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Articles 1 - 4 of 4
Full-Text Articles in Curriculum and Instruction
Formative Space: Literacy Practices In 21st Century Curriculum Making, Mary C. Ott
Formative Space: Literacy Practices In 21st Century Curriculum Making, Mary C. Ott
Electronic Thesis and Dissertation Repository
Partnerships for 21st Century learning support curricular reforms for global, cross-disciplinary competencies that will leverage and benefit education technologies. However, this research partnership with a literacy program developer occasioned an opportunity to study curriculum making in the 21st century that did not make assumptions about technologies and competencies. The integrated thesis based on this project pushes boundaries on how assessment and curriculum making are conceptualized by exploring broader questions of inquiry and participation through literacy and assessment practices in six junior elementary classrooms in Ontario, Canada, over a two-year period. Chapter 1 provides the background and purpose of the study …
Web Annotation In English Language Arts: Online Dialogue As A Platform To Support Student Comprehension Of Texts, Jonathan B. Allred
Web Annotation In English Language Arts: Online Dialogue As A Platform To Support Student Comprehension Of Texts, Jonathan B. Allred
Graduate Theses and Dissertations
This study explores how web annotation—through a process of online reading, writing in the margins, and replying to others’ comments—influences student dialogue in ways that research suggests are associated with improved comprehension. Viewing data through a dialogic lens, and using a qualitative, multiple case study design to observe two high school English Language Arts teachers and their students, this inquiry was guided by the following research questions: (a) How do English Language Arts teachers use web annotation to support student comprehension of texts? (b) To what extent, if any, does web annotation appear to support student comprehension of texts? and …
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Journal of Communication Pedagogy
Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang & Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five content pillars of the communication discipline faculty …
A Descriptive Multicultural Phenomenology For Culturally Responsive Leadership, Christopher J. Kazanjian, David Rutledge, Sandra M. Gandarilla
A Descriptive Multicultural Phenomenology For Culturally Responsive Leadership, Christopher J. Kazanjian, David Rutledge, Sandra M. Gandarilla
Journal of Educational Leadership in Action
As public schools in the United States continue to diversify in culture, educational leaders committed to multicultural education seek qualitative research methodologies for understanding phenomena in order to build culturally responsive leadership initiatives and interventions. This paper argues that a phenomenological research methodology is appropriate and relevant to understand cultural phenomena in the 21st century school. To serve this, the authors elaborate on a descriptive multicultural phenomenological research methodology for educational leaders. A phenomenological framework positions educational leaders to understand the nature and essence of personal experience. This approach will help educational leaders better understand the experiences of the diverse …