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Full-Text Articles in Education
Measuring Media Literacy Inquiry In Higher Education: Innovation In Assessment, Evelien Schilder, Theresa Redmond
Measuring Media Literacy Inquiry In Higher Education: Innovation In Assessment, Evelien Schilder, Theresa Redmond
Journal of Media Literacy Education
The ability to critically access, analyze, evaluate, and create media messages is crucial in the process of becoming an informed and engaged citizen throughout life. Asking critical questions is not only a valuable dimension of media literacy, but also an indispensable aspect of participating in a democracy. Yet, measuring the effectiveness of media literacy is still a major challenge for the field. It is unclear to what extent people of all ages may engage in critical questioning habits with regards to media. To address this gap, we studied the changes in critical questioning habits for college-aged students enrolled in media …
Context And Regulation Of Homeschooling: Issues, Evidence, And Assessment Practices, Janet F. Carlson
Context And Regulation Of Homeschooling: Issues, Evidence, And Assessment Practices, Janet F. Carlson
Buros Center: Professional Staff Publications
The article discusses salient factors that influence the current context within which homeschooling occurs. Individual states have applied various approaches to establish regulations that both preserve the rights of homeschooling parents and fulfill the state’s obligation to ensure that its residents receive the education to which they are constitutionally entitled. Case and ethnographic studies or research involving small and selected samples often appear in outlets associated with homeschool advocacy groups or in outlets that are not mainstream. The paucity of empirical evidence derived from methodologically strong research paradigms has led to little certainty about many aspects of homeschooling including its …
Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito
Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito
To Improve the Academy: A Journal of Educational Development
This essay argues that description of student learning goals as various “skills” presents a conceptual threshold lying between and connecting routinely dichotomized characterizations of student learning—most notably, “concrete” versus “abstract.” Qualitative analysis of instructor interviews shows that “skills” language tends to conceal abstract (that is, affective) learning goals behind more concrete (that is, cognitive) ones. Ultimately, this essay proposes that cognitive and affective student learning goals might be more clearly articulated using threshold concepts within and across disciplines, and that the recognition of “skills” as both affective and cognitive is itself a threshold concept in educational development.
The Fearless Teaching Framework: A Model To Synthesize Foundational Education Research For University Instructors, Alice E. Donlan, Sandra M. Loughlin, Virginia L. Byrne
The Fearless Teaching Framework: A Model To Synthesize Foundational Education Research For University Instructors, Alice E. Donlan, Sandra M. Loughlin, Virginia L. Byrne
To Improve the Academy: A Journal of Educational Development
There is often a disconnect between the unit of analysis in rigorous education research, and the types of recommendations that instructors find the most useful to improve their teaching. Research often focuses on narrow slices of the student experience, and university instructors often require broad recommendations. We present the Fearless Teaching Framework to address this gap between research and practice. In this framework, we define four pieces of effective teaching: classroom climate, course content, teaching practices, and assessment strategies. We argue that these are appropriate areas of focus for instructor growth, based on their relations to student engagement.
An Explorative Case-Study Of The Use Of Peerwise To Foster Student Centred, And Peer Supported, Learning In A First-Year Business Module, Anna Dynan, Barry J. Ryan
An Explorative Case-Study Of The Use Of Peerwise To Foster Student Centred, And Peer Supported, Learning In A First-Year Business Module, Anna Dynan, Barry J. Ryan
Irish Business Journal
Peer based learning is not a new concept in business studies in higher education; however, the integration of technology enabled and asynchronous peer learning has limited reported use and even less evidence based evaluation. In this explorative case study, the online tool PeerWise was used to scaffold and support an asynchronous peer-learning environment for a group of 212 first year business studies students. Students were required to create, answer and rate multiple choice questions on topics aligned to their curriculum within the peer constructed PeerWise question database. While there was no statistically significant correlation between PeerWise engagement and final module …