Education Commons^™

Passing The Baton To Future Leaders: Faculty To Teacher Leaders To Students, Valerie Harlow Shinas, Judith Zorfass

Lesley University Community of Scholars Day

In this session, the authors will share a shift in an understanding of their role. This has led to an emerging model of cascading leadership, in which the leadership process can be developed and passed on from course instructor to graduate students—and ultimately, to the students they teach. Like the passing of the baton from one runner to the next, faculty who are aware of their own expanded leadership roles become better able to empower tomorrow’s teacher and student leaders.

Their work is based on the required, 3-credit course redesigned and taught by the authors, Perspectives of Literacy, Teaching, and …

Bringing Dis/Ability Identity Into The Curriculum & Pedagogical Practices For Social Change, Janet Sauer, Simone Dupont, Molly Wolber, Lizzy Bellin, Cassidy Donahue

Lesley University Community of Scholars Day

This panel is comprised of a faculty member, students, and alumni from CLAS whose work focuses on bringing about equity that includes dis/ability identity markers. Each of the students were or currently are enrolled in an interdisciplinary Disability Studies course involving a social action project. For their project, two Special Education majors responded to the need for ual education curriculum for youth with disabilities. A counseling major produced a photo essay “to get able bodied people to see things from a different perspective, specifically the perspective of people with disabilities” by creating “normal body” access signage around the Lesley community. …

Metacognition At The Program For The Advancement Of Learning, Philip Hulbig

Lesley University Community of Scholars Day

This is a pilot study of metacognition, and how it is defined and utilized by practitioners at Curry College's Program for the Advancement of Learning (PAL) in Milton, Massachusetts. Presently there are several distinct approaches to metacognitive practice in education, pulling from different traditions. Examples are Self Regulated Learning Theory (Bandura, 1997, Zimmerman & Schunk, 2001), which focuses on behavioral problem-solving strategies and their uses, psycho-dynamic developmental approaches (Kegan, 1996), the self-talk approaches of Mindset Theory (Dweck, 2008), dialectic approaches (Montgomery & Baxter 1998) of philosophical traditions (Popper, 1945), and contemplative mindfulness approaches (Gautam, 1999). Educationally these approaches to metacognition …