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Full-Text Articles in Education
Nurturing Urban Native American Families Through Preschool Family Literacy Celebrations, M. Susan Mcwilliams, Tami Maldonado, Paula Szczepaniak
Nurturing Urban Native American Families Through Preschool Family Literacy Celebrations, M. Susan Mcwilliams, Tami Maldonado, Paula Szczepaniak
Teacher Education Faculty Publications
Most Native Americans (NAs ) live in urban settings [1]. Only half of indigenous ninth-grade students graduate with their non-native, same-age peers [2]. New and innovative approaches to teaching urban NAs to increase their graduation rates are urgently needed. One such innovative approach infuses cultural education into curriculum: young children from diverse Native Nations, many of whom have additional non-Native heritage, attend an experimental, urban Native Indian Centered Education (NICE) preschool in the Midwest. The preschool focuses on building and strengthening family literacy resources and developing family-school-community partnerships to strengthen literacy.
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen
Teacher Education Faculty Publications
Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …