Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 10 of 10
Full-Text Articles in Education
Strategies To Support Open Educational Resources For Student Success: Case Examples From Oregon, Robin M. Ashford
Strategies To Support Open Educational Resources For Student Success: Case Examples From Oregon, Robin M. Ashford
Faculty Publications - George Fox University Libraries
Presentation on Open Textbooks outlines how colleges can leverage freely available, peer-reviewed content to increase student success and completion, reduce costs for students and more. Open Textbook Initiatives are highlighted from five Oregon institutions of higher education. Specifics of the George Fox University Open Textbook Initiative are shared along with student savings totals for the pilot initiative that took place during the Fall 2016 / Spring 2017 academic year.
An Open Textbook Initiative & Library Textbook Affordability Program, Robin M. Ashford
An Open Textbook Initiative & Library Textbook Affordability Program, Robin M. Ashford
Faculty Publications - George Fox University Libraries
Through an internal grant, George Fox University embarked on a Textbook Affordability Program, joining the Open Textbook Network and incentivizing faculty to consider adopting open textbooks for their courses. In the 2016-17 school year, this program saved George Fox University students over $118,000.
Preservice Teachers' Temperature Stories For Integer Addition And Subtraction, Nicole Wessman-Enzinger, Jennifer M. Tobias
Preservice Teachers' Temperature Stories For Integer Addition And Subtraction, Nicole Wessman-Enzinger, Jennifer M. Tobias
Faculty Publications - College of Education
Ninety-eight elementary and middle school preservice teachers posed eight stories for integer addition and subtraction number sentences. Stories that were posed about temperature were analysed using a modified Marthe‘s (1979) framework for integer problem types. This framework was modified based on the stories provided by the preservice teachers. This paper reports on the problem types utilized by the preservice teachers. Results highlight that preservice teachers do not frequently use some problem types. Also, results may indicate that some number sentence types (e.g., -23 – -5=☐) support different problem types (e.g., State-State-Translation).
International Integer Curriculum Comparison, Laura Bofferding, Nicole Enzinger
International Integer Curriculum Comparison, Laura Bofferding, Nicole Enzinger
Faculty Publications - College of Education
A discussion group met and discussed the current state of research in the domain of integers at the joint PME 38 and PME-NA 36 meetings (Bofferding, Wessman- Enzinger, Gallardo, Salinas, & Peled, 2014). During these meetings productive discussion revolved around what it meant to understand integers. Additionally, the organisers presented a literature review of the research on integers from all of the PME and PME-NA proceedings, which the group discussed. At the conclusion of this meeting, the group expressed interest in investigating integers further together by pursuing an international curriculum comparison study. This working group aims to begin this curriculum …
Alice's Drawings For Integer Addition And Subtraction Open Number Sentences, Nicole Enzinger
Alice's Drawings For Integer Addition And Subtraction Open Number Sentences, Nicole Enzinger
Faculty Publications - College of Education
Alice, a fifth grader who participated in twelve weeks of a teaching experiment on integer addition and subtraction, produced drawings as part of her strategy for solving integer addition and subtraction open number sentences. The drawings she created during the twelve weeks of the teaching experiment were analyzed and grouped into the following categories: Single Set of Objects, Double Set of Objects, Number Paths & Number Lines, and Number Sentences. These drawings provide insight into how children may directly model or count when solving integer addition and subtraction problems.
A New Spin On Fair Sharing, Megan Wickstrom, Nicole Wessman-Enzinger
A New Spin On Fair Sharing, Megan Wickstrom, Nicole Wessman-Enzinger
Faculty Publications - College of Education
Students often have difficulties making connections between rational number concepts and their relationships to other mathematical applications and real world situations (Johanning, 2008). Researchers have advocated that students should experience using rational numbers with multiple and varied models integrated into context (Empson & Levi, 2011). In this article, we discuss a lesson that drew upon probabilistic reasoning as a means to help students connect rational number reasoning to real world situations. Probabilistic situations act as an extension to rational numbers in that they often involve fractional models and encourage students to reason through topics, such as part to whole relationships …
The Impact Of The Peace Curriculum: One School's Story, Eloise Hockett, John Muhanji
The Impact Of The Peace Curriculum: One School's Story, Eloise Hockett, John Muhanji
Faculty Publications - College of Education
No abstract provided.
Peace Curriculum For Friends High Schools In Kenya, Eloise Hockett, Lon Fendall
Peace Curriculum For Friends High Schools In Kenya, Eloise Hockett, Lon Fendall
Faculty Publications - College of Education
No abstract provided.
The Growth Of The Christian Church (Chapter 2 Of "Expressions Of Faith"), Ken Badley, Dana Antayá-Moore, Amy Kostelyk
The Growth Of The Christian Church (Chapter 2 Of "Expressions Of Faith"), Ken Badley, Dana Antayá-Moore, Amy Kostelyk
Faculty Publications - College of Education
Aimed at 7th-graders in Canada, this textbook uses stories to educate about the world's major religions. Chapter 2, posted here, covers the rise of Christianity.
Teacher Resistance To Implementation, Ken R. Badley
Teacher Resistance To Implementation, Ken R. Badley
Faculty Publications - College of Education
Excerpt: "When teachers first confront the requirement that they implement some new idea or method into their teaching, they can respond in any of several ways. If we view on a continuum the many possible responses to such a requirement, we will see on one end those teachers who flatly refuse to make any changes. They may rationalize that their pedagogy requires no change or that they already know better than curriculum designers and consultants what needs to occur in their own classrooms and' even in classrooms in general. Jumping to the other extreme of our continuum, we find those …