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Articles 1 - 19 of 19
Full-Text Articles in Education
"Here Your Ambitions Are Illusions": Boundaries Of Integration And Ethnicity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko
"Here Your Ambitions Are Illusions": Boundaries Of Integration And Ethnicity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko
Jennifer Lucko
This study analyzes the relationship between a discourse of integration in the European Union and the ways in which the ethnic boundaries of segregated social groups of immigrant children are conceptualized in one working-class and immigrant neighborhood in Madrid, Spain. I use qualitative data gathered during sixteen months of ethnographic fieldwork among Ecuadorian immigrant teenagers to explore the unintended consequences of European efforts to promote the integration of immigrants in member states. My argument is that the pervasive discourse of integration in the European Union is central to a racialized process of subject formation occurring in Madrid through which the …
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen
Mark Hofer
Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen
Judith Harris
Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judith B. Harris, Neal Grandgenett, Mark Hofer
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judith B. Harris, Neal Grandgenett, Mark Hofer
Judith Harris
In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structured interview questions. Interrater reliability was computed using both Intraclass Correlation (.870) and a score agreement (93.6%) procedure. Internal consistency (using Cronbach’s Alpha) was .895. Test-retest reliability (score agreement) was 100%. Taken together, these results demonstrate …
Testing A Tpack-Based Technology Integration Assessment Rubric, Judith B. Harris, Neal Grandgenett, Mark Hofer
Testing A Tpack-Based Technology Integration Assessment Rubric, Judith B. Harris, Neal Grandgenett, Mark Hofer
Judith Harris
Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist approaches to teaching, and thus do not accurately assess the quality of technology integration across a range of different teaching approaches. We have developed a more “pedagogically inclusive” instrument that reflects key TPACK concepts and that has proven to be both reliable and valid in two successive rounds of testing. The instrument’s interrater reliability coefficient (.857) was computed using both Intraclass Correlation and a score agreement …
Testing A Tpack-Based Technology Integration Observation Instrument, Mark Hofer, Neal Grandgenett, Judith B. Harris, Kathy Swan
Testing A Tpack-Based Technology Integration Observation Instrument, Mark Hofer, Neal Grandgenett, Judith B. Harris, Kathy Swan
Judith Harris
Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of the types of knowledge represented by the TPACK construct, well-triangulated ways to assess demonstrated technology integration knowledge are needed. In 2009, three of the authors created and tested a rubric that was found to be a valid and reliable instrument to assess the TPACK evident in teachers’ written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has …
Driven By Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering And Physics, Emily A. Dare, Joshua A. Ellis, Gillian H. Roehrig
Driven By Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering And Physics, Emily A. Dare, Joshua A. Ellis, Gillian H. Roehrig
Joshua A. Ellis
It is difficult to ignore the increased use of technological innovations in today’s world, which has led to various calls for the integration of engineering into K-12 science standards. The need to understand how engineering is currently being brought to science classrooms is apparent and necessary in order to address these calls for integration. This multiphase, mixed-methods study investigated the classroom practices and beliefs of high school physical science teachers following an intensive professional development on physics and engineering integration. Classroom observations showed that teachers new to incorporating engineering into their physical science classrooms often struggled to maintain focus on …
Getting On Board With The Stem Revolution: Two Christian Schools’ Experiences, Peter W. Kilgour, Phil Fitzsimmons, Vanessa Baywood, Jennifer Merriman
Getting On Board With The Stem Revolution: Two Christian Schools’ Experiences, Peter W. Kilgour, Phil Fitzsimmons, Vanessa Baywood, Jennifer Merriman
Peter Kilgour
No abstract provided.
Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu
Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu
Hank Bohanon
Many schools are working towards improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation it will improve academic performance for students. School climate has been related to a lack of connection and commitment on the part of students towards the school, discipline problems, and dropping out (Zins & Elias, 2007). There appear to be at least three predominant schoolwide initiatives to frame improving school climate: Positive Behavior Interventions and Support (PBIS), Response to Intervention (RtI), and Social and Emotional Learning (SEL).
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part 1: Tier 1 Support., Kent Mcintosh, Steve Goodman, Hank Bohanon
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part 1: Tier 1 Support., Kent Mcintosh, Steve Goodman, Hank Bohanon
Hank Bohanon
Part 1 of a series involving the integration of academic and behavior support.
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Two: Tier 2 Support., Kent Mcintosh, Hank Bohanon, Steve Goodman
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Two: Tier 2 Support., Kent Mcintosh, Hank Bohanon, Steve Goodman
Hank Bohanon
Part 2 of a series involving the integration of academic and behavior support.
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Three: Tier 3 Support, Kent Mcintosh, Hank Bohanon, Steve Goodman
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Three: Tier 3 Support, Kent Mcintosh, Hank Bohanon, Steve Goodman
Hank Bohanon
Part 3 of a series involving the integration of academic and behavior support.
Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu
Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu
Hank Bohanon
In part one of this series we discussed the connections among Social and Emotional Learning (SEL), Positive Behavior Interventions and Supports (PBIS), and Response to Intervention (RtI). Specifically, we compared the processes and fidelity components of these approaches. We attempted to highlight the similarities in systems, practices, and data for each approach, with the understanding that nuances could found within the practices of each. The following section provides specific examples of the overlap in these approaches; the integration of systems, practices, and data; and factors related to core instruction.
From Lcme Probation To Compliance: The Marshall University Joan C Edwards School Of Medicine Experience, Bobby Miller, Brian Dzwonek, Aaron Mcguffin, Joseph I. Shapiro Md
From Lcme Probation To Compliance: The Marshall University Joan C Edwards School Of Medicine Experience, Bobby Miller, Brian Dzwonek, Aaron Mcguffin, Joseph I. Shapiro Md
Brian R. Dzwonek
The Joan C Edwards School of Medicine (Marshall University, Huntington, WV, USA) was placed on probation by the Liaison Committee on Medical Education (LCME) in June 2011. In the following 2 years, extensive changes were made to address the numerous citations that resulted in this probation. In October 2013, the LCME lifted probation. In this article, we detail the challenges and solutions identified relevant to our struggle with compliance.
From Lcme Probation To Compliance: The Marshall University Joan C Edwards School Of Medicine Experience, Bobby Miller, Brian Dzwonek, Aaron Mcguffin, Joseph I. Shapiro Md
From Lcme Probation To Compliance: The Marshall University Joan C Edwards School Of Medicine Experience, Bobby Miller, Brian Dzwonek, Aaron Mcguffin, Joseph I. Shapiro Md
Aaron M. McGuffin
The Joan C Edwards School of Medicine (Marshall University, Huntington, WV, USA) was placed on probation by the Liaison Committee on Medical Education (LCME) in June 2011. In the following 2 years, extensive changes were made to address the numerous citations that resulted in this probation. In October 2013, the LCME lifted probation. In this article, we detail the challenges and solutions identified relevant to our struggle with compliance.
From Lcme Probation To Compliance: The Marshall University Joan C Edwards School Of Medicine Experience, Bobby Miller, Brian Dzwonek, Aaron Mcguffin, Joseph I. Shapiro Md
From Lcme Probation To Compliance: The Marshall University Joan C Edwards School Of Medicine Experience, Bobby Miller, Brian Dzwonek, Aaron Mcguffin, Joseph I. Shapiro Md
Bobby L. Miller
The Joan C Edwards School of Medicine (Marshall University, Huntington, WV, USA) was placed on probation by the Liaison Committee on Medical Education (LCME) in June 2011. In the following 2 years, extensive changes were made to address the numerous citations that resulted in this probation. In October 2013, the LCME lifted probation. In this article, we detail the challenges and solutions identified relevant to our struggle with compliance.
From Lcme Probation To Compliance: The Marshall University Joan C Edwards School Of Medicine Experience, Bobby Miller, Brian Dzwonek, Aaron Mcguffin, Joseph I. Shapiro Md
From Lcme Probation To Compliance: The Marshall University Joan C Edwards School Of Medicine Experience, Bobby Miller, Brian Dzwonek, Aaron Mcguffin, Joseph I. Shapiro Md
Joseph I Shapiro MD
The Joan C Edwards School of Medicine (Marshall University, Huntington, WV, USA) was placed on probation by the Liaison Committee on Medical Education (LCME) in June 2011. In the following 2 years, extensive changes were made to address the numerous citations that resulted in this probation. In October 2013, the LCME lifted probation. In this article, we detail the challenges and solutions identified relevant to our struggle with compliance.
Path Integration Deficits During Linear Locomotion After Human Medial Temporal Lobectomy, John W. Philbeck, Marlene Behrmann, Lucien Levy, Samuel J. Potolicchio, Anthony J. Caputy
Path Integration Deficits During Linear Locomotion After Human Medial Temporal Lobectomy, John W. Philbeck, Marlene Behrmann, Lucien Levy, Samuel J. Potolicchio, Anthony J. Caputy
Marlene Behrmann
Animal navigation studies have implicated structures in and around the hippocampal formation as crucial in performing path integration (a method of determining one's position by monitoring internally generated self-motion signals). Less is known about the role of these structures for human path integration. We tested path integration in patients who had undergone left or right medial temporal lobectomy as therapy for epilepsy. This procedure removed approximately 50% of the anterior portion of the hippocampus, as well as the amygdala and lateral temporal lobe. Participants attempted to walk without vision to a previously viewed target 2-6 m distant. Patients with right, …
Challenges Before Traditional Media In The Age Of Digital Media-How To Integrate It With Digital Media-The Way Ahead, Ratnesh Dwivedi Mr
Challenges Before Traditional Media In The Age Of Digital Media-How To Integrate It With Digital Media-The Way Ahead, Ratnesh Dwivedi Mr
Ratnesh Dwivedi
You may have heard of digital media, but you may have no idea what it is and how it can help you out when it comes to marketing. It's definitely important that you get up to speed so you can use this to benefit your business. Basically digital media refers to any type of electronic media out there. Today media can be accessed in many ways, including with hand held devices like mobile phones, laptops, desktops, mp3 players, and more.Digital media must be stored in an electronic way, so there is a lot of digital content on the internet today, …