Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Quantitative, Qualitative, Comparative, and Historical Methodologies (3)
- Social and Behavioral Sciences (3)
- Sociology (3)
- Educational Assessment, Evaluation, and Research (2)
- Social Statistics (2)
-
- Computer Sciences (1)
- Curriculum and Instruction (1)
- Curriculum and Social Inquiry (1)
- Education Policy (1)
- Educational Administration and Supervision (1)
- Educational Leadership (1)
- Educational Methods (1)
- Educational Psychology (1)
- Elementary Education and Teaching (1)
- Elementary and Middle and Secondary Education Administration (1)
- Higher Education (1)
- Instructional Media Design (1)
- Junior High, Intermediate, Middle School Education and Teaching (1)
- Other Education (1)
- Other Teacher Education and Professional Development (1)
- Physical Sciences and Mathematics (1)
- Public Affairs, Public Policy and Public Administration (1)
- Scholarship of Teaching and Learning (1)
- Social and Philosophical Foundations of Education (1)
- Teacher Education and Professional Development (1)
- Publication Type
Articles 1 - 4 of 4
Full-Text Articles in Education
The Moral Call To Learn: A Qualitative Investigation Of Encounters With Unfamiliarity In Everyday Life, Jonathan S. Spackman, Stephen C. Yanchar, Edwin E. Gantt
The Moral Call To Learn: A Qualitative Investigation Of Encounters With Unfamiliarity In Everyday Life, Jonathan S. Spackman, Stephen C. Yanchar, Edwin E. Gantt
The Qualitative Report
This qualitative study explored the moral aspects of learners’ “encounters with unfamiliarity” in their everyday experiences. The encounter with unfamiliarity, as a basic phenomenon within the conceptual framework of embodied familiarization, was investigated using a multiple case study approach (Stake, 2006). Findings from this study are presented first as brief case narratives and second as themes based on a cross-case analysis. Themes of the study point to the nature and significance of the encounter as a part of learning, often as an invitation with a kind of moral significance that called participants to learn, or not learn, in particular ways. …
Becoming And Being A Student: A Heideggerian Analysis Of Physiotherapy Students’ Experiences, Claire Hamshire, Kirsten Jack
Becoming And Being A Student: A Heideggerian Analysis Of Physiotherapy Students’ Experiences, Claire Hamshire, Kirsten Jack
The Qualitative Report
This three-year, longitudinal, narrative study sought to explore physiotherapy students’ stories of their undergraduate experiences to gain an insight into the process of being a student, with an interpretation of the philosophy of Heidegger as a possible horizon for understanding. The central aim was to listen to students’ stories told in their own words over a series of narrative interviews throughout their degree programme. The first author [CH] interviewed six students a minimum of five occasions and at each interview they were encouraged with a narrative prompt to tell the stories of their experiences as a series of episodes beginning …
The Nature Of Teacher Learning In Collaborative Data Teams, Robert Michaud
The Nature Of Teacher Learning In Collaborative Data Teams, Robert Michaud
The Qualitative Report
As data teams have grown in popularity in recent years, they have been increasingly looked to by educational researchers because of the tantalizing prospect of combining teachers’ on the job professional development with increased and effective data use to drive instruction. Data teams have been increasingly implemented within schools by educational leaders attempting to take advantage of what teachers learn from each other in the context of a data team. Many conceptual models of data team function have been proposed, but few empirical studies have examined how teachers learn from collaborating with each other in a data team. This paper …
The Effects Of Time-Compression And Learner-Control In Multimedia Instruction, Jason Alan Pittman
The Effects Of Time-Compression And Learner-Control In Multimedia Instruction, Jason Alan Pittman
CCE Theses and Dissertations
There is a significant gap in the body of knowledge concerning time-compressed multimedia instruction. Although research indicates that there is no loss in learning through well-designed multimedia instruction compressed at 25%, research is lacking that analyzes the effects of time-compression with learner-control included in the multimedia instruction. The aim of the study was to address this gap in the research by integrating learner-control into the interface of a time-compressed multimedia instructional lesson using similar methodologies from previous research.
Effects were analyzed of time-compressed learner-controlled multimedia instruction on learning and perceived cognitive load. Additionally, the researcher employed a participant population from …