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Full-Text Articles in Education
Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales
Full Issue: Journal On Empowering Teaching Excellence, Volume 3, Issue 1, Kim Hales
Journal on Empowering Teaching Excellence
The full Spring 2019 issue (Volume 3, Issue 1) of the Journal on Empowering Teaching Excellence, Spring 2019
Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, Pru Mitchell
Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, Pru Mitchell
Early Childhood Education
This literature review is one of a series of reviews to support Victorian early childhood professionals to assess children’s learning and development in relation to the five Learning and Development Outcomes in the Victorian Early Years Learning and Development Framework (VEYLDF). This literature review documents the research that underpins and defines learning for children from birth to eight years, and outlines children’s trajectory as confident and involved learners. The resource aims to equip early childhood professionals with the knowledge to identify and assess children’s progress towards the VEYLDF Outcome: 'Children are confident and involved learners'.
Self-Determination Theory And Student Emotional Engagement In Higher Education, Tarah Brittany Ikahihifo
Self-Determination Theory And Student Emotional Engagement In Higher Education, Tarah Brittany Ikahihifo
Theses and Dissertations
Studies have shown that increased student engagement is correlated with improved learning outcomes and overall positive results for students. While engagement can be viewed as a precursor to other outcomes, it should also be examined as an outcome itself. To increase student engagement and improve the learning experience for students, we must understand which factors can facilitate engagement and how educators can positively affect these factors. This research explored the influence of three proposed facilitators of engagement: autonomy, competence, and relatedness. Self-determination theory, a theory of motivation, posits that these are three innate psychological needs that must be fulfilled to …
Connecting Bullying And School Drop Out, June Jenkins, Jan Urbanski
Connecting Bullying And School Drop Out, June Jenkins, Jan Urbanski
National Youth Advocacy and Resilience Conference
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Dramatic Monologues And The C3 Framework: An Oscar-Winning Pair, Rebecca Macon Bidwell
Dramatic Monologues And The C3 Framework: An Oscar-Winning Pair, Rebecca Macon Bidwell
The Councilor: A National Journal of the Social Studies
Dramatic monologues offer an innovative tool for social studies teachers to integrate exciting teaching practices that align with the C3 Framework published by the National Council for the Social Studies (NCSS, 2013). The author describes a form of dramatic monologues called historical brags and whines. These types of monologues engage students by allowing them to play the roles of historical figures. Students investigate and write in the voices and mannerisms of people from the past. These activities described in this article help students practice skills such as research and analysis as described in the C3 Framework. The necessary steps to …
An Argument For Delayed, Indirect, Embedded Praise, Cindy Campbell
An Argument For Delayed, Indirect, Embedded Praise, Cindy Campbell
Journal of Applied Social Science Research and Practice
This case study examines the implementation of an early alert intervention system designed to enhance retention and student course engagement at a large suburban, public two-year degree-granting college. The focus of the study was to investigate the work-flow process and labor requirements for operationalizing the in-house intervention protocol, utilizing a Success Coach model. This paper documents the intervention procedures and reports findings pertaining to faculty time commitment and participation, frequency and prevalence of raised alert flags, and labor requirements for conducting student outreach. Cost efficiency and effectiveness are discussed, as are alternative approaches for implementation, including the use of automation …
Why Ask Why?, Beth Kraemer, Beth Fuchs, Jennifer Hootman, Debbie Sharp
Why Ask Why?, Beth Kraemer, Beth Fuchs, Jennifer Hootman, Debbie Sharp
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser
The Future Of The History Of Design, Patrick Lucas, Helen Turner, Trey Conatser
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
Teaching Stem For The Public Good, Rita Basuray
Teaching Stem For The Public Good, Rita Basuray
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
On Rapport: Connecting With Students, Brandi Frisby
On Rapport: Connecting With Students, Brandi Frisby
Greater Faculties: A Review of Teaching and Learning
No abstract provided.
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Journal of Inquiry and Action in Education
This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …
Digging Economics--Econ 200: Economics Essentials And Issues, Tammie Fischer
Digging Economics--Econ 200: Economics Essentials And Issues, Tammie Fischer
UNL Faculty Course Portfolios
This portfolio examines student engagement in Econ 200: Essentials of Economics course. Econ 200, a large lecture format, serves as a requirement for completing a minor in Business and fulfills the ACE 6 or 8 categories. Much discussion and research exist around the importance of student engagement in large lecture sections which can often be a challenge. Engagement is important in the process of increasing knowledge with added peer effects. At the same time, activities designed to increase engagement often come at a cost, both in terms of precious class time and to faculty in the form of additional grading. …
Psyc/Wmns 421/821: Psychology Of Gender, Kathryn Holland
Psyc/Wmns 421/821: Psychology Of Gender, Kathryn Holland
UNL Faculty Course Portfolios
This benchmark portfolio describes the process of developing and assessing student learning in Psychology of Gender (PSYC/WMNS 421/821)—a course I taught in Spring 2019 while participating in the Peer Review of Teaching Project at the University of Nebraska Lincoln. This course is housed in the Psychology Department and cross-listed in Women’s and Gender Studies. The students in this course are mostly advanced undergraduate psychology majors. The course is capped at 40 and is primarily discussion-based. In my portfolio, I outline the course structure and context, my course objectives, and the students enrolled. I also document the teaching materials, methods, and …
Psychological And Contextual Antecedents To Student Engagement Profiles Of Ninth Grade Students, Wendy Ann Jones
Psychological And Contextual Antecedents To Student Engagement Profiles Of Ninth Grade Students, Wendy Ann Jones
Walden Dissertations and Doctoral Studies
Student engagement is a determinant for students' academic success, readiness for higher education, and social agency. The purpose of this qualitative, case study was to explore ninth grade students' perceptions of the contextual and psychological factors that influence the development of student engagement profiles. The ecological systems theory was used as the framework for the study. Through purposive sampling, 15 participants were selected, and 5 groups of 3 were formed based on participants' engagement profiles as identified by cooperating teachers' categorization and the results of the Student Engagement Instrument. Using semi structured interviews, data were gathered for the 4 research …