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Articles 1 - 12 of 12
Full-Text Articles in Education
Learning By Gaming: Supply Chain Management, Amr Arisha, Ayman Tobail, John Crowe
Learning By Gaming: Supply Chain Management, Amr Arisha, Ayman Tobail, John Crowe
Conference papers
Today's third level students are of a virtual generation, where online interactive multi-player games, virtual reality and simulations are a part of everyday life, making gaming and simulation a very important catalyst in the learning process. Teaching methods have to be more innovative to help students understand the complexity of decisions within dynamic supply chain environment. Interactive simulation games have the potential to be an efficient and enjoyable means of learning. A serious interactive business game, Automobile Supply Chain Management Game (AUSUM), has been introduced in this paper. Using theories learnt in class as a knowledge base, participants have to …
Editorial, Gary J Burkholder
Editorial, Gary J Burkholder
Higher Learning Research Communications
We are pleased to publish five essays as part of our co-sponsorship of the MAGIC (Methods, Aesthetics, & Genres in Communication) conference organized by the University of Petroleum and Energy Studies (UPES) in Dehradun, Uttarakhand, India. This conference was organized by Center for Professional Communication under the aegis of the College of Engineering Studies. The purpose of the conference was to bring together academicians and researchers to deliberate and discuss upon developing communication skills. The emphasis was on empowering the workforce with effective and sustainable communication skills. The conference also supports the efforts of Skill India to help enhance the …
Teaching Community College Students Strategies For Learning Unknown Words As They Read Expository Text, Leslie Craigo, Linnea C. Ehri, Manijeh Hart
Teaching Community College Students Strategies For Learning Unknown Words As They Read Expository Text, Leslie Craigo, Linnea C. Ehri, Manijeh Hart
Higher Learning Research Communications
An experiment was conducted to investigate methods that enable college students to learn the meaning of unknown words as they read discipline-specific academic text. Forty-one college students read specific passages aloud during three sessions. Participants were randomly assigned to three vocabulary learning interventions or a control condition. The interventions involved applying context, morphemic, and syntactic strategies; applying definitions; or applying both strategies and definitions to determine word meanings. Word learning and comprehension were measured during the interventions and in a transfer task to assess treatment effects on independent text reading. Results revealed that students in all three intervention groups outperformed …
A Review Of Listening To And Learning From Students, Deborah Meier
A Review Of Listening To And Learning From Students, Deborah Meier
Democracy and Education
A review of the book Listening to and Learning from Students, edited by Brian Schultz (Information Age Publishing, 2011).
A Review Of Not For Profit: Why Democracy Needs The Humanities, Laura A. Desisto
A Review Of Not For Profit: Why Democracy Needs The Humanities, Laura A. Desisto
Democracy and Education
A review of the book Not for Profit: Why Democracy Needs the Humanities, by Martha Nussbaum (Princeton University Press, 2010).
Let A Thousand Teachers Bloom. A Response To "Creating Communities", David L. Keiser Phd
Let A Thousand Teachers Bloom. A Response To "Creating Communities", David L. Keiser Phd
Democracy and Education
Public education in the United States is nominally inclusive and open to all, but is also nuanced and complicated, particularly for students with special learning needs or for English language learners. For refugee students, who may also belong to either or both these two groups, the challenge can be compounded by previous traumas to themselves and their families. Roxas’s description of teacher Patricia Engler illustrates how complicated, but ultimately doable, is the work of educating refugee youth. The key strategy that the article illustrated was the need for attention to connections between school and home life. The students experienced these …
Mathematics As Thinking. A Response To “Democracy And School Math”, Kasi C. Allen
Mathematics As Thinking. A Response To “Democracy And School Math”, Kasi C. Allen
Democracy and Education
Math education in the United States remains resistant to systemic change, and our country pays the price. Stemhagen's article "Democracy and School Math" further confirms this trend. Despite repeated calls for reform, decades of research on how people learn, millions of dollars invested in teacher professional development, and years of politicized debate, the math wars rage on—between those who believe students have the capacity to construct their own mathematical ideas and others who insist mastery of the traditional canon must come first. Meanwhile, algebra failure among secondary students remains rampant and elementary education majors report the greatest rates of math …
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Feel Free To Change Your Mind. A Response To "The Potential For Deliberative Democratic Civic Education", Walter Parker
Democracy and Education
Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a participation structure, and an instructional procedure; and it centers on Hanson and Howe’s autonomy-building fulcrum—exchanging reasons. At a key moment in SAC, students are invited to step out of an assigned role and to form their “own” position on the issue. Parker argues that SAC is one way to mobilize …
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy and Education
This article describes an empirical project that studied fourth-through-eighth-grade math teachers’ beliefs about teaching and learning and about the role of teaching and learning in broader society. Specifically, it examined relationships between teachers’ reported beliefs and their use of transmittal, constructivist, and democratic classroom practices. The article concludes with consideration about the difficulties inherent in attempting to use empirical research to study our broad educational aims, particularly our democratic ones.
Students Have Their Own Minds. A Response To “Beyond The Catch-22 Of School-Based Social Action Programs: Toward A More Pragmatic Approach For Dealing With Power”, Matthew Goldwasser
Students Have Their Own Minds. A Response To “Beyond The Catch-22 Of School-Based Social Action Programs: Toward A More Pragmatic Approach For Dealing With Power”, Matthew Goldwasser
Democracy and Education
In response to the authors’ work on finding a more pragmatic approach to dealing with power, this commentary calls into question the possibility of a preestablished agenda by the researchers, who struggled to engage high school students. There might have been a case of overly ambitious expectations at work; also, the authors confess to being in the school only once a week and that their students were themselves struggling to find their place in a new charter school with an emphasis on social action. This response challenges the authors to reexamine their wish to engage students with institutional power by …
Buscando La Libertad: Latino Youths In Search Of Freedom In School, Jason Irizarry
Buscando La Libertad: Latino Youths In Search Of Freedom In School, Jason Irizarry
Democracy and Education
Drawing from a two-year ethnographic study of Latino high school students engaged in youth participatory action research (YPAR), this article describes students’ quest for freedom in schools, locating their struggle within a larger effort to realize the democratic ideals of public schooling. Using Latino/a Critical Race Theory as a theoretical lens, the author demonstrates how popular discourse around the “achievement gap” often obscures the oppressive policies and practices implemented by educators that limit freedoms necessary for educational and personal development and profoundly influence the identities and life trajectories of Latino youth. The article concludes with an exploration of YPAR as …
Listening To The Voices Of Today’S Undergraduates: Implications For Teaching And Learning, Glenn A. Bowen Phd, Carol Burton, Christopher Cooper, Laura Cruz, Anna Mcfadden, Chesney Reich, Melissa Wargo
Listening To The Voices Of Today’S Undergraduates: Implications For Teaching And Learning, Glenn A. Bowen Phd, Carol Burton, Christopher Cooper, Laura Cruz, Anna Mcfadden, Chesney Reich, Melissa Wargo
Glenn A Bowen PhD
The landscape of higher education has changed with the presence of a new generation of college students. Current studies do not carry the voices of the new generation known as the Millennials. This article presents the findings of a qualitative study that explored the learning experiences of Millennial-generation undergraduates at a public comprehensive university. The researchers organized a series of focus groups designed primarily to determine how the undergraduates characterize their learning experiences. Five thematic categories of data emerged from the study, providing insights into students’ perceptions and motivations. The implications of the findings for teaching and learning are highlighted.