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2015

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Articles 331 - 360 of 677

Full-Text Articles in Educational Methods

Week Five Introduction, Judith Longfield Apr 2015

Week Five Introduction, Judith Longfield

Teaching Academy

After investigating hazardous classroom materials, we will learn about diverse students and how to teach them. We will also write learning biographies for different students and used them to consider a variety of teaching-learning issues, including college student development. In addition, we will shared our CAT implementation reports and discuss the impact of classroom climate on student learning.

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Week Eight Introduction, Judith Longfield Apr 2015

Week Eight Introduction, Judith Longfield

Teaching Academy

We used what we have learned about smart teaching to provide advice to the instructor in a YouTube video, and then identified causes of and solutions for common disruptive behaviors. We ended the series with a "Thought Museum" activity and an assessment of the Teaching Academy.

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Teaching Academy 2015: Tuesday Syllabus, Judith Longfield Apr 2015

Teaching Academy 2015: Tuesday Syllabus, Judith Longfield

Teaching Academy

The purpose of the Teaching Academy is to help you understand how learning works so you can develop the competencies needed to create active, learning-centered courses. By the end of the Academy you will have (a) created a list of common misconception in your content area, (b) constructed and used a CAT (classroom assessment technique) to measure student learning, (c) created a lesson plan that addresses a disciplinary or course related misconception, and (d) written test or quiz questions.

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Teaching Academy 2015: Syllabus Review, Judith Longfield Apr 2015

Teaching Academy 2015: Syllabus Review, Judith Longfield

Teaching Academy

The following questions answer everything you need to know to succeed during the Teaching Academy.

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Reading Guide For “Teaching & Human Memory, Part 1” Article, Judith Longfield Apr 2015

Reading Guide For “Teaching & Human Memory, Part 1” Article, Judith Longfield

Teaching Academy

Supplemental questions for Teaching & Human Memory, Part 1.

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Reading Guide For “Discrepant Teaching Events” Article, Judith Longfield Apr 2015

Reading Guide For “Discrepant Teaching Events” Article, Judith Longfield

Teaching Academy

Supplemental questions for Discrepant Teaching Events.

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Week One: Introduction To Learning-Centered Teaching, Judith Longfield Apr 2015

Week One: Introduction To Learning-Centered Teaching, Judith Longfield

Teaching Academy

The following is an introduction and overview of Learning-Centered Teaching.

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Week One: Certificate Requirements, Judith Longfield Apr 2015

Week One: Certificate Requirements, Judith Longfield

Teaching Academy

The Centers for Teaching and Technology’s Certificate of Teaching in Higher Education is designed to foster experiential, investigative, and reflective approaches to teaching and student learning. It calls for a commitment to learning-centered teaching. All requirements are to be completed within two years of the start date

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Cat Examples, Judith Longfield Apr 2015

Cat Examples, Judith Longfield

Teaching Academy

The following are descriptions of selected classroom assessment techniques.

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Excerpt From The “Curse Of Knowledge”, Judith Longfield Apr 2015

Excerpt From The “Curse Of Knowledge”, Judith Longfield

Teaching Academy

The following is an excerpt from the "Curse of Knowledge" or why intuition about teaching often fails by Carl Wieman.

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Week Two: Chapter 2 Reading Guide, Judith Longfield Apr 2015

Week Two: Chapter 2 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter two.

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Guide For “How To Use Clickers Effectively”, Judith Longfield Apr 2015

Guide For “How To Use Clickers Effectively”, Judith Longfield

Teaching Academy

Learning guide for "how to use clickers effectively."

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Winning Ticket, Judith Longfield Apr 2015

Winning Ticket, Judith Longfield

Teaching Academy

Thanks for your "random act of learning." Your active participation helps make this course a success!

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Week Three: Chapter 3 Reading Guide, Judith Longfield Apr 2015

Week Three: Chapter 3 Reading Guide, Judith Longfield

Teaching Academy

The following is a reading guide for chapter three.

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Week Four: Engaging Students In The Learning Process, Judith Longfield Apr 2015

Week Four: Engaging Students In The Learning Process, Judith Longfield

Teaching Academy

The following is an overview of Engaging Students in the Learning Process and how students develop mastery.

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Just-In-Time Teaching, Judith Longfield Apr 2015

Just-In-Time Teaching, Judith Longfield

Teaching Academy

Just-In-Time Teaching resources span the spectrum from web and classroom items to books and articles on effective teaching and assessment of learning. Here is a sampling.

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Rubric For Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield Apr 2015

Rubric For Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield

Teaching Academy

The following is a rubric for the lesson plan with misconception/ bottleneck focus.

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Abcd Cards, Judith Longfield Apr 2015

Abcd Cards, Judith Longfield

Teaching Academy

No abstract provided.

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Student Information Card, Judith Longfield Apr 2015

Student Information Card, Judith Longfield

Teaching Academy

No abstract provided.

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Week Seven: Effective Grading - A Tool For Learning, Judith Longfield Apr 2015

Week Seven: Effective Grading - A Tool For Learning, Judith Longfield

Teaching Academy

The following is an overview of Effective Grading: A Tool for Learning.

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Pardon Me Disruption Cards, Judith Longfield Apr 2015

Pardon Me Disruption Cards, Judith Longfield

Teaching Academy

No abstract provided.

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Six Steps To Making Positive Changes In Your Teaching, Judith Longfield Apr 2015

Six Steps To Making Positive Changes In Your Teaching, Judith Longfield

Teaching Academy

I’m working my way through a 33-page review of scholarship on instructional change in Science, Technology, Engineering and Math (STEM) disciplines. The authors reviewed an impressive 191 conceptual and empirical journal articles. However, what they found isn’t impressive both in terms of the quality of the scholarship on this topic and in terms of instructional change in general. It’s not the first article I’ve read of late on the various barriers that stand in the way of change in higher education. The literature is not encouraging, but I think there are some fairly straightforward principles that give any new teaching …

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Week Three Introduction, Judith Longfield Apr 2015

Week Three Introduction, Judith Longfield

Teaching Academy

After revisiting CATs and lesson planning, we will learn about additional teaching idea sources. We will then discuss motivation, illustrate a Chapter 3 concept, and learn ways to salt students' food before applying these ideas to our own lessons and assignments which are not currently motivating.

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Examples Of Engaugements, Judith Longfield Apr 2015

Examples Of Engaugements, Judith Longfield

Teaching Academy

The following form lists examples of EnGaugements.

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Evaluation Of Weeks 1-3, Judith Longfield Apr 2015

Evaluation Of Weeks 1-3, Judith Longfield

Teaching Academy

Rate the first three weeks of the Academy by writing a BRIEF response to the following statements.

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Competence-Oriented Instruction In Vocational Education In Austria: An Empirical Comparison Between Two Instructional Approaches, Peter Slepcevic-Zach, Ph.D., Sigrid Wimmer, Michaela Stock, Manuela Paechter Apr 2015

Competence-Oriented Instruction In Vocational Education In Austria: An Empirical Comparison Between Two Instructional Approaches, Peter Slepcevic-Zach, Ph.D., Sigrid Wimmer, Michaela Stock, Manuela Paechter

International Journal for Business Education

A distinct feature of the Austrian education system is its differentiation of programs in vocational education. Among these programs, the dual education system has a long tradition: Students undergo an apprenticeship in a company while also attending a vocational school in part-time. More than other forms of education, this combination of on-the-job training at the work place and instruction in vocational school requires constant adaptation to economic requirements.
Against this background, a new instructional approach, so called areas of learning with a focus on competence were introduced in the vocational school Eisenstadt in the year 2010. The introduction of this …

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Service Learning In Business Education: What Perceptions And Expectations Do Undergraduate And Graduate Students Have Of Service-Learning Courses?, Karl-Heinz Gerholz, Ph.D., Peter Slepcevic-Zach, Ph.D. Apr 2015

Service Learning In Business Education: What Perceptions And Expectations Do Undergraduate And Graduate Students Have Of Service-Learning Courses?, Karl-Heinz Gerholz, Ph.D., Peter Slepcevic-Zach, Ph.D.

International Journal for Business Education

Service Learning is a modern teaching-learning concept, which combines curricular content with supporting charitable organizations. The effects of courses using this concept on the students’ competences development has already been described in empirical studies. Within these studies the aspects regarding the instructional design were less emphasized unlike in this paper in which they are focused on. In addition to a conceptual foundation of service-learning and a literature review on the impact of service-learning, two didactic prototypes will be presented in the form of empirical case studies. The focus of this research is to describe the attitudes and perceptions of undergraduate …

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The Disabled Teacher: A Memoir Of An Interrupted Pedagogical Career, A Life With A Chronic Illness, And An Encounter With Real Barriers To Inclusive Education, Dorothy M. Bossman Apr 2015

The Disabled Teacher: A Memoir Of An Interrupted Pedagogical Career, A Life With A Chronic Illness, And An Encounter With Real Barriers To Inclusive Education, Dorothy M. Bossman

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

This dissertation is a narrative exploration of multiple themes relevant to education research: the relationship between the university and school, epistemology, teacher identity, disability studies, researcher subjectivity, and the retention of quality educators. This work of “autoethnography” (Ellis, Bochner, & Adams, 2011) approaches these topics through the tellings of a teaching career, the awakening of an education scholar, and the development of a chronic illness. While the focus of this inquiry often returns to the researcher’s pedagogical identity, the three storylines interact in myriad ways that relate to the larger field. Removal of one of these narrative threads would, metaphorically, …

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Evaluating A Project-Based Learning Approach To The Bgsu Business Curriculum, Kara Harmeyer Apr 2015

Evaluating A Project-Based Learning Approach To The Bgsu Business Curriculum, Kara Harmeyer

Honors Projects

Inspiration for my honors project came from an assignment that I completed in a previous marketing course. This assignment is the only experience that I have had with project-based learning, but it certainly made an impact on me. My honors project presented the perfect opportunity for learning more about project-based learning and the way it is used in educational settings. In addition to the benefits and challenges associated with project-based learning, I also researched the characteristics and learning styles of millennial students to understand whether project based-learning is compatible. In conclusion, I evaluated how project-based learning could be utilized in …

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Promoting Critical Thinking Through An Interdisciplinary Study Abroad Program, Wei Wei Cai, Gopal Sankaran Apr 2015

Promoting Critical Thinking Through An Interdisciplinary Study Abroad Program, Wei Wei Cai, Gopal Sankaran

Early & Middle Grades Education Faculty Publications

This paper discusses the promotion of critical thinking through an interdisciplinary curriculum design using multidisciplinary faculty as well as details the implementation of an experiential short-term study abroad program in China. To achieve this educational goal of critical thinking, along with meeting the requirements specific to each course, the program was built on a framework using two interrelated approaches – theme-based interdisciplinary curriculum and cultural immersion. The theme-based interdisciplinary curriculum was constructed on three principles (the ability to pose great questions that encompassed drawing knowledge and skills from each discipline, acquiring global awareness, and developing glocal awareness). Cultural immersion was …

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