Education Commons^™

Grief In The Basic Course, Carly Densmore, Jessica Cherry

Basic Communication Course Annual

In a broad search of the Basic Communication Course Annual, there is little discussion regarding student or instructor grief in the basic course. However, in our own experiences teaching the basic course, student expressions of grief are common. Grief is expected to be hidden or silenced, and is often not welcomed in the classroom (Hurst, 2009). Grief is unique to each individual; we can feel grief over a variety of losses, and there is no one way to cope with grief. Grief is not only an emotional but a physical experience, and it is not “a relinquishing of ties to …

Students' Perceptions Of Online Equine Courses And Their Impacts On Learning Outcomes, Blaire (Gibbens) Speck

Department of Animal Science: Dissertations, Theses, and Student Research

Post-secondary education is always changing and evolving. Over the last few years, significant changes in education have resulted in an increased number of online courses. Approximately 28% of students seeking higher education participate in at least one online course and 14% are enrolled exclusively in distance or online programs (Allen & Seaman, 2016). However, courses that are typically hands-on, like equine science, may be more challenging online. The hands-on experiences in equine science classes help prepare students for future careers. Due to an increase in students choosing to take courses online, a review of online teaching methods was conducted to …

Teaching Writing, Dylan Stickler

Master of Arts in English Plan II Graduate Projects

This portfolio fulfills the requirements for my MA in English with a specialization in Teaching. It contains an analytical narrative, two teaching units, an academic proposal, as well as an analysis of technical writing instruction. Each project centers on improving the quality of writing instruction students receive.

Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle

Antioch University Full-Text Dissertations & Theses

Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data …

Faculty Spotlight—Dr. Seth Masket, Owen Mckessy, William Moody

DU Undergraduate Research Journal Archive

Interview with Dr. Seth Masket

Faculty Spotlight—Dr. Phil Danielson, Hannah Stanley, William Moody

DU Undergraduate Research Journal Archive

Interview with Dr. Phil Danielson

Faculty Spotlight—Dr. William Phillpot, Will Moody

DU Undergraduate Research Journal Archive

William (Bill) Philpott Interview

Faculty Spotlight—Dr. Robert Dores, Anit Tyagi, William Moody

DU Undergraduate Research Journal Archive

Robert Dores Interview

Edited by Will Moody

Multilingual/Translanguaging: Narrative Writing Through Authentic Language, Lucia E. Brea

Open Educational Resources

No abstract provided.

Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict

Journal of Inquiry and Action in Education

This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …

Perspectives On Teaching The Family Communication Course, Tiffany R. Wang, Jeffrey T. Child

Journal of Communication Pedagogy

This article discusses what undergraduate students enrolled in a family communication course should learn. It is intended to provide readers with a general direction on how to design or teach a family communication course so that students understand a communication-centered approach to family. This article highlightssome of the foundational theories and concepts grounding most family communication courses, content areas typically addressed when considering the family communication course, possible assignments that might be useful in teaching the course, and relevant issues related to teaching family communication. If instructors thoughtfully consider content and assignment decisions in the family communication course, they have …

Writing To Heal: Viewing Teacher Identity Through The Lens Of Autoethnography, Erin Parke

The Qualitative Report

This autoethnographic work explores my experience with illness (specifically anti-N-methyl D-aspartate (NMDA) receptor encephalitis), recovery, and career change all in the span of a few months. Through reflexive interviews and a first-person narrative, I analyzed the shifting nature of my identity, specifically my teacher identity as I moved from struggling teacher, to patient, and back to teacher again. I also analyzed how the act of writing, and writing the narrative of this autoethnography, assisted in the healing process. My story shows that in moving from pre-illness to post-illness, I shifted from a strict, content-based teacher to a constructivist facilitator with …

Innovation In Pedagogy And Technology Symposium: University Of Nebraska, May 8, 2018, University Of Nebraska

Zea E-Books Collection

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services.

University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE

Technology …

A Scaffolding Approach Using Interviews And Narrative Inquiry, Sharon Heilmann

Networks: An Online Journal for Teacher Research

This article examines how educational scaffolding was used in a graduate research methods course to encourage student mastery of two qualitative research concepts, interviews and narrative inquiry. Findings suggest that scaffolding resulted in students’ mastery of both concepts as well as students’ increased attention to quality of interview questions and outcomes. Further implications suggest scaffolding would be useful in combining other qualitative topics such as integrating content analysis skills with research designs such as phenomenology, grounded theory, and case studies.

Power To Transform: Teaching In Educational Leadership Preparation Programs, Ericka L. Roland

USF Tampa Graduate Theses and Dissertations

The pervasiveness of injustices is rooted in structures and ideology that reinforce and reinvent oppression; there is a need to engage in transformative change to dismantle systems of domination and subordination. Educational leadership is essential in the social transformation of educational settings and the wider society. In the collective responsibility for transformative change, educational leadership preparation programs serve as spaces to encourage the development of students’ capacity to address issues of oppression and create new power relations for social justice. Faculty play a role in preparation programs to enact teaching that uncover to power dynamics of oppression and domination for …

A Phenomenological Study Of Female Stem Majors Who Have Decided To Become Educators, Porcia Richardson-Spears

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to investigate, identify, and describe the lived experiences that influence female STEM majors to become secondary educators rather than enter a STEM-related corporate profession. This study was guided by Mezirow’s transformative learning theory (TLT) and Lent, Brown and Hackett’s social cognitive career theory (SCCT) as they related to self-awareness, which guides and motivates the behaviors involved in choosing a career path. The research questions for this study were designed to investigate the experiences that prompted females to major in STEM majors and to enter the field of teaching rather than enter corporate …

Revisiting A Classic: A Book Review Of Understanding Reading: A Psycholinguistic Analysis Of Reading And Learning, Chris Sclafani

Networks: An Online Journal for Teacher Research

Often, the teaching profession spends a great deal of time looking towards the future, or considering what might be the next big trend that will help students. However, it is sometimes important to reflect back upon the texts and ideas that set the tone for the profession. Understanding Reading: A Psycholinguistic Analysis of Reading and Learning by Frank Smith is a classic text that laid the foundation for teachers of literacy to move from an existence of teaching rules and exceptions to becoming an actively involved participant in the process of building and facilitating comprehension in students of all ages. …

Oral History Of Migrants, Shira Klein

History Teaching Resources

This is a collection of collections of oral histories by migrants that can be used both for teaching and for research purposes.

Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1

Journal on Empowering Teaching Excellence

For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process …

If Only They Tried; The Complicated Crusade For Salvation In The Post-Katrina Education Reform Movement, Brooke Wanamaker

University of New Orleans Theses and Dissertations

Education reform is shifting the landscape of New Orleans public schools, where alternative certification programs are thriving and changing the demographics of core teachers. This study follows a Teach for America (TFA) Corps Member from 2007 (just after the historic flooding from Hurricane Katrina) who brought a promise of innovation through idealism and green wisdom. The teacher’s preparation and motivations are shown to be problematic. Examining the assumptions and privileges that underlie the import of inexperienced talent to urban education systems, this study considers the ways that community voices have been lost or undervalued in New Orleans schools. The thesis …

Forgotten Memories Of A Social Justice Education: Difficult Knowledge And The Impossibilities Of School And Research, Debbie Sonu

Publications and Research

This paper is about memory, the elusive process of remembering and of an encounter between a researcher and a participant who after five years reunited to remember. The object under study is a high school social justice curriculum with a central focus on the development of social action projects. Grounded in Pitt and Britzman’s work on difficult knowledge, this paper asks: What do 10th grade students who spent four years attending a school committed to the Freirian principles of political engagement remember about their high school experience? Past and recent interviews are woven together to surface three emergent lines of …

“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D.

Race and Pedagogy Journal: Teaching and Learning for Justice

This article looks at the counter-pedagogical processes that may disrupt how children learn about race by positing a pedagogical process called Critical Race Parenting. By drawing upon counterstories of parenting I posit how Critical Race Parenting (CRP) becomes an educational praxis that can engage both parent and child in a mutual process of teaching and learning about race, especially ones that debunk dominant messages about race. And, in doing so, both parents and children have a deeper commitment to racial realism that does not allow for colorblind rhetoric to reign supreme.

The Teaching Alliance As A Framework For Advancing A Relationally Oriented And Jesuit Inspired Teaching And Research Agenda, Fernando Estrada

Journal of Catholic Education

While the interpersonal relationship between the student and teacher is important for learning, the quality of the student-teacher relationship in higher education and its effects on learning is understudied. Striving to enliven this area of study is the concept of the teaching alliance as understood through Jesuit tradition. The alliance defines the quality of the student-teacher relationship as the degree of shared agreement over the goals and tasks of a course, as well as the presence of a positive interpersonal bond. Through an Ignatian lens, this framework brings to focus themes in teaching that can bolster learning. An illustrative example …

Depictions Of The Middle Class In Magnolia Award Nominees, 2013-2015, Anna K. Rawls

Honors Theses

This study’s purpose was to research depictions of the middle social class in Magnolia Award nominees from the years 2013-2015. A flexible approach to qualitative content analysis that incorporated both deductive and inductive analysis was utilized to identify new frames, or portrayals, of middle class characters in this set of books. As a result of this analysis, several new frames of middle class characters were identified including young characters facing adult problems, being victims of teasing, and experiencing low levels of self-esteem. Additionally, a frame previously noted by Forest (2014b) that shows characters achieving upward mobility, or “rags-to-riches,” was found …

An Analysis Of Afterschool Programs In The United States, Caroline Jeter

Senior Theses

This study shows the effectiveness of afterschool programs in the United States. The beginning of this paper shows why afterschool programs have not been effective in academic improvement. It then leads to the conclusion that now we know what our goals are to achieve better results in academics. This is proven through multiple specific examples of improving academic achievement, establishing positive relationships, and exploring individual goals. My project describes specific afterschool programs and how they may achieve these goals in an effective way. In addition, my research cites statistics and quotes from teachers and students who have been a part …

Parental Influence On College Students’ Career Aspirations, Kristen Tillman

Honors College Theses

The purpose of this study was to investigate the level of influence parents had on the career decision making process for their children who are pre-service teachers. Participants were pre-service teachers in their final year in the teacher education program. Data were collected using both a survey and interviews. The data were then divided into two groups consisting of responses from the pre-service teachers who are children of educators and those who are children of non-educators. In comparing these two groups, this study revealed that the children of educators indicated a slightly greater parent influence on their career choices than …

Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which took place in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms.

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.’