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Articles 1 - 13 of 13
Full-Text Articles in Education
Culturally Proficient Leadership May Not Be Efficient, Tami Williams
Culturally Proficient Leadership May Not Be Efficient, Tami Williams
Journal of Curriculum, Teaching, Learning and Leadership in Education
This paper addresses the need for developing culturally proficient educational leaders. Our experiences influence our mental models. Our mental models inform our attitudes, expectations, and behavior. Leaders in education are expected to influence current and future educational practices in ways that disrupt conditions of oppression in order to foster equity and justice. It is essential that educational leadership graduate work addresses the awareness of mental models, dimensions of diversity, deliberative thinking with reflection, and the value of student voice in order to integrate standards of culturally proficient leadership into daily behavior.
Are English Teachers The First Math Teachers? A Comparison Of English And Mathematics Syntax, Elliott Ostler, Jill Bruckner
Are English Teachers The First Math Teachers? A Comparison Of English And Mathematics Syntax, Elliott Ostler, Jill Bruckner
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract: The narrative presented hereafter will demonstrate the similarities of syntactic systems in formal written English and in generalized systems of standard computational algebra. The argument is made that algebraic systems can be taught using generalizations from written English syntax. This argument will be characterized in three parts: 1) describing the development of axiomatic systems in mathematics, 2) demonstrating the similar structure of the foundational elements used in English and mathematics, and 3) illustrating how mathematical process may be characterized by providing practical examples from written English.
Assessing Concerns And Leading Pedagogical Innovation In Higher Education: A Case Study Of The Arthur Lok Jack Graduate School Of Business, Kamla Mungal, Gour C. Saha
Assessing Concerns And Leading Pedagogical Innovation In Higher Education: A Case Study Of The Arthur Lok Jack Graduate School Of Business, Kamla Mungal, Gour C. Saha
Journal of Curriculum, Teaching, Learning and Leadership in Education
Studies of pedagogical innovation indicate that the implementation process is enhanced by addressing teachers’ concerns. Institutions address teacher preparedness mainly from the perspectives of their preparation and institutional support, without recognising teachers’ mental state and particular implementation concerns. This paper adopts the Concerns Based Adoption Model (CBAM) to examine the Stages of Concern (SoC) of faculty involved in the implementation of pedagogical reform. The standardized 35-item SoC questionnaire was sent online to 152 faculty members and 31 responses were obtained. The study found the faculty body had high levels of self-concerns, low levels of impact concerns and a willingness to …
The Power Of Multimodal Feedback, Breanne S. Campbell, Ann Feldmann
The Power Of Multimodal Feedback, Breanne S. Campbell, Ann Feldmann
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract: Feedback to students is most effective when it is timely, relevant and meaningful. English teachers spend many hours providing feedback on student writing and are disheartened as students disregard it. An English teacher and a technology specialist, while using available technology, set out to find a way to make the feedback process more streamlined, efficient, and something students would actually employ in the writing process. We discovered that utilizing technology tools available to provide on demand and archivable audio and visual feedback transforms the writing process and student responses are favorable.
Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad
Learning To Assess Student Understanding Through Formative And Summative Assessment, Sheryl Mcglamery, Saundra Shillingstad
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract: Following extensive discourse and observation (2015-2016) of pre-service teacher candidates’ engagement in academic field experiences in math, science, and social studies methods courses, two undergraduate methods professors noted that many of the teacher candidates struggled in the area of assessing student learning. We noted that pre-service teacher candidates struggled to differentiate between formative and summative assessment practices, struggled with knowing when and how to assess students during instruction, and lastly how to identify if student learning had occurred. This action research study reports the impact that modeling, teaching experience, and demonstrations of formative and summative assessment measures had on …
Listening To The Voice In The Field: Cooperating Teacher, Candidate And Supervisor Perspectives On Creating Collaborative Environments, Christina L. Wilcoxen
Listening To The Voice In The Field: Cooperating Teacher, Candidate And Supervisor Perspectives On Creating Collaborative Environments, Christina L. Wilcoxen
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract: The researcher surveyed teacher candidates, cooperating teachers and university supervisors in a teacher preparation program at a 4-year, public university. This article focuses on a four semester study surveying the perceptions of pre-service teachers, cooperating teachers and university supervisors as to the necessary elements for a collaborative framework in a co-teaching environment.
Advancing The Dialogue On Multicultural Instructional Approaches, Franklin Titus Thompson
Advancing The Dialogue On Multicultural Instructional Approaches, Franklin Titus Thompson
Journal of Curriculum, Teaching, Learning and Leadership in Education
Most teacher preparation programs and the state governments they answer to agree that education majors should receive training in multicultural education before being granted certification to teach. Agreement begins to break down, however, over the details of that instruction Results of this study show that teachers of tomorrow want multicultural education that is more sophisticated than the typical “blame-game” or “feel-good” paradigms of yesteryear’s efforts. It also shows that students are not fragile and prefer an eclectic instructional approach that has a critical pedagogy piece as its flagship. While all six proposed theoretical instructional approaches were accepted by respondents (N=368) …
The Impact Of Increased Hours And Supervision In Field Experience Practicums, Saundra Shillingstad, Sheryl Mcglamery
The Impact Of Increased Hours And Supervision In Field Experience Practicums, Saundra Shillingstad, Sheryl Mcglamery
Journal of Curriculum, Teaching, Learning and Leadership in Education
In recent years much has been written regarding the preparation and effects of the field experience involvement for pre-service teachers. In 2013 the Teacher Education Department (TED) faculty and Office of Field Placements at the University of Nebraska at Omaha (UNO) began an in depth review and examination of our pre-service teachers’ engagement during their field practicums in urban and suburban schools throughout the Omaha Metro area. The roundtable presentation will discuss the revisions that the TED has undergone in the last three years to improve courses that have a field practicum component, as well as the benefits and challenges …
Flipped Classroom: Overcoming Fear Of The Flip, Saundra Shillingstad
Flipped Classroom: Overcoming Fear Of The Flip, Saundra Shillingstad
Journal of Curriculum, Teaching, Learning and Leadership in Education
When asked to teach an undergraduate Human Growth and Learning (HGL) course with a practicum experience in a four- week summer session I had one question: How could the instructor cover a semester’s worth of content and engage the students in a field practicum experience in four weeks? I asked our College of Education Innovation, Design, Experience, Activities & Synergy (IDEAS) director Wendy the above question. Her immediate response was: “flip your classroom”. This paper will discuss the professor’s experience and satisfaction with the flipped classroom design and the results of students’ evaluation of the HGL flipped course.
Walking Through Apprehension: Beginning The Journey To Cultural Understanding, Connie L. Schaffer, Sarah Edwards, Nancy A. Edick
Walking Through Apprehension: Beginning The Journey To Cultural Understanding, Connie L. Schaffer, Sarah Edwards, Nancy A. Edick
Journal of Curriculum, Teaching, Learning and Leadership in Education
Within urban universities, programs often require students to complete experiences via partnerships with P-12 schools, community centers, or social service agencies located in urban centers. These experiences provide rich opportunities for students to apply, in real-world settings, what they study on campus. These experiences also provide opportunities for students to confront their perceptions of the urban neighborhoods in which the experiences occur. However, when students' perceptions are based primarily on stereotypes or negative media portrayals, they may enter into the experiences with apprehension, even fear. This manuscript describes one attempt of a large teacher preparation program to address this issue …
Coaching Teacher Candidates: What Does It Look Like? What Does It Sound Like?, Abigail J. Burke
Coaching Teacher Candidates: What Does It Look Like? What Does It Sound Like?, Abigail J. Burke
Journal of Curriculum, Teaching, Learning and Leadership in Education
Instructional coaching for reflection has traditionally not been part of teacher preparation. In addition, there is limited understanding of developmental coaching relationships within the context of field experience in teacher preparation programs. Reflection has increasingly been recognized as a central element of professional growth during teacher preparation. The purpose of this qualitative study was to explore the essence of instructional coaching between teacher candidates and an instructional coach as it relates to reflection of practice. Teacher educators would benefit by knowing more about the learning that occurs within the directed conversations between the instructional coach and teacher candidate. This study …
The Road To Hybrid Courses: Challenging Yet Rewarding, Phyllis K. Adcock
The Road To Hybrid Courses: Challenging Yet Rewarding, Phyllis K. Adcock
Journal of Curriculum, Teaching, Learning and Leadership in Education
Faculty who have good technology skills and are searching for a way to adapt a course into some form of a distance education course have a number of options. Faculty who have the support of a technology specialist who can share many opportunities such as collaboration technologies and digital media, enable more flexibility in how courses are delivered. The ability to reach beyond the four walls of a classroom has helped developed an attitude that faculty are looking for innovative methodology, using technology in the classroom. Online programs, hybrid courses, audio-video conferencing, and virtual office hours have the power to …
Problem-Based Learning And Two Studies Of The Journal Of Religion And Film: Self-Sacrifice And Music, Ken Derry
Problem-Based Learning And Two Studies Of The Journal Of Religion And Film: Self-Sacrifice And Music, Ken Derry
Journal of Religion & Film
This article offers a case study for using problem-based learning (PBL) in a religion and film course. PBL is an open-ended, experiential approach to teaching, which requires students to engage with a real world problem in groups. While many university classes are based on a lecture format and variations of that format, PBL asks students to take greater ownership of their learning. The problem drives what students will learn, how they will learn it, and what they produce to assess that learning. Students in a fourth-year PBL class at the University of Toronto Mississauga were given the following problem: analyze …