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Articles 1 - 13 of 13
Full-Text Articles in Education
Moving Forward, Looking Back: Renewing The Struggle For An American Curriculum, Dave Powell
Moving Forward, Looking Back: Renewing The Struggle For An American Curriculum, Dave Powell
Dave Powell
Rationales for public school reform in the United States are often tied to historical perspectives on the birth and development of schools and are buffeted by the assumption that the history of public schooling says much about how reform efforts should proceed. This interpretive article explores 2 such perspectives on 21st century schools: those of Diane Ravitch, distinguished educational historian and commentator; and those of Herbert Kliebard, considered one of the preeminent authorities on the development of the American curriculum. This investigation reveals that Ravitch’s longstanding condemnation of progressivism and curricular differentiation as the source of what ails public schools …
Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory
Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory
Marshall W. Gregory
In considering how curriculum and teaching influence education, it is revealing to note that most faculty members treat curriculum the way bankers treat investments. They generally spend much time, planning, and careful thought on curricular matters-reasoning here, analyzing there, relying on experience, and carefully considering both the long-term and short-term dividends of knowledge - but when it comes to teaching, many faculty members operate less like bankers and more like barnstormers, flying by the seat of their pants and guiding themselves primarily by instinct or by repeating whatever worked yesterday.
Keys To Unlocking Creative Potential: The Expressive Path To Personal Growth, Marta D. Ockuly
Keys To Unlocking Creative Potential: The Expressive Path To Personal Growth, Marta D. Ockuly
Creativity and Change Leadership Graduate Student Master's Projects
An experiential journey into personal growth and creative expression is, by nature, transformational. Undertaken in a public platform using social media (Twitter and blogging) it reveals powerful potential as a teaching and mentoring tool for inspiring creative action around the world. This project was designed to blend my joys and passions for tweeting positive inspiration and encouragement, sharing my readings and research related to creativity, exploring expressive art, activating creative potential with joy, collecting and sharing quotes, coaching positive change and creative action, and raising awareness of everyday creativity into a learning pathway which could be accessed by anyone using …
Teaching Millennials: The Challenge Of Ambiguity, Sheila M. Fisher
Teaching Millennials: The Challenge Of Ambiguity, Sheila M. Fisher
Teaching Millennials in the New Millennium, April 2011
Andre Maurois wrote in relation to Voltaire: "It is certain that a system imbued with perfect clarity has few chances of being a truthful image of an obscure and mysterious world." This could be a motto for literary studies. Words are multivalent, and their very capacity for ambiguity is the stuff of which literature and literary criticism are made. Students love literature and are drawn to it because it involves interpretation and seldom yields "perfect clarity"; they love it because of, not despite its ambiguity. This paper argues that millennial students are no more averse than their predecessors to wrestling …
Putting History Teaching 'In Its Place', Keith A. Erekson
Putting History Teaching 'In Its Place', Keith A. Erekson
Keith A Erekson
Recent literature on history teaching has emphasized "doing history"—whether as "active learning," "historical thinking," or reading photocopies of primary sources. This paper extends the discussion of a "signature pedagogy" of history teaching and learning to include attention to the places where historians do history--in the archives and at the presenter's podium. It presents a case study of effective teaching from the 1920s and 1930s and provides recommendations for helping students to research in nearby archives (such as the home) and present their findings to public audiences.
Working To Recover The Essence Of Education For The Sake Of Teaching And Teacher Education: Towards A Phenomenological Understanding Of The Forgotten, Ontological Aspects Of Learning, James Magrini
James M Magrini
The current definition of a good teacher is grounded in sets of pre-determined competencies established and imposed upon schools by bureaucratic organizations that are, proximally and for the most part, removed from the foundational elements of education, namely, the existential, embodied conscious experience of teaching and learning as it unfolds in the lived world of schools and universities. As Pinar (2004) observes, contemporary American education is deterministic, and "in its press for efficiency and standardization,' has the effect of reducing "teachers to automata" (p. 28). Thus, the subject-hood, or authentic identity, of both teachers and students is not of their …
Working To Recover The Essence Of Education For The Sake Of Teaching And Teacher Education: Towards A Phenomenological Understanding Of The Forgotten, Ontological Aspects Of Learning, James Magrini
Philosophy Scholarship
The current definition of a good teacher is grounded in sets of pre-determined competencies established and imposed upon schools by bureaucratic organizations that are, proximally and for the most part, removed from the foundational elements of education, namely, the existential, embodied conscious experience of teaching and learning as it unfolds in the lived world of schools and universities. As Pinar (2004) observes, contemporary American education is deterministic, and "in its press for efficiency and standardization,' has the effect of reducing "teachers to automata" (p. 28). Thus, the subject-hood, or authentic identity, of both teachers and students is not of their …
Thoughts On Wisdom And Its Relation To Critical Thinking, Multiculturalism, And Global Awareness, Jeremy Barris
Thoughts On Wisdom And Its Relation To Critical Thinking, Multiculturalism, And Global Awareness, Jeremy Barris
Humanities Faculty Research
We want to propose a conception of wisdom with a view to exploring what insights it can give us into some basic dimensions of teaching in contemporary higher education. We hope to show that this conception allows us, on the one hand, to see some crucial inadequacies of existing approaches to critical thinking, multi-culturalism, and global awareness or internationalism. On the other hand, we believe that it also gives us some insight into the existentially or spiritually meaningful dimensions of learning. In this way, it bridges the most contemporary and practical foci of teaching and its most fundamental and timeless …
Beyond Friending: Buddypress And The Social, Networked, Open-Source Classroom, Matthew K. Gold
Beyond Friending: Buddypress And The Social, Networked, Open-Source Classroom, Matthew K. Gold
Publications and Research
Classrooms have always been networks, of a sort, with professors and students forming an interlaced series of nodes that take shape over the course of a semester, but tools like BuddyPress and WordPress can make those networks more open, more porous, and more varied. In very useful ways, the classroom-as-social-network can help create engaging spaces for learning in which students are more connected to one another, to their professors, and to the wider world.
Come Si Fa?: Can Virtual Worlds Help Us Promote Intercultural Awareness, Susanna Nocchi
Come Si Fa?: Can Virtual Worlds Help Us Promote Intercultural Awareness, Susanna Nocchi
Conference Papers
This paper describes the author’s experience with a pilot course of Italian in SL®2. The course is part of a PhD research on Exploring the potential of virtual worlds to promote Intercultural Awareness in students learning Italian as a Foreign Language. In the paper the author will justify her choice of virtual worlds for the development of language competence and Intercultural Awareness and will present some results of her activity theoretical analysis of the data. Problematic areas and potential moments for the development of Intercultural Awareness were highlighted during the analysis.
Helping Students Act As A Result Of Classroom Lessons, John Hilton Iii, Brandon B. Gunnell
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 …
Children In God's House: Teaching Cosmology At A Nazarene University, Stephen Case
Children In God's House: Teaching Cosmology At A Nazarene University, Stephen Case
Faculty Scholarship – Geology
This is one of a collection of essays that attempts to articulate the common “center pole” around which Nazarene higher educators stand and the theological and pedagogical commitments that draw them together. It is one of a series of values documents for Nazarene educational institutions and was produced and reviewed by 51 faculty at 16 institutions from six countries. The title of the collection, Telos, comes from the Greek term used in the New Testament to address the perfect end, or destination, for which Christians are designed. This essay sets out how understanding and engaging with contemporary theories regarding the …
Response In Real Time : Bringing Context To A Semester's Responses To Student Writing, Scott James O'Callaghan
Response In Real Time : Bringing Context To A Semester's Responses To Student Writing, Scott James O'Callaghan
Legacy Theses & Dissertations (2009 - 2024)
Within the field of Composition, research into responding to student writing has most frequently studied individual responses outside the material contexts in which those responses were produced. Advice given to teachers of writing on how best to respond to large amounts of writing--perennially a feature within the reality of the work writing teachers do--has tended to be similarly acontextual. However, further research into response must take into account writing teachers' material conditions and situatedness.