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Full-Text Articles in Education
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.
A Framework For Montessori Classroom Assessment In Light Of 21st Century Skills And Educational Research, Cory Ross Cogley
A Framework For Montessori Classroom Assessment In Light Of 21st Century Skills And Educational Research, Cory Ross Cogley
Selected Honors Theses
Montessori education remains isolated from most educational research. Montessori classroom assessment has failed to embrace most educational research because of philosophical differences about assessment practices. Specifically, 21st Century Skills may be the future of American education and a possible correlation with Montessori on philosophical values exists. A framework for Montessori classroom assessment that references 21st Century Skills and educational research needs to be created so that Montessori educators can understand what components of traditional/21st Century Skills classroom assessment are already implemented within a Montessori classroom.
A Model For Designing Instructional Narratives For Adult Learners: Connecting The Dots, Debra Mary Smith
A Model For Designing Instructional Narratives For Adult Learners: Connecting The Dots, Debra Mary Smith
Wayne State University Dissertations
ABSTRACT
A MODEL FOR DESIGNING INSTRUCTIONAL NARRATIVES:
CONNECTING THE DOTS
by
DEBRA M. SMITH
May 2013
Advisor: Ingrid Guerra-López, Ph.D.
Major: Instructional Technology
Degree: Doctor of Philosophy
The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning to practice (performance contexts). Findings from these five areas were used to identify elements to inform the development of a model for the design and …