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Full-Text Articles in Education
Leading Horses To Water During A Pandemic: Assuring Communication Learning For "Quants", Thomas Hall
Leading Horses To Water During A Pandemic: Assuring Communication Learning For "Quants", Thomas Hall
International Journal for Business Education
Students who are attracted to quantitative disciplines of study can be reluctant to devote much attention to the important task of communicating, and previous research (Hostager, 2018) has identified statistically significant differences in learning approaches by major among undergraduate business students. This paper presents results of learning assurance for writing skills (direct measures) even when the content of the course relates to the highly quantitative topics of data analytics and finance. The approach combines various pedagogical methods in an undergraduate, writing-intensive setting: traditional testing but in an iterative framework, “flipped classroom” intensive work using spreadsheet software, repeated submission of brief …
Signature Pedagogy For Entrepreneurship Education: An Emerging Perspective, Ashley Gess, Eleonora Brivio, Gianluca De Leo
Signature Pedagogy For Entrepreneurship Education: An Emerging Perspective, Ashley Gess, Eleonora Brivio, Gianluca De Leo
International Journal for Business Education
Entrepreneurial ways of thinking and doing intersect with the knowledge and skills that a global citizen needs to thrive. There is a robust body of scholarship that identifies core entrepreneurial skills however there is a dearth of evidence addressing how to successfully teach entrepreneurship. Using the lens of experiential learning, this qualitative study examines the surface, deep, and implicit structures of professional entrepreneurial culture toward revealing a meaningful, authentic pedagogical approach for entrepreneurship education. In order to achieve this outcome, researchers utilized a semi-structured comparable multiple-case study design to engage 19 incubated entrepreneurs in focus group interviews. A replication strategy …
A Call For A Third Wave Of Ethnic Studies Curriculum. A Book Review Of Transformative Ethnic Studies In Schools: Curriculum, Pedagogy, & Research, Robert G. Unzueta Ii
A Call For A Third Wave Of Ethnic Studies Curriculum. A Book Review Of Transformative Ethnic Studies In Schools: Curriculum, Pedagogy, & Research, Robert G. Unzueta Ii
Democracy and Education
Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, & Research calls on our faculty, educators, community members, students, activists, and allies to usher in the third wave of ethnic studies curriculum into compulsory school conversation. At the center of ethnic studies curriculum, according to the authors, is a push for the humanization of our most dehumanized students in our society. At a time when institutions are grappling with how to move forward in response to the multiple national pandemics, this text offers a practical, sustainable, and evidence-based research, why we need ethnic studies curriculum in every classroom, including STEM.
Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore
Review Of The Vulnerable Heart Of Literacy: Centering Trauma As Powerful Pedagogy., Zipporah Galimore
The Language and Literacy Spectrum
In The Vulnerable Heart of Literacy: Centering Trauma as Powerful Pedagogy (2019), Elizabeth Dutro provides educators with heart-felt, inquiry-based strategies for using trauma as pedagogy in literacy classrooms. This book describes how to situate both educators and children to provide testimony and be critical witnesses in an effort to allow life knowledge, empathy, and wisdom be brought to classroom learning experiences. Dutro uses classroom vignettes and student work samples to illustrate how the concept of trauma as pedagogy can be applied across genres. Experiences and examples of literacy instruction in children's work from several elementary classrooms, from second grade through …
The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson
The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson
Teaching/Writing: The Journal of Writing Teacher Education
I argue that the threshold concepts of writing studies enable preservice writing teachers to meet several goals for the writing methods course: comprehending composition theory, understanding themselves as writers, and developing effective pedagogical practices. After introducing these concepts, I first outline how they—because they define writing as a subject of study and as an activity—bridge theoretical knowledge, pedagogical application, and personal writing practices. Second, I quote from my own students to illustrate the ways in which threshold concepts help preservice teachers reflect on their own writing practices and become thoughtful, theoretically informed teachers.
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Journal of Inquiry and Action in Education
This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …
Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio
Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio
Australian Journal of Teacher Education
This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more …
A Year On The Rock: A Methods Professor Returns To The Classroom, Bradley J. Burenheide
A Year On The Rock: A Methods Professor Returns To The Classroom, Bradley J. Burenheide
Educational Considerations
As a Methods Professor in a Research I institution in the Midwest and the largest education program in its respective state, I faced a crisis after ten years in higher education. The concern I faced was whether or not the repertoire I taught my students was appropriate and meaningful in their training. While staying abreast of current research and strategies, I wanted to ensure that my techniques were still applicable to working with students after ten years of less connection with classrooms. This article discusses the framework employed in the research experience as well as the big lessons that were …
The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost
The International Baccalaureate Learner Profile: A Social Justice Framework In The English Language Arts Classroom, Kristin Sovis, Sarah Pancost
Language Arts Journal of Michigan
“The International Baccalaureate Learner Profile: A Social Justice Framework in the English Language Arts Classroom," highlights the story of an expert secondary ELA teacher as she navigates the political climate in the wake of the 2016 presidential election. Through narrative, classroom anecdote, and pedagogical reflection, this story offers readers an authentic portrait of the complex decisions that face teachers as we navigate tenuous political terrain in our classrooms. Central to this story is the International Baccalaureate (IB) Learner Profile (LP), which is the framework from which this teacher operates: the IB LP serves as both the anchor and guide for …
"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis
"Returning To The Root" Of The Problem: Improving The Social Condition Of African Americans Through Science And Mathematics Education, Vanessa R. Pitts Bannister, Julius Davis, Jomo Mutegi, Latasha Thompson, Deborah Lewis
Catalyst: A Social Justice Forum
The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – …
Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett
Performing Pedagogy: Negotiating The “Appropriate” And The Possible In The Writing Classroom, Lesley Erin Bartlett
Teaching/Writing: The Journal of Writing Teacher Education
While the field of Composition and Rhetoric has long held that “good writing” is a construct, we haven’t thoroughly examined how “good teaching” is also a construct. Drawing from work in composition studies, rhetorical theory, and feminist theory, this essay builds on questions of identity, embodiment, and privilege to enrich conversations about writing pedagogy and teacher development and to offer writing teachers an interpretive lens through which to critically examine their pedagogical performances. I begin with the assumption that all acts of writing and teaching are performances, whether they are marked as such or not. Featuring two key rhetorical concepts, …
Toward Resonant, Imaginative Experiences In Ecological And Democratic Education. A Response To "Imagination And Experience: An Integrative Framework", Michael Derby, Sean Blenkinsop, John Telford, Laura Piersol, Michael Caulkins
Toward Resonant, Imaginative Experiences In Ecological And Democratic Education. A Response To "Imagination And Experience: An Integrative Framework", Michael Derby, Sean Blenkinsop, John Telford, Laura Piersol, Michael Caulkins
Democracy and Education
In this response to Fettes's "Imagination and Experience," the authors further consider the varieties of educational experience that inspire ecological flourishing and a living democracy. The essential interconnectedness of encounter-driven and language-driven ways of knowing are explored with particular reference to the authors' involvement in a research project at an innovative elementary school in British Columbia, Canada.