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Full-Text Articles in Education
Planning For Deep Learning Using Tpack-Learning Activity Types, Judi Harris, Mark J. Hofer
Planning For Deep Learning Using Tpack-Learning Activity Types, Judi Harris, Mark J. Hofer
School of Education Articles
Teaching for students’ deep learning, while rooted in venerable 20th-century educational research and theory contributed by Vygotsky, Dewey, and others, is taking on a new urgency as heretofore theoretical depictions of 21st-century learning are being operationalized in K-12 classrooms. What is the nature of deep learning? What are the pedagogical roles and practices that encourage it? How can we help teachers to plan learning experiences for and with their students that encourage and support deep learning, incorporating the use of digital tools and resources in maximally effective ways? This chapter uses extant literature on deep learning, teaching for deep learning, …
Responsive And Responsible: Levels Of Faculty Encouragement Of Civic Engagement, Eddie R. Cole, Elijah C. Howe, Thomas F. Nelson Laird
Responsive And Responsible: Levels Of Faculty Encouragement Of Civic Engagement, Eddie R. Cole, Elijah C. Howe, Thomas F. Nelson Laird
Articles
This study explores how often faculty members encourage students to engage with campus, local, state, national, and global issues. Using data from the 2013 administration of the Faculty Survey of Student Engagement (FSSE), the results show that faculty members are more likely to encourage students to engage in state, national, or global issues than campus or local issues. Differences in faculty encouragement of civic engagement are also presented across gender, racial/ethnic identification, rank and employment status, and institutional affiliation, among other characteristics. Implications for practice are provided.
Inservice Teachers' Tpack Development: Trends, Models, And Trajectories, Judi Harris
Inservice Teachers' Tpack Development: Trends, Models, And Trajectories, Judi Harris
School of Education Book Chapters
How is experienced teachers’ TPCK/TPACK developed? The full range of professional development (PD) models for inservice teachers’ TPACK-related professional learning is overviewed in this chapter, classified according to eight process-focused PD approaches and 12 specific strategies, and situated within the larger (non-TPACK) PD literature. Current and probable future trends in TPACK-related PD are documented and hypothesized, mirroring, in part, nascent assertions made by other researchers that effective PD for teachers is highly contextualized, personalized, and variable in structure, purpose, orientation, and process. Recommendations for future TPACK PD research and development are then made, based upon the trends and models discussed.
Young People's Response To The Response: The Impact Of Political Diversity And Media Framing On Discussions Of Combatant Tribunals, Jeremy Stoddard, Jason Chen
Young People's Response To The Response: The Impact Of Political Diversity And Media Framing On Discussions Of Combatant Tribunals, Jeremy Stoddard, Jason Chen
Articles
This article presents results of a study of the impact of political dynamics on group deliberations of issues presented in the short film The Response. We selected four groups of 18-22 year-old participants based on political views, engagement, and efficacy (liberal, conservative, and two mixed groups), and asked them to view and discuss issues presented in The Response related to the combatant status review tribunals held at Guantanamo Bay. We found the groups with mixed political views had higher quality discussions of the issues and a better understanding of the issues post-discussion – in particular the tension between national …