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A Pedagogy Of Persistence: Access Through Arrangement In The Age Of New Media, Jennifer Kontny
A Pedagogy Of Persistence: Access Through Arrangement In The Age Of New Media, Jennifer Kontny
Theses and Dissertations
Fostering access in our writing classrooms has been a centrally important goal in the field of rhetoric and composition since the social turn in the 1980s. As a means of creating classroom spaces that help students gain access to new identities and ways of being in the world, those in our discipline have long privileged pedagogies that focus on invention. This dissertation traces the work of those in diverse areas of the field in order to show our wide-spread favoring of invention (or creativity, discovery, and the "new"). Unfortunately, I argue that the attention we have paid to invention has …
A Comparative Study Of The Practitioner's Role To Integrate Technology Within An Inquiry-Based Learning Environment, Ashley C. Mayor
A Comparative Study Of The Practitioner's Role To Integrate Technology Within An Inquiry-Based Learning Environment, Ashley C. Mayor
Theses and Dissertations
This thesis considers alternative pedagogical approaches within which the integration of technology is applied, to determine if inquiry-based learning is an approach that can facilitate the integration process more effectively. The role of the practitioner was evaluated to determine beliefs, concerns, and perceptions of technology integration. Practitioners' use of an inquiry-based learning approach was gauged and compared with practitioners use of a more traditional approach. The level of technology integration was assessed and compared as subgroups according to their teaching practices. The study analyzed the responses of teachers' survey data, with intentions to draw conclusions about the optimal approach for …
Evaluating Inquiry-Based Learning As A Means To Advance Individual Student Achievement, Cherilyn Gwen Ziemer
Evaluating Inquiry-Based Learning As A Means To Advance Individual Student Achievement, Cherilyn Gwen Ziemer
Theses and Dissertations
Although inquiry-based learning has been debated throughout the greater educational community and demonstrated with some effect in modern classrooms, little quantitative analysis has been performed to empirically validate sustained benefits. This quantitative study focused on whether inquiry-based pedagogy actually brought about sustained and measurable improved learning and higher levels of student engagement, satisfaction, and understanding. The present study employed classic stratified random sampling to form two sample groups. Sixth-grade student subjects in two middle school science classes completed a four step process: all students completed a 40-question objective pretest, students completed a unit of study in either an inquiry-based learning …