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New Era Of Teaching, Learning, And Technology: Teachers’ Perceived Technological Pedagogical Content Knowledge And Self-Efficacy Towards Differentiated Instruction, Robin A. Millen, Robert Gable
New Era Of Teaching, Learning, And Technology: Teachers’ Perceived Technological Pedagogical Content Knowledge And Self-Efficacy Towards Differentiated Instruction, Robin A. Millen, Robert Gable
K-12 Education
Shifting from an industrial model of education to a model that best provides students with differentiated instruction (Tomlinson, 2014) requires educational philosophical change (Fullan, 2014) as well as innovation diffusion (Rogers, 2003). The problem is not the amount of research that exists on differentiation, the diffusion of innovations, or the change process. The problem is what new technological pedagogical content knowledge (Koehler & Mishra, 2008) do educators need to make this change process happen? How is this knowledge communicated to finally change the “fundamental processes of schooling” (Elmore, 1996, p. 4)?
This sequential, mixed-methods study addressed the following condensed research …
Inquiry-Based Instruction – Cultivating Analytical Habits Of Mind With 21st Century Skills: A Qualitative Study, Kimberly A. Laliberte, Robert K. Gable, Felice D. Billups
Inquiry-Based Instruction – Cultivating Analytical Habits Of Mind With 21st Century Skills: A Qualitative Study, Kimberly A. Laliberte, Robert K. Gable, Felice D. Billups
K-12 Education
Significant challenges face the United States regarding global competition as 21st century workforce skills lag behind corporate demands in STEM-based careers (Bucher, 2011; Campbell & Pedersen, 2007; Kramer, 2010; Savitz & Elias, 2011; Scott, 2007). Strategic interventions for inquiry-based, 21st century skills development are of grave necessity for K-12 education to encourage post-secondary STEM opportunities (Abaidoo, 2012; Mouhammed, 2009; Porter & Rivkin, 2012; Rombel, 2012).
This study investigated inquiry techniques in K-12 urban classrooms where greatest equity gaps reside and explored teacher self-efficacy with respect to promoting 21st century skills. Changes needed to promote sustainable, inquiry-based, analytic habits of mind …