Educational Methods Commons^™

College, Career, And Community Writer’S Program (C3wp) Data-Driven Reports Of Literacy Growth, Kathy J. Kurtze

Language Arts Journal of Michigan

Through the implementation of mini-units in from the C3WP, a teacher demonstrates that routine argument writing leads to great gains in argument writing literacy.

A Comparison Of Academic Outcomes In Courses Taught With Open Educational Resources And Publisher Content, Diane N. Ryan

Educational Leadership & Workforce Development Theses & Dissertations

The academic outcomes of retention, completion, persistence and final exam scores between courses taught with open educational resources (OER) and courses taught with publisher content (non-OER) were investigated in this mixed method sequential study. The perceptions and experiences of the instructors who taught the courses were also explored. The participants were 215 community college students enrolled in an online section of Introduction to Communication (CST 110), Western Civilization (HIS 111), Applied Calculus (MTH 270) or Introduction to Psychology (PSY 201). Four instructors volunteered to teach an OER section and a non-OER section within each discipline. Students were randomly divided into …

Addressing Burnout In Outdoor Education, Perry A. Darby

Student Publications

The role of instructors in the field of outdoor education is crucial, and those who aspire to spend their life teaching and helping others experience growth are incredibly drawn to this line of work. According to Two Factor Theory, this industry is rich in growth factors, hence the strong allure, but severely lacks in hygiene factors, causing a high rate of burnout in the industry. For the betterment of both the instructor experience and the industry itself, an emphasis must be paced on providing more of those hygiene factors in order to retain experienced and enthusiastic outdoor educators.

An Application Of Systems Science For The Usage Of Web–Tools In Environmental Education: The Case Of Western Attica, Greece, Anastasios Mavrakis, Evangelos C. Papakitsos, Christina Papapanousi, Christina Papavasileiou

Journal of Research Initiatives

Geography plays a leading role in developing the objectives of Environmental Education. Through Geography lessons, applications and tools, pupils should learn about the major environmental and developmental problems through issue-based learning. They must be given opportunities to explore how these issues relate to their everyday lives and what is the impact on the quality of the natural and social environment. Teachers can promote a holistic outlook, through promoting a multidimensional study of environmental problems on a variety of scales, e.g., through historical maps, which are of significant value, because through them students gain perspective on the living environment and the …

Grice Cooperative Principles In Kabul Times, Sayedrahman Sial Sr.Sial

Journal of Research Initiatives

Abstract:

Since in the current day most of the data is transported through written communication and media play an important part in the transportation of hot issues of the day, news language has concerned the courtesy of both media experts and linguists for periods of times. This analytical- descriptive research planned to link the destruction and acceptance of Grice’s (1975) cooperative principles (CPs) in news reports which published in Kabul Times and classify which of these four CPs (quality, quantity, manner and relation) has been desecrated most and which of them has been desecrated less. For this purpose, 100 news …

Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica M. Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist

The Qualitative Report

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. …

Honors Research Symposium Program Spring 2019, University Honors Program, Georgia Southern University

Honors College: News & Publications (2008-2020)

No abstract provided.

Math Anxiety In Education: Confident And Calming Classroom, Audrey Kosman

Masters Theses & Doctoral Dissertations

No abstract provided.

Overview Of The 2018 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary A. Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

No abstract provided.

Creating Communities Of Learning: Engaging Through Project-Based Learning, Monica Nudd, Thomas Huntress

Andrews University Teaching and Learning Conference

Join us for a hands-on session designed for K-8th grade educators where you will practice methods and receive tools that will help you facilitate project-based learning in your classroom. Learn how to connect your learners through engaging them in collaborative activities that meet the standards. Assessment will be part of this engaging session and resources will be available with ready-to-go lessons.

A Critical Conceptual Dialogue On E. G. White's Admonition: "Not Mere Reflectors", Jay Brand, Randy J. Siebold

Andrews University Teaching and Learning Conference

White's challenge, that 'Youth should be … thinkers, and not mere reflectors of other men's thoughts' can be misinterpreted. Often, individuals criticize education’s focus on scholarly sources instead of personal creativity. However, to avoid reflecting other men’s thoughts, students must be aware of what those men – and women – have said. In fact, in my understanding, it is impossible to contribute original, fresh ideas and insights WITHOUT awareness of what others have already said. To think originally, one must be familiar with previous ideas; otherwise, s/he will be in danger of merely reflecting the ideas of others - even …

Combating The Minimum Mindset: Changing Schools From The Inside, Juliette Dayen

Andrews University Teaching and Learning Conference

Facilitating change in learning organizations must be approached from a multitude of perspectives. Students are often ignored and uninvolved in improvement efforts. As key participants in schooling practices, students should be involved in change processes. Students can take an active role in developing skills and knowledge to help them thrive in learning environments. This presentation focuses on how students can be supported to develop a growth mindset through a model that could work in multiple learning contexts.

Parent And Teacher Perceptions About What Leads To Mastery In Reading At Classical Charter Schools In Texas, Brittany Kretz

CUP Ed.D. Dissertations

Throughout the United States and in the State of Texas there are high percentages of students who are not reading at grade level. This study looked at the activities done at home by families of students who scored above grade level on the Third Grade Reading STAAR from classical charter schools. In this quantitative study, a survey was given to the parents of fourth-grade students and the teachers of elementary students. The families used in the study were from classical charter schools located in Texas. The literature review discusses the curriculum used in classical schools and how reading is taught. …

Out Of Time: Accomplices In Post-Carceral World-Building, Benjamin J. Hall, Rhiannon M. Cates, Vicki L. Reitenauer

Women, Gender, and Sexuality Studies Faculty Publications and Presentations

An article in which a faculty member, a university staff member and former student, and a currently incarcerated student and teaching assistant collaboratively examine their experiences as co-teachers and co-learners in a humanities-based prison classroom, and as co-authors of the article itself. Fostered by the faculty member’s pedagogical approach and design of the course, the authors pose that critical practices of writing and learning are dynamic sites of imagination and collaboration, and in turn, avenues by which informed and intentional futures can be enacted. Locating their practice and experience of partnership within a prison, the authors enter their co-created and …

Supporting Young Children Of Immigrants In Prek-3

Occasional Paper Series

This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve.

Critical Mathematical Inquiry

Occasional Paper Series

Welcome to Issue 41 of Bank Street’s Occasional Paper Series. The issue features a collection of papers by authors with a shared affinity for the work of critical mathematical inquiry (CMI). In what follows, we present our framing of mathematics education as a participatory venue for CMI and situate it in the context of another, perhaps more familiar approach to teaching mathematics for social justice (TMfSJ).

From The Co-Editors..., Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Elementary Mathematics And #Blacklivesmatter, Theodore Chao, Maya M. Marlowe

Occasional Paper Series

The #BlackLivesMatter movement has opened up conversations in schools across the country about systemic racism, a “new” civil rights movement, and the treatment of children of color. In this article, a veteran elementary teacher uses the #BlackLivesMatter movement to help her students see the power of mathematics in their own lives, taking care to first connect with her school community so as not to incite trauma. Using an age-appropriate activity to investigate the feelings of anger felt by the Black community of Ferguson County, Missouri, shortly before the police murdered Michael Brown, we construct a conversation on what elementary mathematics …

Power To Change: Math As A Social-Emotional Language In A Classroom Of 4 And 5 Year Olds, Elinor J. Albin, Gretchen Vice

Occasional Paper Series

Tells the story of how mathematics influenced a long term investigation around feeling powerful within an early childhood classroom. Written by Early Childhood Teacher, Elinor J. Albin, and Dean of Faculty, Gretchen Vice, this essay outlines the guiding questions by which teachers at The Advent School in Boston, MA connect mathematics to overarching themes and social-emotional learning. “Power to Change” concludes with observations about how and why mathematics provided a language for building social-emotional intelligence in four and five year olds.

The World In Your Pocket: Digital Media As Invitations For Transdisciplinary Inquiry In Mathematics Classrooms, Lynette Deaun Guzmán, Jeffrey Craig

Occasional Paper Series

Building a curriculum from online digital media may provide opportunities for students to draw on their funds of knowledge, deconstruct dominant narratives, and engage with complex multimodal artifacts. We focus on an example of how we have used a digital infographic, The World as 100 People, to unpack global and local issues in mathematics classrooms. Using digital media as invitations for critical mathematical inquiry, we call for mathematics educators to push back on (1) the way mathematics should be formally taught in schools, and (2) a common practice of social media restrictions in schools.

Collaboration And Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, And Agency, Frances K. Harper

Occasional Paper Series

When faced with the challenge of supporting students to do the “messy” mathematical work necessary for exploring social justice problems through critical mathematical inquiry, teachers might rely on more procedural or direct instruction. Because how students learn matters as much as what they learn, this can inadvertently limit students’ engagement with mathematics. Instructional strategies designed to foster equitable collaboration can support critical mathematical inquiry by promoting norms for equitable student engagement and mathematics identity development. As teachers and students negotiate what counts as mathematics engagement and who has access to mathematics, students’ authority over mathematics and social justice issues increases.

Cultivating A Space For Critical Mathematical Inquiry Through Knowledge-Eliciting Mathematical Activity, Debasmita Basu, Steven Greenstein

Occasional Paper Series

Learning mathematics becomes more effective when teachers leverage their students' mathematical and everyday knowledge as resources for instruction. Thus, tasks that reveal these forms of knowledge would be especially useful to teachers. Unfortunately, such tasks are hard to find and even harder to create. Consequently, we developed a collection of mathematical tasks that we hoped would elicit “children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including children’s mathematical thinking, and children’s cultural, home, and community-based knowledge)” (Turner et al., 2012, p. 68). These tasks proved to be productive …

Re-Designing Mathematics Education For Social Justice: A Vision, Fahmil Shah

Occasional Paper Series

With a recent push within recent years incorporate issues of social justice within mathematics classrooms, it is important to consider the practicality of addressing these issues in classrooms. Using a theoretical framework developed through a historical analysis of mathematics and its development in school systems around the world, this paper addresses aspects of the current US educational system that limit the feasibility of incorporating social justice in mathematics classrooms. The author also provides recommendations for the field that might pave the way for progress towards a socio-analytical focus in mathematics classrooms in the future.

Teaching For Social Justice Through Critical Mathematical Inquiry, Steven Greenstein, Mark Russo

Occasional Paper Series

No abstract provided.

Hidden Curriculum In A Special Education Context: The Case Of Individuals With Autism, Mona F. Sulaimani, Dianne M. Gut

Journal of Educational Research and Practice

This article examines the issue of hidden curriculum as it pertains to the experiences of individuals with disabilities, primarily those diagnosed with autism disorders. Examining the assumptions regarding the hidden curriculum, this article explores the challenges these assumptions create for individuals with autism. We provide suggestions for how these challenges could be overcome through the use of specific strategies.

An Analysis Of The Pedagogical Affordance Of A Learning Environment In A Catholic School, Carol E. Templeton

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Carol E. Templeton on March 24, 2019.

Exploring The Function Of Member Checking, Amber G. Candela

The Qualitative Report

Member checking is commonly used in qualitative research as a means to maintain validity; however, little has been published about the effects the member checking process may have on participants. In this article, I provide the experiences of two participants in a qualitative case study and argue how member checking should be used as a reflective space for participants.

Canadian Undergraduate Nursing Students' Experiences Of Learning Indigenous Health, Ivy Tran

Western Research Forum

Western Research Forum Abstract Submission

Canadian Undergraduate Nursing Students’ Experiences with Learning Indigenous Health

Background
The purpose of this study is to better understand undergraduate nurses’ experiences in learning about Indigenous health. This will determine what changes are needed within nursing education locally and across Canada. Implications for nursing education, research, practice, policy, and leadership will be drawn to provide pragmatic suggestions in improving Indigenous health status and outcomes. A qualitative study will be conducted using critical ethnography and semi-structured interviews to determine facilitators and barriers to learning about Indigenous health.

Methods
Critical ethnography will be utilized to examine 12 …

Online Versus Traditional End-Of-Life Care Education In Nursing: An Integrative Literature Review, Emily Wolff

Grace Peterson Nursing Research Colloquium

Abstract

Background: Professional nurses spend more time with patients who are dying than any other health care professional. However, studies show that nurses feel unprepared, or unequipped, to provide adequate end-of-life (EOL) care to these patients, which has directed many organizations to dedicate resources to the development of effective EOL care education programs. The most effective and efficient method for EOL care education delivery is yet to be determined.

Objectives: The purpose of this integrative literature review is to examine the existing research regarding the efficacies of online and traditional EOL care education methods for professional nurses because the reported …

How To : An Original Picture Book For Children, Morgan Wright

Graduate Student Independent Studies

This independent study was focused on the creation of an original, social-emotionally oriented “how to” picture and poetry book for children ages five through seven. A wide variety of books for children, from old classics to recent publications, deal with themes relevant to children’s social-emotional lives. However, many of these books are written in narrative fiction form, or are framed using a logical, adult-centered lens. The goal of this book project was to create poetry and illustrations which authentically conveyed the unique emotional textures and roundabout logic of childhood associated with everyday experiences. Child development research included cognitive and emotional …