Curriculum and Instruction Commons^™

Exploring The Perspectives Of Teenage Tutors Who Tutor Elementary Students In A One-To-One Reading Tutoring Program, Talya M. Taylor

UNF Graduate Theses and Dissertations

There have been minimal studies on tutoring programs that pair elementary students with teenage tutors (Jacob et al., 2016). Innovative tutoring programs are important as student reading achievement has declined since the onset of COVID-19 and school systems face instructional staff shortages. Through the lens of Self Determination Theory, this study explored how tutor autonomy (Ryan & Deci, 2000) to choose instructional strategies and delivery methods influences student reading progress through one-to-one tutoring.

Centered in a constructivist world view, qualitative research methodology was used to explore the relationship between teenage tutors exercising autonomy when delivering a scripted reading curriculum and …

Embracing Diversity In Higher Education: Teaching A Driven And Determined Approach, Melvin Jackson, Adriel Adon Hilton, Kevin Mcclain

Journal of Research Initiatives

Diversity and inclusivity are two must-teach components that the academy needs to incorporate into its curriculum to enrich student experiences. Due to globalization, technological advances, and norms, societies are becoming more homogenous. Institutions of higher learning should prioritize teaching diversity and inclusion with a driven and determined approach to prepare students better personally and professionally.

The Impact Of Teacher Preparedness And Professional Development On Fourth-Grade Students' Science Achievement, Craig L. Mayo, Faye Bradley

Journal of Research Initiatives

Science scores among US fourth-grade students have declined compared to their international counterparts in recent years. Recent results show that teachers are the most impactful influence on student success and accountability. Teacher preparedness and professional development are two key areas that serve as indicators of providing relevant and essential information for students' success. A correlational quantitative study was conducted to assess the relationship between teacher preparedness and professional development on fourth-grade students’ science achievement. The TIMSS 2019 data were secured from the Boston College, TIMSS, and PIRLS International websites. The data was evaluated using the SPSS 27 Hierarchical Linear Regression. …

The Effect Of Gameplay On The Creative Self-Efficacy Of Educators In Hypothetical Classroom Management Situations, Weihsuan Lo, Erin C. Wachter, Chelsea R. Miller

Journal of Educational Research and Innovation

In an ever-changing emotional, psychological, and physically developing world of education, it is important for educators to adapt creative skills to meet learners' needs. It is paramount for educators to develop creative skills to meet the needs of their learners and demonstrate effective classroom management. There is a gap between preservice teacher preparation and the reality of the day-to-day demands of educators. Game-based learning can provide a measure to fill that gap by providing a simulated experience for preservice teachers to encounter possible challenging scenarios. This concept of educational gameplay uses interactive learning that can improve the classroom response to …

Playing To Grow. Roundtable Interview On Games, Education, And Character, Owen Gottlieb, Matthew Farber, Paul Darvasi

Articles

In this roundtable interview moderated by Paul Darvasi, lecturer at the University of Toronto and co-founder of Gold Bug Interactive, Owen Gottlieb and Matthew Farber discuss research and practice at the intersection of religion, character education, and games in schools. Gottlieb is an associate professor at the Rochester Institute of Technology, founder and lead faculty at the Initiative in Religion, Culture, and Policy at the MAGIC center, and founder and director of the Interaction, Media, and Learning Lab at RIT, where he specializes in interactive media, learning, religion, and culture. Farber is an associate professor of educational technology and coordinator …

The Effects Of A Shared Vision Of Teacher Leadership On Classroom Teachers’ Instruction, Tiffany L. Bockelmann

The Interactive Journal of Global Leadership and Learning Infographics

Many models of instructional teacher leadership exist in schools with various outcomes for teachers. The aim of this illustrative case study was to understand systemic alignment in a formal teacher leadership system and how this alignment impacted instructional change. This dissertation was framed by three research questions: 1) How do the rationales of teachers, teacher leaders, and administrators regarding teacher leadership in their school align? 2) How does the coherence of a system of leadership impact classroom teachers’ abilities to engage with formal teacher leaders? 3) How does the coherence of a system of leadership impact classroom teachers’ abilities to …

Table Of Contents - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Table of Contents

Rethinking Science Communication: The Need For Dialogic, Transdisciplinary Collaboration, Julia Kiernan

The Journal of the Assembly for Expanded Perspectives on Learning

Rethinking Science Communication: The Need for Dialogic, Transdisciplinary Collaboration

Front Matter - Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Science Storytelling Beyond The Dramatic Arc: Narrativity And Little Red Schoolhouse Principles In Science Communication, Daniel A. Newman

The Journal of the Assembly for Expanded Perspectives on Learning

Narrative is widely recommended for improving science communication, yet the main approach to science storytelling is limited and limiting, advocating fixed dramatic arcs and the ideal of narrativehood, the absolute quality of being a coherent narrative. Neglected by this approach, I argue, are the finer grained linguistic patterns that give texts local narrativity, the quality of being narrative in a scalar, adjectival sense. I harmonize narrativity with the well-established principles of clear technical writing developed by Joseph Williams, then demonstrate how these principles might be used and taught through a comparative reading of several texts discussing a single topic in …

Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin

The Journal of the Assembly for Expanded Perspectives on Learning

Communicating about science with public audiences is becoming increasingly important for STEM students, both during their studies and once they enter a specific scientific workplace. Using two different general education writing courses as case examples, one at Middle Tennessee State University and one at the United States Air Force Academy Preparatory School, this article offers a model for how the rhetorical structure of the TED(x) presentation genre can be used to prepare STEM-focused students to better engage with non-expert audiences. Through narrative reflection and assignment examples, we build on Joshua Schimel’s framework for communicating science and provide a replicable model …

Embedding The Scientists: Civic Issues As Context For Teaching And Learning, Heather Lettner-Rust, Alix Dowling Kink, Edward Kinman, Joellen Pederson, Phillip Poplin

The Journal of the Assembly for Expanded Perspectives on Learning

We teach science as a path to meaningful civic engagement in a participatory democracy and as a path that should be open to all; our concern lies in how the next generation of young citizens1 address challenging civic issues both by applying science to other contexts—public and civic—as well as communicating science to others—peers and the public. To that end, our article seeks to explain an interdisciplinary capstone course for our general education program that we developed to promote and support science learning and science communication by teaching in the context of important civic issues.

Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

James Porter Moffett (1929–1996) was a ground-breaking teacher, author, and theorist of language learning who had a profound impact on the fields of English Education, Language Arts, Composition, and Educational Psychology in the mid to late 20th century and was the first member of the Assembly for Expanded Perspectives on Learning (AEPL). In the inaugural Moffett’s Corner, Steve Lafer and Jonathan Marine discuss how they came together, why they wanted to start this column, and what they hope to accomplish.

Public Narratives, Storytelling, And Trust: A Case Study In A Stem-Based Writing Program, Jeff Gagnon

The Journal of the Assembly for Expanded Perspectives on Learning

In recent years, a growing body of scholars have argued that narrative storytelling is an effective and necessary science communication tool for the education of undergraduate STEM students. This research comes at a time when many in the public are becoming distrustful about science, scientists, and scientific communication. However, questions remain about which genre and style of narratives are most effective at building trust among STEM communicators and public audiences? My essay answers this question through a case study of narrative communication in my first-year writing classes. I analyze my attempts to teach STEM students that “public narratives,” a genre …

Addressing Gaps In Science Competencies: Incorporating Science Communication Into Existing Classes, Amy J. Hawkins, Melissa Rowland-Goldsmith, Nicole C. Woitowich

The Journal of the Assembly for Expanded Perspectives on Learning

Regardless of which career path a scientist decides to take, they must be able to communicate effectively with broad audiences. As such, science communication training has become an essential component of STEM professional development. While multiple national scientific societies have articulated the need to address these skills as in fundamental training, few undergraduate scientific training programs have formally addressed this in their degree programs. Here we present an innovative approach to teach this skill set by blending an online science communication course with existing curricula in the biomedical sciences. Online content from the American Society for Biochemistry and Molecular Biology …

Part 1: Creating Scientist-Citizens Through A Writing Minor, Melissa Carrion, Ed Nagelhout

The Journal of the Assembly for Expanded Perspectives on Learning

Part 1: Creating Scientist-Citizens through a Writing Minor

Weaving Science Communication Training Through An Undergraduate Science Program With A Focus On Accessibility And Inclusion, Adina Silver, Zoya Adeel, Tim Li, Abeer Siddiqui, Alexander Hall, Sarah L. Symons, Katie Moisse

The Journal of the Assembly for Expanded Perspectives on Learning

Science communication training can help scientists engage diverse audiences with the promise and process of science, helping to strengthen science literacy and preserve public trust in science. But not all scientists have access to such training. To address this shortfall, we have embedded a suite of science communication courses in the Life Sciences Program, the largest undergraduate science program at McMaster University in Hamilton, Ontario. A foundational course focuses on making science accessible through inclusive language and media, while more advanced courses emphasize the importance of understanding and centering the values, beliefs, questions, and critiques of audiences, and using narratives …

Coastal Communications: Teaching Civic Scientific Literacy In English And Environmental Science And Resource Management Classes, Stacey Anderson, Kiki Patsch

The Journal of the Assembly for Expanded Perspectives on Learning

Named after the national park that lies just off of our Ventura County shores, California State University Channel Islands draws faculty who are committed to integrating the coast into their teaching and research. This context has inspired our interdisciplinary collaboration as teacher-scholars who hail from separate departments (English and Environmental Science and Resource Management). Our work together is designed to amplify civic scientific literacy in our classrooms as a means of elevating discourse on the growing challenges that threaten our coastal communities.

Part 2: Learning To Communicate About Science: Writing About (Science) Writing And The First-Year Writing Requirement, David Gerstle, Sarah Seeley, Marc Laflamme

The Journal of the Assembly for Expanded Perspectives on Learning

Part 2: Learning to Communicate About Science: Writing About (Science) Writing and the First-Year Writing Requirement

Getting Beyond “Craap”: Scientific Literacy In Fyw And Wad, Erica Duran, Lauren M. Springer

The Journal of the Assembly for Expanded Perspectives on Learning

While first-year writing (FYW) programs often bear the responsibility for teaching students to write across the disciplines (Downs and Wardle), too often students restrict the concepts learned in FYW to the humanities, or even worse, a single class. Moreover, students frequently complete research assignments in FYW which restrict them to scholarly or peer-reviewed sources, hindering their ability to learn how to assess popular sources. This can be especially problematic with scholarly STEM sources, which are laden with unfamiliar technical terms. Although the writing and research skills learned in FYW are often intended to be interdisciplinary, FYW faculty have opportunities to …

English 101, Naomi C. Gades

The Journal of the Assembly for Expanded Perspectives on Learning

Poetry: English 101

Connecting Introduction - Reciprocal Engagement And Imperfect Pedagogy, Christy I. Wenger

The Journal of the Assembly for Expanded Perspectives on Learning

Connecting Introduction - Reciprocal Engagement and Imperfect Pedagogy

Aepl Members Respond To Lynn Z. Bloom’S Recipe1, Lynn Bloom, Bruce Novak, Geri Deluca, Libby F. Jones, Jeffrey Seizer, Elizabeth Vickers

The Journal of the Assembly for Expanded Perspectives on Learning

AEPL Members Respond to Lynn Z. Bloom’s Recipe

Negotiating Scientific Identity And Agency: Graduate Student Perspectives On A Public Communication Of Science Course, Lilly Campbell

The Journal of the Assembly for Expanded Perspectives on Learning

Drawing on interviews with nine graduate science students, this article explores perspectives on a Public Communication of Science (PCS) course designed to help students translate their research for a public talk given at a local town hall. I first outline the history of the student-run course and then discuss three course components—public rhetoric of science; improvisation; and audience awareness. Within each component, I describe one student’s particular experience with the course. I describe how students transferred rhetorical lessons from the course to their academic writing but could also transfer rigid views of communication from their scientific work back into their …

Back Matter, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Sessional Spa Time, Amber Moore

The Journal of the Assembly for Expanded Perspectives on Learning

Poetry: Sessional spa time

Contributors To Jaepl, Vol. 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

List of contributors and biographies for JAEPL, Volume 28.

Jaepl - Volume 28, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Full Issue of The Journal of the Assembly for Expanded Perspectives on Learning Volume 28.

Gap In Teaching Modules And Learning Practices Of Pancasila Education In Elementary Schools, Sama’ Sama’, Muhammad Misbahudholam Ar, Ali Armadi

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This study analyzes the gap between teaching modules and learning practices of Pancasila Education in elementary schools using a qualitative multi-case study. The findings show gaps in learning media, differentiated learning, value reflection, attitude assessment, and the use of local context as learning resources.

Ideal Teacher: A Framework Of Teachers’ Competencies, Jufriadi Jufriadi, Alia Lestari, Firman Firman

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

This study aims to (1) describe the characteristics of an ideal teacher based on the results of a literature review, and (2) create a competency map and indicators for an ideal teacher. Data of this study were obtained from various primary sources including literature reviews, documents and results of interviews with 10 experienced teachers. The data were analyzed qualitatively by using thematic analysis. This study shows that there are at least seven main competencies that should be possessed by a teacher, which include (1) Intellectual Competence, (2) Pedagogical Competence, (3) Professional Competence, (4) Intrapersonnel Competence, (5) Interpersonal Competence, (6) Leadership …