Curriculum and Instruction Commons^™

Media Literacy In Teacher Education: A Good Fit Across The Curriculum, Jessica Meehan, Brandi Ray, Sunny Wells, Amanda Walker, Gretchen Schwarz

Journal of Media Literacy Education

Abstract

Current preoccupations in teacher education reform include data gathering, teaching technique, and preparing PK-12 students for standardized tests. The purpose of American education has been reduced to economic benefit. Concerns with ethical behavior, the good life, and democratic citizenship have fallen by the wayside except perhaps in a single social foundations course. Media literacy education infused in the teacher education curriculum offers one way to restore purpose to teacher education, encouraging both pre-service teachers and their students to think critically about their media-dominated society.

Media, Culture, And Education: One Teacher’S Journey Through The Mediated Intersections, Crystal L. Beach

Journal of Media Literacy Education

Today’s classrooms often have a plethora of new ways of reading and writing entering the room, but too often these new ways of “doing” are disregarded and checked at the door. For this reason, one educator shares her journey through the mediated intersections of media, culture, and education. In this piece, she explores how literacy transformations are impacting her classroom and her students’ lives, how she tries to make connections for her students, as well as noting what these mediated intersections might mean for the future of education.

The Role Of Collaboration And Feedback In Advancing Student Learning In Media Literacy And Video Production, Carl M. Casinghino

Journal of Media Literacy Education

Educators can learn many lessons as they implement collaborative project strategies, manage appropriate feedback, and measure communicative skill development in the media literacy classroom. This article examines case studies and learning outcomes in a high school digital production classroom taught by a veteran media literacy educator.

Critical Media Literacy And Gender: Teaching Middle School Students About Gender Stereotypes And Occupations, Laurel Puchner, Linda Markowitz, Mark Hedley

Journal of Media Literacy Education

This study examined the effectiveness of the implementation of a small-scale critical media literacy curriculum unit focused on gender stereotypes, especially as they pertain to occupations. The research question was whether students exposed to the critical media literacy (CML) curriculum were more likely than students not exposed to believe: that women experience discrimination in the workplace; that the media constructs stereotypical messages about women and men, especially regarding occupations; and that the media influences people’s thinking. Participants were students in 5 seventh grade classes, who were exposed to a 4-workshop curriculum, and students in 5 eighth grades classes, who were …

Editorial, Patricia L. Darbishire

Purdue Journal of Service-Learning and International Engagement

No abstract provided.

August Agenda, Wku Graduate Council

Graduate School

Meeting agenda.

Cultivating A Justice Orientation Toward Citizenship In Preservice Elementary Teachers, Sara W. Fry, Jason O'Brien

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Teacher educators have an obligation to prepare preservice teachers with the skills and dispositions necessary to promote a socially just world. Yet the results of this study uncovered that the majority of elementary preservice teachers in a national sample (N = 846) have a simplistic perception of good citizenship consistent with what Westheimer and Kahne called a “personally responsible” model of citizenship. Follow-up interviews with 21 participants revealed a problematic trend among 14 participants: inadequate content knowledge and minimal support or even resistance to socially just action. As this trend is antithetical to a democratic government and the very …

A Meta-Analysis Of The Effects Of Problem- And Project-Based Learning On Academic Achievement In Grades 6-12 Populations, Kimberly J. Jensen

Education Dissertations

Researchers and proponents of problem- and project-based learning (PBL) indicate that PBL as a curriculum and instruction approach (Savery, 2006; Schmidt, Loyens, Van Gog, & Paas, 2007) provides an effective way for teachers to respond to students’ needs, provides opportunities for students to actively engage in and take responsibility for learning by engaging in meaningful and relevant work, and provides students opportunities to directly apply their knowledge and skills (Hmelo-Silver & DeSimone, 2013; McCombs, 2010; Parker et al., 2011). Although primary research within secondary (6-12) contexts indicated that problem-and project based learning (PBL) is often superior to traditional, lecture-based instruction …

Meeting Minutes, Wku Graduate Council

Graduate School

Meeting minutes.

August Agenda, Wku Graduate Council

Graduate School

Meeting agenda.

2015 Fall Faculty Conference: Cultivating Curiosity: Teaching As A Vocation, Academic Affairs

Fall Faculty Conference

The 2015 Fall Faculty Conference featured teaching showcases by Sarah Bouchard (Biology and Earth Science), Jeff Demas (Communication), John Kengla (Arts & Sciences), Gayle Walker (Music), and Paul Wendel (Education).

There were also breakout sessions hosted by Colin Saunders with Kay Ball and Clare Kilbane and Jackie Haverkamp and Paul Longenecker and T. G. Gerckens and Eric Lloyd, Anna Young, Joan Esson, Paul Wendel Kathryn Plank, Jean Kelly, Carrie Scheckelhoff, Jeff Smith, Erica Womack, Rares Piloiu, Amy Parsons, Jessica Crossfield McIntosh, Beth Daugherty, Andrew Mills, Dee Knoblauch, Kristin Bourdage, Patti Wilson, Kristy Drobney, Nate Parsell, and Deanna Heerman.

Assessing General Capabilities, Julian Fraillon, Juliette Mendelovits

2009 - 2019 ACER Research Conferences

There is growing interest in general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that teaching and learning. In this presentation examine the challenges of assessing on student learning and learning growth capabilities and cross-curricular learning present approaches used in research some of these challenges and reflect can be applied …

The Move To Naplan Online: The Advantages And The Road Ahead, Stanley Rabinowitz

2009 - 2019 ACER Research Conferences

The task of developing and delivering the National Assessment Program — Literacy and Numeracy (NAPLAN) online presents enormous challenges. Nonetheless, the benefits of taking this on are well worth the efforts. With a tailored test design, NAPLAN online will provide a better measure of the Australian Curriculum, more precise results and a significantly faster turnaround of those results. NAPLAN will begin its delivery online in 2017, with an opt-in period until 2019. To ensure readiness, a large amount of research is being conducted through the Australian Curriculum, Assessment and Reporting Authority to inform the development process. This presentation will address …

Measuring What Matters: Challenges And Opportunities In Assessing Science Proficiency, James W. Pellegrino

2009 - 2019 ACER Research Conferences

A key challenge in shaping science learning for the future will be to develop new measures of learning that take into account what it means to be proficient in science (Pellegrino, 2013). The emergent view on proficiency, grounded in learning sciences research, emphasises using and applying knowledge in the context of disciplinary practice. Referred to as knowledge-in-use, this perspective on science proficiency is a centrepiece of the United States’ National Research Council’s (NRC) Framework for K–12 Science Education (NRC, 2012), embodied in the new US national standards (NGSS Lead States, 2013) and emphasised in the recently released NRC report on …

Assessment Standards, ‘Intentional Alignment’, And Dialogic Inquiry, Claire Wyatt-Smith

2009 - 2019 ACER Research Conferences

Internationally, the policy move towards standards-aligned instruction is gaining momentum. In Australia, standards have assumed unprecedented prominence in education policy relating both to classroom practice and to teacher preparation and career progression. The move is also evident in the United States, where the lure of standards to inform improvement is clear: significant investment has been committed to longitudinal research to examine at state and district levels the desirable conditions for implementing standards, their impact on developing college- and career-ready teachers, and in turn, the impact on teacher instruction and student outcomes. Moves such as this are occurring in the absence …

Should Generic Curriculum Capabilities Be Assessed?, Rosemary Hipkins

2009 - 2019 ACER Research Conferences

Both Australia and New Zealand have recently taken up the idea of ‘key competencies’ (‘capabilities’ in the Australian national curriculum) initially proposed by the Organisation for Economic Co-operation and Development. In both countries we have made them our own by adapting them to suit our own educational contexts. People often say that these capabilities won’t be taken seriously unless they are assessed. So whether, and how, to assess them continue to be vexed questions. In this paper I argue that capabilities are more appropriately seen as changing the curriculum rather than adding to it. If we are serious about preparing …

Pisa: Behind The Headlines And Past The Rankings, Sue Thomson, Chris Wardlaw

2009 - 2019 ACER Research Conferences

Whenever the results of the Programme for International Student Assessment (PISA) are announced, media headlines are full of reports about rankings, about how many countries Australia is outperformed by and outperforms. In early rounds of PISA, Australia ranked among the top 10 countries across all three education domains assessed. However, over time Australia’s position has declined, rather than improved, and Australia no longer sits in the top 10 of any of the assessed domains. This presentation will go behind the headlines and past the rankings, to look at where Australia has declined, and look at how we can improve outcomes …

The Predictive Power Of Community, Family, And School Variables On Student Achievement On The Nj Ask Language Arts Literacy In New Jersey In Grades 6 And 7, Meredith Fox

Seton Hall University Dissertations and Theses (ETDs)

This non-experimental, correlational, explanatory, cross-sectional study using quantitative methods sought to determine which combination of 20 out-of-school community demographic factors, while controlling for two school level variables, predicted and accounted for the most variance in New Jersey schools’ percentages of students scoring Proficient or above on the 2010 NJ ASK Language Arts Literacy in sixth and seventh grades. This study focused on both community variables and school level variables to determine whether the current federal and state evaluation policies in place for schools and school personnel that utilize student outcomes on high-stakes standardized assessments are reasonable. The study examined over …

A Family And Community Variable Prediction Model For Nj Ask Mathematics Sixth And Seventh Grade Assessments Results: The Impact On School Evaluation, Kevin R. Mccahill

Seton Hall University Dissertations and Theses (ETDs)

This study examined the predictive accuracy of family and community demographic variables found in the U.S. Census data on the percentage of students at the school level who scored Proficient or above on the NJ ASK 6 and 7 Mathematics section when controlling for teacher mobility and level of teacher education. Analysis included simultaneous multiple linear regression and hierarchical linear regression. This study looked at 100% of the New Jersey school districts with complete sets of 2010 NJ ASK 6 and 7 data and 2010 census data and tested at least 25 students in each grade level. Only schools servicing …

Improving Assessment For Indigenous Students, Alison Quin

2009 - 2019 ACER Research Conferences

This workshop will introduce a teaching scenario and existing unit of work built around Indigenous culturally inclusive practices. Participants will work in small groups to devise assessment items in a scaffolded process. The development of assessment tasks will be informed by clarifying Indigenous education, the process of building relationships between schools and Indigenous communities that contribute to co-developed units of work, and principles of Indigenous culturally inclusive practice such as place-based, community-grounded and group production practices.

Assessing Young Children's Literacy And Mathematics Understandings, Collette Taylor, Joanne Mulligan, Maurice Walker, Prue Anderson, Marion Meiers

2009 - 2019 ACER Research Conferences

Current research indicates that young children are capable of developing mathematical concepts and reasoning much earlier than previously considered. Moderated by Professor Collette Tayler, this symposium on assessing young children's literacy and mathematics understandings is in three parts. Firstly the authors explore the Pattern and Structure Assessment (PASA). PASA is an early mathematical assessment interview which focuses on a range of concepts and processes and is linked with mathematical attainment in the ACER Progressive Achievement Tests in Maths (PATMaths). Secondly, the authors report on the piloting of an early-years technology-based tool called the Digital Early Reading and Mathematics Assessment (DERMA). …

Acer Research Conference Proceedings (2015), Acer

2009 - 2019 ACER Research Conferences

It is indeed timely that Research Conference 2015 addresses the theme Learning Assessments: Designing the future. It is six years since our Research Conference considered issues in assessment, and the landscape is being significantly transformed. Not only is Australia’s school curriculum changing, but related issues of teaching quality and assessment practice are hot topics here and in many other countries. This transforming landscape includes changes in thinking about the fundamental purposes of assessment; growing demands for the assessment of a broader range of student skills and capabilities; and new technologies that allow us to gather and visualise information about student …

An Investigation Of Differences In Reading Achievement Of Students Who Attend Full-Day Kindergarten Versus Half-Day Kindergarten Using Dibels Next, Jamie P. Giaquinto

Seton Hall University Dissertations and Theses (ETDs)

Kindergarten policies at both the state and local levels differ significantly, including areas such as availability, length of day, entry assessments, quality of instruction, class size, funding, teacher preparation and licensure, and curriculum. Despite this, the nation’s governors and education commissioners came together to approve the Common Core State Standards, a set of clear college-and career-ready standards for kindergarten through 12th grade in English Language Arts and Mathematics.

This research was designed to investigate the difference, if any, in the reading achievement of students who attended full-day kindergarten versus students who attended half-day programs. Data included results of the Dynamic …

Redeeming The Information Overload: A Case Study On Doon University , Dehradun, Manoj Kumar Pant Mr., Udita Negi Mrs

Library Philosophy and Practice (e-journal)

Higher education in India is in a process of transition, from traditional, colonial and static system to a more competitive system based on global market philosophy. The present survey provides an insight to the status of information awareness and literacy among the students of Doon University. Thus, there is a pressing need for empirical analyses to identify the extent to which university students are information-literate.

The Influence Of Student Mobility On Grade 5 New Jersey Assessment Of Skills And Knowledge Scores, Kent Antonio Thompson

Seton Hall University Dissertations and Theses (ETDs)

This cross-sectional, correlational, explanatory study sought to explain the influence of student mobility on the total percentage of students who scored Proficient or Advanced Proficient (TPAP) on the New Jersey Assessment of Skills and Knowledge (NJ ASK) on both Grade 5 Language Arts Literacy and Mathematics in 2010-2011. The analysis included simultaneous and hierarchical regression models for student, school, and faculty variables. All data explored in this study pertained to 696 public elementary schools in New Jersey during the 2010-2011 academic year. The results of this study revealed that student mobility had no statistically significant influence on proficiency levels on …

Foreign Language Education Through An International Education Lens, Bridget Landry

Capstone Collection

Inspired by current dialogue around foreign language education in the United States - which reveals that foreign language education faces budget cuts, dropping enrollment rates, and competition for resources – this study sought to better understand the value of foreign language education through the lenses of international education professionals. The literature review explored the relationship between foreign language education and the field of international education, and examined foreign language education’s role in advancing intercultural competency. The study surveyed a sample of 57 international education professionals, and interviewed 8 of those 57. It assessed professionals’ perceptions in three main areas: current …

Inviting Children Into Project Work., Carolyn P. Edwards, Kay Springate

Department of Child, Youth, and Family Studies: Faculty Publications

This brief article describes the approach to long-term projects used with young children in the city-run preschools of Reggio Emilia, Italy. In particular, it explains how the learning environment and the guidance of the teacher invite them into a project, then help them sustain and conclude it.

Teacher Teams That Work, Leah Kahn, Claudia Whitley, Michelle Williams

MLET: The Journal of Middle Level Education in Texas

Teaming in middle schools is considered by many to be a best practice strategy in meeting the unique needs of the adolescent learner. Systems must be in place to support teacher teams as they work towards become a functioning unit. Administrators can assist teacher teams through providing training on the evolutional phases that teams will naturally move through as well as how to negotiate team decision making. This article reviewed the phases that teams experience as they develop and the variety of personalities and roles that team members play in teams. Tips for working towards building successful teams in the …

Class Exploration To A Campus Library Curriculum Center To Develop Book-Building Capacity For Teacher Candidates, Camille M. Russello Ph.D., Julie J. Henry

Journal of Inquiry and Action in Education

The purpose of this pilot was to examine the effectiveness of the practice of providing opportunities for undergraduate elementary education teacher candidates to explore the campus library curriculum center as a group regularly during class time. During their visits, teacher candidates were guided in selecting and analyzing children’s literature for their future teaching. The research was focused on how these visits impacted teacher candidates’ understanding of children’s literature and literacy development. Data were collected through a survey administered at the conclusion of the course and responses were probed further during one-on-one interviews. Candidates described these visits as beneficial in …

Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman

Journal of Inquiry and Action in Education

This article reports on a middle school literacy intervention implemented during a yearlong teacher-researcher collaboration. The purpose of this collaboration was to combine and adjust commonly recommended pedagogical approaches to address the literacy needs of a heterogeneous group of seventh graders attending an urban school. University researchers designed and implemented the intervention with an interdisciplinary team of three teachers. The intervention drew on sociocultural theories of language and learning. It had three main features: integration of English and social studies, multi-level texts, and co-teaching of heterogeneous groups. Qualitative data included field notes from classroom observations and planning meetings, transcripts from …