Curriculum and Instruction Commons^™

I Wish School Was Like This: One Teacher's Journey Towards Creating A Student-Led Learning Space, Angela Dawn Abbott

Theses, Dissertations and Capstones

The purpose of this study was to use the principles of the Reggio Emilia Approach to change how children in a high poverty school in West Virginia are educated. Specifically, this study was an exploration of the learning space as a third teacher, teachers as researchers, and giving students agency in their learning. A philosophy supporting emergent and participatory inquiry was developed and carried out for this project. Data were collected using several qualitative methods such as participant observation, discussion, interviews, photo elicitation, and student work. Conclusions from this project include: that there is potential of using space as a …

Flipping The Jane Austen Classroom, Lynda A. Hall

English Faculty Articles and Research

The contemporary Austen classroom might appreciate cultural and racial diversity, examine popular culture’s distortions of the original texts, and consider multimodal ways of reading. This paper reflects on a course that “flipped” the research process in order to “find” Austen and her works in the popular culture and to evaluate our understanding in the twenty-first century. Students discovered the commodification and distortion of “Jane Austen” and conducted research for creative projects to learn more about the social, cultural, and historical contexts of the written texts.

Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio

Australian Journal of Teacher Education

This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more …

Multiage Education: An Exploration Of Advantages And Disadvantages Through A Systematic Review Of The Literature, Michelle Ronksley-Pavia, Georgina M. Barton, Donna Pendergast

Australian Journal of Teacher Education

This systematic quantitative literature review explores existent empirical studies with an interest in multiage education in small school settings, with a specific focus on curriculum and pedagogy. Database searches were methodically conducted across six data bases. The inclusion criteria specified the need for empirical research, and publication dates ranged from 1997 to 2017. The article begins by setting the scene for the systematic review, exploring historical and international practices related to multiage complexities and terminology. Curriculum and pedagogical practices are explored to identify key advantages and disadvantages associated with a multiage approach in small school contexts.

Teaching The Introductory Public Relations Course: Pedagogical Recommendations, Lakesha N. Anderson

Journal of Communication Pedagogy

This article explores the foundations and the content areas that ground the introductory public relations course. Examples of two assignments designed to help students think critically, apply knowledge, and improve their writing skills are offered, as well as the identification of several challenges both students and instructors face and a brief discussion of the unique advantages provided by this course.

The Effects Of The Flipped Classroom Model On Students' Learning In A College English Class In Shanghai, China, Xiaoying Wei

University of the Pacific Theses and Dissertations

For many decades, college English teaching in China has been teacher-centered, mainly focusing on the enhancement of students’ four basic English language skills of listening, speaking, reading and writing, with little attention paid to the cultivation of students’ higher order thinking skills (Tang, 2016; Wang, Xu, & Zhou, 2016). The teacher-centered teaching approach has led to the problem that after having learned English for many years, students cannot speak English fluently (Dai, 2001). There has been a call for promoting the student-centered teaching model in China (NACFLT, 2000). One relatively new approach to support student-centered active learning is flipped instruction …

Transformative Social Work Education: Student Learning Needs And The Truth And Reconciliation Commission's 94 Calls To Action, Garrison Mccleary

Theses and Dissertations (Comprehensive)

The social work profession has played, and continues to play, an integral role in the development and implementation of discriminatory and harmful practices against Indigenous individuals, families, and communities across Canada (Blackstock, 2011). The Truth and Reconciliation Commission of Canada’s (TRC) 94 Calls to Action provide a comprehensive list of recommendations of which the primary focuses on child welfare. This Call to Action centres on ensuring that social workers are, “properly educated and trained about the history and impacts of residential schools” (TRC, 2015). This responsibility falls to Faculties and Schools of Social Work Social work to ensure social work …

Literature In The World: A Critical Discourse Study Of World Literature Pedagogy, Elisa Cogbill-Seiders

UNLV Theses, Dissertations, Professional Papers, and Capstones

“Literature in the World” is a critical discourse analysis of world literature pedagogy in U.S. higher education. It investigates the ways discourse communities in higher education produce and shape the field of world literature. The dissertation begins by establishing and analyzing the generic conventions of university mission statements, finding they are primarily dominated by discourse on global learning. It follows with an analysis of world literature course descriptions from the same schools. World literature course descriptions alternatively replicate, resist, or subvert global learning discourses. The last chapter uses findings from the first two chapters to trace how university and instructor …

Environmental Impact- Using Digital Media To Focus Student Learning, Crystal Randall, Sowmya Anjur, Donald Dosch

Faculty Publications & Research

Environmental issues are global challenges that our students will have to address in their future. Addressing these issues through curriculum helps bring purpose to students’ learning. We have developed a capstone project in our introductory biology class that allows students to engage in these issues in a creative and personalized manner, and which asks students to not only address the biology at the core of these issues but also suggest possible solutions to the problem. In this session, we will share how we scaffold our curriculum to prepare students for this experience, as well as show examples of student work.

“College Material” Structural Care At A New York City Transfer School, C. Ray Borck

Publications and Research

Based on ethnographic research at Brooklyn Community High School (BCHS), a transfer high school in New York City I demonstrate that students narrate their educational histories in terms of their experience of care, or lack of care, from teachers. Contributing to research on student-teacher relationships, care, resilience and retention, I develop the concept structural care, arguing that teachers’ ability to demonstrate care for their students, and students’ ability to perceive that care, is enabled or constrained by larger, socio-structural forces such as the national educational policy landscape, widespread cultural beliefs about schools and students, and processes of racialization, criminalization, and …

Scalable Scaffolding For Information Literacy Instruction: A Tale Of Two Frameworks Collaboratively Applied, Jessy Polzer, Sylvia Tiala

Georgia International Conference on Information Literacy

Novice researchers experience significant cognitive load to perform research tasks. Entrenched in linear research processes, beginning students struggle to move beyond shallow engagement with information. Teaching research and information literacy skills based on past paradigms are inadequate given the immersive nature and lightning-fast development of the information eco-system. The ACRL Framework for Information Literacy (2015) articulates what was previously implicit – the threshold concepts underpinning a flexible and nuanced information consumer ready for engaged professionalism and citizenship. In practice, we are still wrestling to design and scaffold dynamic yet digestible learning experiences while also satisfying bloated instructional mandates. Searching for …

Analogy As Pedagogy: Using What Students Already Know In Library Instruction, Maggie Helen Murphy

Georgia International Conference on Information Literacy

Science teachers often employ analogies to help students understand new ideas and complicated processes. Orgill and Bodner (2004) write that “effective analogies can clarify thinking... and give students ways to visualize abstract concepts” (p. 15). Students are much more attentive in science class when instructors speak “a language that is more familiar and accessible” by using analogies and other similar rhetorical strategies (Lemke, 1990, p. 136).

Brandt (1996) wrote about developing a library instruction activity for “teaching the internet” to college students through analogy in the early days of the web: “It does not focus on the technical details of …

What The Craap?: Comparing Approaches To Teaching Web Evaluation In Fye Programs, Victoria Elmwood

Georgia International Conference on Information Literacy

Before the 2017-18 academic year, instruction librarians at Loyola University New Orleans’ Monroe Library had been using the highly popular CRAAP test to give students a framework for evaluating open Web resources. The traits of currency, relevance, authority, accuracy, and purpose are meant to help undergraduates determine a source’s appropriateness for use in their academic work. The possible limitations of this model became evident to us at the conclusion of our assessment of incoming freshmen’s ability to apply the CRAAP test to a topic of their own choosing.

Responding to this demonstrated entry-level information literacy need, instruction librarians began teaching …

Libguides ~ Ways To Engage Students In First Year Seminars, Carol Wittig

Georgia International Conference on Information Literacy

The University of Richmond offers students an array of First Year Seminars to choose from during the fall and spring of their freshman year. All seminars provide opportunities for critical reading and thinking and establish a foundation for effective written and oral communications skills, information literacy, and library research skills. As a common student experience and taught in lieu of a freshman composition sequence, First Year Seminars offer ways for librarians to collaborate with faculty through Library Research Sessions. The overall goals of the FYS Library Research Sessions are to introduce students to fundamental library resources and services, while developing …

Embracing The Educational Value Of Imitation, Amy Burger

Georgia International Conference on Information Literacy

The threat of plagiarism accusations discourages students from using imitation in their work, and instructors from promoting it. As a result, a valuable pedagogical technique goes unused. This presentation will discuss the evidence in support of imitation as an educational tool and examine why it is widely discouraged. Imitation can serve as a valuable practice, both in course work, and for students’ overall academic success, especially for students as they undergo academic transitions, such as the beginning of their college careers, and the transition from core classes to upper-level major courses. Additionally, the reconsideration of imitation can add value to …

Integration Of Project-Based Learning In Elementary Social Studies, Arren Swift

The Councilor: A National Journal of the Social Studies

The marginalization of social studies education in elementary schools has been well documented. To provide meaningful social studies education to elementary students we must find ways to integrate social studies into other content areas. The application of project-based learning complements the process of cross-curricular integration. This article provides a rationale for this approach and a sample lesson to help clarify the process.

The Creation Of Traditional African Dance/Music Integrated Scores, Doris Green

Journal of Movement Arts Literacy Archive (2013-2019)

African dances are among the oldest dance traditions in existence; their structure is uniquely different because the movement therein is inseparable from the music that governs the movements. The music is associated with the spoken language of the people, which makes it virtually impossible for outsiders to comprehend the music of different African countries. In Africa there is no dance that is not accompanied by some form of music from the voice to orchestras of different percussive instruments. For centuries the dance/music of African people has been passed between generations by a mouth to ear process. Any society that is …

Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland

Journal of Movement Arts Literacy Archive (2013-2019)

In this special issue of Voices of Notators: Approaches to Writing a Score, eight authors share their unique process of creating and implementing their approach to notating movement, and they describe how that process transforms them as researchers, analysts, dancers, choreographers, communicators, and teachers. These researchers discuss the need to capture, to form, to generate, and to communicate ideas using a written form of dance notation so that some past, present, or future experience can be better understood, directed, informed, and shared. They are organized roughly into themes motivated by relationships between them and their methodological similarities and differences. …

Xavier University Of Louisiana’S Faculty Development For Integrative Pedagogy And Assessment Practices (Core Curriculum Enhancement Initiative), Kim Vaz-Deville

CCE Documents

As a University committed to student success and thus to effective pedagogy, we are eager to adopt approaches to teaching that call upon students to explore the breadth of knowledge and methods of understanding. We also honor the science of pedagogy and thus are methodical in approaching teaching innovation. This grant proposal from Xavier University’s College of Arts and Sciences seeks support for faculty development that will accelerate the change that has already begun, thanks to Mellon's investment in Xavier through the Center for the Advancement of Teaching and Faculty Development (CAT+FD). The goal is to make the previous investments …

Instructor Sense Of Community And Instructional Practices As Predictors Of Student Sense Of Community: A Hierarchical Linear Modeling Analysis, Laurie K. Burgess

Dissertations

A positive sense of community (SoC) in the college classroom supports student learning and increases student engagement and motivation. While previous research has examined SoC, studies have typically investigated students’ perceptions. This quantitative cross-sectional study investigates both instructor and students’ perceptions of SoC in traditional undergraduate classrooms. Study participants include full-time instructors, and students from 36 undergraduate classes in three institutions located in a Midwestern state. Students completed Rovai’s (2002a) Classroom Community Scale; instructors completed a remodified Classroom Community Scale and the Postsecondary Instructional Practices Survey (Walter, Henderson, Beach, & Williams, 2016).

This study uses hierarchical linear modeling (HLM) to …

Children’S Negotiations Of Visualization Skills During A Design-Based Learning Experience Using Nondigital And Digital Techniques, Shaunna Smith

Interdisciplinary Journal of Problem-Based Learning

In the context of a 10-day summer camp makerspace experience that employed design-based learning (DBL) strategies, the purpose of this descriptive case study was to better understand the ways in which children use visualization skills to negotiate design as they move back and forth between the world of nondigital design techniques (i.e., drawing, 3-D drawing with hot glue, sculpture, discussion, writing) and digital technologies (i.e., 3-D scanning, 3-D modeling, 3-D printing). Participants included 20 children aged 6–12. This research was guided by Vossoughi, Hooper, and Escudé’s (2016) call for explicit attention to pedagogical practices during the integration of “making” activities. …

Ascertaining The Impact Of P–12 Engineering Education Initiatives: Student Impact Through Teacher Impact, Marissa H. Forbes, Jacquelyn F. Sullivan, Denise W. Carlson

Journal of Pre-College Engineering Education Research (J-PEER)

The widespread need to address both science, technology, engineering, and math (STEM) education and STEM workforce development is persistent. Underscored by the Next Generation Science Standards, demand is high for P–12 engineering-centered curricula. TeachEngineering is a free, standards-aligned NSF-funded digital library of more than 1,500 hands-on, design-rich K–12 engineering lessons and activities. Beyond anonymous site-user counts, the impact of the TeachEngineering collection and outreach initiatives on the education of children and their teachers was previously unknown. Thus, the project team wrestled with the question of how to meaningfully ascertain classroom impacts of the digital engineering education library and—more broadly—how to …

Michalski Ma Portfolio: Finding My Path, Victoria L. Michalski

Master of Arts in English Plan II Graduate Projects

This portfolio is the culmination of my work in the English Teaching specialty Master's program at Bowling Green State University. In addition to the works I produced for my classes and subsequently re-wrote for my portfolio, I've added an analytical reflection about my growth and evolution during my studies in the English MA program, and about overcoming my difficulties until I finally found the connection between English and historical interests that I sorely needed in order to heighten my enthusiasm and motivation. This reflection brings together the reasons I chose the works in my portfolio to represent my initial discomfort …

Learning To Teach: Observing And Reflecting, Nancy Nager

All Faculty and Staff Papers and Presentations

This video series, “Learning to Teach,” provides a platform for professional development in early childhood education. It introduces viewers to compelling early childhood classroom footage accompanied by facilitated discussions about observations and teaching practices. You will get a hands-on look at how beginning teachers learn to closely observe children and engage in reflective conversations about children, materials, the classroom environment and themselves.

Aesthetic Shapes Of Holocaust Literature And Pedagogical Applications, Kate A. Bonacorsi

All NMU Master's Theses

This project specifically examines three narratives that are part of the genre of Holocaust Literature: Elie Wiesel’s Night, Art Spiegelman’s Maus, and John Boyne’s The Boy in the Striped Pajamas and the way in which each of these texts contributes to collective Holocaust memory and traumatic literature: as a memoir, graphic novel, and work of fiction, respectively. The paper draws on Anne Whitehead’s work on memory, as well as other trauma and memory theorists: Cathy Caruth, Pierre Nora, Maurice Halbwachs, and Marianne Hirsch to offer a close rhetorical and structural analysis of each text analyzed through a traumatic theoretical lens. …

Updated Guidelines, Updated Curriculum: The Gaise College Report And Introductory Statistics For The Modern Student, Beverly Wood, Megan Mocko, Michelle Everson, Nicholas J. Horton, Paul Velleman

Publications

Since the 2005 American Statistical Association's (ASA) endorsement of the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report, changes in the statistics field and statistics education have had a major impact on the teaching and learning of statistics. We now live in a world where "Statistics - the science of learning from data - is the fastest-growing science, technology, engineering, and math (STEM) undergraduate degree in the United States," according to the ASA, and where many jobs demand an understanding of how to explore and make sense of data. In light of these new reports and other …

Moocs 2.0: Reviewing N.Paradoxa's Mooc On Contemporary Art And Feminism, Parme Giuntini, Anne Swartz, Kathleen Wentrack

Art History Pedagogy & Practice

This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell’s international treatment of transnational feminism …

Equity-Minded Faculty Development, Aeron Haynie

To Improve the Academy: A Journal of Educational Development

A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.

Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury

To Improve the Academy: A Journal of Educational Development

Working remotely and collaboratively, our interdisciplinary team created an educational development workshop, Thinking Skills for the 21st Century: Teaching for Transfer, in which participants not only experience, apply, and reflect on teaching across educational settings but also connect this work to principles that have been demonstrated by learning science to support the transfer of knowledge. We used backward design to develop the workshop and evidence-based pedagogies in its implementation. We facilitated the workshop at two different national meetings for distinct audiences and also as part of an on-campus faculty development program. Here, we report on the workshop development and revision, …

Building A Foundation For Cultural Responsiveness, Denise Cyrus, Jill Douds, Sara Newell

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This site provides an overview of culturally responsive teaching philosophies and practices in order to make educators aware of the importance of having a culturally responsive mindset. This module also provides research, classroom practice resources, and thought-provoking videos meant to assist educators in using a culturally responsive mindset to improve their practices and positively impact all students.

View professional learning module.