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Full-Text Articles in Education
Standing My Ground: Reflections Of A Queer Indian Immigrant Professor In The U.S. Classroom, Umeeta Sadarangani
Standing My Ground: Reflections Of A Queer Indian Immigrant Professor In The U.S. Classroom, Umeeta Sadarangani
Umeeta Sadarangani
No abstract provided.
3d Technologies At Brockport. What's Next?, Gregory Toth, Kim Myers, Ken Wierzbowski, Wendy Prince
3d Technologies At Brockport. What's Next?, Gregory Toth, Kim Myers, Ken Wierzbowski, Wendy Prince
Kim Myers
Presentation on 3D printing and related technologies made at The College at Brockport's Center for Excellence in Learning and Teaching (CELT). Provides a broad overview of 3D technologies and applications, describes implementation and initial reception of 3D printing in The College's Drake Memorial Library as well as programs at Cornell University and SUNY New Paltz. Reviews potential applications of these technologies in the teaching/learning environment and expansion to a yearlong Faculty Learning Community focus and/or a campus makerspace.
Cloud-Based Tools Are Leveling The Playing Field In Localization Training, Uwe Muegge
Cloud-Based Tools Are Leveling The Playing Field In Localization Training, Uwe Muegge
Uwe Muegge
Until recently, teaching a translation technology course required that either the student or the institution make a substantial financial investment in software licenses and expensive hardware. Today, cloud-based technology lets institutions add basic localization courses to their curriculum without investing heavily in infrastructure first.
The Nature Of Science: A Perspective From The Philosophy Of Science, Juli T. Eflin, Stuart Glennan, George Reisch
The Nature Of Science: A Perspective From The Philosophy Of Science, Juli T. Eflin, Stuart Glennan, George Reisch
Stuart Glennan
In a recent article in this journal, Brian Alters (1997) argued that, given the many ways in which the nature of science (NOS) is described and poor student responses to NOS instruments such as Nature of Scientific Knowledge Scale (NSKS), Nature of Science Scale (NOSS), Test on Understanding Science (TOUS), and others, it is time for science educators to reconsider the standard lists of tenets for the NOS. Alters suggested that philosophers of science are authorities on the NOS and that consequently, it would be wise to investigate their views of current NOS tenets. To that end, he conducted a …
Rethinking Classroom Participation, Rita Gardiner
Rethinking Classroom Participation, Rita Gardiner
Rita A Gardiner
Within the classroom, feelings of alienation can adversely affect students’ ability to speak, and thus serve to reproduce social inequities. This is especially the case with some first year students who may not have had many opportunities to speak, as well as students from different cultures where talking in class may not be the norm. To help mitigate power imbalances, it is necessary to develop a diversity of teaching practices and approaches to learning to ensure that each student feels that her class participation counts. In this workshop, I want to consider ways in which it is possible to encourage …
An Ontological Notion Of Learning Inspired By The Philosophy Of Hannah Arendt, James Magrini
An Ontological Notion Of Learning Inspired By The Philosophy Of Hannah Arendt, James Magrini
James M Magrini
No abstract provided.
Dialectic And Dialogue In Plato: Revisiting The Image Of "Socrates-As-Teacher" In The Hermeneutic Pursuit Of Authentic Paideia, James Magrini
Dialectic And Dialogue In Plato: Revisiting The Image Of "Socrates-As-Teacher" In The Hermeneutic Pursuit Of Authentic Paideia, James Magrini
James M Magrini
No abstract provided.
Pursuing E-Opportunities In The History Classroom, Mark T. Tebeau
Pursuing E-Opportunities In The History Classroom, Mark T. Tebeau
Mark Tebeau
Provides information on utilizing electronic opportunities when teaching U.S. history. Factors influencing electronic opportunities for innovations in U.S. history teaching; Issues on historical content on the Internet and filtering information; Impact of information technology on how and when students learn.
Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory
Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory
Marshall W. Gregory
In considering how curriculum and teaching influence education, it is revealing to note that most faculty members treat curriculum the way bankers treat investments. They generally spend much time, planning, and careful thought on curricular matters-reasoning here, analyzing there, relying on experience, and carefully considering both the long-term and short-term dividends of knowledge - but when it comes to teaching, many faculty members operate less like bankers and more like barnstormers, flying by the seat of their pants and guiding themselves primarily by instinct or by repeating whatever worked yesterday.
Putting History Teaching 'In Its Place', Keith A. Erekson
Putting History Teaching 'In Its Place', Keith A. Erekson
Keith A Erekson
Recent literature on history teaching has emphasized "doing history"—whether as "active learning," "historical thinking," or reading photocopies of primary sources. This paper extends the discussion of a "signature pedagogy" of history teaching and learning to include attention to the places where historians do history--in the archives and at the presenter's podium. It presents a case study of effective teaching from the 1920s and 1930s and provides recommendations for helping students to research in nearby archives (such as the home) and present their findings to public audiences.
Working To Recover The Essence Of Education For The Sake Of Teaching And Teacher Education: Towards A Phenomenological Understanding Of The Forgotten, Ontological Aspects Of Learning, James Magrini
James M Magrini
The current definition of a good teacher is grounded in sets of pre-determined competencies established and imposed upon schools by bureaucratic organizations that are, proximally and for the most part, removed from the foundational elements of education, namely, the existential, embodied conscious experience of teaching and learning as it unfolds in the lived world of schools and universities. As Pinar (2004) observes, contemporary American education is deterministic, and "in its press for efficiency and standardization,' has the effect of reducing "teachers to automata" (p. 28). Thus, the subject-hood, or authentic identity, of both teachers and students is not of their …
Do We Teach Disciplines Or Do We Teach Students?—What Difference Does It Make?, Marshall W. Gregory
Do We Teach Disciplines Or Do We Teach Students?—What Difference Does It Make?, Marshall W. Gregory
Marshall W. Gregory
The single most difficult notion for graduate students and new professors to grasp about teaching--and, indeed, many experienced teachers never grasp this point either--is that successful teaching to undergraduates has little to do with the degree of one's mastery of disciplinary knowledge.
Learning To Transgress: Embedded Pedagogies Of The Gothic, Jan Wellington
Learning To Transgress: Embedded Pedagogies Of The Gothic, Jan Wellington
Jan Wellington
No abstract provided.
Take A Deep Breath: On Not Losing The Turtle In The Technology, Marilyn R. Pukkila
Take A Deep Breath: On Not Losing The Turtle In The Technology, Marilyn R. Pukkila
Marilyn R. Pukkila
Understanding media messages and selecting worthwhile sources of information require the ability to analyze and deconstruct messages.
Synthesis And Hope, Rowan Cahill
Synthesis And Hope, Rowan Cahill
Rowan Cahill
A collection of the author's articles on school teaching and education, previously published in non-academic journals during the 1980s and early 1990s, and mainly drawing on the author's extensive classroom experience.