Education Commons^™

How Faculty And Student Preferences For Active And Traditional Instructional Methods Relate To Their Beliefs, Quantity, And Quality Of Experiences, Knowledge Of The Benefits, And Professional Training, Tammy R. Shilling

Dissertations

Purpose

The complexity of preparing students for clinical practice and the mitigating factors that influence pedagogical preferences impact the current realities of health professional education. The purpose of this quantitative, correlational study is to explain the relationships between faculty preferences and student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the amount and extent of the knowledge or training they have had regarding active and traditional teaching methods. Results may further inform and refine health professional education infrastructure changes to support faculty in pedagogical change as they prepare students with the …

Civic Education Training Promotes Active Learning With Real-World Outcomes, Becci Burchett Gauna, Michelle Paul

SPACE: Student Perspectives About Civic Engagement

The teaching of history is moving away from the rote memorization of textbooks and toward the development of civic skills. Illinois’ recent decision to require all students to complete a semester-long civics course brings us a step closer to measuring active citizenship. Typically harbored under the social studies umbrella, civics is now a stand-alone course. The state mandates that each civics course include service learning, controversial conversation, instruction regarding government institutions and procedures, and simulations.

Theatre Of The Oppressed A Manual For Educators, Gopal Midha

Master's Capstone Projects

Promoting social equity and justice, I think, are not just important but essential qualities in a good educator. My experience as a graduate student at University of Massachusetts helped me understand and practice different ways in which this could be done. For instance, I learnt how I could promote social justice through changes in curriculum, co-operative learning, inter-group dialogues or multicultural education. However, my search was for a method that did not require literacy as a pre-requisite and that went beyond mere conversations about social justice. One of the key elements of the power structures which lead to oppression, I …

The Dynamic Of A Living Lecture In Career And Technical Education, John A. Henschke Edd

IACE Hall of Fame Repository

This chapter introduces the lecture as a long standard learning technique. The background is provided with the extensive value and scope, including the elements of good lectures. Weakness of the lecture centers around its being overused and/or misused. Strengths of the lecture include its familiarity, well accepted, and provides much information in a short period of time. A theoretical context is provided for maximizing the benefit of a lecture, which includes: guiding questions for use; a foundational learning theory; stressing engagement and interaction as integral; and, a large group theory to heighten engagement and interaction. Actually coupling listening teams (clarification, …