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Articles 91 - 102 of 102

Full-Text Articles in Education

Pourquoi J’Écris En Français, Julien Kilanga Musinde Jun 2014

Pourquoi J’Écris En Français, Julien Kilanga Musinde

Présence Francophone: Revue internationale de langue et de littérature

Why have I chosen to write in French? My personal engagement in front of French language, my profession of teacher and researcher in French linguistics, my quality as a writer and the years I worked as director of French at the International Organization of Francophonie have largely contributed to increase my link with this tongue. We say, the language belongs to his speakers and particularly to the people who use it as the place of expression of art and original thought.

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Cultivating High-Level Organizational Engagement To Promote Novel Learning Experiences In Steam, Chad Mote, Karen Strelecki, Kate Johnson Feb 2014

Cultivating High-Level Organizational Engagement To Promote Novel Learning Experiences In Steam, Chad Mote, Karen Strelecki, Kate Johnson

The STEAM Journal

Traditional partnerships in K-12 public education often produce low-level organizational engagement among its partners—one partner funds, the other uses the funds Typically a “partner in education” donates funds, which may benefit students through the purchase of new equipment, staff development experiences, or scholarships. In some cases, an organization may send an expert over to speak with the students about their field. This type of philanthropic outreach is indispensable for schools that need additional support and important for students to gain information from the “real world” but does not necessarily translate into deep, meaningful academic impact.

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Catalytic Teaching: A Teaching Equation Transfers To Enhanced Student Learning, Claire Rogerson, Gerard Chomicz Jan 2014

Catalytic Teaching: A Teaching Equation Transfers To Enhanced Student Learning, Claire Rogerson, Gerard Chomicz

Journal of Student Engagement: Education Matters

This paper proposes that the teaching equation – where students, their levels of engagement and motivation create lifelong learners – is achieved with catalytic teaching approaches. Positive teaching practices are integral to the effective running of everyday classrooms, with teacher–student relationships important to the overall emotional and cognitive development of students. Three practical approaches are proposed, to implement aspects of the teaching equation for enhanced student learning. Using catalytic teaching ensures all students have access to positive teaching practices, leading to better student emotional and learning outcomes.

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The First Year At University: Giving Social Capital A Sporting Chance, Fiona Budgen, Susan Main, Deborah Callcott, Brenda Hamlett Jan 2014

The First Year At University: Giving Social Capital A Sporting Chance, Fiona Budgen, Susan Main, Deborah Callcott, Brenda Hamlett

Australian Journal of Teacher Education

The first year of university has been identified as an area of interest and concern for several decades because, for many students, their first year at university is also their last. The researchers developed a program based on a Sports Education model to influence the engagement and retention of first year students. The program sought to build social capital by providing opportunities for students to connect with their peers and establish supportive social and collegial networks at university. The data highlighted a number of interesting outcomes for both the first year students and mentors. First year students reported that the …

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Heroes: Creating Classroom Environments, Presentations, And Activities That Positively Affect Student Motivation, Inclusion, And Retention, Virginia Heslinga Jan 2013

Heroes: Creating Classroom Environments, Presentations, And Activities That Positively Affect Student Motivation, Inclusion, And Retention, Virginia Heslinga

Electronic Journal for Inclusive Education

To help students of diverse needs learn, retain what they learn, collaborate in problem-solving, see value with inclusion, and grow in a desire to learn, teachers need to create environments conducive to active learning and filled with hope. Environments emerge from the time a student stands in the doorway of a classroom and continue through every element on display and encountered in interactions. Educators who understand they affect the environment will set the tone, present inclusively, provide meaningful activities, and do a heroic job of leading students. This article presents heroes with classic values in schools and communities through the …

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Student And Staff Engagement: Developing An Engagement Framework In A Faculty Of Education, Sharon M. Pittaway Apr 2012

Student And Staff Engagement: Developing An Engagement Framework In A Faculty Of Education, Sharon M. Pittaway

Australian Journal of Teacher Education

Student engagement is emerging as a key focus in higher education, as engagement is increasingly understood as a prerequisite for effective learning. This paper reports on the development of an Engagement Framework that provides a practical understanding of student (and staff) engagement which can be applied to any discipline, year level or course. The Engagement Framework proposes five non-hierarchical elements: personal engagement, academic engagement, intellectual engagement, social engagement, and professional engagement. As well as describing these elements, the paper also explores the theoretical foundations of the Engagement Framework, including a recognition of the importance of conation as one of three …

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Share Your Voice: Online Community Building During Reaffirmation Of Accreditation, Brenda Kruse, Kimberlee Bethany Bonura, Suzanne G. James, Shelley Potler Oct 2011

Share Your Voice: Online Community Building During Reaffirmation Of Accreditation, Brenda Kruse, Kimberlee Bethany Bonura, Suzanne G. James, Shelley Potler

Higher Learning Research Communications

Generic University recently underwent a successful reaffirmation of accreditation process with The Higher Learning Commission of the North Central Association of Colleges and Schools. As part of the 3-year process, a committee, named the Education and Communication working group, was formed to inform and engage with the entire Generic community. The aim of this report is to describe the process and strategies this working group employed to achieve those goals in a distance learning environment. The primary charges of the Education and Communication working group were to (1) educate stakeholders about the Higher Learning Commission (HLC), the importance of accreditation, …

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Student Perception Of Content Master And Engagement In Using An E-Authoring Tool, Lin Carver, Carol Todd Oct 2011

Student Perception Of Content Master And Engagement In Using An E-Authoring Tool, Lin Carver, Carol Todd

Higher Learning Research Communications

Examination of student comments and end of course surveys from previous courses revealed two content design themes: request for additional graphics and visuals to support content and improved quality and opportunities to master content. Researchers wanted to investigate if incorporating SoftChalk, an e-authoring tool, would effectively address these expressed design concerns. As such, the purpose of the study was to explore the students’ perceptions of the effectiveness of the newly implemented e-authoring tool. A mixed-method survey design, which included Likert scales and qualitative responses, was utilized. All students enrolled in five sections of the three online graduate education courses (N=81) …

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Keeping Students In By Sending Them Out: Retention And Service-Learning, Iris Mae Yob Aug 2011

Keeping Students In By Sending Them Out: Retention And Service-Learning, Iris Mae Yob

Higher Learning Research Communications

This review of recent literature examines the research on the impact of service-learning on student retention. The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research …

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Blended Learning As An Effective Pedagogical Paradigm For Biomedical Science, Perry Hartfield Aug 2011

Blended Learning As An Effective Pedagogical Paradigm For Biomedical Science, Perry Hartfield

Higher Learning Research Communications

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. …

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Promoting Student’S Online Engagement With Communication Tools, Shuyan Wang Jun 2011

Promoting Student’S Online Engagement With Communication Tools, Shuyan Wang

Journal of Educational Technology Development and Exchange (JETDE)

This case study investigated students’ engagement and learning experiences in online courses through Blackboard CE6 (Course Management System). The meaning that students gave to their learning experiences and the problems they encountered were also investigated in order to understand how students learn in a technology-enriched learning environment. Data were col­lected through open-ended survey questions, participant observations, and document analyses from three online instructional technology graduate courses where students used threaded dis­cussion, live classroom, chat room, and email for online communication and interaction. Find­ings indicated that students’ engagement was promoted by using various communication tools although student preferred discussion board and …

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The Effects Of Multimedia-Supported Problem-Based Inquiry On Student Engagement, Empathy, And Assumptions About History, Thomas Brush, John Saye Jan 2008

The Effects Of Multimedia-Supported Problem-Based Inquiry On Student Engagement, Empathy, And Assumptions About History, Thomas Brush, John Saye

Interdisciplinary Journal of Problem-Based Learning

This research extends a continuing line of inquiry investigating how multimedia resources might be joined with other support structures to effectively implement problem-based inquiry (PBI) activities in secondary history classrooms. Two history teachers with experience in PBI implemented a technology-supported problem-based civil rights unit in their classrooms. Analysis of data obtained from classroom observations, observations of student presentations, and student and teacher interviews suggests that the multimedia problem-based unit provided an authentic context for encountering historical content, provoked empathetic views of historical dilemmas, and encouraged meaningful encounters with historical issues that promoted engagement and more advanced epistemological beliefs about history. …

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