Marking Machinima: A Case Study In Assessing Student Use Of A Web 2.0 Technology, Graham Barwell, Christopher Moore, Ruth Walker

Christopher L Moore Dr

No abstract provided.

Approaching 'A Rose For Emily' Through Meddler-In-The-Middle Pedagogy, Charlie Sweet, Hal Blythe

Hal Blythe

No abstract provided.

Making Your Powerpoint Iconic, Charlie Sweet, Hal Blythe

Hal Blythe

Ever receive an email with one of those High Importance icons brightening your Inbox? The point is that the icon, being more visual than the printed word, indicates something powerful to the brain. Maybe that’s why those stars we all craved on our elementary school papers meant so much to us.

Creative Thinking-Chapters 1, 3, 4, 5, 7, And 8, Charlie Sweet, Hal Blythe

Hal Blythe

Explore, Evaluate, Expand, Express: Academic Success and the EKU Experience is the product of an 18 month long project to develop and design a textbook to be used in the orientation classes. The book was an entirely in-house project, from content development to copyright and printing. It is available in the EKU Bookstore for $19.60 (fall 2011).

Direct Inference Instruction: The Effects On Fourth Grade Students' Reading Comprehension And Motivation, Kalee Bengtson

Masters Theses

No abstract provided.

Ageing And Women Disabilities In Sub-Sahara, Dr Williams Emeka Obiozor, Uzoamaka Lucynda Koledoye Mrs.

Dr Williams Emeka Obiozor

In a typical African community, women age gracefully, as they bear children, care, train, provide natural support; as well as receive support from their children when they grow older. The presence of infirmities and disabilities affect aging and hinder effective livelihood, human performance and general well-being of sub-Saharan African women. Critical knowledge gaps exist for responding to the general needs of the disabled women which is a concern to the authors. This position paper addressed the issues concerning aging and women disabilities in Sub-Saharan Africa, the challenges, and roles of adult educators could play as support systems and in ensuring …

Creating Conversations, Changing Cultures: Case Study Of A Professional Development Plan, Alexis Goldberg

Graduate Student Independent Studies

There's a lot working against authentic demonstrations of thinking, and legitimate avenues of collaboration in our school cultures. We force-feed students high-stakes tests that promote a single "right answer" instead of multiple solution paths. Despite research that suggests teachers learn best from each other, we promote the ideal of the teacher-as-­maverick. Many of our systems endorse closed-set, closed-door thinking that leaves room for neither independent student thinking nor the collaborative generation of ideas.

Breaking cultures this strong, this endemic, is a weighty task. In a yearlong case study, Alexis Goldberg creates and executes a professional development plan that engages with …

Insights For Community Outreach Building To Promote Lifelong Learning With Higher Education Alumni In Chile, Paula A. Charbonneau-Gowdy, Héctor A. Magaña

Higher Learning Research Communications

Despite conclusive evidence from high performing Higher Education (HE) institutions worldwide demonstrating the benefits of strong alumni-relations, institutions in many evolving countries often neglect their graduates. And this, despite rapid advances in technology that can support ongoing relations. The objective of our year-long project was to address this neglect. We (re)connected with 220 English Pedagogy alumni through a digital newsletter. The newsletter provided a forum for building community and mediating professional development among graduates and current faculty. Our qualitative mini case study focused on uncovering the emotions, perspectives and needs of former students through the lens of sociocultural and identity …

Effective Leadership Practices In The Sustainability Of Professional Learning Communities In Two Elementary Schools., Debra Walls Wolford

Electronic Theses and Dissertations

The purpose of this qualitative study was to explore the leadership practices of principals who sustain professional learning communities. The study was conducted using semistructured interviews with 2 elementary school principals from a noted professional learning community district in Henderson, Kentucky. A Professional Learning Community Assessment Survey was completed by the teachers in both elementary schools. Photographs of each school and a review of school documents triangulated the research of these 2 professional learning communities.

In interviews the principals described their roles in: (1) defining a professional learning community or PLC, (2) supporting and sustaining a PLC, (3) supporting professional …

K-6 Classroom Teachers' Perceptions Of Effective Teacher Education Programs., Pauletta J. Johnson

Electronic Theses and Dissertations

The demands placed upon stakeholders of the public education system have become more and more compelling with each passing year. With the success of schools and students at stake, it is imperative to examine multiple facets of the public education structure. One of the most important aspects of this process is the development of preservice teachers entering the classroom.

This study initially chronicled the history of teacher education and state licensure. Subsequently, standards enforced by the Tennessee Department of Education and National Council for Accreditation of Teacher Education were also explored to gain information about the guidelines and criteria required …

Mentors And New Teachers: A Qualitative Study Examining An East Tennessee School Systems Mentoring Program., Nikki Lynn Manning

Electronic Theses and Dissertations

With almost half of all new teachers leaving the profession in the first few years, it is imperative that school systems find ways to support and retain these new teachers. Formal mentoring is a growing necessity. The purpose of this qualitative study was to determine the effectiveness of one school system's mentoring program.

This study included 4 sets of mentor and mentee teachers. Each set consisted of a beginning teacher in her 1st year of teaching and an experienced teacher trained by the school system to serve as a mentor. This study was conducted in a rural East Tennessee School …

Technology Enhanced Learning: Students' Views, Eileen O'Donnell, Mary Sharp

Eileen O'Donnell

User feedback is very important in all areas of computer science especially in the development of computer applications. Hence, student feedback on the use of technology enhanced learning in higher education in Ireland is relevant to the quality of the learning resources to be created by learning designers and academics in the future. The book “Student Reactions to Learning with Technologies: Perceptions and Outcomes” (Moyle & Wijngaards, 2012) was published by IGI Global in October 2011. This book includes contributions from various authors who are interested in students’ feedback regarding how technology has impacted on their educational experience. This book …

Instructional Architect Teacher Professional Development Handouts, Mimi Recker, Andrew Walker, M. Brooke Robertshaw, Linda Sellers, Heather M. Leary

Linda Sellers

Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects.

Four Distinct Generations Of Workers Makes Leadership Challenging, Joyce K. Kutin

Joyce K Kutin RN, MSN, MOL

The Bureau of Labor Statistics for the year 2000 stated that Baby Boomers (age thirty-six through fifty-four) represented fifty percent of the United States labor force while Generation X (age twenty to thirty-five) represented some thirty-three percent, a significant decline in workforce. This demographic, time bomb indicates the urgency for many organizations in developed countries to prepare for and cope with the imminent retirement of their aging workforce.

A Mixed-Methods Study Assessing Special Education Preservice Candidates' Preparedness For Their First Year Of Teaching, Beverly Tillman, Stephen B. Richards, Catherine Lawless Frank

Journal of Educational Research and Practice

This study employed a Likert-type survey,

Praxis/Pathwise

written observations, as well as guided and open-ended reflections to assess the perceptions of preparedness for the first year of teaching for special education student teaching candidates. Cooperating teachers completed the survey and Praxis /Pathwise observations. University supervisors completed Praxis/Pathwise observations and responded to and analyzed guided and open-ended reflections. The survey instrument was based on the research literature and included responsibilities typically required of special educators (e.g., completing paperwork, planning, assessment, etc.). Results indicated general congruence among the three data sources, but also indicated that two cooperating …

Reflective Thinking In Elementary Preservice Teacher Portfolios: Can It Be Measured And Taught?, Rebecca Pennington

Journal of Educational Research and Practice

This study examined whether teacher portfolios can be validly and reliably assessed by investigating the effect of an instructional tool on increasing the level of reflective thinking in elementary preservice teachers’ portfolios. It also examined whether reflective thinking in preservice teachers’ electronic portfolios represented sufficient quality to make them useful in practice. The Rubric for Evaluating Portfolio Reflective Thinking instrument developed for this study demonstrated moderate levels of interrater reliability (r = .66) and sufficient content validity to be used to measure reflective thinking. Also, members of the treatment group scored significantly higher on five of the six portfolio domains …

A Critical Analysis Of The Factors That Promote And Support Leadership And Advocacy For People With Lived Experience With Mental Health Problems Or Illness., Kathryn L. Storey

Electronic Thesis and Dissertation Repository

ABSTRACT

Our ways of thinking and acting are complex. Personal and social influences mediate who we are and what we believe. This is particularly true for people who have personal lived experience with mental health problems or illnesses. While mental illness can result in challenges with living, ironically, the challenges increase when people use medical or clinical services. Many people who speak out about their experience describe themselves as “survivors”. Yet, these same experiences with the care system effectively inform and evoke leadership and advocacy.

A growing number of survivors recognize that it is important to use their experience to …

Turning Into Teachers Before Our Eyes: The Development Of Professional Identity Through Professional Dialogue, Jessica Mantei, Lisa Kervin

Jessica Mantei

This paper examines the development of professional identity in early career teachers enrolled in an “add-on year” of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional readings and their own understanding of the professional practice of a teacher. Dialogue was recorded and shared on a developed website. Participation in this dialogue afforded teachers opportunities to reflect on their professional identity in connection with literature, personal experiences and experiences of others. Further, uploading audio files to the site created …

Paradise Under The Field House Lights: When Rituals And Spectacles Suppress Female Students’ Agency, Carolyn Fortuna

Networks: An Online Journal for Teacher Research

I am a teacher-researcher. Like many teachers, I design lesson plans, implement constructivist learning events in the classroom, and grade projects and papers. But I am also a qualitative researcher. I decided to remain in the classroom after obtaining my Ph. D. in education so that I could impact students in ways that I feel are beyond the reach of an administrator. My most important data collection device has always been my low-tech teacher journal. A teacher journal allows me to create an account of classroom life where dialogic discourse, offhand remarks, lesson outlines, administrative sessions, and student social conversations …

Teaching The Harry Potter Generation, Kerr Houston

Networks: An Online Journal for Teacher Research

What I would like to offer here, then, is a brief rumination on some of the ways in which the seven Harry Potter novels and the ensuing eight films may have influenced a number of today’s college students. Clearly, this is hardly a rigorously designed or controlled research project, and it is not a report on a project executed in a classroom. Rather, it is an informal set of reflections on a group of texts that have enjoyed an exceptional popularity among an entire generation of students. Certainly, there should always be a place for focused research into pedagogy and …

Editorial Introduction, Catherine F. Compton-Lilly

Networks: An Online Journal for Teacher Research

The Fall 2011 Edition of Networks highlights a rich range of articles and thoughtful teachers’ voices. Of particular interest in this current edition are the reflections of two teachers working in very different contexts. Carolyn Fortuna is an independent scholar reflecting on her experiences working in a public high school. She explores gender construction for students in what might be considered a typical American high school. In particular she explores how the athletic field house, as well as other school spaces, becomes sites for displaying particular ways of being male or female and identifies the performances that are allowed, encouraged, …

Immigrant Students And Literacy: Reading, Writing, And Remembering., Patricia Eugenia Venegas

Networks: An Online Journal for Teacher Research

Campano’s book offers a one-of-a-kind invitation for teachers to partake in action research as a fertile foundation for inquiry and for the development of new selves and new literacies. Through critical inquiry and interplay between reality and diversity in a “diaspora community” (p. 73). Campano’s work inspires the construction of flexible and collaborative new knowledge—new knowledge that is embedded in the experiences of teachers and students in and out of school, family histories, and students’ cultural identities. Campano’s fifth-grade immigrant students, all from in an urban California school, engage in a collaborative endeavor that provides a framework for new kinds …

Investigation Of Rti Effectiveness, Patricia L. Murphy

Morehead State Theses and Dissertations

An applied project submitted in partial fulfillment of the requirements for the degree of Education Specialist at Morehead State University by Patricia Murphy on December 11, 2011

Mind The Map: How Thinking Maps Affect Student Achievement, Dan Jacob Long, David Carlson

Networks: An Online Journal for Teacher Research

This action research project, conducted in an 8th grade classroom by Daniel Long, investigated how Thinking Maps could be utilized by the students to broaden critical thinking skills and enhance their understanding of the content being presented. The research data was gathered through anonymous student surveys, instructor observation notes and a post-intervention assessment. Students were taught the function and proper construction of all eight Thinking Maps and were encouraged to utilize them on multiple occasions every day. The findings by Long indicated that when students constructed Thinking Maps, they were able to achieve greater understanding than those students who used …

Janine Kremling Cd Summer 2011, Janine Kremling

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.

The Sound Of Fury: Teaching, Tempers, And White Privileged Resistance, Tema J. Okun

Catalyst: A Social Justice Forum

This essay focuses on the resistance of students situated in positions of privilege in classrooms addressing issues of dominance, identity, and oppression related to race and racism. Examining the psycho/social history of two critical aspects of resistance – defensiveness (related to guilt and shame) and denial – the author draws from both practice and theory to explicate the roots of this resistance and offer specific, effective ways to support students in moving through resistance into responsibility.

Increasing Visibility, Accessibility, And Citations Through Open Access Publishing, Graduate School Faculty Meeting, Erika Gearing

Library Staff Publications

No abstract provided.

Factors That Promote Transformative Learning Experiences Of International Graduat-Level Learners, Alex Kumi Yeboah

USF Tampa Graduate Theses and Dissertations

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Winter 2011 E-Certi Newsletter, Center For Educational Research And Teaching Innovation

CAFE Faculty Newsletters

Hello S&T instructors! Congratulations on finishing another semester. Is it possible to go from dismal teaching evaluations to becoming an award-winning teacher? Find out how Greg Hilmas did it. Also in this issue, we congratulate 50+ award-winning faculty members, hear about why Chem 1 is going to a “buffet” model in the spring, and offer resources for teaching Millennials.

Early Childhood/Child Welfare Priority, Nancy Edick, Samantha K. Ammons, Melissa Cast-Brede, Ann Coyne, Karen Falconer Al-Hindi, Shari Hofschire, Lisa Kelly-Vance, Jay Killion, Sajda Qureshi, Bridget O. Ryalls, Peter Simi, Peter Wolcott

Foundational Documents

This is the executive summary of a white paper that describes the context, current capacity, areas of opportunity, and next steps for the UNO Early Childhood/Child Welfare Priority (ECCW). It responds to the need for comprehensive integrated systems of services designed to give all young children (birth through age eight) access to what they need in the early years to succeed in school and in life. In this context, UNO recognizes ECCW as critical to our metropolitan university mission. Further, we must come together with early childhood service providers, P-12 districts, parents, policy makers, other University of Nebraska campuses, community …