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Full-Text Articles in Education

Virtual Worlds In Pre-Service Teacher Education : The Introduction Of Virtual Worlds In Pre-Service Teacher Education To Foster Innovative Teaching-Learning Processes, Lisa Jacka Nov 2015

Virtual Worlds In Pre-Service Teacher Education : The Introduction Of Virtual Worlds In Pre-Service Teacher Education To Foster Innovative Teaching-Learning Processes, Lisa Jacka

Dr Lisa Jacka

Few pre-service teacher education programs have integrated virtual worlds despite their capacity to provide a platform upon which new forms of teaching and learning can be explored. This research identified factors that influence the level of readiness of pre-service teacher educators and students to introduce, develop and support innovative teaching-learning processes using Virtual Worlds. Over three years Second Life and Sim-on-a-Stick were introduced in a School of Education and the perceptions, experiences, motivations and barriers of the participants were documented. A model was developed to assist pre-service teacher educators in the integration of virtual worlds in higher education.


Queer Theory As Pedagogy In Counselor Education: A Framework For Diversity Training, Dennis Frank, Edward Cannon Oct 2015

Queer Theory As Pedagogy In Counselor Education: A Framework For Diversity Training, Dennis Frank, Edward Cannon

Edward Cannon

There is an ongoing and pernicious debate within the field of counselor education surrounding the question of whether lesbian, gay, bisexual, and transgender issues should be included under the umbrella of multiculturalism. Some argue that lesbian, gay, bisexual, and transgender concerns do not fit within the traditional framework of multicultural counseling, while others assert that they do. A consequence of this debate is that many graduate-level counselors are earning degrees without having sufficient levels of self-awareness and knowledge regarding lesbian, gay, bisexual, and transgender communities. The authors propose queer theory as a unifying framework for diversity training within counselor education ...


Understanding Natural Sciences Education In A Reggio Emilia-Inspired Preschool In America. Journal Of Research In Science Teaching, Hatice Inan, Kathy Trundle, Rebecca Kantor Oct 2015

Understanding Natural Sciences Education In A Reggio Emilia-Inspired Preschool In America. Journal Of Research In Science Teaching, Hatice Inan, Kathy Trundle, Rebecca Kantor

Rebecca Kantor

This ethnographic study explored aspects of how the natural sciences were represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline—a latecomer to preschool curricula—and the internationally known approach, Reggio Emilia, interested educators and researchers, but there was little research about science in a Reggio Emilia classroom. The current research aimed to gain insight into natural science experiences in a Reggio Emilia-inspired classroom. To gain in-depth information, this inquiry-based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field-notes), namely Spradley's Developmental Research Sequence Method ...


Taking The Lead In Faculty Development: Teacher Educators Changing The Culture Of University Faculty Development Through Collaboration, Susan Adams, Elizabeth Mix Sep 2015

Taking The Lead In Faculty Development: Teacher Educators Changing The Culture Of University Faculty Development Through Collaboration, Susan Adams, Elizabeth Mix

Susan Adams

As pedagogy experts, teacher educators should lead the charge for improved teaching and learning, but are under-utilized pedagogy resources in liberal arts universities. In this paper, the collaborators, one a teacher education assistant professor and the other an associate professor of art history, identify critical friendship group approaches (Allen & Blythe, 2004; McDonald, Mohr, Dichter, & McDonald, 2007) which have the potential to create transformative learning opportunities for liberal arts educators. Cross-disciplinary faculty partnerships hold promise for a sustainable, innovative approach to faculty development, with the potential to improve teaching and learning in liberal arts universities.


A Partnership In Pedagogy Of Process: Conversations About Co-Teaching Critical Analysis, Gina Anderson, Jody Piro Sep 2015

A Partnership In Pedagogy Of Process: Conversations About Co-Teaching Critical Analysis, Gina Anderson, Jody Piro

Jody Piro

Reflective, post-event conversations (Campbell, Gibson, & Gramlich, 2005) between two professors who co-taught a graduate level, online teacher education course in diversity depict a teaching partnership. Our goal was to reflect upon the process of co-teaching critical analysis within this partnership. Foucault’s cautionary treatise (1980) is recognized in that analyses of power/knowledge metanarratives, such as pedagogies of diversity, liberal arts, and critical analysis, contain discourses of power, despite their emancipatory intentions. The conversations are considered reflexive discourse (Lather, 2007) in that truth can never be found outside of power relations (Foucault, 1980). Questioning the relations of power and influence ...


The Open Source Composition Space, Carly Finseth Aug 2015

The Open Source Composition Space, Carly Finseth

Carly Finseth

This paper integrates composition theory with pedagogical practice in order to redefine what is traditionally viewed as the `writing classroom.' Specifically, it explores a new way of considering composition as both a term and a cultural ideology that encompasses many forms of creative expression: traditional alphabetic texts, digital alphabetic texts, multimodal texts such as videos and podcasts, and programming code. The work explores a pedagogical model that can be used to teach composition in its various forms. It also examines what it means to instruct in a classroom in today's digital age by incorporating ideas from traditional classroom teaching ...


Engaging Students In Wicked Problems: Strategies For Inspiring And Preparing Students To Tackle Messy, Place-Based Challenges, Danielle Lake Jul 2015

Engaging Students In Wicked Problems: Strategies For Inspiring And Preparing Students To Tackle Messy, Place-Based Challenges, Danielle Lake

Danielle L Lake

The following webinar featuring Dr. Danielle Lake from Grand Valley State University – Engaging Students in Wicked Problems: Strategies for inspiring and preparing students to tackle messy, place-based challenges.How can we prepare students to tackle wicked problems? What pedagogical methods can be used to address interdependent, high-stakes systemic problems in our communities?This webinar will suggest we need to pursue an experiential, collaborative learning model: working across networks, disciplines, and institutions in order to tackle our social messes. Participants will discover strategies and explore possible methods for better preparing students to collaboratively tackle the wicked problems within their field.


Reggio Emilia Approach, Ena Shelley, Ryan Flessner Jun 2015

Reggio Emilia Approach, Ena Shelley, Ryan Flessner

Ryan Flessner

Article in Ainsworth, James, ed. Sociology of Education: An A-to-Z Guide. Thousand Oaks, US: SAGE Publications, Inc, 2013.


Using Learning Goals To Promote Self-Directedness: How Problems In Research Led To Solutions In Teaching, Jaya Kannan, Larry Lutsky, Lisa Bauer, Yasmine Alwan Jun 2015

Using Learning Goals To Promote Self-Directedness: How Problems In Research Led To Solutions In Teaching, Jaya Kannan, Larry Lutsky, Lisa Bauer, Yasmine Alwan

Jaya Kannan

In promoting self-directedness, our process at MCNY’s Learning Enhancement Center begins by having the student construct learning goals. A qualitative analysis of these student learning goals was conducted based on the premise that a student’s ability to articulate a goal in a clear, specific, complex, and measurable manner will improve over time. Although our findings did not support our hypothesis, the complex exercise of creating a customized rubric to measure the goals helped us arrive at a standardized evaluation method and build a transparent self-assessment tool to foster independent learning. This attempt to quantify student learning goals created ...


"Big History: The Ultimate Multidisciplinary Course" For A Panel On The Topic: The Interdisciplinary Means Of Approaching Careers In Microbiology, Cynthia Taylor May 2015

"Big History: The Ultimate Multidisciplinary Course" For A Panel On The Topic: The Interdisciplinary Means Of Approaching Careers In Microbiology, Cynthia Taylor

Cynthia Taylor

No abstract available


Managing The Paradoxes Of Discussion Pedagogy, Jody S. Piro, Gina Anderson May 2015

Managing The Paradoxes Of Discussion Pedagogy, Jody S. Piro, Gina Anderson

Jody Piro

Discussion pedagogy is part of a larger curricular goal that intersects the two aspirations of diversity of perspectives and democratic inquiry in that it challenges stereotypes and assumptions through student discourse. Yet, teaching with discussion is a complex and sometimes ambiguous endeavor that leaves instructors feeling pulled between desirable, but seemingly contradictory, goals. This article discusses these paradoxes of instructional choices and student outcomes that instructors may negotiate through polarity management, a theoretical framework that focuses on values that are diametrically opposed, yet interdependent upon each other. Implications of polarity management for discussion pedagogy are highlighted.


Fostering Study Skills Using Google Apps For Education, J. A. T. Smith Apr 2015

Fostering Study Skills Using Google Apps For Education, J. A. T. Smith

J. A. T. Smith

On October 15, 2014, Pepperdine University held its third Technology and Learning Faculty Conference. In this presentation, Dr. Jennifer Smith (Seaver College) discusses the integration of Google Apps for Education into her curriculum, and how she uses it to improve college level literacies like study skills, note taking, and collaboration.


Community-Based Teaching In A Wicked World: Preparing Students For Messy Inquiry, Danielle Lake, Anna Sluka Mar 2015

Community-Based Teaching In A Wicked World: Preparing Students For Messy Inquiry, Danielle Lake, Anna Sluka

Danielle L Lake

In contrast to static, disciplinary problems, many of the issues we face in the world today can be characterized as “wicked,” dynamically complex, interdependent, high stakes issues with no simple or obvious definition (let alone any simple or obvious solution). These wicked problems confront us with high levels of uncertainty in situations where both action and inaction carry serious long-term consequences. Current top-down, siloed, and abstract pedagogical strategies do not provide students with the tools for collaboratively managing such problems.
How can we prepare students within our own fields to tackle large-scale wicked problems?
What pedagogical methods can be used ...


Data Used For Manuscript - The Effect Of Active Learning Spaces And Teaching Philosophy On Professors' Instructional Practices, Nyaradzo Mvududu, Kim Sawers, David A. Wicks Mar 2015

Data Used For Manuscript - The Effect Of Active Learning Spaces And Teaching Philosophy On Professors' Instructional Practices, Nyaradzo Mvududu, Kim Sawers, David A. Wicks

David A Wicks

No abstract provided.


Comparing Student Assessments And Perceptions Of Online And Face-To-Face Versions Of An Introductory Linguistics Course, David Johnson, Chris C. Palmer Feb 2015

Comparing Student Assessments And Perceptions Of Online And Face-To-Face Versions Of An Introductory Linguistics Course, David Johnson, Chris C. Palmer

Chris C. Palmer

This article examines the issue of whether linguistics is better suited for a face-to-face (F2F) environment than an online teaching environment. Specifically, it examines assessment scores and student perceptions of the effectiveness of an introductory linguistics course at an undergraduate state university that has been taught multiple times in both online and F2F modes. To study this issue data was collected about the types of students enrolled in either version of the course, including their GPAs and course grades. A survey with both closed- and open-ended questions was also used to ask students about their experiences and perceptions of the ...


Reggio Emilia Approach, Ena Shelley, Ryan Flessner Feb 2015

Reggio Emilia Approach, Ena Shelley, Ryan Flessner

Ena Shelley

Article in Ainsworth, James, ed. Sociology of Education: An A-to-Z Guide. Thousand Oaks, US: SAGE Publications, Inc, 2013.


On Reading & Teaching The Modern Long Poem, With Reference To Williams's 'Paterson' & Two Passages From Eliot's 'The Waste Land', Eric Alan Weinstein, Alan Filreis Jan 2015

On Reading & Teaching The Modern Long Poem, With Reference To Williams's 'Paterson' & Two Passages From Eliot's 'The Waste Land', Eric Alan Weinstein, Alan Filreis

Eric Alan Weinstein

Eric Alan Weinstein and Al Filreis spent some time in the Wexler Studio of the Kelly Writers House talking about the problematics of the modern long poem. Can it be taught? Why is it so challenging, despite its central importance? The discussion is intentionally general at first, but soon Eric and Al turn to Eliot's The Waste Land, and in particular to two modally quite distinct passages from the poem. This is a PennSound podcast, number 46 in the ongoing series. To see all episodes at once please see the PennSound archive. To see the series as part of ...


Teacher Researcher: Creating The Outstanding School, Jake Madden Dr, David Lynch Prof., Tina Doe Dr Jan 2015

Teacher Researcher: Creating The Outstanding School, Jake Madden Dr, David Lynch Prof., Tina Doe Dr

Jake Madden

This book comprises vignettes illustrating how professional learning can be integrated into the day-to-day work of schools and, in doing so, focus on continuous improvement, enhancing teaching quality and raising student achievement. In presenting best practice exemplars to illustrate how professional learning can positively impact teaching quality and school improvement, this book will inspire each classroom teacher and school leader. It will support them in creating and sustaining a strong performance culture


Pedagogy For A Wicked World: The Value And Hazards Of A Transdisciplinary, Dialogue-Driven, Community Engagged Classroom Model, Danielle Lake Dec 2014

Pedagogy For A Wicked World: The Value And Hazards Of A Transdisciplinary, Dialogue-Driven, Community Engagged Classroom Model, Danielle Lake

Danielle L Lake

This presentation provides a number of strategies for instructors interested in a more participatory, transdisciplinary, and experiential educational model in order to foster real-world change around our high-stakes, complex public problems. By utilizing soft system’s thinking in addition to a feminist pragmatist methodology students can successfully collaborate with community partners and integrate across their disciplinary expertise in order to co-develop and implement action-plans with community stakeholders. Given the value of this work, but also the challenges, this session also highlights the potential pitfalls of working to prepare students for a messy, iterative process of collaboratively learning-by-doing in a “wicked ...


Thelma Perso And Colleen Hayward, Teaching Indigenous Students: Cultural Awareness And Classroom Strategies For Improving Learning Outcomes, Jacynta Krakouer, Troy Meston Dec 2014

Thelma Perso And Colleen Hayward, Teaching Indigenous Students: Cultural Awareness And Classroom Strategies For Improving Learning Outcomes, Jacynta Krakouer, Troy Meston

Jacynta Krakouer

How can cultural responsiveness towards Indigenous students be truly embedded in teaching
pedagogy and national standards? In this book, Perso and Hayward (2015) seek to provide
teachers with practical tools for working effectively with Indigenous students in school
settings. This book is written with the teacher in mind, presenting a contemporary tone
about the complexities of culturally responsive, quality teaching and learning, across
various stages of teaching and assessment. The authors preface their book by emphasising
the relevance of strategies for all students, thus demystifying the ‘exotification’ of Indigenous
learners, with competencies based upon the individualisation of learning for all ...


Tackling Wicked Food Issues: Applying The Wicked Problems Approach In Higher Education To Promote Healthy Eating Habits In American School Children, Danielle Lake Dec 2014

Tackling Wicked Food Issues: Applying The Wicked Problems Approach In Higher Education To Promote Healthy Eating Habits In American School Children, Danielle Lake

Danielle L Lake

Life-long healthy eating habits linked with sustainable local agricultural practices, as “wicked problems” in the United States, are intractable, on-going, and high-stakes issues. An interdisciplinary university course was developed to engage students in participatory research and fieldwork on the inextricably linked dimensions of food, health, and sustainability. Students worked with community partners, stakeholders, and experts to address the specific interdisciplinary issues of diet and promotion of healthy eating habits in American school children. Using a “bottom-up” approach, students co-developed projects with stakeholders (including school children) to empower movement for change. This interactive research process created an iterative feedback loop which ...


Faculty Spotlight, Danielle Lake Dec 2014

Faculty Spotlight, Danielle Lake

Danielle L Lake

GVSU Faculty Spotlight


New Media Literacies As Social Action: The Centrality Of Pedagogy In The Politics Of Knowledge Production Dec 2014

New Media Literacies As Social Action: The Centrality Of Pedagogy In The Politics Of Knowledge Production

Korina Jocson

In this article, the author illustrates the blurring of lines of youth cultural production and participatory politics from the perspective of new media literacies. Drawing on design-based action research, the author discusses pedagogical considerations in the conceptualization of new media literacies in a semester-long course that culminated in inquiry-based social action projects created by university students in the urban Midwest. Noteworthy in the course was an emerging ethos developed through collaboration, participation, and distributed expertise leading to the production of video documentaries and interactive websites. New media literacies served as core cultural competencies and social skills in a new media ...


The Hungry Games: Tackling Wicked Food Problems At Black River Public Schools Through A New Experiential Project Term Course, Danielle L. Lake Dec 2014

The Hungry Games: Tackling Wicked Food Problems At Black River Public Schools Through A New Experiential Project Term Course, Danielle L. Lake

Danielle L Lake

Join us in the fight against overly processed foods—may the odds be ever in your flavor! In the winter of 2014, a team of students from Lib 322 “Wicked Problems of Sustainability” identified the food system and its impact on children as a wicked problem, initiated a community partnership at Black River Public School, and posited the development of an interdisciplinary, experiential project term course then designed by students in Lib 342 “Food Matters.” This new Black River course, “The Hungry Games,” will be piloted this spring to engage middle school students in experiential learning in order to foster ...


Using Mendeley To Support Collaborative Learning In The Classroom, Tehmina Khwaja, Pamela L. Eddy Dec 2014

Using Mendeley To Support Collaborative Learning In The Classroom, Tehmina Khwaja, Pamela L. Eddy

Pamela L. Eddy

The purpose of this study was to explore the use of Mendeley, a free online reference management and academic networking software, as a collaborative tool in the college classroom.  Students in two iterations of a graduate class used Mendeley to collaborate on a policy research project over the course of a semester.  The project involved collaborative critique of an article, finding and annotating additional relevant literature, synthesizing all group articles, and creating individual policy briefs.  We investigated how students used the software, tracking individual contributions and reviewing final student projects.  We used survey data to gauge student experience with Mendeley ...