Other Education Commons^™

Navigating The Context: Implementing Inquiry In The Middle School Social Studies Classroom, Juliann Noble Healy

Doctor of Education in Secondary and Middle Grades Education Dissertations

Abstract

Despite over a century of advocacy by social studies scholars and professionals and the development of curricular resources to promote inquiry-based learning (IBL) in K-12 social studies, inquiry is not a defining element of the K-12 social studies classroom (Saye, 2017). Teachers face significant barriers to the use of inquiry-based learning. In particular, contextual barriers such as curriculum breadth, high-stakes testing, and lack of context-specific resources are indicated (e.g., Konopack et al., 1994; Martell, 2020; Voet & Wever, 2016). However, recent research presents applications of IBL in K-12 social studies classrooms, which suggests the potential to overcome barriers. This …

Cybersecurity Educational Resources For K-12, Debra Bowen, James Jaurez, Nancy Jones, William Reid, Christopher Simpson

Journal of Cybersecurity Education, Research and Practice

There are many resources to guide successful K-12 cybersecurity education. The objective of these resources is to prepare skilled and ethical cybersecurity students at the earliest level to meet the demands of higher-level programs. The goal of this article is to provide, as a starting point, a list of as many currently popular K-12 educational resources as possible. The resources provided are broken into five categories: 1) Career Information, 2) Curriculum, 3) Competitions, 4) CyberCamps, and 5) Labs and Gaming. Each resource listed has a link, the K-12 levels that are supported, whether the resource is free or has a …

Education In Australia/ New Zealand Vs United States, Lauryn Calloway

Symposium of Student Scholars

The purpose of this research paper is to examine the possible differences between the education systems in Australia/ New Zealand versus the Education system in the United States. This paper will cover a variety of topics such as Early Childhood Education Goals and Outcomes, Birthing process, midwifery, and home births, Parenting for neonatal and early childhood, Intervention strategies with young children and their families, Minorities in the country and educational support for them, Teacher education, qualification, and benefits, EECE Policy Reviews and other useful information. The goals are to research and compare the results to one another.

Keywords: Goals, …

Cognitively Guided Instruction In Elementary Mathematics: Understanding Factors That Influence Classroom Implementation, Teresa A. Conowal

Doctor of Education in Teacher Leadership Dissertations

This study focused on the teaching technique known as cognitively guided instruction (CGI), through which teachers explore the individual learning styles of their students and use the information they gather to teach more complex concepts more effectively. The focus of this study was on 10 elementary mathematics teachers, with the goal of gaining a deeper understanding of the reasons they are making limited use of CGI techniques in their classrooms. The study used interviews and classroom observations of the 10 participants to identify the factors influencing their willingness or reluctance to apply CGI techniques to their instructional practices. The study …

Identifying Characteristics Of Expert Elementary School Technology Integration Teachers - A Cognitive Task Analysis, Mark Campoli

Doctor of Education in Teacher Leadership Dissertations

In all domains, certain individuals consistently perform better than their peers. In ill-structured domains such as education, the identification of experts can be difficult. This is especially true when considering technology integration experts (TIEs). In order to be a TIE, one must be an expert in content knowledge, pedagogy, and instructional technology. Systematically identifying and studying TIEs could provide characteristics consistent with expert performance.

Typically, it takes 1,000 hours, or ten years, of practice to acquire expertise. In domains such as education, the acquisition of expertise can happen sooner. Acquiring expertise can be further hastened by deliberate practice. Not all …

Job Shadowing Experiences As A Teaching Tool: A New Twist On A Tried And True Technique, Fred H. Mader, Deanna R.D. Mader, Elizabeth C. Alexander

Atlantic Marketing Association Proceedings

Job shadowing has a long history of utilization. It is primarily considered a way for youth to become aware of the world-of-work through programs sponsored by schools or social organizations. For example, Junior Achievement International, in cooperation with several government agencies, has sponsored Groundhog Job Shadow Day for nearly 20 years. A quick internet search for job shadowing yielded over 24 million hits with the vast majority of those focused on programs aimed at high school students. Internet offerings detail anecdotal accounts of experiences, methods for setting up and executing programs, and extolment of the virtues of shadowing as a …

Teaching Computer Skills To Senior Citizens: A Library Assistant’S Learning Experience, Ngaire I R Smith

Georgia Library Quarterly

This paper describes the challenges of teaching senior citizens in their 70s and 80s elementary Web and computer skills at the University of Georgia’s Osher Lifelong Learning Institute. Simple tasks such as clicking on links and understanding the difference between the address bar and a search box confused class members and the instructor attempted to address this age divide by developing activities that would make using the Web easier and more fun.

The Impact Of Face-To-Face Orientation On Online Retention: A Pilot Study, Radwan Ali, Elke M. Leeds

Faculty and Research Publications

Student retention in online education is a concern for students, faculty and administration. Retention rates are 20% lower in online courses than in traditional face-to-face courses. As part of an integration and engagement strategy, a face-to-face orientation was added to an online undergraduate business information systems course to examine its impact on retention. The study methodology consisted of an early email contact, distribution of course documents, a follow-up phone call, and a pre-course face-to-face orientation. The retention rate of students who attended the orientation was over 91% with a p-value of 0.9143. The retention rate of students not attending the …

Course Revitalization As A Change Driver Throughout Undergraduate Business Curriculum, Elke M. Leeds, Radwan Ali

Faculty and Research Publications

This paper describes the revitalization of Business Information Systems and Communication, a high enrollment, prerequisite course for all undergraduate business students in the Coles College of Business. An overview of the course components is presented and original structure described. The rationale for change, technologies leveraged and measures of success are presented. The change drivers are identified and their impact on undergraduate curriculum delineated. Lessons learned and future implications are discussed.