Toward A Critical Pedagogy Of Assessment Integrating Social Studies Education: The Proposed Socio-Critical Assessment Integration Framework (Scaif),
2025
University of Delta, Agbor, Nigeria
Toward A Critical Pedagogy Of Assessment Integrating Social Studies Education: The Proposed Socio-Critical Assessment Integration Framework (Scaif), Caroline O. Alordiah, Regina Arisi
Journal of Research Initiatives
The Socio-Critical Assessment Integration Framework (SCAIF) and its consequences for social studies education are examined in this study. The results emphasize the advantages of developing inclusive learning environments, encouraging comprehensive evaluation procedures, encouraging applicability to the real world, and giving students agency by allowing participation in the evaluation process actively. Teachers can promote social justice, question prevailing narratives, and foster critical discourse in the classroom using a critical pedagogy lens. Student learning outcomes are improved by authentic assessment activities that reflect real-world problems and demand that students use their knowledge in meaningful ways. Inclusive learning settings respect student diversity, encourage …
Student-Conscious Practice And Pathways For Student Success,
2025
Tarrant County College District
Student-Conscious Practice And Pathways For Student Success, Anthony Walker, Sara Mata
Journal of Research Initiatives
This paper shares evidence of how four programs enhanced students' pathways from high school through bachelor's degrees. Each program expanded students' networks, fostered a sense of belonging, and developed critical thinking skills. Ten years after participation, we looked back to gain insights into key elements that impacted students' learning experience. Data from student voices highlighted the importance of inclusiveness in action, institutional responsibility, and culturally relevant pedagogy in student success and program impact.
Generative Ai Highlights The Contrast Between Students’ Dualistic Epistemic Practices And Teacher Education Learning Objectives,
2025
University of Turku, Department of Teacher Education
Generative Ai Highlights The Contrast Between Students’ Dualistic Epistemic Practices And Teacher Education Learning Objectives, Tellervo Härkki, Tarmo Thorström, Miika Leino, Henriikka Vartiainen, Matti Tedre
Australian Journal of Teacher Education
This study examines student teachers’ capabilities when adopting a generative AI system as a new cognitive tool. In our pedagogical intervention, students used ChatGPT 3.5 to support a small research task. Consistent with decades of research on higher education students’ epistemic positions, most students approached the knowledge-building task (and, respectively, ChatGPT) with dualistic epistemic practices. Notably, ChatGPT’s polished interface invites naïve dualistic interpretations. However, teacher education learning objectives and effective knowledge-building with generative AI tools require more sophisticated epistemic stances: understanding knowledge as contingent and context-bound and knowledge-building as an activity that requires validation. This suggests that the central challenge …
In Memoriam - Nora Sabelli: Master Orchestrator Of Grant Programs And Mentor For Advancing The Interdisciplinary Learning Sciences Field,
2025
Pepperdine University
In Memoriam - Nora Sabelli: Master Orchestrator Of Grant Programs And Mentor For Advancing The Interdisciplinary Learning Sciences Field, Eric Hamilton, Jeremy Roschelle, Roy Pea, Barbara Means, Louis Gomez, Kim Gomez, Nancy Butler Songer
Education Division Scholarship
On Friday, September 6, 2024, the learning sciences field lost a giant in Dr. Nora Sabelli, 87 years old, a personal mentor to many researchers and an inspiration to so many learning scientists and STEM leaders. Nora’s first professional career was as a computational chemist, and later she became a passionate leader in research for improving STEM education. Nora’s time as a senior program officer at the National Science Foundation’s (NSF) Education and Human Resources (EHR) directorate was legendary; she was a force of nature who reshaped funding priorities for stronger science and a stronger connection of science to education …
Course Portfolio: Bios 443/843 Immunology,
2025
University of Nebraska-Lincoln
Course Portfolio: Bios 443/843 Immunology, Nicole Sexton
UNL Faculty Course Portfolios
This course portfolio relates to the Fall 2025 delivery of BIOS 443/843: Immunology, cross listed as MBIO 443 and VMBS 843 and was prepared as part of the Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST) project. BIOS 443/843 is an upper division course that introduces Immunological concepts but also connects them to up to date literature in the field of Immunology with the intent of preparing students for careers in medicine and biomedical research. In Fall of 2025 this course was restructured to incorporate additional peer-to-peer learning opportunities and more distributed assessment styles, therefore was peer-reviewed to assess the …
Flipping The Script: The Most Impactful College Decision I’Ve Made,
2025
Eastern Michigan University
Flipping The Script: The Most Impactful College Decision I’Ve Made, Elena Parshall
Teaching and Learning Together in Higher Education
No abstract provided.
Faculty Support And Connections To Support A Unique College Experience,
2025
Eastern Michigan University
Faculty Support And Connections To Support A Unique College Experience, Autumn Persinger
Teaching and Learning Together in Higher Education
No abstract provided.
Breaking Barriers And Building Connections: How Flipping The Script Changed My Life,
2025
Eastern Michigan University
Breaking Barriers And Building Connections: How Flipping The Script Changed My Life, Ricki Alice Kreps
Teaching and Learning Together in Higher Education
No abstract provided.
Navigating A Partnership: My Personal Reflections On Flipping The Script,
2025
Eastern Michigan University
Navigating A Partnership: My Personal Reflections On Flipping The Script, Ivana Carrington
Teaching and Learning Together in Higher Education
No abstract provided.
The Student Becomes The Teacher,
2025
Eastern Michigan University
The Student Becomes The Teacher, Kaycee Johnson
Teaching and Learning Together in Higher Education
No abstract provided.
Leveraging Emotional Contagion With An Attitude Of Gratitude,
2025
Eastern Michigan University
Leveraging Emotional Contagion With An Attitude Of Gratitude, Adrienna Bartnicki, Rachel Tindall
Teaching and Learning Together in Higher Education
No abstract provided.
Reflections On Student-Faculty Partnership In The Redesign Of An Upper Level Stem Course,
2025
Eastern Michigan University
Reflections On Student-Faculty Partnership In The Redesign Of An Upper Level Stem Course, Deborah L. Heyl-Clegg, Jennifer R. Kean
Teaching and Learning Together in Higher Education
No abstract provided.
The Long-Term Impacts Of Working As Student Leaders In The Talt Program,
2025
Eastern Michigan University
The Long-Term Impacts Of Working As Student Leaders In The Talt Program, Lauren Silvia, Jessi Kwek
Teaching and Learning Together in Higher Education
No abstract provided.
Did 'Flipping The Script' Flip Perceptions? The Impact Of A Student-Led Teaching Conference,
2025
Eastern Michigan University
Did 'Flipping The Script' Flip Perceptions? The Impact Of A Student-Led Teaching Conference, Alivia "Liv" Overbee, Trinity Perkins
Teaching and Learning Together in Higher Education
No abstract provided.
From Design To Implementation: Developing A Learning Community To Understand Student-Instructor Partnerships In Clinical Education,
2025
Eastern Michigan University
From Design To Implementation: Developing A Learning Community To Understand Student-Instructor Partnerships In Clinical Education, Courtney Lewis, Alivia English
Teaching and Learning Together in Higher Education
No abstract provided.
Shifting Roles And Processes In A Collaborative Course (Re)Design Learning Community,
2025
Eastern Michigan University
Shifting Roles And Processes In A Collaborative Course (Re)Design Learning Community, Sarah M. Ginsberg, Shanna R. Morrison
Teaching and Learning Together in Higher Education
No abstract provided.
From Car Conversation To Collaborative Conference: Building Faculty-Student Partnerships At Eastern Michigan University,
2025
Eastern Michigan University
From Car Conversation To Collaborative Conference: Building Faculty-Student Partnerships At Eastern Michigan University, Jeffrey L. Bernstein, Alivia "Liv" Overbee
Teaching and Learning Together in Higher Education
No abstract provided.
Teaching And Learning Together At Eastern Michigan University,
2025
Eastern Michigan University
Teaching And Learning Together At Eastern Michigan University, Jeffrey L. Bernstein, Alivia "Liv" Overbee
Teaching and Learning Together in Higher Education
No abstract provided.
“Science Belongs Everywhere”: Outlooks On Post-Secondary Stem Education For Correctional Centers In Virginia,
2025
Virginia Commonwealth University
“Science Belongs Everywhere”: Outlooks On Post-Secondary Stem Education For Correctional Centers In Virginia, Shelita R. Augustus
Division of Strategic Enrollment Management and Student Success Publications
Virginia has an incarceration rate of 679 per 100,000 residents, the highest among independent democratic nations. This scoping review examines perspectives on post-secondary STEM education to promote STEM education within Virginia's correctional facilities, assesses programs to improve rehabilitation, reduce recidivism, and address systemic inequalities by developing the scientific potential of incarcerated individuals. The review finds that while STEM education in correctional facilities faces limitations, its potential benefits are being realized nationwide. Virginia has made strides through initiatives like House Bill 2158, which aims to expand higher education access for incarcerated individuals. Examples such as the programs at J. Sargeant Reynolds …
A Teacher Preparation Program's Stakeholders' Perceptions Since Campus Closure Due To Covid-19,
2025
Marshall University
A Teacher Preparation Program's Stakeholders' Perceptions Since Campus Closure Due To Covid-19, Laurie J. Mccormick
Theses, Dissertations and Capstones
COVID-19 closed colleges and forced faculty and students to learn a new way of teaching and learning. Like most institutions, Marshall University’s College of Education and Professional Development struggled to provide the practicum experience required for teacher preparation when most public schools shifted to remote learning. This qualitative study investigated the reactions of, and ongoing impact on, a university’s college of education’s administrators, faculty, undergraduates, the institution’s instructional designers, and the Counseling Center’s director when the campus closed spring of 2020 due to the pandemic. Initial and ongoing challenges faced, and strategies implemented were categorized by the four themes that …
