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Articles 1 - 13 of 13
Full-Text Articles in Education
No More Babbling! Providing “Just In Time” Instructions, Examples, And Project Development Guidance On Key Assessments Using The Sound Booth, Susan R. Adams, Kristen Allen
No More Babbling! Providing “Just In Time” Instructions, Examples, And Project Development Guidance On Key Assessments Using The Sound Booth, Susan R. Adams, Kristen Allen
Center for Academic Technology (CAT) - Presentations
This poster highlights a project that was funded by an Academic Technology Innovation Grant (ATIG) awarded from the Center for Academic Technology (CAT) at Butler University.
Reengaging Readers: How Choice Reading Promotes Lifelong Literacy, Breanna Zoephel
Reengaging Readers: How Choice Reading Promotes Lifelong Literacy, Breanna Zoephel
Undergraduate Honors Thesis Collection
For instructional purposes, teachers often use an informal reading inventory, among other assessments, to sort students into like-ability groups. While undoubtedly beneficial in terms of planning and small group work, it appears in some classrooms that informal reading inventory (IRI) data sometimes becomes the driving force in literacy-related curricular decisions – including using IRI data to limit the books students have access to. With this observation as a starting point, this research attempts to answer the questions – What is the correlation, if any, between the text difficulty of books students self-select and the amount of reading growth they experience? …
Back To School: Simple Teaching Strategies From K-12 Classroom, Nick R. Abel
Back To School: Simple Teaching Strategies From K-12 Classroom, Nick R. Abel
Scholarship and Professional Work – Education
No abstract provided.
Circles: Power Of Dialogue To Teach Social-Emotional Skills & Promote Connectedness, Nick R. Abel
Circles: Power Of Dialogue To Teach Social-Emotional Skills & Promote Connectedness, Nick R. Abel
Scholarship and Professional Work – Education
No abstract provided.
An Alternative Method: Using Novels In Mathematics To Teach The Concepts, Rachel Frances Colby
An Alternative Method: Using Novels In Mathematics To Teach The Concepts, Rachel Frances Colby
Undergraduate Honors Thesis Collection
This paper explains a research project conducted exploring the effectiveness of using the novel, The Number Devil, to teach math concepts. The effectiveness was measured by if students met the standards, if students understood the concepts, and if students enjoyed the method of instruction. The reason for conducting this research was to look at new ways of teaching mathematics due to the thought that many students dislike and do not understand math. Using novels could prove to be an effective way to vary the instruction and teach difficult concepts. To complete this research, I taught a class the math …
Using Picture Books To Build Common Schema In The Middle School English Classroom, Kristina Lynn Albarello
Using Picture Books To Build Common Schema In The Middle School English Classroom, Kristina Lynn Albarello
Undergraduate Honors Thesis Collection
A single class is made up of thirty students, thirty individuals with their own experiences, knowledge, skills, beliefs, and understandings. Then, of course, multiply that by six classes a day. A middle school teacher is met with the overwhelming task every day of connecting these 180 individuals to the skill or standard they need to learn that day. Despite any teacher's best efforts to get to know his or her students, no teacher will ever be able to know exactly what each student's schema (a framework of prior knowledge that helps a person make sense of experiences) includes about a …
Examples: What Teachers Are Doing With Poetry, Penny Miller, Sarah Duffer, Carole Damin, Libby Duggan
Examples: What Teachers Are Doing With Poetry, Penny Miller, Sarah Duffer, Carole Damin, Libby Duggan
Articles
In November, 112 teachers from across Indiana attended a full-day professional development workshop with renowned poet Georgia Heard. Here is a sampling of the things these teachers are now doing in their schools and classrooms as a result of that workshop.
Do We Teach Disciplines Or Do We Teach Students?—What Difference Does It Make?, Marshall W. Gregory
Do We Teach Disciplines Or Do We Teach Students?—What Difference Does It Make?, Marshall W. Gregory
Scholarship and Professional Work - LAS
The single most difficult notion for graduate students and new professors to grasp about teaching--and, indeed, many experienced teachers never grasp this point either--is that successful teaching to undergraduates has little to do with the degree of one's mastery of disciplinary knowledge.
Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington
Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington
Scholarship and Professional Work – Education
Ryan Flessner, Kenneth Zeichner, and Kalani Eggington's contribution to "Creating Equitable Classrooms through Action Research"
Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory
Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory
Scholarship and Professional Work - LAS
In considering how curriculum and teaching influence education, it is revealing to note that most faculty members treat curriculum the way bankers treat investments. They generally spend much time, planning, and careful thought on curricular matters-reasoning here, analyzing there, relying on experience, and carefully considering both the long-term and short-term dividends of knowledge - but when it comes to teaching, many faculty members operate less like bankers and more like barnstormers, flying by the seat of their pants and guiding themselves primarily by instinct or by repeating whatever worked yesterday.
The Nature Of Science: A Perspective From The Philosophy Of Science, Juli T. Eflin, Stuart Glennan, George Reisch
The Nature Of Science: A Perspective From The Philosophy Of Science, Juli T. Eflin, Stuart Glennan, George Reisch
Scholarship and Professional Work - LAS
In a recent article in this journal, Brian Alters (1997) argued that, given the many ways in which the nature of science (NOS) is described and poor student responses to NOS instruments such as Nature of Scientific Knowledge Scale (NSKS), Nature of Science Scale (NOSS), Test on Understanding Science (TOUS), and others, it is time for science educators to reconsider the standard lists of tenets for the NOS. Alters suggested that philosophers of science are authorities on the NOS and that consequently, it would be wise to investigate their views of current NOS tenets. To that end, he conducted a …
Assessing Higher-Level Thinking Skills, Federation Schools Of Accountancy Accounting Pedagogical Resource Series, C. Johnson, C. Baril, Sakthi Mahenthiran, M. Sarhan, G. Weinstein
Assessing Higher-Level Thinking Skills, Federation Schools Of Accountancy Accounting Pedagogical Resource Series, C. Johnson, C. Baril, Sakthi Mahenthiran, M. Sarhan, G. Weinstein
Scholarship and Professional Work - Business
This resource catalog is one of a series prepared for the Pedagogical Resources Committee of the Federation of Schools of Accountancy. The aim of the resource catalog series is to provide background information for instructors interested in enhancing classroom pedagogy. Each resource catalog focuses on a single pedagogical issue or approach. The catalogs are authored by educators who are familiar with the issue or approach in both their classroom efforts and research writings.
Training And Requirements Of Indianapolis Teachers 1821-1935, Fay M. Banta
Training And Requirements Of Indianapolis Teachers 1821-1935, Fay M. Banta
Graduate Thesis Collection
This dissertation endeavors to show the changes that have taken place in teachers and in teaching in Indianapolis since the days of its first schoolhouse.