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Full-Text Articles in Education
Information Literacy & First Year Students: Programmatic Instructional Approaches & Assessment, Sally Neal, Sarah Lowe, Catherine Pellegrino, Bill Orme, Sean Stone
Information Literacy & First Year Students: Programmatic Instructional Approaches & Assessment, Sally Neal, Sarah Lowe, Catherine Pellegrino, Bill Orme, Sean Stone
Scholarship and Professional Work
No abstract provided.
Integrating Math And Literature In The Elementary Classroom, Megan Maureen Boebinger
Integrating Math And Literature In The Elementary Classroom, Megan Maureen Boebinger
Undergraduate Honors Thesis Collection
Growing up, I was the student who hated to go to math class. I was not bad at math, I just could not seem to find a way to make it interesting or exciting. I had trouble understanding the purpose of math and how it was applicable to my own life. Word problems were my worst enemy; I appreciated the attempt to make math seem relatable, but never saw the use. Many of these problems involved building or buying something; topics I had no experience with in elementary school. I did not see why I needed to know the exact …
North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’S Special Pedagogical Challenge, Jay R. Howard
North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’S Special Pedagogical Challenge, Jay R. Howard
Scholarship and Professional Work - LAS
Instructors and students must overcome a course’s special pedagogical challenge in order for meaningful and important learning to occur. While some suggest that the special pedagogical problem varies by course, I contend that the special pedagogical problem is likely to be shared across a discipline’s curriculum, rather than being unique to each course. After reviewing a three-part typology of learning outcomes for sociology, I argue that the development of students’ sociological imaginations is sociology’s special pedagogical challenge; I then offer some general guidelines for teaching strategies to enhance the students’ success in developing a sociological imagination.