Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Achievement (1)
- American Government (1)
- Analogy co-construction (1)
- Civic Engagement (1)
- College (1)
-
- College lecture; student's personal epistemology; college instruction (1)
- Communities of practice (1)
- Cooperative learning (1)
- Faculty members (1)
- Guided Learning (1)
- Knowledge co-creation (1)
- Learning and development (1)
- Learning in practice (1)
- Low or No Cost Materials (1)
- Middle school (1)
- Mindset (1)
- Motivation (1)
- Reflection-in-action (1)
- Reflective capacity (1)
- Reflective process (1)
- Social constructivism (1)
- Social-emotional learning (1)
- Student Empowerment (1)
- Teacher learning (1)
- Transformative learning (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
A Mathematics Teacher's Learning Through Reflection-In-Action, Theodore J. Rupnow, David Barker
A Mathematics Teacher's Learning Through Reflection-In-Action, Theodore J. Rupnow, David Barker
Perspectives In Learning
In this study, I investigated the learning of one secondary mathematics teacher through observations in two class periods. I analyzed his learning in relation to the communities of practice framework and found reflection-in-action was instrumental in his learning. I characterized the teacher’s reflection-in-action with the descriptors: developmental, hypothetical, and experimental. Developmental reflection-in-action involved the development of new understandings or practices. Hypothetical reflection-in-action involved imagined future situations. Experimental reflection-in-action involved repeated trials. I propose that the use of a cycle of reflection-in-action in professional communities may have a positive impact on teacher learning.
Preparing Students For Civic Engagement In The Era Of `Fake News’, Nathan J. Combes
Preparing Students For Civic Engagement In The Era Of `Fake News’, Nathan J. Combes
Perspectives In Learning
I recommend that instructors allow students to determine the content for Introduction to American Government. I also recommend that instructors assign students to conduct independent research on each unit of American Government rather than assigning a textbook. There are numerous benefits to implementing these practices. Students take ownership of their education and feel empowered to fill gaps in knowledge. Students are more prepared for class. It allows course content to match current events in real time. Students learn how to analyze the credibility of various sources. Class conversations are more dynamic. Students develop a better understanding of opinions that …
Stand And Deliver: An Epistemologically-Driven Perspective Of College Lecture, Bonnie Bost Laster, Matthew Davis
Stand And Deliver: An Epistemologically-Driven Perspective Of College Lecture, Bonnie Bost Laster, Matthew Davis
Perspectives In Learning
Current pedagogical trends reveal lecture is steadily losing favor as contemporary techniques (e.g., constructivist, experiential, and flipped) gain popularity in higher education. While these techniques have merit and evidence for their use is compelling, we contend that lecture need not be abandoned entirely. With support from personal epistemological theories, as well as research on student preference, we purport that there is still a place for lecture in the modern academy. We consider students’ personal epistemological maturation during the college years; namely, the ways in which students view and construct their knowledge and beliefs. We posit that active lecture may be …
Volume 19 Issue 1 Preliminary Pages, Jennifer Brown
Teacher Impact On Student Growth Mindset, Cassandra Jennings, Joshua A. Cuevas
Teacher Impact On Student Growth Mindset, Cassandra Jennings, Joshua A. Cuevas
Perspectives In Learning
The main goals of this study were to determine if student growth mindset impacted achievement and motivation and to see if gender and ethnicity made a difference in the type of mindset a student possesses. The study was conducted in a suburban middle school in Georgia with a predominantly white population and above-average socio-economic status. Ninety-five students from four 7th grade social studies classes took part in the eight-week study. The results from the study showed that there was no statistically significant relationship between mindset gains and academic gains; however, there was a strong positive, statistically significant relationship between mindset …
Analogy Co-Construction As A Learning Strategy In Life-Span Development Classes, Joseph A. Mayo
Analogy Co-Construction As A Learning Strategy In Life-Span Development Classes, Joseph A. Mayo
Perspectives In Learning
Analogies are commonplace heuristic tools in classrooms across all educational levels and content areas. In the present investigation, analogy-enhanced learning was examined in relation to conceptual applications of major developmental theories in undergraduate life-span development classes. To this end, systematic comparisons were undertaken between a learning condition in which individual students created their own analogies and a learning condition involving analogy co-construction as generated by small groups of students working cooperatively. On all quantitative and qualitative measures, results favored group co-construction of analogies over self-generated analogy creation. Findings are discussed in terms of social-constructivist and transformative-learning principles.
Tools That Facilitate The Reflective Process: Supporting The Learning And Development Of College Educators, Rachel Wlodarsky
Tools That Facilitate The Reflective Process: Supporting The Learning And Development Of College Educators, Rachel Wlodarsky
Perspectives In Learning
The author discusses an ongoing study that focuses on one particular concept, personal and professional reflection, as a means toward learning and development for educators working within the system of higher education. The purpose of this paper is to give greater attention to the tools component within the Event Path model, a reflective process that emerged from the data. Faculty members were asked to define reflection and discuss tools they use to facilitate their reflection. A thorough description of those tools and the characteristics associated with them is detailed. The author argues that faculty members and other professionals must realize …