Education Commons^™

Critical Thinking And High-Level Discourse In A 1:1 Environment, Ryan G. Zonnefeld, Valorie L. Zonnefeld

Faculty Work Comprehensive List

Learn about our experiences co-teaching a K–8 methods course using 1:1 tablets in a high-tech lab. This innovative course included a move away from a textbook to a dynamic research-based curriculum supported by NCTM resources and CCSSM as well as integral utilization of apps, web 2.0 tools, and professional learning networks.

“Developing Ideas Into Articles: Strategies For Publishing About Your Teaching.”, Kia Jane Richmond

Conference Presentations

How to develop ideas into publishable articles: strategies for publishing about teaching were shared.

The Trials Of A New Teacher, Diego A. Rocha

Student Publications

Tim, a new teacher, faces challenges as he works towards changing the environment in a high school music program.

Imagination: Active In Teaching And Learning, Christopher Cunningham

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This autoethnography tells the story of the author’s endeavor to examine my teaching during a sculpture lesson in three 2^nd grade art classes in a mid-western suburban Title I elementary school. I analyze my planning, teaching, reflecting through the lens of Stuart Richmond’s Characteristics of Imaginative Teaching as well as noted educational theorists’ conceptions of imagination and imaginative teaching and learning. These theorists include but are not limited to Maxine Greene, Kieran Egan, John Dewey, and The Lincoln Center Institute’s Capacities for Imaginative Learning. I conclude that imaginative teaching is an intentional act and that there is no …

Step Away From The Podium: A Year Of “Untethered” Teaching, Ryan Ingersoll, Robbin Riedy

SPU Works

Our experiment in the untethered classroom is not about the technology—it is not about using the latest, neatest gadgets. This is about facilitating deeper learning; learning that goes beyond rote memorization and surface recall. This year Ryan Ingersoll, the Head of Library Technology, and Robbin Riedy, the Assistant Director of Educational Technology and Media, are facilitating three faculty learning communities on “untethered” teaching. These Communities of Practice are primarily utilizing iPads, Apple TVs and an app called Splashtop in order to re-imagine the classroom in a more collaborative and relationship friendly fashion. Discussions that we have with our faculty include …

Interview Of Stuart Leibiger, Ph.D., Stuart E. Leibiger Ph.D., Gina L. Bixler

All Oral Histories

Stuart Eric Leibiger, Ph.D. was born in 1965 in Glen Ridge, New Jersey, the youngest of four children. He spent all of his life along the northeastern seaboard of the United States. He was raised in Connecticut and graduated from the University of Virginia and the University of North Carolina at Chapel Hill before settling in the Delaware Valley. He joined the La Salle University history department in 1997 after working at Princeton University for a time. Shortly after being hired as assistant professor or history at La Salle, Dr. Leibiger adapted his dissertation into his first book Founding Friendship: …

Geographical Literacy, Attitudes, And Experiences Of Freshman Students: A Qualitative Study At Florida International University, Daniela F. Ottati

FIU Electronic Theses and Dissertations

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption.

In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from …

Expect The Unexpected When Teaching Probability, Karen Koellner, Mary Pittman, Jonathan L. Brendefur

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Probability has recently made its way into many textbook series and standards documents (NCTM, 2000; NGA, 2010). When students engage in probability problem solving many unexpected situations can arise due to the counterintuitive nature of probability concepts. These situations can be difficult for students and challenging for teachers to analyse during teaching. Recently, as facilitators of a Mathematics Science Partnership grant workshop on probability, we had the opportunity to engage middle school teachers in professional development workshops as well as in their classrooms. In this article, we discuss a rich probability task used with these teachers along with two scenarios …

Teac 451p: Learning And Teaching Principles And Practices (Secondary Mathematics)—A Peer Review Of Teaching Project Benchmark Portfolio, Lorraine Males

UNL Faculty Course Portfolios

The goal of my peer review portfolio was to better understand how to improve students' learning of how to teach secondary mathematics in reform-oriented ways. Most students that pursue admission into the Secondary Mathematics Teacher Education Program have little to no experience learning mathematics in reform-oriented ways. These preservice teachers (PSTs) were “successful” in mathematics courses in middle and high school, most of them taking honors or accelerated courses. However, many of these PSTs did not have opportunities to engage as active participants in their own learning and develop complex cognitive skills and processes, the focus of reform-oriented instruction. This …

Hist 208: History Of World War Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Thomas Berg

UNL Faculty Course Portfolios

This Inquiry Portfolio explores the efficacy of the “flipped classroom” format for university-level history courses for students, the professor, and the history department. While creating a clear outline of expectations, readings, examination and quiz requirements will allow the student to better organize their study time, I wanted to know if the “flipped format” would help my students master the knowledge, develop good discussion skills, and practice critical thinking skills learned during classroom discussions. Also, not having taught any flipped courses, I needed the experience to discuss cogently with my peers the desirability and practicality of offering flipped history courses.

The Parlous State Of Academia: When Politics, Prestige And Proxies Overtake Higher Education's Teaching Mission, Viviane Callier, Richard H. Singiser, Nathan L. Vanderford

Toxicology and Cancer Biology Faculty Publications

Original and significant research benefits the careers of those running universities and brings prestige to their institution. World class teaching, by and large, does not, and this has important consequences for higher education's tripartite mission. Most notably, emphasis on the research mission of major higher education institutions dwarfs that of the teaching mission and this is to the detriment of teachers and students. Policy interventions are needed to address this discrepancy.

Agro/Hort403/803: Scientific Writing And Communication—A Peer Review Of Teaching Project Inquiry Portfolio, Brian M. Waters

UNL Faculty Course Portfolios

Scientific writing is a skill that is useful for science students, since many of them will write about their research in theses, dissertations or journal articles. However, many students have not been trained in scientific writing, and the task seems insurmountable to some, who can develop a “fear of writing” that prevents them from finishing their program or manuscript. To effectively teach scientific writing, the instructor should devote the most effort to the most effective learning activities. Thus, this inquiry portfolio addresses two Research Questions: 1) “What is the most effective activity in my course for student learning?”, and 2) …

Arab 102: First-Year Arabic Language—A Peer Review Of Teaching Project Benchmark Portfolio, Abla Hasan

UNL Faculty Course Portfolios

Goals of the class are derived from goals nationally recognized and agreed upon for low intermediate Arabic learners .This systematic consistency with the nationally recognized standards -albeit can be more challenging- insures students' ability to pursue national major programs in Arabic or their ability to compete for national grants, scholarships and study abroad programs. The standers adopted by ACTFL and STARTALK equally consider the linguistic as well as the cultural content of teaching Arabic. These standers known as the five C's are: Communication, Cultures, Connections, Comparisons, and Community. The cultural content of learning Arabic is part of the international and …

Adpr 450/850: Public Relations Theory And Strategy—A Peer Review Of Teaching Project Benchmark Portfolio, Ming Wang

UNL Faculty Course Portfolios

I decided to join the Peer Review of Teaching program to achieve the following three objectives: to better align course objectives with course content, to improve ways of documenting and assessing student learning, and to fit the course into the broader curriculum.

Participation in the Peer Review of Teaching program has been most illuminating and beneficial. I got to focus on tackling three tangible objectives for my ADPR 450/850 Public Relations Theory and Strategy class. Then I got to apply many ideas introduced in this program, such as backward design principle and assessment methods, in my teaching. I had the …

Teac 315: Teaching Science In The Elementary School—A Peer Review Of Teaching Project Benchmark Portfolio, Krista Adams

UNL Faculty Course Portfolios

Teaching Science in the Elementary School (TEAC 315) is an upper-division course taken by elementary education majors as a requirement for the Bachelor of Science (BS) in Education. The peer review of teaching project had me identify concerns for teaching the elementary methods course. The concerns I wanted to address focused on eliciting teacher candidate’s views and experiences with teaching science as well as my ability to identify evidence of growth. The first area focuses on my needing to understand if I need to develop more instructional strategies to support teacher candidate growth. This involves both in terms of specific …

What Is Equity? Ways Of Seeing, Christa Jackson, Cynthia Taylor, Kelley Buchheister

Department of Child, Youth, and Family Studies: Faculty Publications

Prospective teachers must be prepared for their role in providing equitable access for learning high quality mathematics. Therefore, it is imperative that mathematics teacher educators provide opportunities to develop an equity-centered orientation in teacher preparation courses. In this study, we begin to address this issue by identifying what prospective teachers attend to in a classroom vignette of an African American male student who is above grade level in mathematics and exhibits disruptive behavior during instruction. The results of the study indicate that while participants are beginning to attend to cultural influences, most responses are focused on classroom management strategies

Fors 401: Forensic Biochemistry—A Peer Review Of Teaching Project Inquiry Portfolio, Ashley Hall

UNL Faculty Course Portfolios

Students who participate in active and experiential learning activities develop a better understanding of basic scientific principles and are also more likely to be retained in a STEM discipline. Developing such activities, however, can be difficult. In the present study, we sought to develop classroom activities to engage university students and increase understanding of the theory and practice of forensic science. One common accessory amongst the target audience was the ever-present media, both social and popular (entertainment). In fact, a majority of students report watching at least one of the many popular forensic science shows on TV. Therefore, we hypothesized …

Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which took place in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms.

Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the …

Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the importance …

Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’

Teaching Renewal For Midcareer Faculty: Attending To The Whole Person, Catherine Ross

To Improve the Academy: A Journal of Educational Development

In light of the research on the distinct needs of mid-career faculty and the pressures faced by this group in the academy, we offer here an example of an educational development effort that looks at the renewal of teaching through the lens of renewing the whole person in his/her academic roles.Opportunities for mid-career faculty to focus on renewal in a holistic way are few, so this model, The Graylyn Teaching Renewal Retreat, was designed and developed as an annual opportunity for faculty from diverse institutions and disciplines.

At The Heart Of The Classroom: Teachers' Experience Of The Suffering And Success Of Students For Whom They Care, Randall Kenyon Bartlett Jr.

Antioch University Full-Text Dissertations & Theses

The core of teaching is the relationship of care between the student and the teacher. A community can be created in the classroom that honors and respects the inherent worth of each individual and through such mutual respect students and teachers can experience success. The suffering and the successes that teachers experience are central to the way they care for their students. There is currently a great deal of focus on education and schooling in the United States and generally this focus ignores the necessity and vitality of the relationship of care. Teachers must daily support and care for students …

Ethnodrama As A Path To Teacher Euphoria: How Might Ethnodrama Influence Teachers' Perceptions Of Themselves And Promote Teacher Euphoria?, Rodney W. Grist

Antioch University Full-Text Dissertations & Theses

This study is intended as a mini-pilot program, exploring the potential of ethnodrama to positively impact the burnout experiences of urban public secondary teachers. The current study holds small sample sizes and limited development time, yet an informant panel of nine teachers met in three sessions to discuss and reveal their personal stories, and to plan an ethnodramatic performance to be shared with the entire school faculty and administration (Mienczakowski, Handbook 468; Saldaña, Anthology 2). Informant panelists’ dispositions toward burnout was measured pre and post experience via the Maslach Burnout Inventory, and a small, non- participant group was also measured …