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Full-Text Articles in Education
Design-Driven Innovation As Seen In A Worldwide, Values-Based Curriculum, Camey Andersen Hadlock, Jason K. Mcdonald
Design-Driven Innovation As Seen In A Worldwide, Values-Based Curriculum, Camey Andersen Hadlock, Jason K. Mcdonald
Faculty Publications
While instructional design’s technological roots have given it many approaches for process and product improvement, in most cases designers still rely on instructional forms that do not allow them to develop instruction of a quality consistent with that expressed by the field’s visionary leaders. As a result, often the teachers and students using instructional products remain confined by equally limiting views of instruction and learning that cannot help them achieve the outcomes the designer originally envisioned. In this paper we discuss how a relatively new design approach, design-driven innovation, can give instructional designers additional tools to shape the meaning …
A 5-Year Review Of Aahperd Poster Presentations In The Area Of Sport Education, David C. Barney, Brad Strand
A 5-Year Review Of Aahperd Poster Presentations In The Area Of Sport Education, David C. Barney, Brad Strand
Faculty Publications
One desired outcome of k-12 physical education is that all students will have positive experiences during their classes. If students have positive experiences in physical education, they will physically likely be physically active throughout their lives (Barney & Strand, 2008). Unfortunately, for some students the physical education experience has been boring, unnecessary, a waste of time, or just not cool (Rice, 1988). One tool physical educators can manipulate to ensure that student's have positive experiences in physical education, is the curriculum. Barney and Deutsch (2009) found that the curriculum used in a middle school program played a major role in …
Creating Mathematics Performance Assessments That Address Multiple Student Levels, Damon L. Bahr
Creating Mathematics Performance Assessments That Address Multiple Student Levels, Damon L. Bahr
Faculty Publications
In recent times there has been considerable commentary regarding the need to enhance mathematical assessment as evidenced by Numeracy, A Priority for All: Challenges for Australian Schools (2000). This emphasis on assessment is timely because although the mathematical reform movement has produced much-needed improvements in both curriculum and instruction, changes in assessment have not kept pace (Firestone & Schorr. 2004; Morgan, 1998). As Ridgeway (1998, p.2) states, "As an issue of policy, the implementation of standards-based curricula should always be accompanied by the implementation of standards-based assessment. In fact, incremental change in assessment systems will foster concurrent improvement in professional …