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Full-Text Articles in Education
Hybridized Internships And Service-Learning: An Inquiry Into Student, Community, And Higher Education Partner Experiences In A Community-Based Internship Program, Ben Trager
Theses and Dissertations
This dissertation explores a community-based internship (CBI) program, a hybridization of internship and service-learning practices. CBIs are becoming more common in higher education, but literature on the practice of integrating internships and service-learning is scarce. The purpose of this study is to develop an understanding of a CBI through an investigation of student, community partner, and university staff experiences and perceived outcomes of the program. Using participatory action research approaches and a thematic analysis of interviews and student course work, this qualitative study occurred in two phases and included 31 participants. The analysis employs frames of private vs public in …
Action Research, J. Spencer Clark, Suzanne Porath, Julie Thiele, Morgan Jobe
Action Research, J. Spencer Clark, Suzanne Porath, Julie Thiele, Morgan Jobe
NPP eBooks
Action research is a common journey for graduate students in education and other human science fields. This book attempts to meet the needs of graduate students, in-service teachers, and any other educators interested in action research and/or self-study. The chapters of this book draw on our collective experiences as educators in a variety of educational contexts, and our roles guiding educator/researchers in various settings. All of our experiences have enabled us to question and refine our own understanding of action research as a process and means for pedagogical improvement. The primary purpose of this book is to offer clear steps …
Technology Competency Within The Non-Traditional Preservice Teacher Candidate Population: Survey Results, Marilyn Lanier, Cynthia B. Wooten, Noran L. Moffett, Tanya M. Hudson
Technology Competency Within The Non-Traditional Preservice Teacher Candidate Population: Survey Results, Marilyn Lanier, Cynthia B. Wooten, Noran L. Moffett, Tanya M. Hudson
Journal of Research Initiatives
This study utilized action research with quantitative data analysis to investigate the personal technological skills and use of web-based applications of nontraditional teacher candidates enrolled in elementary education courses at a Historically Black College/University (HBCU) in the southeastern section of the USA. The goal was to gain a better understanding of the technological challenges encountered by non-traditional candidates and to determine how technology can inform instructional delivery of curriculum to improve this population’s representation, expression, and engagement of learning outcomes. Data were collected through an anonymous electronic survey distributed to each student enrolled in the elementary education courses. A total …
Implementing An Interactive Reflection Model In Eap: Optimizing Student And Teacher Learning Through Action Research, Hale Kizilcik, Aysegul Daloglu
Implementing An Interactive Reflection Model In Eap: Optimizing Student And Teacher Learning Through Action Research, Hale Kizilcik, Aysegul Daloglu
Australian Journal of Teacher Education
In this article, the authors, a teacher-researcher and an English Language Teaching (ELT) professor, report on a colloborative action research study which investigated how integrating systematic reflection into academic English courses at the tertiary level fostered both teacher and student learning. Using constructivist theory as a framework, they developed an interactive reflection model in which the students and teacher engage in a two-way process of reflection to improve their performance. Through reflective dialogue and reflective writing tasks, students explored their strengths and weaknesses in relation to the tasks they performed. Reflecting with students and on students’ reflections became a journey …
Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges
Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges
Doctoral Dissertations
Blended approaches to collaborative faculty development have the potential for stimulating critical reflection, but the process of online reflection by faculty members has not been fully explored in the literature. The purpose of this qualitative action research case study was to examine a blended approach to collaborative inquiry for professional development with a particular interest in the reflections that occurred online. This study had two focal points. First, to explore the relationship between the online reflections and the overall development of the participants and second, to more closely examine the levels of reflection that occurred within the online aspect of …