Curriculum and Instruction Commons^™

Inventing Metaphors To Understand The Genre Of Poetry, Phyllis Whitin

The Journal of the Assembly for Expanded Perspectives on Learning

To make personally meaningful connections with poetry as a genre, students in the author's seventh grade classes generated original metaphors to describe the essence of poetry.

Moving A University Or College Toward A Lifelong Learning Orientation, John A. Henschke Edd

IACE Hall of Fame Repository

Extensive research and experiences have been conducted in to the processes necessary for moving a university or college toward a lifelong learning orientation. These ideas are presented here for consideration and assistance for these who wish to implement and test the ideas in new and different contexts. This paper focuses on the following elements: A definition of lifelong learning; Criteria producing a solution to today's lifelong learning issues, Faculty development of good practice oriented toward understanding and helping adults learn; Domains for planning and implementing a successful lifelong learning institution; Understanding developments that will change the environment in which lifelong …

Mentoring For University Outreach And Extension, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Maps Study Final Report For The Program “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg

Steven R Rogg

Evaluation of the first year implementation of the Museums and Public schools (MAPS) initiative is reported. The MAPS initiative is described in its original proposal in the following way: “Guided by the Chicago and Illinois academic standards, (MAPS) …will, over time, make museum resources a creative and integral part of classroom learning and teaching. In so doing, this partnership will enhance teacher knowledge and skills, enrich student educational experiences and advance the educational attainment of all children in Chicago’s public schools. In short, this collaboration is an investment in Chicago’s future.”

Changes In Teaching At Western 1980-2000 And Beyond, Martha C. Jenkins

FaCET Publications

Jenkins briefly covers eight areas in which teaching at Western Kentucky University changed from 1980-2000. Topics lightly touch on everything from the use of technology to student diversity in the classroom.

Volume 13, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 13, Number 02 of Reaching Through Teaching.

Fostering Liberatory Teaching: A Proposal For Revising Instructional Assessment Practices, Jane E. Hindman

Publications and Research

Appraises the assumptions that drive standard evaluation methods and compares them to those assumptions that undergird more critical approaches to teaching. Presents an alternative teacher evaluation instrument and explains how it more accurately measures what is said and believed to be effective teaching. Offers statistical evidence supporting the instrument and suggests further steps to foster teaching practices

Learning Technology Policies In Action : Where Do The States Stand?, Evie Charles Pugh

Graduate Research Papers

In states with technology plans, there is a common belief that technology has the power to increase the effectiveness and efficiency of the learning environment of the classroom. Many states' technology policies and plans reflect a demand for information about student learning outcomes and the cost and benefits of education programs. The eight states in the North Central Regional Technology in Education Consortium (NCRTEC) are: Illinois, Indiana, Michigan, Iowa, Minnesota, North Dakota, South Dakota, and Wisconsin.

The need for district spending in education technology, such as computer training, professional development, service/support networking, supplies, and hardware, has become a major issue …

The Integrated Expressive Arts And Humanities : Coping With Curriculum Change, Linley Campbell

Australian Journal of Teacher Education

The concept of curriculum integration in education has recently received increased attention. This has been largely due to the introduction of Learning Area Profiles, Statements and Outcomes, and most recently the Curriculum Framework. 'Integration, breadth and balance' is one of the seven key principles underlying The Curriculum Framework for Western Australian Schools. (Curriculum Council of Western Australia, 1998). Collectively, these documents emphasise the integration of knowledge, skills and values in the eight key learning areas of the curriculum. Such a holistic view of the curriculum is considered to be fundamental to sound educational practice.

The Effect Of Educational Kinesiology On Second Language Acquisition, Tina Lynne Haverstick

MA TESOL Collection

This thesis is a summary of my experience working with the theory of Educational Kinesiology (Edu-K) in the foreign language classroom environment. It may serve as a guide for anyone who is interested in tapping into the full potential of students’ brains within a structured learning environment.

A case study is presented here examining the effects of educational kinesiology on two groups of kindergarten students I taught simultaneously in my EFL classroom in Taiwan.

I chose to assess their attitudes toward different classroom activities, including those geared toward improving listening, speaking, reading and writing, as well as the overall attitude …

Drama Methodology And Its Usage In Removing Barriers To English Language Acquisition In Japanese University Students, C Malcom Barry Duff

MA TESOL Collection

This paper examines how drama methodology can be used to remove barriers to English acquisition and to encourage English language production in Japanese university students. The effect of the affective filter and Monitor use in language production will be covered. The use of drama methodology will be analyzed and its usage in the classroom evaluated. The use of drama techniques to create lessons will be demonstrated.

Teacher And Researcher Autonomy In Action Research, Gertrude Tinker Sachs

Middle and Secondary Education Faculty Publications

No abstract provided.

Teaching Systems Science In High School Compared To Graduate School, Wayne W. Wakeland

Systems Science Faculty Publications and Presentations

This paper compares System Dynamic models built by graduate students to those built by high school students. The motivation behind this comparison is to explore the question: "How effectively is feedback-oriented system dynamics being taught in secondary schools compared to graduate school?" The paper will also speculate regarding implications for other systems concepts.

Does Peer Technology Training Work?, Kim Foley-Sharp

Graduate Research Papers

This research project contains lessons that were developed as a staff development tool for North High School in the Davenport Community School District. The goal of this project was to implement the use of new technology into the school building by providing the staff of the building with immediate access to trainers who would help if there were a problem or to answer questions. The other responsibilities of the trainers were to facilitate staff development sessions during the school day and on in-service days. The ultimate goal of the project was to make staff comfortable in the use of technology …

Foundations Of Collaboration, Gail Goodyear Muir, Sally S. Blake

Professional and Organizational Development Network in Higher Education: Archives

Specific ideologies are forwarded by learning, socio-political, and religious theories using collaboration, consensus, and cooperation. Examination of the foundations of these processes reveals the values required of participants.

Creating An Inclusive Learning Environment, Terrie Nolinske

Professional and Organizational Development Network in Higher Education: Archives

Students bring differences relating to life experiences, attitudes, age, religion, discipline, and learning styles into the classroom. This essay offers strategies to promote diversity awareness and an inclusive learning environment.

Living Up To Expectations, Steven M. Richardson

Professional and Organizational Development Network in Higher Education: Archives

“Poor preparation” is often a symptom of mismatched expectations. By communicating expectations early and with a plan for offering help as needed, we can minimize these problems.

Higher Level Learning: A Taxonomy For Identifying Different Kinds Of Significant Learning, L. Dee Fink

Professional and Organizational Development Network in Higher Education: Archives

An in-depth look at strategies for Higher Level Learning.

Helping Students (Better) Evaluate And Validate Www Resources, David L. Graf

Professional and Organizational Development Network in Higher Education: Archives

Faculty need strategies to assure that students can process information from the WWW responsibly. Such strategies include developing web-savvy assignments and requiring demonstration of critical review of the material.

The Legacy Of John Dewey, David Halliburton

Professional and Organizational Development Network in Higher Education: Archives

John Dewey’s educational legacy embraces wide-ranging views on the relation of teaching to learning and to other key issues in education.

Fostering Students' Moral Development, Lion F. Gardiner

Professional and Organizational Development Network in Higher Education: Archives

The development of students’ ethical behavior has been an aim of college faculty for centuries. This essay reviews research and ways of fostering principled ethical reasoning.

Changing Student Learning Behavior Outside Of Class, Graham Gibbs

Professional and Organizational Development Network in Higher Education: Archives

Shifting focus from teaching to Learning includes shifting attention from in-class to out-of-class learning activity. This essay offers strategies for understanding and controlling students’ outside learning activity.

The Challenge And Test Of Our Values: An Essay Of Collective Experience, Kay Herr Gillespie

To Improve the Academy: A Journal of Educational Development

Departing from a specific experience at the 1998 POD conference, the values of the organization—most specifically and directly the “valuing of peopk”—were challenged and put to the test of whether or not we genuinely and sincerely strive to actualize our values. This situation is generalizable to our daily professional and personal lives, and the essay invites readers’ reflection through an examination of our values in combination with the story. The challenge continues, and the test is not finished.

Student Collaboration In Faculty Development: Connecting Directly To The Learning Revolution, Milton D. Cox, D. Lynn Sorenson

To Improve the Academy: A Journal of Educational Development

Although faculty developers have worked successfully with faculty to focus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This chapter reviews established practices involving students directly in faculty development, such as student observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting new programs involving students in teaching development activities, thereby empowering students to join developers as change agents ofcampus culture. Finally, this chapter raises issues for faculty developers to reflect on as they consider establishing direct connections-partnerships-with students.

Finding Key Faculty To Influence Change, Joan K. Middendorf

To Improve the Academy: A Journal of Educational Development

To succeed in getting faculty to accept new teaching approaches, academic support professionals can benefit from the literature on planned change. By understanding the different rates at which faculty accept change, we can also identify the faculty most likely to lead their colleagues to accepting new approaches. Opinion leaders can offer insight into faculty reactions to new approaches; their involvement in project planning can influence acceptance. Innovators, when selected carefully, can demonstrate and test new teaching approaches. Knowledge of when and how to involve these two kinds of faculty can reduce frustration and enhance efforts to spread new ideas about …

Teachnology: Linking Teaching And Technology In Faculty Development, Mei-Yau Shih, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

As a coordinator of teaching technologies and director of a center for teaching in a large research university, we have worked collaboratively over the last year to achieve a common goal: to implement and refine several faculty development initiatives that create linkages among the domains of teaching, learning, and technology. In this case study, we will describe the kinds of programs we’ve developedand summarize lessons we’ve learned. We hope that faculty developers on other campuses who are grappling with how to define their mission related to technology and how to work with faculty to integrate teaching and technology can adapt …

Qilt: An Approach To Faculty Development And Institutional Self–Improvement, Mike Laycock

To Improve the Academy: A Journal of Educational Development

In a climate of increasing emphasis on quality assurance and extra-institutional quality scrutiny, the author argues that faculty developers have a role in encouraging an enhancement-led culture. Faculty ownership of,and responsibility far, continuous quality improvement can help to provide an engagement with teaching and learning issues and may help to overcome resistance and mistrust. At the University of East London, UK, an enabling, whole-institutional framework called QILT (Quality Improvement in Learning and Teaching), whereby faculty create and implement funded improvement plans, has helped to generate this culture.

Transforming Introductory Psychology: Trading Ownership For Student Success, Randall E. Osborne, William Browne, Susan J. Shapiro, Walter F. Wagor

To Improve the Academy: A Journal of Educational Development

As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an increased focus on retaining students once they begin attending the college or university. An examination of introductory courses on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and thinking skills that would translate …

Creating A Culture Of Formative Assessment: The Teaching Excellence And Assessment Partnership Project, Roseanna G. Ross, Anthony Schwaller, Jenine Helmin

To Improve the Academy: A Journal of Educational Development

In a year-long, grant-supported collaborative effort, St. Cloud State University’s Assessment Office and Faculty Center for Teaching Excellence created a Classroom Assessment Techniques (CATs) faculty development project. This project was targeted at departments across campus at St. Cloud State University, with the intent of creating a university climate of formative assessment while improving teaching and learning. This article describes the purposes, stages of implementation, and results of the project as measured by a pre-test and post-test survey. The pre-and post-test surveys indicate that the project was highly effective in impacting the use of CATs among participants and their departmental colleagues.

Preface, Volume 18 (2000), Matthew Kaplan

To Improve the Academy: A Journal of Educational Development

Preface to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.