Looking In The Heads Of Experienced Teachers – Do They Use The Wide Range Of Principles Of Effective Teaching When Analysing Lessons?,
2019
University of Cologne
Looking In The Heads Of Experienced Teachers – Do They Use The Wide Range Of Principles Of Effective Teaching When Analysing Lessons?, Wilfried Plöger, Matthias Krepf, Daniel Scholl, Andreas Seifert
Australian Journal of Teacher Education
This study aimed to examine whether principles of effective teaching constitute essential criteria for a systematic and successful analysis of lessons. After watching a video of a complete lesson, the participants (each of nine experienced and pre-service teachers) were asked to analyse this lesson in terms of effectiveness for pupils’ learning in the form of an open dialogue. Their comments were analysed by means of a qualitative content analysis and revealed that the experienced teachers independently used the wide range of principles of effective teaching and differed significantly from the pre-service teachers in this regard. Particularly striking were the large …
Modelling Preservice Science Teachers’ Environment-Friendly Behaviours,
2019
Kilis 7 Aralik University
Modelling Preservice Science Teachers’ Environment-Friendly Behaviours, Murat Berat Uçar, Erdal Canpolat
Australian Journal of Teacher Education
: The purpose of this study was to examine the relationships among the preservice science teachers’ proenvironmental behaviours, environmental identity, and ecocentric and anthropocentric attitudes toward environment. A total of 576 (407 females and 169 males) preservice science teachers enrolling in five public universities’ education faculties in Eastern and South-eastern Anatolian Region of Turkey were administered a questionnaire regarding the variables. Convenience sampling method was chosen to constitute the sample of this study. In order to analyse the data collected, descriptive statistics and path analysis as inferential statistics were utilized. According to the results of the study, preservice science teachers …
Compass Placement Assessment And Student Attrition At A Community College,
2019
Walden University
Compass Placement Assessment And Student Attrition At A Community College, Leslie Morris Samuel Griffiths Ii
Walden Dissertations and Doctoral Studies
Considerable research has been conducted regarding the usefulness of placement testing in community colleges. Many stuides show that using the COMPASS exam may lead to students' unsuccessful course completion. To better identify the factors that may result in reduced attrition, the relationship between attrition and placement testing was studied. Using Tinto's student retention model and employing qualitative methodology, this study explored the perceptions of students and faculty regarding whether COMPASS placement assessment predicted future student success in first year courses at a community college that reports higher rates of attrition when compared to other area community colleges. After completing interviews …
Perceptions Of Higher Education Health Science Faculty On Debriefing After Simulation-Based Activities,
2019
Walden University
Perceptions Of Higher Education Health Science Faculty On Debriefing After Simulation-Based Activities, Maureen Ellen Johnson
Walden Dissertations and Doctoral Studies
Health science faculty striving to be academically competitive can adopt debriefing after simulation-based activities to help transition occupational therapy and physical therapy students from classroom skills to clinical competence. The purpose of this qualitative study was to discover the perceptions and experiences of health science faculty during and after their adoption of debriefing after simulation-based activities. The theory of diffusion and experiential learning theory were used as a conceptual framework. The research questions related to the perceptions and experiences of faculty from their training sessions and implementing debriefing sessions after simulation-based activities in their courses and how these experiences related …
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned,
2019
Temple University
Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai
STEMPS Faculty Publications
Researchers acknowledge that students’ learning and achievement requires both effective cognition and the motivation to apply it. In addition, both cognition and motivation are multidimensional, each involving different processes that may be less or more salient in different contexts. However, most basic research and intervention studies focus on either cognition OR motivation, and commonly only target a single process. We designed an intervention to investigate the role of different combinations of cognitive and motivational supports in first-year undergraduate introductory biology courses. We sought an online delivery approach with minimal burden on the instructor that can accompany any such course. Building …
Professional Development Support For The Online Instructor: Perspectives Of U.S. And German Instructors,
2019
Old Dominion University
Professional Development Support For The Online Instructor: Perspectives Of U.S. And German Instructors, Florence Martin, Chuang Wang, Kiran Budhrani, Robert L. Moore, Annika Jokiaho
STEMPS Faculty Publications
With the increase in number of courses being offered online, there is an increase in the need for professional development support for instructors to teach online. The purpose of this study is to examine faculty perceptions on professional development needs for online teaching, specifically in the U.S. and in Germany. Based on a qualitative open-ended survey, four themes emerged on the professional development needs of instructors for administrative support, personnel support, pedagogical support and technology support. This study discusses specific areas of support in these themes and provides implications for administrators, faculty, and support staff.
Contributors To The Development Of Intercultural Competence In Nursing Students,
2019
Walden University
Contributors To The Development Of Intercultural Competence In Nursing Students, Esther Zazzi
Walden Dissertations and Doctoral Studies
Nurses deal more effectively with cultural diversity when they have an ethnorelative orientation toward cultural difference and commonality on the Intercultural Development Continuum, which was the theoretical framework of this study. Scholarly literature shows limited knowledge on what fosters nurses' intercultural development. Thus, this quantitative, retrospective study was the first investigation in health care in Switzerland conducted on nursing students' orientation on the Intercultural Development Inventory (IDI) and the relationship to student demographic variables. The sample for this secondary data analysis consisted of the IDI results from nursing students enrolled between 2010 and 2016 at the largest nursing college in …
Culturally Related Curriculum And How It Influences Preservice Teachers,
2019
Walden University
Culturally Related Curriculum And How It Influences Preservice Teachers, Ana-Alicia Gonzales
Walden Dissertations and Doctoral Studies
Variation in the way that teacher preparation programs implement culturally related curriculum leads to different preservice teacher perceptions on preparedness to teach in culturally diverse classrooms. Research has indicated that preservice teachers can feel prepared after taking a culturally related course, but there is a gap in understanding how culturally related curriculum influences preparedness. Thus, the purpose of this qualitative, explanatory study was to explore how preservice teachers' perceived intercultural competence and self-efficacy, which contribute to preparedness, are influenced by forms of culturally related curriculum in a U.S. university teacher preparation program. Deardorff's model of intercultural competence, Bennett's developmental model …
Annual Report Of Research And Creative Productions By Faculty And Staff, January To December, 2019,
2019
Morehead State University
Annual Report Of Research And Creative Productions By Faculty And Staff, January To December, 2019, Office Of Research And Sponsored Programs. Morehead State University.
Office of Research and Sponsored Programs Reports and Publications
Annual Report of Research and Creative Productions by Faculty and Staff, January to December, 2019.
A Model For Cultivating Global Engagement Beyond Academic Tourism,
2019
University of Detroit Mercy
A Model For Cultivating Global Engagement Beyond Academic Tourism, Victor D. Carmona, Tizziana Carmona
Jesuit Higher Education: A Journal
The message to environmental scholars in Pope Francis’ Encyclical “Laudato Si” is clear: contributions from Science, Technology, Engineering, and Mathematics (STEM) must serve to inform both local and international conversations as well as connect learning communities in developed and developing nations. In the hope of fostering international opportunities that challenge U.S. students to link their academic degrees with social justice elements that calibrate them to the historical reality the overwhelming majority of the world experiences, we outline a teacher-scholar model that serves as a tool for the advancement of social and environmental justice issues in developing countries.
Appalachian Futures At Wvu: Class Projects,
2019
West Virginia University
Appalachian Futures At Wvu: Class Projects, West Virginia University Libraries
Exhibit Panels
Classrooms across campus are connecting the Appalachian past to our possible futures, in subjects across the curriculum. These are just a few such projects where WVU student researchers helping to chart a distinctly Appalachian path forward.
The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice,
2019
University of Portland
The Impact Of Attending An Equity-Based Conference On One Teacher Educator: Five Pedagogical Changes Of Practice, Rebecca Smith
Northwest Journal of Teacher Education
This article is a reflective overview of five pedagogical practice changes that one teacher educator made after attending a multicultural education conference. The article integrates current research to highlight the educational benefits of innovative, equity-based instructional strategies. The pedagogical changes are explored through the theoretical lens of culturally relevant pedagogy (Ladson-Billings, 1995; Gay, 2010) and culturally sustaining pedagogy (Paris & Alim, 2017) and include: diversifying curriculum, engaging with community partners, collaborating with K-12 practitioners, innovative technology, and self-reflection.
The Relationship Of English Language Scores On International Students' Academic Success,
2019
University of Central Florida
The Relationship Of English Language Scores On International Students' Academic Success, Rebekah Shbeeb
Electronic Theses and Dissertations
International graduate students at the University of Central Florida (UCF) are not completing graduate programs at the same rate as domestic graduate students. One of the main differences in the admissions process for international graduate students compared to domestic students is the English language test requirement. The purpose of this study was twofold: to test if the Test of English as a Foreign Language (TOEFL) or the (International English Language Testing System) IELTS scores have any statistically significant linear relationships to international graduate students' academic success as defined by their cumulative grade point average (CGPA). Secondly, this study sought to …
Mathematics Teacher Educators' Exploring Self-Based Methodologies,
2019
Purdue University
Mathematics Teacher Educators' Exploring Self-Based Methodologies, Elizabeth Elizabeth, Signe E. Kastberg, Dana Cox, Jennifer Ward, Olive Chapman, Melva R. Grant
Teaching & Learning Faculty Publications
Historically underused methodologies in mathematics teacher education such as narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more frequent choice of mathematics teacher educators (MTEs). This has opened new challenges for MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018, we respond to the need for creating spaces (communities) where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we shift our focus from discussion to mentoring and scholarship on self-based methodologies. We invite MTEs with …
What Is Humanistic Stem And Why Do We Need It?,
2019
Embry-Riddle Aeronautical University
What Is Humanistic Stem And Why Do We Need It?, Debra T. Bourdeau, Beverly L. Wood
Publications
Getting students who are planning on technical careers to value their general education courses, particularly in the humanities, is not an easy task. The experiences of two professors from disciplines that cross the so-called divide between STEM and Humanities motivate not only a series of courses blending the two to the advantage of their own students but also a virtual pedagogical community to support efforts taking place elsewhere.
Psyc 462/862: Motivation And Emotion,
2019
University of Nebraska-Lincoln
Psyc 462/862: Motivation And Emotion, Carolyn R. Brown-Kramer
UNL Faculty Course Portfolios
In this course portfolio, I examine the course goals, learning objectives, teaching methods and materials, assessments, and outcomes for an upper-level psychology elective course, PSYC 462/862, Motivation and Emotion. The course introduces students to the major theories of motivation and emotion, develops their ability to critically examine empirical psychological research, encourages the application of theoretical and empirical work to real-world contexts, and strengthens students’ communication skills. For each of the four course goals, I describe how and why I conduct the course as I do, as well as how my pedagogical choices influence student learning and engagement. Data analyses and …
Psyc/Wmns 421/821: Psychology Of Gender,
2019
University of Nebraska-Lincoln
Psyc/Wmns 421/821: Psychology Of Gender, Kathryn Holland
UNL Faculty Course Portfolios
This benchmark portfolio describes the process of developing and assessing student learning in Psychology of Gender (PSYC/WMNS 421/821)—a course I taught in Spring 2019 while participating in the Peer Review of Teaching Project at the University of Nebraska Lincoln. This course is housed in the Psychology Department and cross-listed in Women’s and Gender Studies. The students in this course are mostly advanced undergraduate psychology majors. The course is capped at 40 and is primarily discussion-based. In my portfolio, I outline the course structure and context, my course objectives, and the students enrolled. I also document the teaching materials, methods, and …
Course Portfolio For Assessing Student Learning Surrounding Biological Examples In Bsen244: Thermodynamics Of Biological Systems,
2019
University of Nebraska - Lincoln
Course Portfolio For Assessing Student Learning Surrounding Biological Examples In Bsen244: Thermodynamics Of Biological Systems, Forrest M. Kievit
UNL Faculty Course Portfolios
Thermodynamics is a course required in many engineering disciplines as it covers concepts utilized in many upper level engineering courses. In the Biological Systems Engineering Department at the University of Nebraska – Lincoln, this course, in a way, acts as a gateway to the major since this will be one of the first classes where the students must apply and hone their problem-solving skills. This course was developed to allow students in the department to have access to a thermodynamics course that relates to their major area of interest – biological systems. However, many concepts in thermodynamics do not have …
Bioc 321: Elements Of Biochemistry – A Peer Review Of Teaching Project Benchmark Portfolio,
2019
University of Nebraska-Lincoln
Bioc 321: Elements Of Biochemistry – A Peer Review Of Teaching Project Benchmark Portfolio, Jing Zhang
UNL Faculty Course Portfolios
The benchmark portfolio of Biochemistry 321, Elements of Biochemistry, aimed to provide a broad overview for this large-enrollment class for non-biochemistry majors. This course was delivered in a blended format, and the learning objectives were aligned with the American Society of Biochemistry and Molecular Biology (ASBMB) foundational concepts and skills. Classroom response system iClicker was employed and Think-Pair-Share method was utilized to facilitate the in-class discussion and group-learning. Additional activities include the 3D molecular models for visualizing and hands-on learning of the structure-function relationship concept, and practicing problem-solving through the end-of-chapter essay questions. Data analysis suggested that the iClicker response …
Smaller, More Frequent Assessments May Reduce Students’ Ability To Recall Information,
2019
University of Nebraska at Lincoln
Smaller, More Frequent Assessments May Reduce Students’ Ability To Recall Information, Renee M. Mcfee
UNL Faculty Course Portfolios
Frequent, low-stakes, formative assessments can provide valuable feedback to both students and instructors. Formative assessments have also been shown to enhance student learning. However, many STEM instructors, including those in professional schools, rely solely on high-stakes, summative assessments such as unit, mid-term, or final exams. Our goal was to determine how administration of weekly quizzes impacts student learning (n = 27) in a graduate/professional-level veterinary physiology course. For 2 units (endocrine and cardiovascular), weekly quizzes were administered in addition to a summative, unit exam. Quizzes consisted of lower-order questions (e.g. recall) while exams consisted of higher-order questions (e.g. integrate, apply). …
