How Web 2.0 Is Changing The Way Students Learn: The Darwikinism And Folksonomy Revolution,
2012
Old Dominion University
How Web 2.0 Is Changing The Way Students Learn: The Darwikinism And Folksonomy Revolution, Helen Crompton
Teaching & Learning Faculty Publications
In the 21st century, some argue that we have a new breed of students (Oblinger & Oblinger, 2005; Prensky, 2001). Technologies such as Web 2.0 have been held responsible for these changes as students are now becoming active, critical consumers of information (Klamma, Cao, & Spaniol, 2007). Two components of this Web 2.0 revolution are the ideas behind Darwikinism and folksonomy. Darwikinism is a portmanteau of Darwinism and Wikis, which describes how a system similar to Darwin’s theory of evolution is ordering and processing wiki information. Folksonomy, again a portmanteau of folk and taxonomy, refers to the way in which …
Parent Teacher Interactions: A Study Of The Dynamics Of Social Influence,
2012
Edith Cowan University
Parent Teacher Interactions: A Study Of The Dynamics Of Social Influence, Michelle Ellis
Research Journeys in Education
No abstract provided.
Ecological Influences On Weight Status In Urban African-American Adolescent Females: A Structural Equation Analysis,
2012
University of North Florida
Ecological Influences On Weight Status In Urban African-American Adolescent Females: A Structural Equation Analysis, Jevetta Stanford
UNF Graduate Theses and Dissertations
The present study employed a quantitative, non-experimental, multivariate correlational research design to test a hypothesized model examining associative paths of influence between ecological factors and weight status of urban, African-American adolescent females. Anthropometric and self-report survey data of 182 urban, African- American adolescent females were collected during after-school programs, health and physical education classes, and community events in an urban area in northeast Florida. Descriptive analyses were conducted to characterize the study participants based upon their age, study setting, and weight status. A scale reliability analysis was conducted to assess the internal consistency reliability of the sample data using selected …
Content Analysis Of Conflict Resolution Curricula,
2012
University of North Florida
Content Analysis Of Conflict Resolution Curricula, Mary Smith
UNF Graduate Theses and Dissertations
Violence in schools in various forms has become recognizable. Awareness of this situation has resulted with proliferation of curricula for conflict education. The purpose of this study was to analyze conflict resolution curricula designed for five to eight year olds. The study examined three issues formulated from the review of related literature: time and space, skill building, and developmentally appropriate practices. The findings included time and physical space requirements for conflict resolution curricula, the suggested skills needed to peacefully resolve conflicts, and an evaluation of the developmentally appropriate activities in the curricula for early childhood ages 5-8.
Understanding The Role Of Social, Teaching And Cognitive Presence In Hybrid Courses: Student Perspectives On Learning And Pedagogical Implications,
2012
Portland State University
Understanding The Role Of Social, Teaching And Cognitive Presence In Hybrid Courses: Student Perspectives On Learning And Pedagogical Implications, Janelle De Carrico Voegele
Dissertations and Theses
The use of hybrid learning (a blend of face-to-face and distance learning) is rapidly increasing in higher education. However, educational leaders have raised concerns about the proliferation of hybrid programming as an efficiency measure without appropriate attention to learning. This study examined the relationship between social, teaching and cognitive presence, pedagogical design, and students' perspectives on hybrid learning effectiveness. Data from thirty-nine undergraduate courses representing 1,886 students were analyzed to identify indicators of best hybrid practice. Aspects of social and teaching presence significantly influenced students' perceptions of learning, including facilitation of student interactions, assignment feedback and guidance, effective use of …
Creating Conversations, Changing Cultures: Case Study Of A Professional Development Plan,
2011
Bank Street College of Education
Creating Conversations, Changing Cultures: Case Study Of A Professional Development Plan, Alexis Goldberg
Graduate Student Independent Studies
This case study, as documented through notes, self reflection, and interviews, describes the process of making space for a dialogue that enables teachers to share ideas around the beliefs and practices of teaching.
Navigating Through The Storm: Reinventing Education For Postmodern Democracies,
2011
Southern Connecticut State University
Navigating Through The Storm: Reinventing Education For Postmodern Democracies, Jess L. Gregory
Journal of Educational Research and Practice
No abstract provided.
Teacher Professional Standards, Accountability, And Ideology: Alternative Discourses,
2011
Australian Catholic University
Teacher Professional Standards, Accountability, And Ideology: Alternative Discourses, Katarina Tuinamuana
Australian Journal of Teacher Education
Teacher professional standards and accountability are today writ large on the landscape of both schooling and teacher education practice around the world. This paper explores some of the related debates through a discussion of four discourses on teacher professional standards: namely, discourses of commonsense, professionalism and quality, managerialism/performativity, and strategic manoeuvring. It is argued that each of these discourses legitimises particular understandings of standards and quality, illustrating the competing set of lenses through which they are viewed, as well as the broader ideologies from which they emerge, including neoliberalism and technical rationality. These discourses also represent the interpretive practice that …
Inquiry, Art And Consummatory Experience: A Deweyan Account Of The Instrumental And Aesthetic Modes In Human Well-Being,
2011
University of Nebraska-Lincoln
Inquiry, Art And Consummatory Experience: A Deweyan Account Of The Instrumental And Aesthetic Modes In Human Well-Being, Eric A. Evans
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This dissertation argues that a Deweyan reconstruction of philosophical theories of human well-being is needed. While philosophical interest about human well-being has existed for millennia, significant interest in such theories among philosophers has re-emerged during the past twenty-five years. During this same time there has been a resurgence of interest in the work of John Dewey. His critique of the “philosophical fallacy” is used to examine the legitimacy and value of the theories of human well-being offered by Plato and L.W. Sumner in which the target for evaluation is “happiness” and the criterion is, respectively, P-justice or preference fulfillment. It …
Kentucky Voices: Education Reform Is Futile Without New Set Of Principles,
2011
Western Kentucky University
Kentucky Voices: Education Reform Is Futile Without New Set Of Principles, Aaron W. Hughey
Counseling & Student Affairs Faculty Publications
No abstract provided.
Schooling, National Affinity(Ies), And Transnational Students In Mexico,
2011
University of Nebraska-Lincoln
Schooling, National Affinity(Ies), And Transnational Students In Mexico, Edmund T. Hamann, Víctor Zúñiga
Department of Teaching, Learning, and Teacher Education: Faculty Publications
An examination of responses by 346 students from Nuevo León and Zacatecas, Mexico, who had previously attended schools in the United States, found that 37% asserted a hyphenated identity as "Mexican-American," while an additional 5% identified as "American." Put another way, 42% did not identify singularly as "Mexican." Those who insisted on a hyphenated identity were not a random segment of the larger sample, but rather had distinct profiles in terms of gender, time in the United States, and more. This chapter describes these students, broaches implications of their hyphenated identities for their schooling, and considers how this example may …
Hyphenated Identities As A Challenge To Nation-State School Practice?,
2011
University of Nebraska-Lincoln
Hyphenated Identities As A Challenge To Nation-State School Practice?, Edmund T. Hamann, William England
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This chapter concludes the edited volume Hyphenated Identities and affords a chance to juxtapose how transnational students negotiate school and identity with how school systems in turn view such students, and then it allows the examination of two different strategies -- situational ethnicity versus the assertion of hyphenated identity -- as a glimpse into the cosmology of transnationally mobile students as they come into adulthood.
Supporting Native Indian Preschoolers And Their Families Family–School–Community Partnerships,
2011
University of Nebraska at Omaha
Supporting Native Indian Preschoolers And Their Families Family–School–Community Partnerships, M. Susan Mcwilliams, Tami Maldonado-Mancebo, Paula S. Szczepaniak, Jacqueline Jones
Teacher Education Faculty Publications
In this urban midwestern public school district, families of Native Indian students, pre-K through grade 12, attend four multigenerational gatherings like this one during the school year—one of a number of events orchestrated by the Native Indian Centered Education (NICE) program. NICE is a program in the school district that partners with families to provide Native-centric educational opportunities for preschool children. Family events such as the storytelling activity in the opening vignette represent trends in early childhood education: building family-school-community partnerships to enhance learning and build family resources. The all- Native-Indian preschool program is unusual and rare in urban areas. …
Evidence-Based Or Just Good For The Soul? Examining The Efficacy Of Peer Tutoring In College,
2011
University of Kentucky
Evidence-Based Or Just Good For The Soul? Examining The Efficacy Of Peer Tutoring In College, James D. Breslin
Kentucky Journal of Higher Education Policy and Practice
As peer tutoring programs have become pervasive on college campuses, it has become common to hear their benefits extolled. The goal of this paper is to examine the literature to determine in what ways accessing peer tutoring may impact college students. Specifically, the dual lenses of cognitive development and the generation and conversion of academic and social capital are employed to limit the scope of the research and focus the analysis. Conclusions include that while “peer tutoring” lacks a commonly accepted definition, students may receive intellectual benefits and their social networks may be broadened when accessing services that are intentionally …
Recognizing And Serving Low-Income Students In Higher Education (Review),
2011
University of Kentucky
Recognizing And Serving Low-Income Students In Higher Education (Review), Michael Peabody
Kentucky Journal of Higher Education Policy and Practice
In a time of decreasing appropriations from state and federal agencies, institutions of higher education are making changes to the services they provide. In this book Adrianna Kezar (ed.) examines the policies and practices that negatively affect low-income students and utilizes a post-structuralist lens to provide a framework for institutions to think differently about the services they provide.
Instructional Practices For Teaching Systems Concepts,
2011
University of California, Los Angeles
Instructional Practices For Teaching Systems Concepts, Dario Nardi
Systems Science Friday Noon Seminar Series
15-minute presentations on the following three topics:
I. Live Group Simulations Promote Learning of Systems Concepts
Systems concepts such as attractors, bifurcation, chaotic behavior, and emergence may be hard for learners to grasp. Even when they follow a lecture or demonstration, they may wonder about practical use. How might we more effectively convey systems concepts? For fourteen years, I have used group activities to stimulate learning of systems concepts and multi-agent behavior in general. The activity might involve as few as ten participants or 150-plus. Whether you have 10 minutes, 90 minutes, or 4 weeks, there is an effective …
Race To The Top: An Example Of Belief-Dependent Reality. A Response To "Race To The Top Leaves Children And Future Citizens Behind",
2011
University of Colorado at Boulder
Race To The Top: An Example Of Belief-Dependent Reality. A Response To "Race To The Top Leaves Children And Future Citizens Behind", William J. Mathis
Democracy & Education
Although the federal government claims otherwise, Race to the Top is not research based. Rather, its foundation is in ideology and belief-based realism. The overall effort is fundamentally antiscientific and distracts valuable and needed attention, resources, and focus from the nation's real problems of social, economic, and educational deprivation.
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims,
2011
Virginia Commonwealth University
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy & Education
This article describes an empirical project that studied fourth-through-eighth-grade math teachers’ beliefs about teaching and learning and about the role of teaching and learning in broader society. Specifically, it examined relationships between teachers’ reported beliefs and their use of transmittal, constructivist, and democratic classroom practices. The article concludes with consideration about the difficulties inherent in attempting to use empirical research to study our broad educational aims, particularly our democratic ones.
The Potential For Deliberative Democratic Civic Education,
2011
University of Colorado at Boulder
The Potential For Deliberative Democratic Civic Education, Jarrod S. Hanson, Ken Howe
Democracy & Education
The values of aggregative democracy have dominated much of civic education as its values reflect the realities of the American political system. We argue that deliberative democratic theory better addresses the moral and epistemological demands of democracy when compared to aggregative democracy. It better attends to protecting citizens’ autonomy to participate in civic life and is able to accommodate the diverse experiences and viewpoints of the American public. We conclude by examining how deliberative democracy provides a new lens on civic education practices. It calls for attention to be given to the process of the exchange of reasons among students …
Imagining No Child Left Behind Freed From Neoliberal Hijackers,
2011
University of Delaware
Imagining No Child Left Behind Freed From Neoliberal Hijackers, Eugene Matusov
Democracy & Education
As a sociocultural educator and scholar, I have always been ambivalent about No Child Left Behind's slogan. I like its democratic ideal of “education without failure,” but I do not like the current educational policies guided by a neoliberal ideology. This article begins a discussion about what a No Student Left Behind educational practice might look like from a sociocultural democratic education perspective.
