Education Commons^™

Integration Of Project-Based Learning In Elementary Social Studies, Arren Swift

The Councilor: A National Journal of the Social Studies

The marginalization of social studies education in elementary schools has been well documented. To provide meaningful social studies education to elementary students we must find ways to integrate social studies into other content areas. The application of project-based learning complements the process of cross-curricular integration. This article provides a rationale for this approach and a sample lesson to help clarify the process.

Learning In Field-Experiences: A Multiple Case Study Of Eight Preservice Teachers, Franco Zengaro, Sally A. Zengaro

Journal of Research Initiatives

ABSTRACT

The purpose of this multiple case study was to examine the teaching beliefs of eight preservice physical education teachers. The following research questions guided this study. (1) In what ways do field experiences contribute to shape preservice physical education teachers constructs of teaching? (2) What theories of teaching emerge from field-experiences? (3) To what extent do contexts shape preservice teachers’ experiences as they teach? We framed this multiple case study through the lenses of personal and practical knowledge of teaching. Data collection included multiple interviews, field observation, and documentary notes. We analyzed the data using the constant comparative methodology. …

New Identities New Voices: Introducing The Choreographer-Notator, Beth Megill

Journal of Movement Arts Literacy Archive (2013-2019)

In this practitioner’s perspective paper, the author discusses an experience in which she notated a piece of her choreography using a combination of Labanotation and Motif Notation with the intent of setting the repertory from the score on a group of contemporary dancers, who had never read notation before. She explains her goals as a choreographer and notator proposing a fused creative identity, the Choreographer-Notator. This paper describes how the process of drafting the score and then teaching from the score provided new insights into her work and her identity as a dance artist. The paper concludes with the demands …

The Creation Of Traditional African Dance/Music Integrated Scores, Doris Green

Journal of Movement Arts Literacy Archive (2013-2019)

African dances are among the oldest dance traditions in existence; their structure is uniquely different because the movement therein is inseparable from the music that governs the movements. The music is associated with the spoken language of the people, which makes it virtually impossible for outsiders to comprehend the music of different African countries. In Africa there is no dance that is not accompanied by some form of music from the voice to orchestras of different percussive instruments. For centuries the dance/music of African people has been passed between generations by a mouth to ear process. Any society that is …

Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland

Journal of Movement Arts Literacy Archive (2013-2019)

In this special issue of Voices of Notators: Approaches to Writing a Score, eight authors share their unique process of creating and implementing their approach to notating movement, and they describe how that process transforms them as researchers, analysts, dancers, choreographers, communicators, and teachers. These researchers discuss the need to capture, to form, to generate, and to communicate ideas using a written form of dance notation so that some past, present, or future experience can be better understood, directed, informed, and shared. They are organized roughly into themes motivated by relationships between them and their methodological similarities and differences. …

Cover

Experiential Learning & Teaching in Higher Education

No abstract provided.

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

Editor's Note

Experiential Learning & Teaching in Higher Education

No abstract provided.

Table Of Contents

Experiential Learning & Teaching in Higher Education

No abstract provided.

More Than Just Pulling Weeds: A Case Study Of Engaging Upper- Division Conservation Biology Students In Service-Learning, Kimberly Pause Tucker, Christine E. Moran

Experiential Learning & Teaching in Higher Education

The field of conservation biology focuses on maintaining biodiversity by mitigating both global and local threats. One of the top threats to biodiversity is the worldwide problem of invasive species. Each community has its own pests to control, and students can engage with this global issue on a local scale through well-designed service-learning courses. This article discusses how students engaged with conservation biology through an integrated service-learning project tackling invasive species at a local nature center. Products of the class, data from class artifacts, as well as student feedback on evaluations are also presented.

Experiential Learning In Teacher Education: Increasing Awareness Of Diversity Through The Immersion Experience, Nadine Dolby, Jubin Rahatzad

Experiential Learning & Teaching in Higher Education

Sixty-four years after the landmark Brown vs. Board of Education decision, schools, neighborhoods, and communities in the United States remain largely segregated by race and class. As a result, many incoming students arrive on college and university campuses with limited exposure to people from a wide array of backgrounds and identities. In this article, we examine how students enrolled in an undergraduate teacher education course, Multiculturalism and Education, learned from and reflected on an experiential learning assignment. The assignment, called “Immersion Experience,” required them to have a brief experience in a cultural context that is different from their own. Through …

A Stem Experiential Learning Experience: A Five-Year Synthesis Of Lessons Learned, Deborah L. Mccarthy

Experiential Learning & Teaching in Higher Education

From Fall 2012 to Fall 2016, 127 teacher candidates at a public university in southern Louisiana and elementary school students in grades four, five, six, and eight formed a Science, Technology, Engineering, and Mathematics (STEM) partnership to develop and implement science projects. The research questions of the accompanying study over the five years were: 1.Will mentoring a science project increase student understanding of best practices afforded by the scientific method? 2. What strategies improve the quality of a STEM experiential learning experience? A paired-samples t-test on teacher candidates’ pre- and post-test scores showed a significant difference in mean scores, indicating …

Full Issue

Experiential Learning & Teaching in Higher Education

No abstract provided.

Title Page

Experiential Learning & Teaching in Higher Education

No abstract provided.

Ascertaining The Impact Of P–12 Engineering Education Initiatives: Student Impact Through Teacher Impact, Marissa H. Forbes, Jacquelyn F. Sullivan, Denise W. Carlson

Journal of Pre-College Engineering Education Research (J-PEER)

The widespread need to address both science, technology, engineering, and math (STEM) education and STEM workforce development is persistent. Underscored by the Next Generation Science Standards, demand is high for P–12 engineering-centered curricula. TeachEngineering is a free, standards-aligned NSF-funded digital library of more than 1,500 hands-on, design-rich K–12 engineering lessons and activities. Beyond anonymous site-user counts, the impact of the TeachEngineering collection and outreach initiatives on the education of children and their teachers was previously unknown. Thus, the project team wrestled with the question of how to meaningfully ascertain classroom impacts of the digital engineering education library and—more broadly—how to …

A Year On The Rock: A Methods Professor Returns To The Classroom, Bradley J. Burenheide

Educational Considerations

As a Methods Professor in a Research I institution in the Midwest and the largest education program in its respective state, I faced a crisis after ten years in higher education. The concern I faced was whether or not the repertoire I taught my students was appropriate and meaningful in their training. While staying abreast of current research and strategies, I wanted to ensure that my techniques were still applicable to working with students after ten years of less connection with classrooms. This article discusses the framework employed in the research experience as well as the big lessons that were …

Best Practices For Training New Communication Graduate Teaching Assistants, Melissa A. Broeckelman-Post, Kristina Ruiz-Mesa

Journal of Communication Pedagogy

Graduate Teaching Assistants (GTAs) are often the first college instructors who new students meet when they arrive for their first day of class, and as instructors and as students, GTAs are the future of the discipline. As such, GTAs need to receive comprehensive training in a variety of pedagogical, procedural, and professional areas to help graduate students continue to develop as instructors and, eventually, into full-time faculty. To assist basic course directors, department chairs, and faculty in creating and supporting a comprehensive and ongoing GTA training program, this article provides 10 best practices for training new GTAs who will be …

The Evolution Of Communication Pedagogy, Jerry D. Feezel

Journal of Communication Pedagogy

This article is an overview of the major developments in the field of communication in education. From the history of the national association over 100 plus years, specific attention is paid to changes leading to the advent of this publication. Changes in nomenclature, conferences, publications, research, and educational trends are discussed. The essay is intended to provide a view of history as setting for inauguration of the Journal of Communication Pedagogy. It also is intended to invite and stimulate other scholars’ reflections on the nature and evolution of the field.

Using Freewriting In Public Speaking Courses To Remedy Student Apathy: An Unconventional Solution To A Common Problem, Flora Keshishian

Journal of Communication Pedagogy

Student apathy—a lack of motivation or mental presence in the classroom—is common in many academic institutions and courses of study. In Public Speaking courses, speech anxiety can be a factor that contributes to student apathy. To solve this problem, I suggest implementing an unconventional approach—in-class unguided longhand freewriting—that requires students to write nonstop about anything that comes to mind, without censoring or editing, during the first five minutes of each class session. I base this recommendation on my own observations of the students’ body language during the freewriting period, as well as my qualitative analysis of 95 students’ written feedback …

Making A Difference: The Launch Of The Journal Of Communication Pedagogy, Scott A. Myers

Journal of Communication Pedagogy

Communication pedagogy is the systematic study, reflection, and identification of teaching practices across communication course curricula that results ultimately in effective classroom instruction, gains in student learning, and the establishment of a supportive learning environment. Systematic study focuses on the teaching, the assessment, or the scholarship of teaching and learning of a specific communication course, extra-curricular activity (e.g., forensics), or curriculum (e.g., internships, concentrations/areas of emphases, undergraduate programs). Reflection centers on a pedagogical problem or issue encountered by instructors when teaching a specific communication course. Best practices offer tips for teaching or assessing a specific communication course, extra-curricular activity, or …

Creating A Speech Choir: The Bounty Of Authentic Audience Experience For Students, Susan Redding Emel

Journal of Communication Pedagogy

For most students at my university, classroom experience alone was the choice for formally developing speaking skills. My idea was to provide students with recurring authentic audience experience, attending to the audience dimension outlined by Derryberry (1989) as a critical requirement of public speaking pedagogy. Through research, a new idea was proposed: Create a Speech Choir, combining talents of the students in one performance. Though it has elements of forensics, reader’s theater, choral reading, public speaking and more, it is not identical to any of these. As the team evolved, more pedagogical elements were added including service learning, attention to …

Life Is A Lab: Developing A Communication Research Lab For Undergraduate And Graduate Education, Autumn P. Edwards, Chad Edwards, Patric R. Spence

Journal of Communication Pedagogy

Tips offered center on classroom discourse, curriculum choices, and potential assignments. In this article, we present tips for creating a thriving undergraduate and graduate communication research lab. Based on our experiences developing and co-directing the Communication and Social Robotics Labs (CSRLs), we offer 10 best practices for acquiring resources and recognition, building a strong lab community, and attaining faculty and student goals for scholarship and beyond. Our overarching approach is framed by Dewey’s (1916) pragmatist educational metaphysic, which stresses student- and subject-centered learning, enlarging experiences, and the co-construction of meaning and knowledge. Although our labs are focused on human-machine communication …

From The Classroom To The Community: Best Practices In Service-Learning, Donna R. Pawlowski

Journal of Communication Pedagogy

As a pedagogy, service-learning connects students with the community while focusing on course outcomes. The community becomes a live text for reflection and enriches students’ experiences they otherwise would not have in the classroom. This article provides tips and strategies for implementing service-learning in the classroom. These tips and strategies include developing the structure of the course, linking service-learning to outcomes, creating partnerships, working through logistics with partners, communicating with community partners, setting logistics, preparing students, creating reflections, handling challenging issues, giving credit for the learning, and assessing service-learning.

Integrating Service-Learning In The Public Speaking Course, Elizabeth A. Munz, Roger D. Gatchet, Matthew R. Meier

Journal of Communication Pedagogy

This best-practices article endorses incorporating service-learning into the foundational public speaking course. The article explains connections between service-learning and the rhetorical tradition, highlights pedagogical approaches that would benefit from a service-learning component, and discusses the benefits of service-learning for community partners and students. The remainder of the article focuses on how to implement servicelearning in a public speaking course, including reflection and assessment recommendations.

Developing Pre-Service Teacher Professional Capabilities Through Action Research, Shannon Kennedy-Clark, Katrina Eddles-Hirsch, Tryon Francis, Grace Cummins, Luke Ferantino, Matthew Tichelaar, Lloyd Ruz

Australian Journal of Teacher Education

There is a growing interest in pre-service teacher education programs on how to maximise the learning benefits of professional experience. This study attempts to discover how action research can be used as a vehicle to bridge the divide between theory and practice and to support pre-service teachers in the development of authentic professional knowledge. In this paper, we share the experiences of four pre-service teachers who undertook an action research study whilst on a ten-week professional experience placement in an Australian High School. The findings of the study indicate that pre-service teachers see the benefit of being able to conduct …

Technology Over-Consumption: Helping Students Find Balance In A World Of Alluring Distractions, George D. Shows, Pia A. Albinsson, Tatyana B. Ruseva, Diane Marie Waryold

Atlantic Marketing Journal

The last two decades has seen a fundamental shift in society with the growth in technology and the growth of social media. This shift has been embraced in the classroom as a tool to enhance the learning experience of the student. Students have experienced a fundamental shift in interaction with themselves and the world they inhabit with the exponential growth in technology and social media both inside and outside the classroom. The result is the multitasking student, who must constantly switch between a growing number of interactions. Attention spans have a finite limit, and eventually students experience an over-consumption of …