray State Theses and Dissertations

Many middle school students are considered at-risk due to attendance, lower levels of academic achievement, and behavior referrals. Mentoring programs have been in effect for decades and continue to yield positive results. The purpose of the study is to determine if fourth and fifth grade at-risk students are impacted by mentoring. The researcher seeks to determine if mentoring increases students’ attendance, increases math and reading test scores, and decreases the amount of behavior referrals. Participants were compared to their own data using a pre-tests and post-tests. Attendance comparisons were made between Spring 2016 and Spring 2017 semesters. Math and reading ...


Increasing Student Interactions With Learning Objectives, Emily Kaye Faulconer Jan 2017

Increasing Student Interactions With Learning Objectives, Emily Kaye Faulconer

Publications

As educators, we recognize the importance of strong student learning objectives. We also know that students benefit by being well informed of expectations. Existing literature offers little guidance in methods and teaching strategies to apply in exposing students to their learning objectives. In this article, we discuss the use of specific teaching strategies to increase student interactions with the learning objectives. Student opinions regarding learning objectives were measured using an end-of-course Likert survey. Although no statistically significant changes in student opinions were detected in this study, a future study will investigate the influence of these targeted strategies on content mastery ...


An Examination Into The Instruction Of The Alphabet During Preschool Years, Amanda Titus Jan 2017

An Examination Into The Instruction Of The Alphabet During Preschool Years, Amanda Titus

Masters Theses

Instruction of the letters of the alphabet is a controversial topic among early childhood educators. Not only is it debated whether letter instruction is developmentally appropriate but there is then the discussion concerning how the letters are best taught once a program deems it is developmentally appropriate. In this study, 87 children were assessed at two separate times during the school year to determine a method of instruction that proved most effective. The study took place over three consecutive school years. The first year, 27 students were exposed to alphabetic instruction through a combination of music and mnemonic device assisted ...


Examining The Effects Of Student-Centered, Project Based Teaching On Students With And Without Special Needs In An Elementary General Music Classroom, Charity J. Ozier Jan 2017

Examining The Effects Of Student-Centered, Project Based Teaching On Students With And Without Special Needs In An Elementary General Music Classroom, Charity J. Ozier

Masters Theses

The purpose of this action research is to study the effects of student-centered learning as compared to teacher-led instruction in an elementary general music classroom. This research study is framed by the conjunction of the lenses of sociology, specifically constructivism, in a music classroom with special learners. Students in fifth and sixth grade general music classes study the musical concepts of composition and reading notation in one of two manners. One group of students is instructed in a traditional format of teacher-led lectures and discussions, with guided practice following. The other group is instructed using a student-centered approach, in which ...


Evaluating Student Responses To Young Adult Literature Based On Group Dynamic Within The Literature Circle Setting, Abigail J. Schmitz Jan 2017

Evaluating Student Responses To Young Adult Literature Based On Group Dynamic Within The Literature Circle Setting, Abigail J. Schmitz

Masters Theses

The push of the Social and Emotional Learning (SEL) standards encourages teachers to assist students with overcoming personal obstacles in the classroom. In the middle grades, young adult literature can be an outlet for students by allowing them to connect with characters similar to themselves and their life experiences. Within the middle level classroom, literature circles can address SEL needs and state standards while allowing students to work closely with their peers sharing in a discussion format in response to the same young adult novel. This research analyzed two groups of students and their oral and written responses to the ...


Toward Knowledge Technology Syncronicity Framework For Asynchronous Environment.Pdf, Simon Cleveland, Gregory Block Dec 2016

Toward Knowledge Technology Syncronicity Framework For Asynchronous Environment.Pdf, Simon Cleveland, Gregory Block

Simon Cleveland, Ph.D.

While distance learning education continues to grow, online instructors face certain asynchronous uncertainties when it comes to knowledge exchange with students. To counteract such uncertainties and minimize teaching deficiencies expected to occur in asynchronous learning environments, this study examines a set of knowledge building blocks that play a role in the online knowledge exchange process. Knowledge technology synchronicity framework for asynchronous environment is proposed that integrates knowledge seeking behavior, knowledge properties, knowledge domains, knowledge types, knowledge tools, and technology synchronicity. A real-life case is provided to integrate the framework in practice.


The Practice Of Being A Student: Cops And Graduate Student Success, Aimee Dechambeau Dec 2016

The Practice Of Being A Student: Cops And Graduate Student Success, Aimee Dechambeau

Aimée L. deChambeau

This report frames the major results of recent research into graduate student success using a community of practice model based on the work of Jean Lave and Etienne Wenger as the organizational framework and lens for analyzing collected data. The goal was to determine if a community of practice developed among doctoral students and if so, whether it aided the students in their role and practice of becoming, and being, successful students. An examination of the first eight doctoral cohorts in a hybrid low-residency, self-directed graduate education program determined that student CoPs can develop to support students’ success in the ...