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Articles 1 - 7 of 7
Full-Text Articles in Education
Interrogating Racism: An Arts-Based Self-Study Of The Interactions Of One White Teacher Educator In A Rural Teacher Preparation Program, Jaime Vanenkevort
Interrogating Racism: An Arts-Based Self-Study Of The Interactions Of One White Teacher Educator In A Rural Teacher Preparation Program, Jaime Vanenkevort
All NMU Master's Theses
This arts-based self-study examined racism, whiteness, and white supremacy in the practices of one teacher educator in a rural, Midwestern university. Data was generated using arts-based methods. Narrative inquiry and critical incident technique (CIT) were utilized to analyze data. Through arts-based self-study techniques, I demonstrate how arts-based self-study can create diverse and multimodal access to understand identity construction and the effort to dismantle racism and other systemic barriers in the teacher education context. Furthermore, through multimodal arts-based data collection, I demonstrate the possibility for educators to navigate complex memory and emotional processing to develop more complex, nuanced understandings of antiracist …
Teaching With Primary Sources: A Report For Ithaka S + R From Northern Michigan University, Catherine Oliver, Marcus Robyns
Teaching With Primary Sources: A Report For Ithaka S + R From Northern Michigan University, Catherine Oliver, Marcus Robyns
Books
During the 2019-2020 academic year, Northern Michigan University (NMU) participated in the ITHAKA S + R Teaching Undergraduates with Primary Sources research study. Catherine Oliver, Metadata and Cataloging Services Librarian, and Marcus C. Robyns, University Archivist, conducted seventeen interviews with NMU faculty from a variety of disciplines on their research and instructional use of primary sources. Oliver and Robyns collected and analyzed qualitative data with the intent on producing a local report. The report concludes with four important recommendations for supporting faculty in teaching with primary sources. The report’s findings cover five major themes identified in the study: Preparation to …
Improving The Rigor Of Online Education: Exploring Characteristics Of Faculty And Syllabi Within An Online Program Assessment Process, Brad J. Hamel
Improving The Rigor Of Online Education: Exploring Characteristics Of Faculty And Syllabi Within An Online Program Assessment Process, Brad J. Hamel
All NMU Master's Theses
As online course enrollments grow, overall perception of rigor still lags compared to that of traditional face-to-face education. The purpose of this research was to tie faculty and syllabi characteristics to the rigor of online courses. This study explored the relationship between faculty and syllabi characteristics and performance on an online entry-level course design quality assurance assessment (pass, pass with concern, or fail). A decision tree analysis was used to predict the relationship of the independent (faculty and syllabi characteristics) and the dependent (entry-level course design assessment) variables. Findings suggest that faculty rank and writing intensive are key characteristics predictive …
The Liminal Experience Of 'Reacting To The Past': Faculty & Ta Role Reversals, Kathryn Johnson
The Liminal Experience Of 'Reacting To The Past': Faculty & Ta Role Reversals, Kathryn Johnson
Conference Presentations
No abstract provided.
Toward A Framework For Reading Lived Experiences As Texts: A Four-Year Self-Study Of Teacher Education Practices, Abby Cameron-Standerford, Christi U. Edge, Bethney M. Bergh
Toward A Framework For Reading Lived Experiences As Texts: A Four-Year Self-Study Of Teacher Education Practices, Abby Cameron-Standerford, Christi U. Edge, Bethney M. Bergh
Book Sections/Chapters
No abstract provided.
I Have To Say "I Love You" In A ... Affirmation?: Five Forms Of Demonstrating Our Love For Our Students, Rita Shea-Van Fossen, Gary Stark
I Have To Say "I Love You" In A ... Affirmation?: Five Forms Of Demonstrating Our Love For Our Students, Rita Shea-Van Fossen, Gary Stark
Conference Papers in Published Proceedings
Many OBTCers share a love for teaching and a love for our students. However, is it OK to demonstrate this love and, if so, how? This session utilizes Coleman’s 5 Love Languages (5LL) as a framework for an interactive session discussing the advantages and challenges in expressing one’s love for his or her students. Participants are encouraged to complete the 5LL survey prior to attending the session at http://www.5lovelanguages.com/ to use in an interactive exercise on expressing one’s love. The facilitators will discuss their own experiences when they let their love flow. Come out and feel the love!
Dress For Success In The Classroom (But What Is Success To You?, Micheal T. Stratton, Gary Stark
Dress For Success In The Classroom (But What Is Success To You?, Micheal T. Stratton, Gary Stark
Conference Papers in Published Proceedings
This session explores the implications of how we dress in the classroom. The image that attire conveys, and how attire impacts our own sense of self, consciously and unconsciously reflects our own identities and reveals issues of identity dissonance. Finally we examine how different attire can lead to different student outcomes or different forms of success. We examine literature from management, social psychology, education, communication and others to lead discussion that we hope will allow participants to better understand and/or question how and why they dress as they do and how that can determine success… in their own terms.