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Articles 1 - 8 of 8
Full-Text Articles in Education
Strategies For Teaching 21st Century Skills To Tomorrow's College Students, Ann Marie Smeraldi, Kenneth J. Burhanna, Joanna Mcnally, Jennifer Schwelik
Strategies For Teaching 21st Century Skills To Tomorrow's College Students, Ann Marie Smeraldi, Kenneth J. Burhanna, Joanna Mcnally, Jennifer Schwelik
Kenneth Burhanna
Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills. The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.
Knowledge, Belief And Science: Methods For Teaching Vce Philosophy – Unit 4, Area Of Study 2, Jacob Pearce, D Vine
Knowledge, Belief And Science: Methods For Teaching Vce Philosophy – Unit 4, Area Of Study 2, Jacob Pearce, D Vine
Dr Jacob Pearce
No abstract provided.
Ya Me Fui! When English Learners Consider Leaving School, Jeanmarie Hamilton Boone
Ya Me Fui! When English Learners Consider Leaving School, Jeanmarie Hamilton Boone
Jeanmarie Hamilton Boone
This study examines narratives of English learners who have either dropped out or considered dropping out as a result of their experience in high school. This research seeks to determine at which point students left or considered leaving school, which often goes undetected in traditional quantitative data collection methods. The common themes that emerged in these narratives are examined in light of existing research. Researchers have suggested the following reasons English learners leave high school before earning a high school diploma: employment, limited English skills, disciplinary problems, poor grades, and not feeling a “sense of belonging” to the school. The …
Planting The Seeds Of Computational Thinking: An Introduction To Programminsuitable For Inclusion In Stem Curriculag, Eric A. Freudenthal, Art Duval, Sarah Hug, Alexandria N. Ogrey, Kien H. Lim, Catherine Tabor, Rebeca Q. Gonzalez, Alan Siegel
Planting The Seeds Of Computational Thinking: An Introduction To Programminsuitable For Inclusion In Stem Curriculag, Eric A. Freudenthal, Art Duval, Sarah Hug, Alexandria N. Ogrey, Kien H. Lim, Catherine Tabor, Rebeca Q. Gonzalez, Alan Siegel
Kien H Lim
Inadequate math preparation discourages many capable students – especially those from traditionally underrepresented groups – from pursuing or succeeding in STEM academic programs. iMPaCT is a family of―"Media Propelled" courses and course enrichment activities that introduce students to―"Computational Thinking." iMPaCT integrates exploration of math and programmed computation by engaging students in the design and modification of tiny programs that render raster graphics and simulate familiar kinematics. Through these exercises, students gain experience and confidence with foundational math concepts necessary for success in STEM studies, and an understanding of programmed computation. This paper presents early results from our formal evaluation of …
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.
Addressing The Multiplication Makes Bigger And Division Makes Smaller Misconceptions Via Prediction And Clickers, Kien Lim
Kien H Lim
This article presents a lesson that uses prediction items, clickers and visuals via PowerPoint slides to help prospective middle-school teachers address two common misconceptions: multiplication makes bigger and division makes smaller (MMB–DMS). Classroom research was conducted to explore the viability of such a lesson. Results show that the lesson was effective in creating awareness that multiplication does not always make bigger and division does not always makes smaller, uncovering students’ misconceptions, and providing opportunities for students to learn from mistakes. Students liked the activity for various reasons, such as getting to learn certain mathematical ideas, to think about the problems, …
Queensland Teachers’ Conceptions Of Assessment: The Impact Of Policy Priorities On Teacher Attitudes, Gavin Brown, Robert Lake, Gabrielle Matters
Queensland Teachers’ Conceptions Of Assessment: The Impact Of Policy Priorities On Teacher Attitudes, Gavin Brown, Robert Lake, Gabrielle Matters
Dr Gabrielle Matters
The conceptions Queensland teachers have about assessment purposes were surveyed in 2003 with an abridged version of the Teacher Conceptions of Assessment Inventory. Multi-group analysis found that a model with four factors, somewhat different in structure to previous studies, was statistically different between Queensland primary and (lower) secondary teachers. Primary teachers agreed more than secondary teachers that ‘assessment improves teaching and learning’, while the latter agreed more that it ‘makes students accountable’. The inter-correlation of ‘assessment is irrelevant’ to ‘makes students accountable’ was statistically stronger for primary teachers. Teacher beliefs reflected the differing practices of assessment by level of schooling.
Presentation Handout For Doctoral Defense, Anu Vedantham
Presentation Handout For Doctoral Defense, Anu Vedantham
Anu Vedantham
No abstract provided.