Valuing The Local Within The Global: A Discourse Analysis Of Professional Development In A U.S.-Kurdish Transnational University Partnership, Thomas A. Highley, Connie Kendall Theado
Journal of Global Education and Research
In an effort to support higher education in developing countries, partnerships between U.S. and international universities have surged, raising questions concerning the social equity of such linkages. Using a New Literacy Studies approach to discourse analysis, online transcripts from one such university partnership were analyzed to determine how language was used to negotiate a more equitable partnership through the adaptation of the social context of professional development activities. Discourse analysis of three relevant linguistic markers in the data suggests that cultural perspectives on professional development influenced the language choices made by university partners, reshaping the power structure toward greater ...
Reflection In Alignment To Professional Standards: What Did The Student Teachers Highlight?, 2022 California State University, Long Beach
Reflection In Alignment To Professional Standards: What Did The Student Teachers Highlight?, Ping Liu
Journal of Global Education and Research
This study investigates the professional development of elementary student teachers in a teacher education program. Student teaching is a process for pre-service teachers to apply learning in an authentic school context, and one critical aspect of professional development is through reflection. The participants were primarily examined through their weekly reflections on teaching and learning experiences over an eight-week period. Using the state Standards for the Teaching Profession as a framework, the student teachers chose to reflect on topics they were most interested in exploring. Results indicated that the participants gave predominant attention to classroom management; the standards that received the ...
Engagement In Music Education In The Upper Elementary Grades, 2021 Minnesota State University Moorhead
Engagement In Music Education In The Upper Elementary Grades, Abigail Jirik
Dissertations, Theses, and Projects
The research was based on observations from the researcher’s time in the elementary music classroom and addresses the decline of willingness to participate in students in the upper elementary grades. The research addresses the following two research questions; how do family and student attitudes and dynamics towards singing affect student participation in singing in elementary music class? And in what ways could singing be presented and included in instruction to better engage the older elementary learner? The researcher selected fourth and fifth grade students as the participants in the study. Students were given surveys asking questions about participation and ...
A Research Project To Investigate The Instructional Preferences Of Alternatively Certified Career And Technical Education Teachers, Jessica Deceuster
All Graduate Plan B and other Reports
Industry career workers that have transitioned to teaching within the education sector have the knowledge base to develop “what” needs to be taught in Career and Technical Education (CTE) curriculum; however, they do not have adequate knowledge about instructional strategies or “how” the curriculum content should be taught. Therefore, the purpose of this project is to document the instructional strategies, techniques, and coursework that were taught through the Utah State University Career and Technical Education Academy, to Career and Technical Education teachers that have transitioned from industry to education, and to assess how well the instructional strategies, techniques, and coursework ...
The Facts Of Life: Professional Identity Narratives Of Expatriate Language Instructors In Egypt, 2021 American University in Cairo
The Facts Of Life: Professional Identity Narratives Of Expatriate Language Instructors In Egypt, Sierranicole Butler
Theses and Dissertations
This study uses a narrative approach to investigate the lived experiences of two expatriate TESOL instructors at a private university in Egypt. Through the use of observations and interviews, the researcher analyzed how the emotions and beliefs of experienced expatriate TESOL instructors influence, shape, and are shaped by their Language Teacher Professional Identities. Farrell’s (2011) Professional Role Identities codes were used. The study revealed that expatriate language instructors face a number of trying experiences when teaching students, interacting with colleagues, and taking on various leadership roles within their institutions based on a number of factors including their own beliefs ...
A Comparison Analysis Of Five Instructors’ Commenting Patterns Of Audio And Written Feedback On Students’ Writing Assignments, 2021 University of Maryland Global Campus
A Comparison Analysis Of Five Instructors’ Commenting Patterns Of Audio And Written Feedback On Students’ Writing Assignments, Andrew J. Cavanaugh, Liyan Song
Journal of Response to Writing
Instructors often use text-based methods when giving feedback to students on their papers. With the development of audio recording technologies, audio feedback has become an increasingly popular alternative to written feedback. This study analyzed five instructors’ commenting patterns of both written and audio feedback. The five instructors, who taught sections of the same undergraduate composition class, provided written feedback to students on one writing assignment and audio feedback on another writing assignment. A mixed-methods research methodology was employed for the study. Data were collected through surveys, students’ writing assignments, digital audio files (for audio feedback), and interviews. The findings indicated ...
Seysl 701 Foundations Of Literacy, 2021 CUNY Queens College
Seysl 701 Foundations Of Literacy, Carol Hacker
Open Educational Resources
Syllabus for secondary education teachers of literacy.
The major area of inquiry is the psychological, sociological, cognitive, and linguistic bases of literacy.
Land Acknowledgment, 2021 Utah State University
Land Acknowledgment, Utah State University
We acknowledge that Utah State University and all in-state USU institutions reside on the original territories of the eight federally recognized tribes of Utah, that have been living, working, and residing on this land from time immemorial. These tribes are the Confederated Tribes of the Goshute Indians, Navajo Nation, Ute Indian Tribe, Northwest Band of Shoshone, Paiute Indian Tribe of Utah, San Juan Southern Paiute, Skull Valley Band of Goshute, and the White Mesa Band of the Ute Mountain Ute. We acknowledge the painful history of genocide and forced removal from this land. In offering this land acknowledgment, we affirm ...
Praise For Resilient Pedagogy, 2021 Kwantlen Polytechnic University
Praise For Resilient Pedagogy, Rajiv Jhangiani, Tazin Daniels, Jessamyn Neuhaus, Josh Eyler
What professionals who reviewed the book have to say about Resilient Pedagogy.
Resilient Pedagogy: A Foreword, 2021 University of Mary Washington
Resilient Pedagogy: A Foreword, Jesse Stommel
Foreword for Resilient Pedagogy.
Introduction, 2021 Utah State University
Introduction, Travis N. Thurston
Introduction for Resilient Pedagogy.
Chapter 2- Productive Disruptions: Resilient Pedagogies That Advocate For Equity, 2021 Utah State University
Chapter 2- Productive Disruptions: Resilient Pedagogies That Advocate For Equity, Beth Buyserie, Rachel Welton Bryson, Rachel Quistberg
When the COVID-19 pandemic shuttered universities in March 2020, many students and faculty were thrown into shifting uncertainties regarding course delivery and pedagogy. As the pandemic persisted, faculty and students experienced new stressors caused by social isolation, unequal access to technology and resources, economic distress, and many other factors. In addition, the killings of George Floyd, Breonna Taylor, and others in the Black community sparked widespread social unrest that added to and compounded the emotional and material weight of the pandemic. Amid this tumult, higher-education faculty began asking questions about how to move forward with pedagogies resistant to unpredictable and ...
Chapter 3- How Adult Education Can Inform Optimal Online Learning, 2021 Northwestern University
Chapter 3- How Adult Education Can Inform Optimal Online Learning, David S. Noffs, Kristina Wilson
I first met Krissy Wilson in 2015 when I was asked to design a new graduate course at Northwestern University on learning environment design. Krissy was part of the talented Distance Learning team in the School of Professional Studies. I was a teacher, instructional specialist, and reluctant learning management system administrator at an arts-based city college where I had worked for almost 15 years.
I got to know David Noffs first as a faculty member in the Master in Information Design and Strategy program in the School of Professional Studies at Northwestern University. Before ...
Chapter 6- Resilient And Flexible Teaching (Raft): Integrating A Whole-Person Experience Into Online Teaching, Christina Fabrey, Heather Keith
When venturing into wild or unknown territory such as a swiftly moving and ever-changing mountain river, a raft may be a necessary tool for basic survival. But what if during the careful navigation of rapid currents around rocks and other obstacles, you discover that your buoyant and flexible tool helps you to float through the fast and turbulent waters in a way that is meaningful, awe-inspiring, and exciting? As COVID-19 first hit our campuses, many of us switched to emergency remote education as a survival raft, just trying to stay afloat long enough to get to the other side of ...
Chapter 7- Innovative Pedagogies For Promoting University Global Engagement In Times Of Crisis, 2021 Utah State University
Chapter 7- Innovative Pedagogies For Promoting University Global Engagement In Times Of Crisis, Steven R. Hawks
Even as universities, institutes, and professional associations are renewing their commitment to global engagement and the internationalization of higher-education campuses, there are significant geopolitical and social challenges that are pushing back (van der Wende, 2017). The immediate crisis posed by the global coronavirus pandemic (COVID-19) has further hampered progress by bringing a number of critical global engagement activities to a sudden halt (Brimmer, 2020). In the midst of these challenges there is an opportunity to consider theory-driven pedagogical innovations that can move the global engagement agenda forward even in times of complexity and crisis.
Chapter 8- Creating Adaptable Courses: A Course Design Approach That Accommodates Flexible Delivery, 2021 Rose-Hulman Institute of Technology
Chapter 8- Creating Adaptable Courses: A Course Design Approach That Accommodates Flexible Delivery, Kosta Popovic, Eric M. Reyes, Jennifer B. O'Connor, Kay C. Dee, Ella Ingram
In early 2020, educators and students around the world endured lapses in quality of educational experiences due to the disruption caused by COVID-19. In return for these lapses, students continued their programs of study within previously established timelines, and educators balanced helping students achieve learning objectives while keeping a manageable workload. Moving forward, students will expect educators and their institutions to deliver high-quality education when disruptions occur, like natural disasters, facilities emergencies, or supply chain disturbances. This expectation will extend to all modes of delivery. We assert that training educators to build adaptable courses that provide them and their students ...
Chapter 9- A New Normal In Inclusive, Usable Online Learning Experiences, 2021 Utah State University
Chapter 9- A New Normal In Inclusive, Usable Online Learning Experiences, Christopher Phillips, Jared S. Colton
The most obvious consequence of the COVID-19 pandemic in higher education has been more students accessing their classes remotely without having the technology and other resources readily available on their local campuses. Students from underrepresented groups have been disproportionately affected as a result of COVID-19, particularly students of color (Alvarez, 2020) and students with disabilities (Hill, 2020; National Center, 2020). This neglect of underrepresented groups in higher education is not unique to the pandemic, of course, and sadly is nothing new to higher education, but COVID-19 has made this problem more apparent.
Chapter 15- "Things Are Different Now" A Student, Staff, And Faculty Course Design Institute Collaboration, 2021 Georgetown University
Chapter 15- "Things Are Different Now" A Student, Staff, And Faculty Course Design Institute Collaboration, Maggie Debelius, Susannah Mcgowan, Aiyanna Maciel, Clare Reid, Alexa Eason
Like other institutions across the world, Georgetown University in Washington, DC switched to remote learning in March 2020 as the COVID-19 pandemic hit the United States. Our Center for New Designs in Learning and Scholarship (CNDLS), which serves as both a center for teaching and learning as well as a center for technology innovation, responded quickly with a series of offerings to prepare and support faculty to teach remotely. Options included a virtual conference on digital pedagogy, a series of cohort-based Course Design Institutes (CDI) throughout the summer where faculty engaged with intertwined principles and best practices from inclusive pedagogy ...
Resilient Pedagogy: Practical Teaching Strategies To Overcome Distance, Disruption, And Distraction, 2021 Utah State University
Resilient Pedagogy: Practical Teaching Strategies To Overcome Distance, Disruption, And Distraction, Travis N. Thurston, Kacy Lundstrom, Christopher González, Jesse Stommel, Lindsay C. Masland, Beth Buyserie, Rachel Welton Bryson, Rachel Quistberg, David S. Noffs, Kristina Wilson, Rebecca M. Quintana, Jacob Fortman, James Devaney, Briana D. Bowen, Christina Fabrey, Heather Keith, Steven R. Hawks, Kosta Popovic, Eric M. Reyes, Jennifer B. O'Connor, Kay C. Dee, Ella L. Ingram, Christopher Phillips, Jared S. Colton, Jenae Cohn, Elizabeth Winter, Michele C. Clark, Christopher Burns, Rebecca Campbell, Kevin Kelly, Miriam Moore, Jessica Rivera-Mueller, Kresten Erickson, Maggie Debelius, Susannah Mcgowan, Aiyanna Maciel, Clare Reid, Alexa Eason
Resilient Pedagogy offers a comprehensive collection on the topics and issues surrounding resilient pedagogy framed in the context of the COVID-19 pandemic and the social justice movements that have swept the globe. As a collection, Resilient Pedagogy is a multi-disciplinary and multi-perspective response to actions taken in different classrooms, across different institution types, and from individuals in different institutional roles with the purpose of allowing readers to explore the topics to improve their own teaching practice and support their own students through distance, disruption, and distraction.
Chapter 1- Resilient Pedagogy And Self-Determination: Unlocking Student Engagement In Uncertain Times, 2021 Appalachian State University
Chapter 1- Resilient Pedagogy And Self-Determination: Unlocking Student Engagement In Uncertain Times, Lindsay C. Masland
When the COVID-19 pandemic hit in spring of 2020, like many educators, I experienced a definite disruption in the structure and plans I had designed for my courses. I was teaching a mix of graduate and undergraduate classes—some with as few as seven students, others with as many as 98, some upper-level skills-based courses, others in the broad general education arena, but all of them designed exclusively for face-to-face delivery. In fact, due to some long-standing institutional prejudices against online instruction, the opportunity to teach in a mode other than face-to-face had never materialized over the 10 years I ...