Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (365)
- Educational Assessment, Evaluation, and Research (216)
- Higher Education (197)
- Teacher Education and Professional Development (166)
- Curriculum and Social Inquiry (124)
-
- Arts and Humanities (96)
- Social and Philosophical Foundations of Education (82)
- Educational Administration and Supervision (81)
- Social and Behavioral Sciences (80)
- Other Education (66)
- Educational Psychology (62)
- Instructional Media Design (61)
- Educational Leadership (59)
- Science and Mathematics Education (55)
- Liberal Studies (54)
- Bilingual, Multilingual, and Multicultural Education (49)
- Higher Education and Teaching (47)
- Higher Education Administration (46)
- Elementary Education and Teaching (40)
- Special Education and Teaching (38)
- Disability and Equity in Education (37)
- Secondary Education and Teaching (37)
- Junior High, Intermediate, Middle School Education and Teaching (29)
- Art and Design (27)
- Physical Sciences and Mathematics (27)
- English Language and Literature (26)
- Online and Distance Education (25)
- Scholarship of Teaching and Learning (25)
- Institution
-
- Georgia Southern University (89)
- University of Nebraska - Lincoln (58)
- Liberty University (54)
- Bank Street College of Education (28)
- Southern Illinois University Carbondale (17)
-
- City University of New York (CUNY) (15)
- Old Dominion University (15)
- University of Tennessee, Knoxville (15)
- Technological University Dublin (14)
- The University of Southern Mississippi (12)
- Illinois State University (11)
- Portland State University (11)
- SIT Graduate Institute/SIT Study Abroad (11)
- Dominican University of California (10)
- Purdue University (10)
- University of Montana (10)
- University of New England (10)
- Bowling Green State University (9)
- Stephen F. Austin State University (9)
- Embry-Riddle Aeronautical University (8)
- George Fox University (8)
- The University of San Francisco (8)
- Bryn Mawr College (7)
- Butler University (7)
- Gardner-Webb University (7)
- Loyola Marymount University and Loyola Law School (7)
- Minnesota State University, Mankato (7)
- Nova Southeastern University (7)
- Walden University (7)
- Western Michigan University (7)
- Keyword
-
- Teaching Academy (68)
- Spring 2015 (66)
- Education (43)
- Pedagogy (19)
- Technology (15)
-
- Progressive education (12)
- Teaching (12)
- Critical thinking (10)
- Educational technology (10)
- Higher education (10)
- Week two (10)
- Introduction (8)
- Learning (8)
- Literacy (8)
- Motivation (8)
- Student engagement (8)
- Week one (8)
- Week six (8)
- Art education (7)
- Classroom management (7)
- Collaboration (7)
- High school (7)
- Problem-based learning (7)
- Reading guide (7)
- Science (7)
- Teacher education (7)
- Week 8 (7)
- Week four (7)
- Week three (7)
- Writing (7)
- Publication
-
- Teaching Academy (68)
- Doctoral Dissertations and Projects (53)
- National Collegiate Honors Council Monographs: Chapters (29)
- Dissertations (26)
- The Journal of the Assembly for Expanded Perspectives on Learning (15)
-
- Artizein: Arts and Teaching Journal (14)
- Progressive Education in Context (14)
- Publications and Research (13)
- Education's Histories (10)
- Faculty Publications (10)
- National Youth Advocacy & Resilience Conference (10)
- Theses and Dissertations (10)
- Blended Learning in the Liberal Arts Conference (7)
- Honors Projects (7)
- Master's Projects and Capstones (7)
- SANE journal: Sequential Art Narrative in Education (7)
- Scholarship and Professional Work – Education (7)
- All Graduate Theses, Dissertations, and Other Capstone Projects (6)
- All Theses And Dissertations (6)
- Bank Street Thinkers (6)
- Dissertations and Theses (6)
- Dissertations, Masters Theses, Capstones, and Culminating Projects (6)
- First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience (6)
- Graduate Student Independent Studies (6)
- International Journal for Business Education (6)
- MA TESOL Collection (6)
- Walden Dissertations and Doctoral Studies (6)
- ABO: Interactive Journal for Women in the Arts, 1640–1830 (5)
- CCAC Theses and Dissertations (5)
- College of Education Theses and Dissertations (5)
- Publication Type
- File Type
Articles 361 - 390 of 677
Full-Text Articles in Educational Methods
Leadership For Sustainability: Theoretical Foundations And Pedagogical Practices That Foster Change, Heather Burns, Heather Diamond-Vaught, Corin Bauman
Leadership For Sustainability: Theoretical Foundations And Pedagogical Practices That Foster Change, Heather Burns, Heather Diamond-Vaught, Corin Bauman
Educational Leadership and Policy Faculty Publications and Presentations
Sustainability education has a significant role to play in changing the leadership paradigm and fostering leaders who are capable of working collaboratively to address complex sustainability challenges. Leadership for sustainability denotes a new and expanded understanding of leadership that signifies taking action based on sustainability values, leading from a living processes paradigm, and creating an inclusive, collaborative and reflective leadership process. This paper examines and weaves together literature on leadership, leadership development, and sustainability education to suggest best practices in leadership development. A variety of suggested pedagogical practices that foster the development of leaders include: observation and self-awareness, reflection, the …
El Futuro Es La Historia: El Pasado Doloroso Y Las Generaciones Futuros En Los Espacios De Memoria En Buenos Aires / The Future Is History: The Painful Past And Future Generations In Memory Sites In Buenos Aires, Leslie Niiro
Independent Study Project (ISP) Collection
Para contar una historia reciente y dolorosa a otros que no vivieron esta historia, con la esperanza de que no ocurra más, nunca puede ser objetivo en un ‘espacio de la memoria’. Casi siempre se lleva una agenda social, una mirada al futuro y para muchos, esta esperanza es en la próxima generación. En esta investigación, miro a la historia de la última junta cívico-militar (1976-1983) y las décadas después para entender de qué forma trabajan los espacios de la memoria para enseñar la historia reciente a estudiantes. Abordada por entrevistas, visitas guiadas, y observaciones participantes en espacios de la …
Week One Introduction, Judith Longfield
Week One Introduction, Judith Longfield
Teaching Academy
After "speedy" introductions and a review of rules and objectives, we will create a working definition of learning-centered teaching. We will also learn how to actively engage students (a) in reviewing a course syllabus and (b) in course readings. If time permits, we will discuss a case study on problems instructors sometimes encounter when trying new teaching strategies. Information on the certificate in higher education program well also shared.
Week Two Introduction, Judith Longfield
Week Two Introduction, Judith Longfield
Teaching Academy
After discussing how preconceptions and misconceptions interfere with students' learning, we will learn steps for planning a lesson. We will also discuss ways to uncover students' ideas using classroom assessment techniques, or CATs, and create concepts maps of Chapter 2.
Week Six Introduction, Judith Longfield
Week Six Introduction, Judith Longfield
Teaching Academy
In addition to exchanging ideas or activities on how to overcome misconceptions and learning bottlenecks, there is a readiness assessment test or RAT, and we will learn about multiple choice tests. We will also revisit lesson planning briefly and critique a quiz.
Week Seven Introduction, Judith Longfield
Week Seven Introduction, Judith Longfield
Teaching Academy
Partners provided each other with meaningful feedback on their syllabi and also exchanged lesson plans. In addition, test analysis skills were revised and we discussed common concerns related to grading. A rubric or scoring guide was also used to grade an essay test question in literature or geography.
Teaching Academy 2015: Wednesday Syllabus, Judith Longfield
Teaching Academy 2015: Wednesday 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.
Week One: Learning Journal, Judith Longfield
Week One: Learning Journal, Judith Longfield
Teaching Academy
Active participation and reflection are critical to learning, and are basic “essentials” in this class.
Week One: Syllabus Activity, Judith Longfield
Week One: Syllabus Activity, Judith Longfield
Teaching Academy
Directions for syllabus activity.
Silver Level Certificate Of Achievement, Judith Longfield
Silver Level Certificate Of Achievement, Judith Longfield
Teaching Academy
Form for the Silver level Certificate of Achievement.
Gold Level Certificate Of Achievement, Judith Longfield
Gold Level Certificate Of Achievement, Judith Longfield
Teaching Academy
Form for the Gold level Certificate of Achievement.
Week One Evaluation, Judith Longfield
Week One Evaluation, Judith Longfield
Teaching Academy
Help me make the Academy a good learning experience for you by rating today’s session. Please write a BRIEF response to the following statements.
Week Two: Planning For Active Learning, Judith Longfield
Week Two: Planning For Active Learning, Judith Longfield
Teaching Academy
The following is an overview of Planning for Active Learning.
Cat Implementation Report Form, Judith Longfield
Cat Implementation Report Form, Judith Longfield
Teaching Academy
The CAT implementation report form allows you to identify students’ misconceptions and/or what they know, and then reflect on the CAT results so you can better target your lesson plans.
“Curse Of Knowledge” Reading Guide, Judith Longfield
“Curse Of Knowledge” Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for the "Curse of Knowledge."
Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield
Lesson Plan With Misconception/Bottleneck Focus, Judith Longfield
Teaching Academy
The first principle discussed in How Learning Works is “students’ prior knowledge can help or hinder learning.” There is high probability that some, or, all of the students in your target course will have misconceptions and/or inaccurate prior knowledge that will actively inhibit their ability to learn course material. Unless you identify these misconceptions—also called learning bottleneck—and address them explicitly, students may be unsuccessful in mastering disciplinary thresholds. During the Teaching Academy, you will have the opportunity to apply the principles of smart teaching by designing a lesson to address an important misconception or bottleneck in your target course.
Reflection As The Key To Intuitive Knowing, Judith Longfield
Reflection As The Key To Intuitive Knowing, Judith Longfield
Teaching Academy
In The Reflective Practitioner: How Professionals Think in Action (1983), Schön introduced the idea of knowing-in-action or “reflection-in-action,” observing that “[w]hen we go about the spontaneous, intuitive performance of the actions in everyday life, we show ourselves to be knowledgeable in a special way. Often we cannot say what it is that we know . . . [because it is] implicit in our patterns or action and in our feel for the stuff with which we are dealing” (p. 49). According to Schön, knowing-in-action complements reflection.
Week Two: Chapter 1 Reading Guide, Judith Longfield
Week Two: Chapter 1 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter one.
Week Three: Student Motivation, Judith Longfield
Week Three: Student Motivation, Judith Longfield
Teaching Academy
The following is an overview of Student Motivation: Overcoming Obstacles to Learning.
Integrate Motivation Planning Into Lesson Planning, Judith Longfield
Integrate Motivation Planning Into Lesson Planning, Judith Longfield
Teaching Academy
Instructions on how to integrate motivation planning into lesson planning.
Perspective Activity, Judith Longfield
Perspective Activity, Judith Longfield
Teaching Academy
The following is a faculty and student perspective activity.
Week Four: Chapter 4 Reading Guide, Judith Longfield
Week Four: Chapter 4 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter four.
Week Five: Classroom Climate And Diversity, Judith Longfield
Week Five: Classroom Climate And Diversity, Judith Longfield
Teaching Academy
The following is an overview of Classroom Climate and Diversity.
Creating An Inclusive Classroom, Judith Longfield
Creating An Inclusive Classroom, Judith Longfield
Teaching Academy
Form on how to create an inclusive classroom.
Getting Acquainted Sample, Judith Longfield
Getting Acquainted Sample, Judith Longfield
Teaching Academy
The following is information on getting acquainted.
Week Five: Chapter 6 Reading Guide, Judith Longfield
Week Five: Chapter 6 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter six.
Week Six: Effective Tests - A Tool For Learning, Judith Longfield
Week Six: Effective Tests - A Tool For Learning, Judith Longfield
Teaching Academy
The following is an overview of Effective Tests: A Tool for Learning.
Chapter 7 Quiz Analysis Activity, Judith Longfield
Chapter 7 Quiz Analysis Activity, Judith Longfield
Teaching Academy
The following is an analysis of Chapter 7 quiz.
Checklist For Reviewing Multiple-Choice Items, Judith Longfield
Checklist For Reviewing Multiple-Choice Items, Judith Longfield
Teaching Academy
The following is a checklist for reviewing multiple-choice items.
Week Six: Chapter 7 Reading Guide, Judith Longfield
Week Six: Chapter 7 Reading Guide, Judith Longfield
Teaching Academy
The following is a reading guide for chapter seven.