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Articles 1 - 9 of 9
Full-Text Articles in Education
Cooperative Learning In The Inclusive Physical Education Setting: A Case Study, Wendy Dowler, Roselyn Dixon, Gregg Rowland
Cooperative Learning In The Inclusive Physical Education Setting: A Case Study, Wendy Dowler, Roselyn Dixon, Gregg Rowland
Rose Dixon
The purpose of this qualitative case study was to examine the development and implementation of a six-week cooperative learning intervention in a secondary school inclusive physical education class that included a student with a mild intellectual disability. The social interaction behaviours of this student with her peers were the dependent variables for analysis. Participants were a 14year old female student with a mild intellectual disability, 26 of her peers without a disability and the Head Physical and Health Education teacher. Data were gathered through interviews, focus groups, observation and a teacher journal. The following themes emerged from the study and …
Learning Preferences And Impacts Of Education Programs In Dog Health Programs In Five Rural And Remote Indigenous Australian Communities, Roselyn Dixon, Sophie Constable, Robert Dixon
Learning Preferences And Impacts Of Education Programs In Dog Health Programs In Five Rural And Remote Indigenous Australian Communities, Roselyn Dixon, Sophie Constable, Robert Dixon
Rose Dixon
As part of strategies to improve dog and community health in rural and remote Indigenous communities, this study investigated preferences and impacts of dog health education programs. Semistructured interviews with 63 residents from five communities explored learning preferences. Though each community differed, on average yarning was preferred by most (68.4%) respondents, followed by visual (65.0%) and practical learning (46.9%). Text-based and computer/screen-based learning were important to 16.2% and 14.6% of respondents respectively. With paper-based visual and text resources, respondents reported a preference for locally made (28/36 or 78%) over mainstream resources. Twenty eight residents involved in the creation of locally …
Creating Pioneers For An Unknown Land: Education For The Future, Stephanie Pace Marshall
Creating Pioneers For An Unknown Land: Education For The Future, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
Today's students must be actively engaged in real-life experiences with educational designs that foster experimentation and collaborative inquiry so that they are enabled to link their natural and more intuitive ways of learning with more formal and disciplinary forms of knowledge creation.
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
The Power To Transform: Leadership That Brings Learning And Schooling To Life, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
The Power to Transform is a call to re-conceive and re-design schooling. Rather than offer “best practices” or “prescriptive solutions,” it invites leaders of all ages and walks of life to think differently about learning and schooling. It illuminates the “why” and “what” of educational transformation and explores its deepest roots. It offers new language, new design principles, a new framework, and a new map for creating vibrant, imaginative and adaptive learning landscapes that integrate the dynamic properties of living systems with the generative principles of learning. It is from this natural integration that the new story of learning and …
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
In her keynote address at the 2008 NCSSSMST Professional Conference, Dr. Stephanie Pace Marshall addresses what work can be done with the collective resources of its Consortium members which beg to be shared and connected--and also explores what the source of "...our Blessed Unrest that will give us the courage to become unreasonable advocates for our children and for STEM transformation?"
A New Story Of Learning And Schooling, Stephanie Pace Marshall
A New Story Of Learning And Schooling, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
In order to create a compassionate and sustainable world, a new global consciousness must become manifest, and this can only come from a paradigm of generative--not prescriptive--learning. It is this paradigm that grounds the design of a new story of teaching and learning.
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
The future well-being, prosperity and sustainability of our nation, the global community and our planet resides in igniting and nurturing decidedly different STEM minds that can advance both the new STEM frontier and the human future.
Can We Fix It? Yes We Can!: Daring To Care About Teaching In A Multicultural Classroom, Amy Kenworthy, George Hrivnak, Louise Mulligan
Can We Fix It? Yes We Can!: Daring To Care About Teaching In A Multicultural Classroom, Amy Kenworthy, George Hrivnak, Louise Mulligan
George Hrivnak
No abstract provided.
‘I Don't Get It’: A Critical Reflection On Conceptual And Practical Challenges In Teaching Qualitative Methods, Sally Sargeant
‘I Don't Get It’: A Critical Reflection On Conceptual And Practical Challenges In Teaching Qualitative Methods, Sally Sargeant
Sally Sargeant
This article is a reflective piece that concentrates on facilitating student learning styles and reflexivity when teaching qualitative methods. It elaborates specifically on the challenges of deep and surface learning, and managing these differences in conjunction with the practical challenges posed by qualitative research. The introduction of reflexivity to undergraduate students and how this can be conveyed effectively is also discussed in connection with learning how to execute qualitative work. The teaching context was a section on qualitative methods that formed part of a larger research methods module. Student feedback indicates that time constraints and group-work affect the learning process. …