Curriculum and Instruction Commons^™

Claiming Debate’S Value For Honors Student Learning, Megan Snider Bailey

Journal of the National Collegiate Honors Council Online Archive

One reason that honors faculty often engage students in seminar discussions is to keep debate’s features of competition, argument, and discord at bay. Intentionally structured academic debate represents a transdisciplinary pedagogy capable of cultivating ethical and empathetic citizenship through critical and creative thinking. The author uses such debate in a seminar curriculum to engage multiple sides of a single, complex sociopolitical issue with students of different disciplinary backgrounds, thereby fostering new understandings of beliefs: what is believed, why it is believed, and how one might live in accord with one’s beliefs as an ethical citizen. Through research, writing, and oral …

Student Perception And Affinity: Establishment Of An Institutional Framework For The Examination Of Underrepresented Programs Such As Agriculture In Honors, Kayla L. Kutzke, Rosemarie A. Nold, Michael G. Gonda, Alecia M. Hansen, Rebecca C. Bott

Journal of the National Collegiate Honors Council Online Archive

This (2019) study assesses student perceptions of an honors college relative to other colleges in an institutional framework. Disproportionately low enrollments in honors from specific majors (particularly those in the College of Agriculture, Food, and Environmental Sciences) prompt researchers to investigate the culture of honors, perceived curricular demands, and the relationship of honors to other colleges and the students they serve. Researchers survey honors and non-honors students (n = 259) across disciplines (n = 59) representing all academic colleges across campus. Data suggest that while a majority of students affirm their abilities to complete the honors curriculum and perceive honors …

Jnchc: Journal Of The National Collegiate Honors Council Vol. 21, No. 2 | Fall/Winter 2020

Journal of the National Collegiate Honors Council Online Archive

Contents

Call for Papers

Editorial Policy, Deadlines, and Submission Guidelines

Dedication to William “Rusty” Rushton

Editor’s Introduction • Ada Long

Forum essays on “big hearts, big minds”

Teaching from the Heart • Suketu P. Bhavsar

Teaching as a Whole • Mollie Hartup

On the Value of Being in the Moment in Honors Education • Lisa L. Coleman and Anne Dotter

Putting the “Human” into the Humanities • Annmarie Guzy

Infusing Critically Reflexive Service Learning into Honors • Lauren Collins and Michaela Niva

Into the Storm • Robert Gill

The Danger Room • Laura Dickinson

Research essays

Claiming Debate’s Value for …

Incorporating Twitter In The Clinical Supervision Process: Perceptions Of Secondary School Level Supervisors, Paula Abiola Willis

Walden Dissertations and Doctoral Studies

Collaborative supervision and social media in education have been the focus of many studies, yet research on incorporating Twitter into clinical supervision is limited. Secondary school level supervisors need to learn and understand educational opportunities when using collaborative supervision incorporating online support. This study explored the perceptions of secondary school level supervisors on using Twitter to collaborate with teachers in the clinical supervision process. Siemen’s theory of connectivism and Cogan’s clinical supervision model framed the study. The research questions explored the perceptions of secondary school level supervisors regarding the use of Twitter for collaborating with teachers during the clinical supervision …

Using Formative Assessment Of Map Data To Shape Instructional Practices, Jeremy Wagner

Walden Dissertations and Doctoral Studies

A school district in the Southwestern United States identified gaps in student performance on 3rd grade math standards and implemented the Measures of Academic Progress (MAP) provided by the Northwest Evaluation Association so that K-2 teachers might better inform their instruction of math standards. The problem was that the district needed to determine the ways in which MAP has changed formative assessment practices. A qualitative case study was conducted using the 5 components of formative assessments identified by Laud and Patel as a conceptual framework. The research questions asked about how formative assessment of students reflects the 5 components in …

The Critical Literacies Advancement Model (Clam): A Framework For Promoting Positive Social Change, Petra A. Robinson

Faculty Publications

This paper outlines the development and structure of the Critical Literacies Advancement Model (CLAM) and discusses its usefulness as a framework for promoting positive social change through the advancement of critical literacy skills which have been classified into five major categories.

Inclusion: A Sense Of Belonging, Judith Mills, Pamela Moore, Alisha Privette

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this professional development module is to improve knowledge and skills in order to facilitate individual, school-wide, and district-wide improvements for the purpose of increasing academic and social achievement of students with disabilities in the inclusive setting.

View professional learning module.

Restorative Practices: An Introduction To A Positive, Research-Based Alternative To A Punitive Discipline System, Mindy Duckworth, Bianca Jeffries, Kelli Passmore

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this professional learning module (PLM) is to introduce educators to a positive, research-based alternative to traditional punitive discipline systems and encourage research-based practices to improve behavior. This module is intended to be completed individually.

View professional learning module.

Elementary Content Teacher Perceptions Regarding Their Ell Instructional Practices, Collier Wesley Owens

Walden Dissertations and Doctoral Studies

Instructional practices of elementary content teachers of English language learners (ELLs) and their alignment with improved ELL academic performance need to be explored. The purpose of this case study was to explore the instructional practices of elementary teachers of ELLs and how those practices are perceived by the teachers to be aligned with improved ELL academic performance. The study is grounded in Ladson-Billings’ theory of culturally relevant pedagogy which holds that student academic achievement and cultural identity should be affirmed. The research questions focused on exploring instructional practices used by teachers to support ELL learning and the teachers’ perceptions regarding …

Teacher Perspectives Of Project-Based Learning Implementation In Middle-Grade Classrooms, Lyndria Regina Bland

Walden Dissertations and Doctoral Studies

Teachers at a middle school in a Southeastern U.S. state were not implementing project-based learning (PBL) as mandated by the district. The purpose of this qualitative case study was to examine the perspectives of teachers concerning PBL implementation and how their self-efficacy shaped their perspectives. Bandura’s self-efficacy theory provided the framework for the study. Data were collected through interviews with 11 participants and examination of PBL artifacts. Data were analyzed using thematic, open and axial coding to discover patterns and themes. Findings indicated that teachers shaped their perspectives regarding PBL through their experiences while implementing PBL, collaboration among teachers is …

Introduction And Remembrance, Amanda Wall

Becoming: Journal of the Georgia Association for Middle Level Education

Introduction to the issue and remembrance for Dr. Lounsbury

Best Practices In Middle Level Quaranteaching: Strategies, Tips And Resources Amidst Covid-19, Christi Pace, Stacie K. Pettit, Kim S. Barker

Becoming: Journal of the Georgia Association for Middle Level Education

School closings resulting from the COVID-19 pandemic have forced teachers across the world to scramble to shift their face-to-face classes online. This rapid transition to what we call “quaranteaching” has left teachers little time to prepare for virtual teaching and learning. Acknowledging this challenge, in this article we share steps, strategies, tips, and resources to support and empower middle grades educators to successfully continue the online instruction (more accurately called “crisis teaching) they have begun. We offer approaches to implementing collaboration, differentiation, and personalized learning, as well as approaches for authentically assessing student learning in a virtual learning environment. Issues …

Quaranteaching In The Time Of Covid-19: Exemplar From A Middle Grades Virtual Classroom, Amanda Woods, Stacie K. Pettit, Christi Pace

Becoming: Journal of the Georgia Association for Middle Level Education

The COVID-19 pandemic dropped educators across the world straight into remote learning with little time to prepare. As some have inevitably struggled, other middle grades educators have overcome beginning hurdles to not only survive, but thrive amidst this new challenge. One teacher in particular, despite being in her first year, has found innovative ways to connect and motivate her middle grades students in a virtual environment. This article extends the steps, tips, and resources article (Author 3, Author 2, & Barker, K. S. also in this issue?) to provide a personal example of the successes (and yet still challenges) that …

Book Review: Neha Vora, Teach For Arabia: American Universities, Liberalism, And Transnational Qatar, Loukia K. Sarroub

Department of Teaching, Learning, and Teacher Education: Faculty Publications

With a provocative title that inherently questions who might be served and educated best by the branch campuses of top US universities in Qatar and Gulf states, Vora’s new book debunks some old myths and reminds readers from the outset that “liberalism has Arabian roots” (18). Vora wonders about and studies the transplant of liberal education into “so-called illiberal” countries like Qatar and other Gulf States. Her timely book offers on-the-ground perspectives of students and faculty in these transplant institutions as they engage with curriculum and one another in a new knowledge economy. The book contributes to scholarship about how …

Reflection And Inquiry-Based Teaching: Exploring Reflective Practices In Beginning Secondary Science Teachers, Ana Rivero, Elizabeth B. Lewis

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Science teachers’ reflections can be used as an opportunity to improve teaching through inquiry-based instruction (White, Frederiksen, & Collins, 2009), especially during their first years as teachers. Yet more work is still needed to support the development of beginning teachers’ reflective practices (Russell & Martin, 2014). The purpose of this exploratory multi-methods study was to describe: (a) beginning secondary science teachers’ reflective practices up to 4 years after completing their teacher education program, (b) the factors that might have an effect on these practices for participants, and (c) the connection (if any) between their inquiry-based instruction and reflective practices. We …

Intercultural Competence In Pre-Service Teacher Candidates, Joan Barnatt, Lisa Andries D’Souza, Ann Marie Gleeson, Kara Mitchell Viesca, Jessica Wery

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This mixed-method study utilizes survey and interview data reflecting teacher candidates’ beliefs about intercultural competence to identify areas of targeted support in teacher preparation. Intercultural competence is operationalized by performance on the Cultural Intelligence Survey (CQS) identifying relative areas of strength and weakness in four dimensions. Participants reported awareness of cultural differences and motivation to interact with those from other cultures, with less confidence in their knowledge base and ability to adapt behavior in intercultural interactions. Qualitative data provided explanatory support for understanding how program elements influenced intercultural competence along a developmental trajectory of learning.

Impact Of Mobile Technology‐Based Physics Curriculum On Preservice Elementary Teachers’ Technology Self‐Efficacy, Deepika Menon, Meera Chandrasekhar, Dorina Kosztin, Douglas Steinhoff

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The growing popularity of mobile technologies in educational settings, from grade schools through college, has prompted science educators to prepare preservice teachers to successfully integrate technology into science teaching. This mixed‐methods study explores the effectiveness of a mobile technology‐based physics curriculum, Exploring Physics, on preservice elementary teachers’ technology self‐efficacy. Participants included 67 preservice elementary teachers enrolled in a specialized physics content course at a large public university in the United States. The experimental group (N = 34) used the Exploring Physics curriculum on iPads, and the comparison group (N = 33) used a hardcopy version of a similar …

Educating Effective Science Teachers: Preparing And Following Teachers Into The Field, Elizabeth Lewis, Ana Rivero, Aaron Musson, Lyrica L. Lucas, Amy Tankersley, Brandon Helding

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This chapter focuses on: (a) our development of a research-based, graduate- level science TPP for teachers with a degree in science; (b) an analysis of teachers’ subject matter knowledge (SMK) as it relates to their subsequent use of inquiry-based instruction; and (c) results of a longitudinal study of beginning science teachers who graduated from a master’s level TPP in comparison with the instructional practices of science teachers prepared through a traditional undergraduate program. We offer what we consider to be a typical case of an undergraduate and less typical case of a graduate science teacher preparation program that occur at …

Identity Negotiation In Multilingual Contexts: A Narrative Inquiry Into Experiences Of An African Immigrant High School Student, Lydiah Kananu Kiramba, James Oloo

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Background/Context: Inclusion of African immigrant youth voices in educational and research discourses remains rare despite the steady growth of this population in the United States over the past four decades. Consequently, the multilingual abilities of these youth remain typically unnoticed or ignored in the classroom, and little is specifically known about their histories, cultures, expectations, and achievements.

Purpose: Using the narrative inquiry approach and the Natural, Institutional, Discursive, Affinity, Learner, and Solidarity (NIDALS) theoretical lens, we explore the lived experiences of one African immigrant high school student in the Midwestern United States.

Research Design: Using narrative inquiry (Clandinin & Connelly, …

Inquiry As Practice In The Implementation Of A Bachelor Of General Studies Degree In The College Of Undergraduate Studies At The University Of Central Florida, Devon Cadwell Bazata

Electronic Theses and Dissertations, 2020-2023

Prior to the Fall 2019 implementation of the Bachelor of General Studies (BGS) degree at the University of Central Florida (UCF), the Interdisciplinary Studies (IDS) degree programs were the primary option for students with a range of majors, accumulated credits, and diverse curricular interests. While the IDS degree required students to fulfill requirements in two disciplinary areas of study and a minor, the BGS degree program was introduced to provide students greater flexibility with coursework. The BGS degree was a solution to the complex educational problem of practice presented by the increasing number of undergraduate students with 120+ credit hours …