Education Commons^™

Centering Educational Resilience On Mission Through Research, Professional Development, And Collaborative Teaching, Anneris Coria-Navia Phd, Glynis M. Bradfield

Faculty Publications

External triggers such as the global pandemic have inevitably caused paradigm thinking shifts. These challenging times present opportunities to reimagine the possibilities of Seventh-day Adventist Education in the areas of research, professional development, crisis management, differentiating instruction, collaborative learning, and holistic student service in person and online. Supported by action research, this presentation reviews effective teaching frameworks and best practices that education in varied contexts can leverage to transform the challenges into opportunities for philosophical realignment spurring renewal of mission and improvement of practice. Through the study and reflection of our own educational experience through crisis, we present lessons learned …

Black Lives Matter In Teaching English As A Second Language!, Kristin Lems

Faculty Publications

The Winter 2020 issue of theIllinois Reading Council Journal published a special issue focusing on “action for equity,” with thoughtful articles and abundant family and classroom resources. This issue of the “wELLcome”column, which is dedicated to topics regarding English language learners (ELLs), continues in that same vein. In this issue, we place the spotlight on ELLs of African descent, their teachers, and their schools.

Writing Standards-Based Lesson Plans To Standards For Technological And Engineering Literacy, Scott Bartholomew, Thomas Loveland, Vanessa Santana

Faculty Publications

While written lesson plans may seem like a lot of work, with little purpose or benefit to new teachers, a well-written lesson plan is quite valuable for many reasons. The process of writing lesson plans at the beginning of one’s teaching career can be very time-consuming (Arnett-Hartwick and Cannon, 2019); however, the development of sequenced lessons that result in effective learning must be organized and articulate, not done haphazardly. Designing a lesson through a written document can help a teacher see the pattern, flow, and implications of a lesson and how it will help all students; this can be especially …

Going In Thinking Process, Coming Out Transformed: Reflections And Recommendations From A Qualitative Research Course, Donald Mitchell Jr., Elizabeth Byron, Jeffrey Cross, Oj Oleka, Stephanie Van Eps, Phyllis Clark, Natalie Sajko

Faculty Publications

This article presents reflections and suggestions of an instructor and students from a doctoral-level qualitative research course. Given qualitative research courses often lack guidance for best practices and the well-being of doctoral students learning qualitative research is often overlooked, the purpose of this article is threefold: 1) to provide an introductory skeleton for designing a qualitative research course that is structured for classmates to interview each other throughout the semester, what the authors call a student-as-researcher-and-participant design; 2) to provide student reflections from the course; and finally, 3) to offer recommendations for using a student-as-researcher-and participant design for a qualitative …

Pursuing Racial Justice In The Us: What Religious Educators Need To Learn From The Blacklivesmatter Movement, Mary E. Hess

Faculty Publications

This is a prepress version of a chapter that will appear in a book, focused on religious education and human rights.

Assessing The Impact Of A Faculty Book Club On Self-Reflection And Teaching Practice, Scott Moncrieff, Anneris Coria-Navia

Faculty Publications

No abstract provided.

Internationalization, Internalization, And Intersectionality Of Identity: A Critical Race Feminist Re-Images Curriculum, Theodorea Regina Berry

Faculty Publications

This poetry/paper article is a re-accounting, a poetic counterstory in curriculum, of the praxis of an African American female teacher-educator working against internalized notions of curriculum as standards by re-imagining curriculum through the lives of third grade students and her teacher education colleagues. Using critical race feminism (Berry, 2010; Berry & Mizelle, 2006; Wing, 2003) as her framework, the author will describe how she moves curriculum from internalized to connected, collective, and introspective. The author will provide her rationale for the necessity of such movements in curriculum and will conclude the paper with a discussion about the possibilities that exist …

The Cost And Quality Of Open Textbooks: Perceptions Of Community College Faculty And Students, Tj Bliss, John Hilton Iii, David Wiley, Kim Thanos

Faculty Publications

Proponents of open educational resources (OER) claim that significant cost savings are possible when open textbooks displace traditional textbooks in the college classroom. We investigated student and faculty perceptions of OER used in a community college context. Over 125 students and 11 faculty from seven colleges responded to an online questionnaire about the cost and quality of the open textbooks used in their classrooms. Results showed that the majority of students and faculty had a positive experience using the open textbooks, appreciated the lower costs, and perceived the texts as being of high quality. The potential implications for OER initiatives …

Helping Students Act As A Result Of Classroom Lessons, John Hilton Iii, Brandon B. Gunnell

Faculty Publications

President Thomas S. Monson taught, “The goal of gospel teaching . . . is not to ‘pour information’ into the minds of class members. . . . The aim is to inspire the individual to think about, feel about, and then do something about living gospel principles.” In this same talk he emphasized the importance of taking action as it relates to learning, saying, “I hear and I forget; I see and I remember; I do and I learn.” Thus a key responsibility in the role of a religious educator is to help students do things as a result of …

Faculty Development In Instructional Technology: A Multiple Case Study, Robson Moura Marinho

Faculty Publications

Employing the descriptive multiple case study method, this qualitative study explores the experiences of ten faculty members involved in learning about technology at a Major Pubic University in the United States. Participants shed light on the learning process in instructional technology by sharing their personal experiences, perspectives, ideas and behaviors. This paper summarizes the results of the study, making comparisons with related literature, and then discussing its practical implications and recommendations for faculty development. The findings indicate the need of a more holistic approach to faculty development programs in instructional technology.

Multiple Intelligences In The Gospel Classroom, John Hilton Iii

Faculty Publications

In a worldwide training broadcast, Elder W. Rolfe Kerr taught, “We cannot expect our students to learn all that we hope they will learn by just hearing a concept or principle one time. Multiple presentations, utilizing various approaches, often appealing to multiple senses, increase the likelihood of our students actually learning and internalizing the concepts we teach.”

Our Top 12 "Key Instructional Elements" That Help To Build An Excellent Lesson And High Quality Physical Education Program, Robert S. Christenson, David C. Barney

Faculty Publications

One of the most fundamental issues in teaching, arguably the biggest, is discovering the most effective lesson elements for each group of learners. This includes a solid curriculum, performance objectives, age-appropriate pedagogical ingredients, ability-level activities and assessments focused on measuring learning to create a great lesson. When these elements are blended artistically with a variety of classroom management skills, necessary equipment, instructional support resources, behavior management rules and high expectations in a nurturing environment, the teacher has created the best possible learning atmosphere for each individual student.

Below, the authors have identified twelve important instructional elements for teachers to incorporate …

A Nonnative Speaker, And Still The Right Person For The Job, Eun-Young Julia Kim

Faculty Publications

I am a nontraditional ESL director. There is no denying that I am a foreigner. No matter how many times I've dyed my hair and tried to adopt an American name to appear more "native," I am just too Asian; an invincible accent, a hard-to-pronounce three-syllable name, dark brown eyes, a body the size of an eighth grader's - all these reveal the invconvenient truth that I am not from "here." At just over 5 feet tall, I am almost indistinguishable from my ESL students.

Teaching One Way And Testing Another: An Interview With Scott Howell, Scott L. Howell, James L. Morrison

Faculty Publications

I first met Scott Howell in 2005 in Jekyll Island, Georgia at the annual Distance Learning Administration (DLA) conference, which was sponsored in part by the Online Journal of Distance Learning Administration (OJDLA). Scott is co-editor of the three-volume book series Online Assessment and Measurement (2005) published by IDEA group and is this year's chair of the University Continuing Education Association's (UCEA) Distance Learning Community of Practice (DLCoP). His keynote speech at the DLA conference featured a number of assessment issues and best practices. However, when I sat down to interview him, he quickly focused on one topic for which …

Using Live Modeling To Train Preservice Teachers To Integrate Technology Into Their Teaching, Charles R. Graham, Richard E. West

Faculty Publications

One method underutilized in training teachers to use technology is to use live modeling sessions. This study qualitatively investigates how the use of modeling sessions impacted students. In this study we found that modeling was perceived by most students to be effective at teaching technology skills and ideas for integrating technology as teachers. However, we identified several breakdowns in the ability of students to transfer their understanding of technology integration to their own situations. We explain this difficulty of transfer of learning and describe five situations when these breakdowns were likely to occur. Implications include the benefits of using live …

Five Powerful Practices For Using Technology To Enhance Teaching And Learning In Higher Education, Charles R. Graham, Richard E. West

Faculty Publications

This presentation reports the findings from our investigation of the professors designated as the most innovative users of technology at our university. After seeking nominations from department heads, we selected thirty-five of the most successful and innovative professors as case studies. After interviewing these cases, and in some instances observing their classes, we identified five major patterns that represented the positive impacts technology was having on their instruction. These patterns were evident in several cases across many different disciplines, indicating they might be generalizable to many different situations and contexts. In our interviews, we identified what technologies these professors were …

Let's Surf-The-Net! World-Wide Web (Www) Sites In Italy, Or: How/Why Include A Web-Browser Component In Culture And Civilization Classes, Ilona Klein

Faculty Publications

First, this essay details the technical elements required to set up a computer for Web-surfing, then it discusses the rationale for a Web-browser component in Culture and Civilization courses. The first part of this study (the technical portion) is geared specifically toward teachers with little or no familiarity with the Internet and the World-Wide Web. In the second part of the article, the applied-pedagogy aspects of Web-browsing are provided for all colleagues in the profession, proficient or not in cyberspace surfing. This article argues that the internet and the World-Wide Web are here to stay and that, within certain limitations, …

Presenting Italian Comparative And Superlative Forms Of Adjectives To College L2 Beginners, Ilona Klein

Faculty Publications

This study treats the necessity to de-emphasize the focus on grammar teaching alone in L2, and to introduce methods which are not teacher-centered, so as to enable students to interact more among each other.

By using comparative and superlative forms of adjectives – but in reality using a sequence of teaching techniques that could be applied to other grammatical situations – this article presents the use of sea shells as a visual and tactile aid which allows students to shift their L2 efforts from an abstract notion to a concrete usage.

This study offers a tool to attempt a balance …