Educational Methods Commons^™

Curtain Up: Place-Based Teaching & Learning In The New York City Theater District, Peggy Mcnamara, Bryan Andes

Occasional Paper Series

In this article we describe and analyze the process first grade teachers used as they guided their students to investigate a place in their school community called “the Theater District,” an important industry in the neighborhood.

Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello

Occasional Paper Series

The aim of this paper is to articulate the strengths of Guggenheim For All (GFA) as a place-based learning experience and the ways it can benefit students on the autism spectrum. I review educator practices in light of both Universal Design for Learning principles and best practices for teaching students with autism spectrum disorders (ASDs) and draw on anecdotal data from teachers that support a view of GFA as place-based learning.

Playing In Literary Landscapes: Considering Children's Need For Fantasy Literature In The Place-Based Classroom, Sarah Fischer

Occasional Paper Series

Are the philosophies and pedagogical practices of literature-based classrooms congruent with place-based classrooms? In this paper, the author argues that not only is imaginative literature compatible with place-based philosophies, but it can become a powerful centerpiece of a curriculum aimed at educating for a sense of place and inspiring life-long readers.

Reclaiming The Promise Of Place: An Interview With David Greenwood, Roberta Altman

Occasional Paper Series

David Greenwood (formerly Gruenewald) is a Canada research chair in environmental education at Lakehead University, where he also directs the Centre for Place and Sustainability Studies. He has published widely on critical place-based, environmental, and sustainability education. His current interests are to continue to make connections between the big ideas of place and sustainability and other big ideas and experiences in the arts, mindfulness, embodiment, and being in the world.

Introduction: Claiming The Promise Of Place-Based Education, Roberta Altman, Susan Stires, Susan Weseen

Occasional Paper Series

Each of the papers in Claiming the Promise of Place-based Education offers a much-needed antidote to the forces that disconnect us from the places we teach, learn, and live in. Taken together, they provide an opportunity to reflect on the power of place in education. We invite you to enjoy the fresh air that the authors of this issue of Occasional Papers have brought with them to share with you.

Technology As A Tool For Collaboration, Understanding & Engagement, Kai Johnson

Occasional Paper Series

The author incorporates multimodal online inquiry to deepen the thinking of children in his elementary classroom. When he sees how engaged his students are in their work, he realizes that this is a true picture of constructivist learning.

Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss

Occasional Paper Series

Cover page, table of contents, editors' notes.

Team Work Boosts Student Learning And Professional Community, Thomas M. Van Soelen

Faculty Work Comprehensive List

A team of kindergarten teachers in rural Georgia dig deeply into student work and standards to build a common understanding of writing expectations.

Confessions Of A Media Literacy Scholar-Practitioner: Job Market Advantages, Research Agenda Challenges, And Theory-Driven Production, Christopher Boulton

Journal of Media Literacy Education

This essay explores how higher education’s move away from the liberal arts tradition of learning by thinking and towards more vocational “experiential” approaches has implications for media literacy educators’ career options, scholarly identities, and teaching strategies. Specifically, I consider my own negotiation of increasing administrative and student demands for “hands-on” production courses by confessing both my advantages on the job market and my post-hire challenges in articulating a clear research agenda. I then conclude with a case study of how I repurposed my scholar-practitioner identity and used critical theory to drive production by bringing film students into a cultural studies …

Open Educational Resources (Oer) Pilot Program, Fall 2015 Final Report, Catherine Overson

Open Educational Resources

Assessments Conducted by Center for Excellence in Teaching and Learning (CETL)

Assessments Targeted Four Central Areas:

1. Textbook Cost Savings
2. Student Perceptions of the OER Materials
3. Student Learning Outcomes
4. Faculty Perceptions of the OER Pilot Program

Ice (Interactive Curricula Experience) Platform & App Adoption, Use & Evaluation Across Thomas Jefferson University, Julie Phillips, Phd, Martha Langley Ankeny, Med.

Thomas Jefferson University Faculty Days

iCE or the Interactive Curricula Experience Platform and App is a content delivery system designed specifically for the iPad but available to any learner with a web-enabled device.

Poster presented at 2016 8th Annual Faculty Days at Thomas Jefferson University.

Using A Smartphone App To Teach Students Practical Epidemiological Skills, Russell K. Mcintire, Mph, Phd, Kathleen Day, Ms, Sean Dyer, Bs

Thomas Jefferson University Faculty Days

Background:

Despite the evidence that shows the pedagogical benefits of experiential education, epidemiology instructors rarely utlize experiential activities to teach epidemiological concepts and skills.

Poster presented at 8th annual 2016 Thomas Jefferson University Faculty Days.

The Sustainable Development Goals: Implications And Integration Across The Curricula, Lucille B. Pilling, Mph, Edd, Rn, Kathleen C. Ashton, Phd, Rn, Acns-Bc

Thomas Jefferson University Faculty Days

Poster presented at 8th annual Faculty Days at Thomas Jefferson University.

Grants Information Service, Helena Washington, Mls, Paul Hunter, Dmd, Mlis

Thomas Jefferson University Faculty Days

Poster presented at 8th annual Faculty Days at Thomas Jefferson University.

Authors, Monitor Your Publications And Their Impact With Scopus And Orcid, Gary E. Kaplan, Mslis, Ahip, Patricia Wynne, Bsn, Rn, Mslis

Thomas Jefferson University Faculty Days

Poster presented at 8th annual Faculty Days at Thomas Jefferson University.

In The Service Of What? A Phenomenological Exploration Of African American High School Students' Self-Efficacy In Service Learning, Charemi A. Jones

College of Education Theses and Dissertations

This phenomenological study explored how African American high school students from a large Midwestern city make meaning of their service learning experiences within the framework of mandated service learning participation required for high school graduation, and how their lived experiences inform their self-efficacy development. Scholars have previously posited, “student voice in service learning projects positively correlated with improved self-concept, political engagement, and tolerance” (Morgan and Streb, 2001). Within this context, voice is synonymous with students’ self- reflection.

One-on-one semi-structured interviews were conducted utilizing a pre-printed protocol consisting of open- ended questions designed to elicit authentic responses, allowing the voice of …

The Impact Of Collaboration On Clinical Practice In Teacher Education: A Pilot Study, Christina L. Wilcoxen

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article shares one university’s work with two metropolitan districts to support preservice teachers during clinical practice through the use of a common language. The pilot merged the concept of co-teaching and coaching to the clinical practice experience. The study was completed over a year’s time and connected preservice teachers’ last methods class placement to their clinical practice placement. Preservice teachers participating in this pilot were paired with a cooperating teacher for an entire year as opposed to a semester experience. Preliminary findings yielded a positive outcome.

Wearable Technology And Schools: Where Are We And Where Do We Go From Here?, Brian K. Sandall

Journal of Curriculum, Teaching, Learning and Leadership in Education

The area of wearable technology is having a rapidly growing impact on society with more consumers purchasing wearable tech. At the same time, wearable technology seems to be poised to have an impact on educational settings. This paper explores the area of wearable technology related to schools. It considers how wearable technology can be used by teachers to improve instruction and by students to change how they interact with the school environment. Wearable technology applications currently being implemented as part of the curriculum in schools are identified and discussed. To conclude, traits and skills that school leaders need to exhibit …

Renewing Teaching Practices: Differentiated Instruction In The College Classroom, Wendy Mccarty, Sherry R. Crow, Grace A. Mims, Dennis E. Potthoff, Jennifer S. Harvey

Journal of Curriculum, Teaching, Learning and Leadership in Education

At a time of high college student attrition rates, faculty who work in higher education settings are being challenged more than ever before with accountability for student learning. The purpose of this article is to share insights relative to a multi-year professional development initiative that provided college faculty with an opportunity to explore changes in their teaching. Over the course of three years, faculty members honed their knowledge, skills, and dispositions relative to a specific instructional strategy for their own classrooms: differentiated instruction. An experiential approach to the initiative was used, and the degree to which participants committed to change …

The Redirect Behavior Model And The Effects On Pre-Service Teachers' Self-Efficacy, Victoria Lentfer, Bridget A. Franks

Journal of Curriculum, Teaching, Learning and Leadership in Education

The ability for a novice teacher to confidently address inappropriate behavior has a substantial impact on student achievement, teacher attrition, and the reduction of bullying instances (Allen, 2010; Marzano, 2003). Classroom management plays a critical role in the success of the student as well as the teacher. The authors propose an intervention that potentially may have considerable impact on a novice teachers’ confidence regarding classroom management. The idea of providing guidelines for novice teachers to implement while redirecting student behavior could perhaps impact self-efficacy with classroom management. This paper describes the implementation of the Redirect Behavior Model with pre-service teachers …