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Articles 31 - 60 of 64
Full-Text Articles in Education
Examining Students’ Experiences As A Foundation For Multicultural Curriculum Development, Candace Schlein, Elaine Chan
Examining Students’ Experiences As A Foundation For Multicultural Curriculum Development, Candace Schlein, Elaine Chan
Department of Teaching, Learning, and Teacher Education: Faculty Publications
CANADA IS BECOMING increasingly diverse through immigration and the birth of children into immigrant families (Statistics Canada, 2007a, 2007b, 2007c, 2008). This cultural pluralism is also reflected in school communities. Thus, there is a related growing requisite for issues of educational quality to be defined according to notions pertaining to multicultural education in order for educators to identify and to develop innovative ways of meeting the needs of diverse classroom populations. Moreover, there is a progressive need for pre–service and in–service educators to learn about effective ways of working with English Language Learners (ELLs) to support their rapid integration into …
The Fear Of Art And The Art Of Fear, Stephanie A Baer
The Fear Of Art And The Art Of Fear, Stephanie A Baer
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Prospective teachers often walk into my course, Arts in the Elementary Classroom, carrying a guarded consciousness that constrains unencumbered artistic exploration. My responsibility as their instructor is to question mantras that reflect insecurity in process and make pedagogical use of their fears. Through studying the nature of these fears throughout the course, I find growing awareness of how students’ fears can lead to more embodied understandings of what it means to learn and teach with the arts, recovering a more complex process of reflection and a holistic understanding of what it means to be an artist and teacher.
A Longitudinal Study Of Teaching Practice And Early Career Decisions: A Cautionary Tale, Marilyn Cochran-Smith, Patrick Mcquillan, Kara Mitchell Viesca, Dianna Gahlsdorf Terrell, Joan Barnatt, Lisa D’Souza, Cindy Jong, Karen Shakman, Karen Lam, Ann Marie Gleeson
A Longitudinal Study Of Teaching Practice And Early Career Decisions: A Cautionary Tale, Marilyn Cochran-Smith, Patrick Mcquillan, Kara Mitchell Viesca, Dianna Gahlsdorf Terrell, Joan Barnatt, Lisa D’Souza, Cindy Jong, Karen Shakman, Karen Lam, Ann Marie Gleeson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Although the turnover rate among beginning teachers has been a major concern for some time, most studies do not link teacher retention with teaching practice. In contrast, this study looks specifically at career decisions coupled with practice. Guided by a view of teaching as social and cultural practice, the study used multiple qualitative data sources, including extensive observations, interviews, and samples of teachers’ and students’ work. Based on within and cross-case analysis of 15 cases at four distinct time points within a 5-year period, the authors identified multiple patterns of teaching practice linked to early career decisions, which reflect considerable …
Improving Elementary American Indian Students’ Math Achievement With Inquiry-Based Mathematics And Games, Jamalee Stone, Edmund T. Hamann
Improving Elementary American Indian Students’ Math Achievement With Inquiry-Based Mathematics And Games, Jamalee Stone, Edmund T. Hamann
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Project Inquiry-Based Mathematics was a National Science Foundation Math-Science Partnership implemented in a Great Plains city school district with a significant K-12 Native American population. One goal of the project was to reduce the achievement gap between Native American and non-Native students enrolled in the district. This gap reduction was to be achieved using inquiry-based mathematics curricula along with cognitively guided instructional strategies, particularly at the elementary level. This study focuses on whether inquiry-based mathematics strategies were consistently implemented in three fifth-grade classrooms at K-5 elementary schools with significant Native American student populations. Test result of Native American students at …
Book Review: North Pole, South Pole: The Epic Quest To Solve The Great Mystery Of Earth’S Magnetism By Gillian Turner, Elizabeth B. Lewis
Book Review: North Pole, South Pole: The Epic Quest To Solve The Great Mystery Of Earth’S Magnetism By Gillian Turner, Elizabeth B. Lewis
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Gillian Turner’s first book, North Pole, South Pole: The Epic Quest to Solve the Great Mystery of Earth’s Magnetism, provides a thorough, historical accounting of scientific discovery of the earth’s magnetism, magnetic field, and its resulting effects. Turner is a senior lecturer in physics and geophysics at Victoria University in Wellington, New Zealand, and her writing possesses the voice of both a teacher and storyteller. She meticulously traces the history of our scientific understanding of magnetism, the scientists who were intrigued by the phenomena, and the innumerable research efforts to solve the puzzle of earth’s magnetism and its effects …
Contextualizing The Path To Academic Success: Culturally And Linguistically Diverse Students Gaining Voice And Agency In Higher Education, Melissa Holmes, Cristina Fanning, Amanda Morales, Pedro Espinoza, Socorro Herrera
Contextualizing The Path To Academic Success: Culturally And Linguistically Diverse Students Gaining Voice And Agency In Higher Education, Melissa Holmes, Cristina Fanning, Amanda Morales, Pedro Espinoza, Socorro Herrera
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This ethnographic case study documents the experiences of culturally and linguistically diverse (CLD) first-generation immigrant students as they developed their sense of voice and personal agency at a predominantly White, Midwestern university. The study is framed within the larger context of an ongoing, longitudinal study on the BESITOS (Bilingual/Bicultural Education Students Interacting To Obtain Success) model of recruitment and retention (Herrera & Morales, 2005; Herrera, Morales, Holmes, & Terry, 2011-2012), which was developed in 1999 to address the multifaceted assets and needs of Latina/o learners in higher education. The model takes into account literature on CLD student recruitment and retention …
Rural Latino High School Students Considering Identity And Belonging Through Comparative Study Of Newcomer Youth In South Africa, Edmund T. Hamann, Saloshna Vandeyar, Janet M. Eckerson
Rural Latino High School Students Considering Identity And Belonging Through Comparative Study Of Newcomer Youth In South Africa, Edmund T. Hamann, Saloshna Vandeyar, Janet M. Eckerson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Precipitated by an arranged but unusual classroom activity — eight Latina immigrant high school students in the rural u.s. Midwest interviewing a visiting South African scholar of immigration and transnationalism — this study captures their deliberations as the consideration of youth immigration to South Africa compels their own autobiographic reflections on who they are, where they are 'of', and with what ethnic groups or nationalities they feel affiliation or welcome. For purposes of bracketing, it also juxtaposes the students' voices with those of the three coauthors: their classroom teacher of Spanish as a heritage language, the visiting scholar from South …
Professional Development For Geographically Dispersed Faculty, Emily Donnelli-Sallee, Amber Dailey-Hebert, B. Jean Mandernach
Professional Development For Geographically Dispersed Faculty, Emily Donnelli-Sallee, Amber Dailey-Hebert, B. Jean Mandernach
To Improve the Academy: A Journal of Educational Development
No abstract provided.
The Gentle Art Of Mentoring In Higher Education, Nancy H. Barry
The Gentle Art Of Mentoring In Higher Education, Nancy H. Barry
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Understanding Intersecting Processes, Kristen A. Renn
Understanding Intersecting Processes, Kristen A. Renn
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Implementing A University Learning Consortium For Shared Communication And Proactive Campus Change, David W. Schumann, Dorian Stiefel, Michelle Corvette, Chutney W. Guyton
Implementing A University Learning Consortium For Shared Communication And Proactive Campus Change, David W. Schumann, Dorian Stiefel, Michelle Corvette, Chutney W. Guyton
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Researching The Impact Of Educational Development, Nancy Van Note Chism, Matthew Holley, Cameron J. Harris
Researching The Impact Of Educational Development, Nancy Van Note Chism, Matthew Holley, Cameron J. Harris
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Organizational Strategies For Fostering Faculty Racial Inclusion, Dannielle Joy Davis, Edward J. Brantmeier, Robert Torosyan, Hyacinth E. Findlay
Organizational Strategies For Fostering Faculty Racial Inclusion, Dannielle Joy Davis, Edward J. Brantmeier, Robert Torosyan, Hyacinth E. Findlay
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Time To Raise Questions About Student Ratings, Linda B. Nilson
Time To Raise Questions About Student Ratings, Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Using Small Group Individual Diagnosis To Improve Online Instruction, Jennifer H. Herman, Melissa Langridge
Using Small Group Individual Diagnosis To Improve Online Instruction, Jennifer H. Herman, Melissa Langridge
To Improve the Academy: A Journal of Educational Development
No abstract provided.
About The Authors, Volume 31 (2012)
About The Authors, Volume 31 (2012)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 31 (2012) of To Improve the Academy: A Journal of Educational Development.
The Donors Next Door; Raising Funds From Faculty For Faculty Development Centers, Genevieve G. Shaker, Megan M. Palmer
The Donors Next Door; Raising Funds From Faculty For Faculty Development Centers, Genevieve G. Shaker, Megan M. Palmer
To Improve the Academy: A Journal of Educational Development
No abstract provided.
A Comparison Of Faculty And Student Perspectives On Course Evaluation Terminology, Carol Lauer
A Comparison Of Faculty And Student Perspectives On Course Evaluation Terminology, Carol Lauer
To Improve the Academy: A Journal of Educational Development
No abstract provided.
What Educational Developers Need To Know About Faculty-Artists In The Academy, Natasha Haugnes, Hoag Holmgren, Martin Springborg
What Educational Developers Need To Know About Faculty-Artists In The Academy, Natasha Haugnes, Hoag Holmgren, Martin Springborg
To Improve the Academy: A Journal of Educational Development
No abstract provided.
An Exploration Of The Spiritual Roots Of The Midcareer Faculty Experience, Virginia S. Lee, Dorothe J. Bach, Richard N. Muthiah
An Exploration Of The Spiritual Roots Of The Midcareer Faculty Experience, Virginia S. Lee, Dorothe J. Bach, Richard N. Muthiah
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Please Read While Texting And Driving, C. Edward Watson, Krista P. Terry, Peter E. Doolittle
Please Read While Texting And Driving, C. Edward Watson, Krista P. Terry, Peter E. Doolittle
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Tweeting #Podhbcu, Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle
Tweeting #Podhbcu, Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Collaborating With Faculty To Design Active Learning With Flexible Technology, Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey
Collaborating With Faculty To Design Active Learning With Flexible Technology, Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Acknowledgments, Volume (20), James E. Groccia
Acknowledgments, Volume (20), James E. Groccia
To Improve the Academy: A Journal of Educational Development
Acknowledgments for volume 31 (2012) of To Improve the Academy: A Journal of Educational Development, by James E. Groccia of Auburn University.
Examining Effective Faculty Practice, Allison Brckalorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole
Examining Effective Faculty Practice, Allison Brckalorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Supporting International Faculty, Cutting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert
Supporting International Faculty, Cutting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Tough-Love Consulting, Allison P. Boye, Suzanne Tapp
Tough-Love Consulting, Allison P. Boye, Suzanne Tapp
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Preface, Volume 31 (2012), James E. Groccia
Preface, Volume 31 (2012), James E. Groccia
To Improve the Academy: A Journal of Educational Development
Preface to volume 31 (2012) of To Improve the Academy: A Journal of Educational Development, by James E. Groccia of Auburn University.
Faculty Engagement In Program-Level Outcomes Assessment, Elizabeth L. Evans
Faculty Engagement In Program-Level Outcomes Assessment, Elizabeth L. Evans
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Millennial Students, Michele Dipietro
Millennial Students, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
No abstract provided.