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Full-Text Articles in Education
Asking Appalachia: Appalachian English In The Writing Classroom, Rachel Nicole Hampton
Asking Appalachia: Appalachian English In The Writing Classroom, Rachel Nicole Hampton
Online Theses and Dissertations
This thesis combines primary and secondary research in order to make an argument about the need for better educational practices for Appalachian students. A problem is first established that, because of how Appalachian people and their culture are represented in the media, negative stereotypes are spread about those from the region who are easily identified by their use of Appalachian English. Standard English is widely taught and students are encouraged to suppress their accent and dialect in order to mediate this. However, these practices allow no room for these students to use and embrace their own language. This thesis investigates …
Literature Genre Effects On Memory And Influence, Katelyn Mcclure, Hung-Tao Chen, Megan Thomas
Literature Genre Effects On Memory And Influence, Katelyn Mcclure, Hung-Tao Chen, Megan Thomas
Pedagogicon Conference Proceedings
Superstructures are text structure relations commonly found in specific types of text such as narrative texts. Superstructures are important from a pedagogical standpoint because learners’ comprehension can be improved when they are taught about superstructures (Baumann & Bergeron, 1993; Calfee & Patrick, 1995; Dymock, 2005). The current study examined three types of texts with distinct superstructures—narrative, expository, and procedural. Undergraduate student participants (n=200) were randomly assigned to read a text that was written in the form of a narrative, expository, or procedural superstructure text. After reading, participants were asked to recall information from the text and rated their compliance level …
Student Involvement In Flipped Classroom Course Design, Whitney Henderson, Lyndi Plattner, Bailey Baucum, Tymeshia Casey, Allison Grant, Paige Headlee
Student Involvement In Flipped Classroom Course Design, Whitney Henderson, Lyndi Plattner, Bailey Baucum, Tymeshia Casey, Allison Grant, Paige Headlee
Journal of Occupational Therapy Education
The purpose of this mixed-methods study was to examine changes in content knowledge, clinical reasoning, and metacognition with occupational therapy students involved in course design (collaborative participants), with participants engaged in flipped classroom model only (course participants), and to compare results between the collaborative and course participants. Forty-three occupational therapy students participated in this study. Researchers administered three pre- and post-test questionnaires and completed three focus groups. Results demonstrated both groups experienced growth in active learning and clinical reasoning and changed their perception of student involvement. The collaborative participants demonstrated additional benefits of development of relationships, increased accountability, and improved …