Education Commons^™

Research Visualization On Teaching, Language, Learning Of English And Higher Education Institutions From 2011 To 2020: A Bibliometric Evidences, Dr. Muhammad Shoaib, Mr. Nusrat Ali, Dr. Behzad Anwar, Dr. Shamshad Rasool, Dr. Raza-E Mustafa, Mr. Shi Zici

Library Philosophy and Practice (e-journal)

No abstract provided.

The Strategies Required For Improving The Teaching Of Cost Accounting In Colleges Of Education In South-East, Nigeria, Nathaniel Ifeanyi Edeh, C. A. Obi, Ernest O. Ugwoke

Library Philosophy and Practice (e-journal)

The study determined the strategies for improving the teaching of cost accounting in Colleges of Education in South East Nigeria. Five research questions guided the study, while five null hypotheses were tested at 0.05 level of significance. The study adopted descriptive survey research design. The population for this study was 123 comprising of 53 accounting lecturers from 3 federal universities and 70 accounting lecturers from state universities. The instrument for data collection was a structured 100-item questionnaire. The instrument was face-validated by 3 experts from the Department of Business Education, University of Nigeria Nsukka. Cronbach Alpha reliability technique was used …

Information Literacy For Effective Utilization Of Information Resources In Academic Libraries In Nigeria, Ifeyinwa Blessing Okoye

Library Philosophy and Practice (e-journal)

This work is on information literacy for effective utilization of information resources in academic libraries in Nigeria. Four hundred copies of questionnaire were administered to students of four academic institutions- Federal University of Technology Owerri Imo State, Imo State University, Federal Polytechnic Nekede and Alvan Ikoku Federal College of Education. The result indicated that most of the students were aware of importance of information literacy although some of them could not identify some aspects of plagiarism. Practical component were not taught and use ICT in teaching was lacking. It was recommended that practical components of teaching should be included, that …

Assessing The Use Of Information And Communication Technology In Teaching And Learning In Secondary Schools, De-Graft Johnson Dei

Library Philosophy and Practice (e-journal)

Information and Communication Technology (ICT) has become a force that has changed many aspects of the way we live and every aspect of human endeavor such as education, medicine, business, law and engineering. Education is a socially oriented activity and quality education has traditionally been associated with teachers having high degrees of personal and face-to-face contact with students. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important. However, indicators on technology uptake and use in education in the secondary schools in Ghana are missing and most …

Supporting English Language Learners Inside The Mathematics Classroom: One Teacher’S Unique Perspective Working With Students During Their First Years In America, Amy Marie Fendrick

Research and Evaluation in Education, Technology, Art, and Design

Reflecting upon my personal experiences teaching mathematics to English Language Learners (ELL) in a public high school in Lincoln, Nebraska, this essay largely focuses on the time I spent as the only Accelerated Math teacher in my school building. From 2012 – 2017, I taught three different subjects at this high school: Advanced Algebra, Algebra, and Accelerated Math. This essay highlights why I chose to become a math and ELL teacher, as well as the challenges, issues, struggles, and successes I experienced during my time teaching. I focus on the challenges I faced teaching students who did not share my …

“There’S Nothing Wrong With Fun”: Unpacking The Tensions And Challenges Of Human Centered Design For Learning With Pre-Service Teachers, Zoe Falls, Justin Olmanson

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Research into practices of making within formalized education has primarily focused on K12 settings, inservice teachers in professional development, and pre-service teachers facilitating a maker experience for K12 students. Less is known about the professionalizing impact making and human centered design can have on pre-service teachers, especially in relation to how or if the experience deepens their understanding of content, pedagogy and human centered design. This study traces a group of pre-service social science teachers’ development of a meme generator to support learning history. By studying their process from inception to conclusion, we found students were less inclined to engage …

Adpr 221: Strategic Writing For Advertising And Public Relations—A Peer Review Of Teaching Benchmark Portfolio, Michael D. Hanus

UNL Faculty Course Portfolios

The objective for this course portfolio was to document the changes implemented to a core advertising and public relations writing course. The portfolio outlines five proposed goals for the revised course: students should be able to write for an audience, give and receive quality feedback, prepare for novel situations in the workplace, see writing as rewarding, creative, and fun, and learn professional conventions and industry standards for strategic writing. The course was significantly restructured in order to better reach these goals on student assignments, activities, and during lectures. Each goal was assessed with a combination of qualitative and quantitative methods. …

Nsst 475: Security In The 21st Century—A Peer Review Of Teaching Project Benchmark Portfolio, Tyler R. White

UNL Faculty Course Portfolios

This benchmark course portfolio is the culmination of a year’s long planning and execution process to improve an existing capstone course NSST 475. This course has two goals: to teach students about subject matter and to expose them to structured analytic techniques (SATs) before they graduate. This course is a minor capstone which means that the students come from a diverse set of disciplinary backgrounds. I targeted two course objectives to examine for this project with the intention of employing backward course design to think through what students should be learning and how I can improve that process. This portfolio …

Pols: 450: Research In Biology, Psychology, And Politics—A Peer Review Of Teaching Project Benchmark Portfolio, Ingrid J. Haas

UNL Faculty Course Portfolios

This benchmark course portfolio provides an overview of student learning in Research in Biology, Psychology, and Politics (Political Science 450). This is an upper-level undergraduate course focused on training students to conduct research in the interdisciplinary area of political psychology. Enrollment in the course is primarily advanced political science majors, or students from related majors (i.e., psychology) with an interest in politics. This course focuses on developing understanding of research methods and application of appropriate methods to small group research projects. In addition, the course helps to improve student confidence in ability to engage in the research process and understand …

Agro/Hort403/803: Scientific Writing And Communication—A Peer Review Of Teaching Project Inquiry Portfolio, Brian M. Waters

UNL Faculty Course Portfolios

Scientific writing is a skill that is useful for science students, since many of them will write about their research in theses, dissertations or journal articles. However, many students have not been trained in scientific writing, and the task seems insurmountable to some, who can develop a “fear of writing” that prevents them from finishing their program or manuscript. To effectively teach scientific writing, the instructor should devote the most effort to the most effective learning activities. Thus, this inquiry portfolio addresses two Research Questions: 1) “What is the most effective activity in my course for student learning?”, and 2) …

Adpr 450/850: Public Relations Theory And Strategy—A Peer Review Of Teaching Project Benchmark Portfolio, Ming Wang

UNL Faculty Course Portfolios

I decided to join the Peer Review of Teaching program to achieve the following three objectives: to better align course objectives with course content, to improve ways of documenting and assessing student learning, and to fit the course into the broader curriculum.

Participation in the Peer Review of Teaching program has been most illuminating and beneficial. I got to focus on tackling three tangible objectives for my ADPR 450/850 Public Relations Theory and Strategy class. Then I got to apply many ideas introduced in this program, such as backward design principle and assessment methods, in my teaching. I had the …

Fors 401: Forensic Biochemistry—A Peer Review Of Teaching Project Inquiry Portfolio, Ashley Hall

UNL Faculty Course Portfolios

Students who participate in active and experiential learning activities develop a better understanding of basic scientific principles and are also more likely to be retained in a STEM discipline. Developing such activities, however, can be difficult. In the present study, we sought to develop classroom activities to engage university students and increase understanding of the theory and practice of forensic science. One common accessory amongst the target audience was the ever-present media, both social and popular (entertainment). In fact, a majority of students report watching at least one of the many popular forensic science shows on TV. Therefore, we hypothesized …

Geog 140: Human Geography—A Peer Review Of Teaching Project Inquiry Portfolio, Katherine Nashleanas

UNL Faculty Course Portfolios

Large lecture classes, often of 100 students or more, present unique challenges to both teaching and learning. The common method of “delivery” by instructors is lecture, often augmented by a set of Power Point slides while the research literature shows that this more traditional way of teaching does not reach students in the way we hope and often assume. At the same time, most of the current students populating these classes are born of the Digital Age and have different expectations for learning, requiring new approaches in the classroom. Faculty are exhorted to incorporate more critical thinking in their classes …

Jour 302: Reporting Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Joseph Weber

UNL Faculty Course Portfolios

This document summarizes the results of an inquiry conducted as part of an advanced reporting course. The questions at hand were, “can students be taught to avoid bias in their journalistic work and to provide fair accounts of news developments?” and “how might they best be taught that?” This exploration revolved around a single lecture and discussion session, several reading assignments and the viewing of a video interview, and involved two writing assignments. The results suggest that both the teaching and evaluation of bias and fairness are difficult and complex. The findings suggest a single lesson may not be adequate …

Short And Tweet, Sue Burzynski Bullard

College of Journalism and Mass Communications: Faculty Publications

The goal is to help students learn to write clearly and concisely. It reinforces William Zinsser’s advice in “On Writing Well.” He said, “Examine every word you put on paper. You’ll find a surprising number that don’t serve any purpose.” The exercise helps students learn to find the focus of stories. It helps editing students write concise, clear headlines that pull readers into stories. It also helps reporting students learn to summarize stories accurately and briefly — a skill they need as they craft their own ledes.

Looking For A Diverse Teacher Force, Guy Trainin, William England, Britney Tonniges

Research and Evaluation in Education, Technology, Art, and Design

At some point over the next 10 to 12 years, the nation’s public school student body will have no one clear racial or ethnic majority. But the makeup of the nation’s teacher workforce is not keeping up with these changing demographics. At the national level, students of color make up more than 40 percent of the public school population. In contrast, teachers of color—teachers who are not non-Hispanic white—are only 17 percent of the teaching force. (Boser,2011- Teacher Diversity Matters) This infographic presentes a snapshot of the situation in Nebraska 2012.