Innumeracy: The Product Of Misrepresentation,
2016
Missouri University of Science and Technology
Innumeracy: The Product Of Misrepresentation, Elizabeth Cundiff
Missouri S&T’s Peer to Peer
Innumeracy refers to one’s inability to understand mathematics. Or, more simply, innumeracy is mathematical illiteracy. The main problem with innumeracy is the fact that most of society does not see it as a problem. In fact, many people boast about their innumeracy. Consider a table of five people at a restaurant: they split the check and attempt to calculate the tip. More often than not, at least one individual at the table will joke about the fact that they don’t know how to do make that simple calculation. This flippancy toward the prevalence of mathematics has become an accepted norm, …
Energy And Calm: Change It Up And Calm It Down!,
2016
Butler University
Energy And Calm: Change It Up And Calm It Down!, Lori Desautels
Scholarship and Professional Work – Education
Unlike the sequels to movies, I hope that part two of last year's Energy and Calm post will continue to strengthen your understanding of how our brains naturally learn, think, and behave. So let's return to the calming yet energizing zone of focused attention practices and brain breaks, a place that would greatly benefit students -- and their teachers -- when revisited frequently.
Pre-College Deaf Students’ Understanding Of Fractional Concepts: What We Know And What We Do Not Know,
2016
Rochester Institute of Technology
Pre-College Deaf Students’ Understanding Of Fractional Concepts: What We Know And What We Do Not Know, Keith Mousley, Christopher Kurz
Journal of Science Education for Students with Disabilities
Mathematical knowledge and skills are crucial to success in academics and the workplace. The Common Core State Standards emphasizes fraction teaching and learning in elementary school. This mixed-method study explores fraction concept understanding among 14 deaf and hard of hearing participants between the ages of 8 and 16, as quantitatively measured by their ability to describe the properties of fractional numbers, convert between fractional numbers and their visual representations, and determine the order and equivalence of fractional numbers. Furthermore, the qualitative study was supplemented by interviews with the deaf participants and surveys with their parents and teachers to examine use …
The Head Of The Holler: Guided Place-Based Digital Education In Rural Appalachia,
2016
Morehead State University
The Head Of The Holler: Guided Place-Based Digital Education In Rural Appalachia, Bruce Parsons
Morehead State Theses and Dissertations
A capstone submitted in partial fulfillment of the Requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Bruce Parsons on February 22, 2016.
Member Checking Process With Adolescent Students: Not Just Reading A Transcript,
2016
Indiana University - Bloomington
Member Checking Process With Adolescent Students: Not Just Reading A Transcript, Amber Simpson, Cassie F. Quigley
The Qualitative Report
This paper explores the way in which educational researchers created a member checking process with adolescent students during a study to uncover and understand female and male’s dynamic mathematics identity in single-sex and coeducational mathematics classes within a public coeducational middle school in the United States. The authors developed a member checking process that included I-poems and Word Trees, which provided the youth with opportunities for self-reflection, enhancement of findings, examination of the students’ learning, and as a way to shift some of the power from the researcher to the participants. This paper serves as an example for other researchers …
Cogenerative Dialogue: Developing Biology Learning Accommodations For Students With Disabilities,
2016
CUNY Bronx Community College
Cogenerative Dialogue: Developing Biology Learning Accommodations For Students With Disabilities, Edward Lehner
Publications and Research
A prominent challenge, at times under-addressed in the science education literature, is considering what types of learning accommodations science teachers should employ for students with disabilities. Outside of science education, researchers have consistently outlined how Universal Design for Learning (UDL) is one efficient means by which to engage students with disabilities in the curriculum. This paper presents the results of a research study in which teachers employed cogenerative dialogue as a learning space where UDL was used to differentiate and individualize instruction in an inclusive biology class. The data originated from a larger, ongoing, longitudinal ethnography of science learning in …
Use Of Lecture Capture And Student Performance In Physiology.,
2016
St. Louis College of Pharmacy
Use Of Lecture Capture And Student Performance In Physiology., Chaya Gopalan Phd, Rim M. Hadgu, Sophia Huynh
SIUE Faculty Research, Scholarship, and Creative Activity
Lecture capture technology is fairly new and has gained interest among higher institutions, faculty and students alike. Live-lecture (LL) is captured in real-time and this recording, LC, is made available for students to access for later use, whether it be for review purpose or to replace a missed class. Student performance was compared between those attending LL only and the other group utilizing LC in addition to LL in two randomly chosen lectures. We found that the overall exam performance was indistinguishable between the LL and the LC groups. Additionally, there was no significant difference in student performance between the …
Facilitating Better Learning For Student-Athletes: A Competency-Based Needs Assessment In An Academic Services Unit,
2016
Morehead State University
Facilitating Better Learning For Student-Athletes: A Competency-Based Needs Assessment In An Academic Services Unit, Jonene L. Cook, Nicole D. Jones
Morehead State Theses and Dissertations
A capstone submitted in partial fulfillment of the Requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Jonene L. Cook and Nicole D. Jones on February 12, 2016.
Teaching Creative Writing In The Age Of Common Core,
2016
Bowling Green State University
Teaching Creative Writing In The Age Of Common Core, Casey Unverferth
Honors Projects
The core of my honors project includes a 12-day unit plan for teaching creative writing in the form of narratives. I created lessons for 12 days, created the materials needed for each day, and created a website where my work has been displayed for my future classroom. The website link is: teachcreatewrite.weebly.com. All materials for the unit plan are broken down by day, and I chose to expand upon 3 days in a short lesson plan template.
Reflexively Conducting Research With Ethnically Diverse Children With Disabilities,
2016
OISE/University of Toronto
Reflexively Conducting Research With Ethnically Diverse Children With Disabilities, Amanda Ajodhia-Andrews
The Qualitative Report
This reflexive paper explores the process of engaging ethnically diverse children with disabilities within participatory and narrative research concerning their school life via a multi-method qualitative approach. It contemplates the use of participatory research methods, involving children with disabilities as co-researchers, establishing relaxed research environments, and maintaining qualitative rigour while supporting children’s voice and agency. This paper addresses possibilities of qualitative research to access and amplify voices and differing social experiences of children with disabilities, whilst underscoring their capacity and right to contribute to research regarding their lives. The author advocates re-envisioning ways to conduct ethical research with children with …
Using Thinking Routines As A Pedagogy For Teaching English As A Second Language In Palestine,
2016
Al-Quds Open University and Al-Eman Schools
Using Thinking Routines As A Pedagogy For Teaching English As A Second Language In Palestine, Majida "Mohammed Yousef" Dajani Dr.
Journal of Educational Research and Practice
This study examined the results of promoting Palestinian students’ engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014–2015. The researcher videotaped a number of classes, collected and discussed teachers’ and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English …
The Social Construction Of Teachers' Practical Knowledge In The Advisement Conference Group: Report Of A Case Study,
2016
Bank Street College of Education
The Social Construction Of Teachers' Practical Knowledge In The Advisement Conference Group: Report Of A Case Study, Gail Hirsch
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
The work described here concerns the phenomenon of teachers' practical knowledge and the dynamic processes involved in its articulation and development within the local context of the teacher education experience as these were examined in a longitudinal case study, Telling Tales Out of School (Hirsch, 1987).
A Theoretical Framework For Advisement,
2016
Bank Street College of Education
A Theoretical Framework For Advisement, Dorothy Bloomfield
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the theory and practice of advisement, offering a glimpse of the developmental facet of advisement and the relationship involved between advisor and advisee.
Working With Teachers,
2016
Bank Street College of Education
Working With Teachers, Maja Apelman
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Discusses advisement work with teachers as part of their professional development within schools.
Advisement: From Bank Street To Binghamton,
2016
Bank Street College of Education
Advisement: From Bank Street To Binghamton, Margaret Yonemura
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
The author describes her experience of adapting the Bank Street advisement model to a new master's program in early childhood/elementary education at the State University of New York at Binghamton.
The Advisement Process In School Reform,
2016
Bank Street College of Education
The Advisement Process In School Reform, Esther Rosenfeld
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
As the new Teacher Director at Central Park East II elementary school, the author chose to adapt Bank Street's advisement model to the staff development work at her school. She suggests that the process may be appropriately applied more broadly in efforts at school reform.
Developing Collaborative Leaders: Reflections On Leadership Advisement At Bank Street College,
2016
Bank Street College of Education
Developing Collaborative Leaders: Reflections On Leadership Advisement At Bank Street College, Lonnetta Gaines
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the educational leadership advisement process in its role in preparing collaborative leaders.
Storytelling In Advisement,
2016
Bank Street College of Education
Storytelling In Advisement, Nina Jaffe
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
As a folklore educator and storyteller, the author considers the role of storytelling as it occurs in advisement, not as performance art but as the primary role of communication in group meetings and individual conferences.
Advisement And Collaboration,
2016
Bank Street College of Education
Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes a collaboration between two Bank Street College advisees who had different strengths and levels of experience within the classroom.
Advisement: The Journey For Preservice Students,
2016
Bank Street College of Education
Advisement: The Journey For Preservice Students, Maritza B. Macdonald
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the characteristics of advisement in the Preservice Program at Bank Street College of Education within the context of nine field-related issues, which seem to be predominant in the professional development of preservice students.
