Education Commons^™

Learning: A Teaching Philosophy, Stephen Allen Warren

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio presents the author’s current understanding of second language teaching. The main section of the portfolio consists of a teaching philosophy that expresses the author’s believe that definitions of learning direct second language teaching. Three artifacts explore language, culture, and literature and express the development of the author’s teaching philosophy. An annotated bibliography covers the essential readings done in the course of study and provides the foundations for the author’s ontological arguments.

Exploring Second Language Learning: Communicative Competence, Pragmatics, And Second Language Literacy, Timothy M. Mecham

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This portfolio is a compilation of the author’s teaching philosophy and three artifacts that explore elements of second language teaching. The teaching philosophy contains the author’s strategies of second language teaching including instructional practice, communicative language teaching theory, and application. This portfolio also contains artifacts of second language teaching that explore communicative competence, formal address pragmatics, and second language literacy. An annotated bibliography of books and articles that have impacted the author’s teaching beliefs and practices is also included.

Self-Directed Learning In Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis, Heather M. Leary

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Problem-based learning is an approach to education and learning that focuses on students investigating problems, rather than being directly instructed by teachers. Reviews, also called meta-analyses, comparing traditional lecture-based learning to problem-based learning report modest positive learning gains in student cognitive outcomes. Many meta-analyses have been conducted to analyze the effectiveness of problem-based learning, but none examine the extent of self-directed learning in problem-based learning. The purpose of this study was to conduct a meta-analysis across all disciplines (medicine, education, business, history, etc.) while examining self-directed learning in problem-based learning.

This study used a random effects model meta-analysis using 75 …