Curriculum and Instruction Commons^™

Listening To High School Students: Purposefully Designed Spaces And The Impact On Students’ Engagement In Learning, Yanira Oliveras-Ortiz, Dalane E. Bouillion, Lizzy Asbury

Educational Leadership and Policy Studies Faculty Publications and Presentations

Scholars have generally accepted the notion that context and students’ response to the environment influence their engagement in learning. Hence, a qualitative study was conducted to explore the impact purposefully designed learning spaces have on student engagement in a career-inspired high school. Focus groups were conducted before and after the move to a new high school. Through the group interviews, students engaged in discourse about the impact purposefully designed learning spaces have on their engagement in learning. The findings indicate that the students recognized the instructional importance and the impact of their new spaces. The student voices provide educators and …

Lost & Found, Owen Gottlieb, Ian Schreiber, Kelly Murdoch-Kitt

Presentations and other scholarship

Lost & Found is a strategy card-to-mobile game series that teaches medieval religious legal systems with attention to period accuracy and cultural and historical context.

The Lost & Found games project seeks to expand the discourse around religious legal systems, to enrich public conversations in a variety of communities, and to promote greater understanding of the religious traditions that build the fabric of the United States. Comparative religious literacy can build bridges between and within communities and prepare learners to be responsible citizens in our pluralist democracy.

The first game in the series is a strategy game called Lost & …

Voices At The Table: Collaboration And Intertextuality, Sue C. Kimmel, Kathryn Kennedy (Ed.), Lucy Santos Green (Ed.)

STEMPS Faculty Publications

While we often associate reading aloud with children and particularly younger children, the practice of reading aloud has historically been a way for a community to share texts for information and enjoyment. Findings from a year-long study of a school librarian collaborating with a team of second grade teachers demonstrates the value of reading aloud in building background knowledge and vocabulary, modeling, understanding curriculum, creating common texts, and reading for enjoyment. Reading aloud brought other voices to the table in a clear example of intertextuality. Implications are shared for school librarians interested in similar practices as well as future research …