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Articles 4231 - 4260 of 15065

Full-Text Articles in Educational Methods

Toward Raising The Child And The Village: Analyzing The Barriers To Implementing Community-Based Curriculum In New York City High Schools, Ife Damon Jan 2022

Toward Raising The Child And The Village: Analyzing The Barriers To Implementing Community-Based Curriculum In New York City High Schools, Ife Damon

Publications and Research

As automation increases and single-skill set jobs become non-existent, employees can no longer only possess the technical knowledge of their industry but must also be well versed in a variety of essential skills that artificial intelligence cannot acquire. It is evident from the research that the United States’ traditional approach to teaching and learning has not kept up with the demands of the changing labor market because young adults are graduating from high school lacking the 21st-century skills needed for contemporary careers. High school educators can develop these skills within students by implementing community-based learning (CBL) activities into the curriculum. …

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How And Why Design Education Instructors Use Place-Based Education In Their Courses, Michael Flynn Jan 2022

How And Why Design Education Instructors Use Place-Based Education In Their Courses, Michael Flynn

Online Theses and Dissertations

Place-based education (PBE) is a pedological approach that takes learning outside of the classroom into the local community. Allowing students to not only explore their physical environments but also the history, people, and culture of a place. The purpose of this qualitative phenomenological study was to investigate the use of PBE by design education instructors in higher education. This focus on PBE in design education is significant because PBE has not been extensively examined in a design context. The results should extend knowledge about ways that local learning environments can create opportunities and experiences for design students that cannot be …

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Asking Appalachia: Appalachian English In The Writing Classroom, Rachel Nicole Hampton Jan 2022

Asking Appalachia: Appalachian English In The Writing Classroom, Rachel Nicole Hampton

Online Theses and Dissertations

This thesis combines primary and secondary research in order to make an argument about the need for better educational practices for Appalachian students. A problem is first established that, because of how Appalachian people and their culture are represented in the media, negative stereotypes are spread about those from the region who are easily identified by their use of Appalachian English. Standard English is widely taught and students are encouraged to suppress their accent and dialect in order to mediate this. However, these practices allow no room for these students to use and embrace their own language. This thesis investigates …

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The Impact That The Power Scholars’ Academy Program Has On The Achievement Of Students In Reading And Math, Sharonda Steele Jan 2022

The Impact That The Power Scholars’ Academy Program Has On The Achievement Of Students In Reading And Math, Sharonda Steele

Online Theses and Dissertations

The purpose of the study is to examine the impact of a summer learning loss prevention program that is designed to improve the academic achievement gap. The target population for this research study was participants of the Power Scholars Academy (PSA) program. PSA is a collaboration of BellXcel, local school districts, and community organizations. BellXcel as the creator of the program, provided the curriculum for extended learning opportunities during out of school time. For this study, BellXcel partnered with the school district located in the second largest county in the Commonwealth of Kentucky. The study analyzed 1,567 students who participated …

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The Implications Of Integrating The Theory Of Multiple Intelligences Into English Language Learning Methodologies, Taylor Woodbury Jan 2022

The Implications Of Integrating The Theory Of Multiple Intelligences Into English Language Learning Methodologies, Taylor Woodbury

Education Theses

The achievement gap between English Language Learners and their peers has emerged as a problem in our nation's school system. Although the Theory of Multiple Intelligences has been used in education, it is not often applied to English Language Learners. This research analyzed the application of Multiple Intelligence Theory as it pertained to the achievement of EL’s. The results show that by using MI to dictate what teaching method to use, EL’s benefited both socio-emotionally and academically. Overall, the findings show the importance of 1) ESL training for all teachers, 2) the consideration of students' Funds of Knowledge, and 3) …

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Measuring Students' Pro-Environmental Attitudes And Behaviors Before And After Demonstration-Based Instruction, Collin Ryan Jan 2022

Measuring Students' Pro-Environmental Attitudes And Behaviors Before And After Demonstration-Based Instruction, Collin Ryan

Williams Honors College, Honors Research Projects

A growing amount of research exists on environmental education programs which incorporates the viewpoints of students into its assessment of the program’s efficacy. This research seeks to add to that body and evaluate an environmental education program about the sustainability of plastics, using both quantitative and qualitative data collected from participating students. The data was collected after a 90-minute instructional block of demonstration-based environmental education meant to inform students on the variability of plastics’ properties and the sorting and remolding processes of recycling. It also aimed to help build pro-environmental attitudes and behaviors in the students, and a sense of …

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Technology’S Impact On Students In A Virtual Environment, Leah S. Sorensen Jan 2022

Technology’S Impact On Students In A Virtual Environment, Leah S. Sorensen

Williams Honors College, Honors Research Projects

In 2020, a worldwide pandemic ensued as the coronavirus spread throughout the United States. This caused a nationwide shutdown, closing schools. All forms of education went to a virtual learning setting, where all students were expected to learn outside of a classroom. This also meant that there became a heavy reliance on technology. This setting and use of technology began to affect students’ learning and development. Through conducted research, three domains of child development are evaluated to determine the effects of this form of learning. The cognitive, physical, and social-emotional domains will be considered.

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Evolution Of Level I Fieldwork During An International Pandemic: Students’ Perceptions Of The Effectiveness Of Virtual Simulation-Based Level I Fieldwork, Rebecca Ozelie, Shiori Domenighetti, Amanda Sugar, Samantha Conrad Jan 2022

Evolution Of Level I Fieldwork During An International Pandemic: Students’ Perceptions Of The Effectiveness Of Virtual Simulation-Based Level I Fieldwork, Rebecca Ozelie, Shiori Domenighetti, Amanda Sugar, Samantha Conrad

Journal of Occupational Therapy Education

Fieldwork education is an essential component of occupational therapy (OT) curriculum; yet national shortages and the COVID-19 pandemic have affected fieldwork availability. To combat the shortage, some academic programs implemented simulation-based Level I fieldwork experiences. The objective of this research study was to compare the perceived knowledge, confidence, and attitude of OT students that completed a virtual simulation-based Level I fieldwork to those that completed a traditional Level I fieldwork. This study involved a sample of 26 doctorate of OT students that completed a traditional or virtual simulation-based Level I fieldwork. Students completed pre-and-post fieldwork surveys regarding their perceived knowledge, …

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Service-Learning And Case-Based Learning’S Impact On Student’S Clinical Reasoning: A Repeated Measures Design Study, Gordon B. Tsubira, Traci Garrison, Sapna Chakraborty, Shana Cerny Jan 2022

Service-Learning And Case-Based Learning’S Impact On Student’S Clinical Reasoning: A Repeated Measures Design Study, Gordon B. Tsubira, Traci Garrison, Sapna Chakraborty, Shana Cerny

Journal of Occupational Therapy Education

Clinical reasoning is crucial for the occupational therapy profession to thrive in an ever-changing healthcare environment but is seldom isolated for explicit instruction and outcome measurement in educational course curricula. A single-factor repeated measures design study was conducted to compare the impact of didactic case-based learning and experiential service-learning on the development of the clinical reasoning of students at a midwestern public university’s entry-level Master of Occupational Therapy program. The participants were sixteen graduate occupational therapy students who had completed their foundation-level courses. Participants explored modes of clinical reasoning in occupational therapy for eight weeks (the first half of the …

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Authenticity, Care, And Relationships: Ethical Decision-Making In Criminal Justice Education, Robert B. Lehmann Jan 2022

Authenticity, Care, And Relationships: Ethical Decision-Making In Criminal Justice Education, Robert B. Lehmann

Theses and Dissertations

Many events in recent history have demonstrated the need for addressing the training of law enforcement and other public servants commonly referred to as criminal justice professionals in the United States. Reckoning with the imperfect history of the criminal justice system, specifically the history of problematic relations with marginalized people, and developing a system that is better equipped to meet the needs of an equitable and just society is at the forefront of many discussions of criminal justice reform. Improving ethical decision-making training in criminal justice education is one avenue to addressing these needs for current and future professionals. Conceptually, …

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Experiences During The Implementation Of Two Different Project-Based Learning Assignments In A Fluid Mechanics Course., Orlando Ayala, Kristie Gutierrez, Francisco Cima, Julia Noginova, Min Jung Lee, Stacie Ringleb, Pilar Pazos, Krishnanand Kaipa, Jennifer Kidd Jan 2022

Experiences During The Implementation Of Two Different Project-Based Learning Assignments In A Fluid Mechanics Course., Orlando Ayala, Kristie Gutierrez, Francisco Cima, Julia Noginova, Min Jung Lee, Stacie Ringleb, Pilar Pazos, Krishnanand Kaipa, Jennifer Kidd

Engineering Technology Faculty Publications

There is growing evidence of the effectiveness of project-based learning (PBL) in preparing students to solve complex problems. In PBL implementations in engineering, students are treated as professional engineers facing projects centered around real-world problems, including the complexity and uncertainty that influence such problems. Not only does this help students to analyze and solve an authentic real-world task, promoting critical thinking, but also students learn from each other, learning valuable communication and teamwork skills. Faculty play an important part by assuming non-conventional roles (e.g., client, senior professional engineer, consultant) to help students throughout this instructional and learning approach. Typically in …

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Agile Teaching And The Agile Manifesto, Trish Isaacs Jan 2022

Agile Teaching And The Agile Manifesto, Trish Isaacs

Pedagogicon Conference Proceedings

The Agile framework and its principles were originally created for software development, not for higher education. The software development environment in which they were created holds many parallels with the environment of higher education today, including the adaptiveness required, increased consumer focus, and pace and complexity of change. Principles outlined in the Agile Manifesto provide a way of dealing with uncertainties and turbulence, and ultimately succeeding in the midst of them. Agile principles can be applied to support and facilitate effective teaching and learning in today’s rapidly changing environment.

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Agile Course Design: Modeling Flexibility, Empowering Engagement, And Prioritizing Community, Julie A. Rowan, Todd A. Stanislav, Allison C. Bernknopf, Tracy E. Russo Jan 2022

Agile Course Design: Modeling Flexibility, Empowering Engagement, And Prioritizing Community, Julie A. Rowan, Todd A. Stanislav, Allison C. Bernknopf, Tracy E. Russo

Pedagogicon Conference Proceedings

The Agile Course Design Institute, created for faculty at a regional public university, utilized an agile thinking lens to model flexible, interactive learning. The Institute framework consisted of three core factors: sense of belonging, students’ bandwidth, and interaction and engagement. Faculty participated in online synchronous and asynchronous settings to develop agile courses. In doing so, they gained insights into the experiences their students might have in remote learning. Examples from the Institute and participant work are explored through a “Why” (purpose/outcome), “What” (connections to the ACDI framework), and “How” (tools and strategies) structure.

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Metacognitive Teaching–Reflecting On Our Teaching Practice, Stephanie Foote Jan 2022

Metacognitive Teaching–Reflecting On Our Teaching Practice, Stephanie Foote

Pedagogicon Conference Proceedings

To help students become metacognitive learners, faculty should first consider their own metacognition and the role that plays in their courses. Faculty who take a metacognitive approach to their instruction are aware of their own teaching practices and purpose, and they have an awareness of student engagement and learning and are willing to adapt based on that knowledge (Scharff, 2015). While faculty are often metacognitive in their own discipline, these approaches are not always transferred to teaching (Tanner, 2012). This piece focuses on strategies and approaches faculty can take to use metacognition to reflect on their own teaching practice.

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Applying Special Education High Leverage Practices To Enhance Learning In Higher Education Courses, Michelle Gremp, Maria L. Manning, Julie H. Rutland, Mary Jo Krile Jan 2022

Applying Special Education High Leverage Practices To Enhance Learning In Higher Education Courses, Michelle Gremp, Maria L. Manning, Julie H. Rutland, Mary Jo Krile

Pedagogicon Conference Proceedings

In response to the Covid-19 Pandemic, new and varied platforms of instruction have become commonplace across all content areas of higher education. As a result, faculty are faced with the challenge of individualizing and differentiating instruction more than ever before. As outlined in High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017), successful teaching at all levels requires skill in 4 intertwined components of practice: collaboration, assessment, social/ emotional/behavioral practices, and instruction. Incorporating aspects from each component of practice into higher education courses can help faculty improve engagement and enhance learning outcomes for all students.

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Literature Genre Effects On Memory And Influence, Katelyn Mcclure, Hung-Tao Chen, Megan Thomas Jan 2022

Literature Genre Effects On Memory And Influence, Katelyn Mcclure, Hung-Tao Chen, Megan Thomas

Pedagogicon Conference Proceedings

Superstructures are text structure relations commonly found in specific types of text such as narrative texts. Superstructures are important from a pedagogical standpoint because learners’ comprehension can be improved when they are taught about superstructures (Baumann & Bergeron, 1993; Calfee & Patrick, 1995; Dymock, 2005). The current study examined three types of texts with distinct superstructures—narrative, expository, and procedural. Undergraduate student participants (n=200) were randomly assigned to read a text that was written in the form of a narrative, expository, or procedural superstructure text. After reading, participants were asked to recall information from the text and rated their compliance level …

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Using Video Technology For Discussion Forums: Building An Engaged Online Community, Shirley P. O'Brien, Steven Shisley Dr. Jan 2022

Using Video Technology For Discussion Forums: Building An Engaged Online Community, Shirley P. O'Brien, Steven Shisley Dr.

Pedagogicon Conference Proceedings

Faculty used various multimedia technology delivery methods within higher education in response to the COVID-19 pandemic. Instructors were urged to be more agile when considering tools to promote student engagement within the forced, online environment. Video technology is a mainstay in both online and hybrid education as well as in the workforce. Flipgrid, an agile learning tool, promotes asynchronous class discussions to reinforce higher levels of thinking in Bloom’s taxonomy of learning. Data collected from three courses suggests that Flipgrid promotes student engagement in a learner-centered approach. Implications are suggested for online learning.

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What Have We Learned After One Year Of Remote Teaching And Learning? A Critical Conversation Between Two Language Educators, Marlon Valencia, Miguel Rincón Jan 2022

What Have We Learned After One Year Of Remote Teaching And Learning? A Critical Conversation Between Two Language Educators, Marlon Valencia, Miguel Rincón

Pedagogicon Conference Proceedings

In this critical conversation, two language educators reflect on their experiences of online instruction after nearly two years of teaching during the Covid 19 pandemic. The duoethnographers share the challenges they faced to adapt their teaching and assessment for remote delivery, as well as how their pedagogical orientations transformed to engage with learners online. The discussion focuses on teaching both synchronously and asynchronously, re-thinking language assessment, and the authors’ strategies to manage a sustainable and healthy workflow. This last aspect is of significant importance given how much these two educators had to learn to teach in ways and through media …

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Using A Technology Integration Content Plan To Align Course Components For Enhanced Student Learning, Melony Shemberger Jan 2022

Using A Technology Integration Content Plan To Align Course Components For Enhanced Student Learning, Melony Shemberger

Pedagogicon Conference Proceedings

In education, students simply consuming technology is not sufficient. Rather, we as educators want students to become effective producers of technology. That takes planning. Writing a plan that integrates the right technology to align with course components can assist instructors to design lessons that would encourage and challenge students cognitively. In this article, instructors are guided on constructing lessons that comprise a unit in which a lesson has a technology anchor. A list of free or less expensive tech tools that instructors and students could use is also available.

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Agile Learning And Teaching With Miro Boards, Camille Skubik-Peplaski, Steven Shisley Dr., Jennifer Edick, Whitney Cook Jan 2022

Agile Learning And Teaching With Miro Boards, Camille Skubik-Peplaski, Steven Shisley Dr., Jennifer Edick, Whitney Cook

Pedagogicon Conference Proceedings

Educators use agile and transparent learning procedures that require students to analyze, assess and critique theoretical perspectives. This paper highlights the use of Miro board technology, allowing students to engage in collaborative team work to create a visual representation of a theory, increasing their proficiency as a theory driven occupational therapist. Students reported that Miro boards decreased feelings of isolation, created a sense of community, encouraged creativity, and promoted a collaborative, meaningful learning experience. Effective teaching during the COVID pandemic provided learners multiple opportunities to track their learning progress with substantive and timely feedback.

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Give ‘Em Something To Smile About: Connecting With Online Students Through Humor, John Huss Jan 2022

Give ‘Em Something To Smile About: Connecting With Online Students Through Humor, John Huss

Pedagogicon Conference Proceedings

Humor and higher education are infrequently mentioned in the same conversation, but much empirical evidence supports the contention that the use of humor is related to positive student perceptions of the instructor and learning environment (Banas et al., 2011; Garner, 2006; James, 2004; Suzuki & Heath, 2014). The literature certainly establishes a foundation to consider humor as a critical element of any instructor’s online teaching arsenal and such an inclusion may be particularly pertinent at this time, given the undeniable shift in higher education dynamics as more institutions, both by choice and circumstance, witness unprecedented growth in their web-based programs. …

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Let’S Talk: Learning To Communicate Well In Emergency Online Learning, Kim Cuny, Jenny M. Southard, Erin Ellis-Harrison Jan 2022

Let’S Talk: Learning To Communicate Well In Emergency Online Learning, Kim Cuny, Jenny M. Southard, Erin Ellis-Harrison

Pedagogicon Conference Proceedings

In this article, we use the lens of Tinto’s (1987) separation and transition phases to reflect on lessons learned when moving classes with oral communication components from in-person to online. We believe that being mindful and intentional in how we include oral communication instruction, opportunities for improvement, and incorporating feedback can positively impact retention and persistence of students. First, we describe the timelines of events, then we connect Tinto’s essential features of effective retention programs to oral communication pedagogy, and finally offer resources and strategies for incorporating oral communication into courses.

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The Importance Of Building A Social Presence In The Online Classroom, Amanda W. Joyce Jan 2022

The Importance Of Building A Social Presence In The Online Classroom, Amanda W. Joyce

Pedagogicon Conference Proceedings

While important, many of the guidelines put in place to prevent disease transmission during the Covid-19 pandemic (social distancing, quarantining, facial coverings, etc.) have created challenges to building student-student and student-faculty relationships. However, these relationships are, according to the Community of Inquiry model (Garrison et al., 2000), essential to learning. The purpose of this piece is to explore strategies to build social presence in the classroom to benefit students and faculty alike. Strategies such as the strategic use of discussion boards, collaborative assignments, class announcements, extra credit, and more are discussed in the context of improving student learning without significantly …

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An Exploration Of Middle School Teachers’ Utilization Of Culturally Responsive Teaching, Samantha Phillips Jan 2022

An Exploration Of Middle School Teachers’ Utilization Of Culturally Responsive Teaching, Samantha Phillips

Masters Theses

Culturally responsive teaching (CRT) can be used as a means for effectively teaching and managing students and decreases the achievement gap between students of Color and their White counterparts. This qualitative study with an ethnographic design examines the utilization of culturally responsive teaching strategies of two middle school teachers and two principals in public schools on the Southwest side of Chicago. The study is guided by one research question: What aspects of culturally responsive teaching practices are teachers using in their teaching strategies? The study has two purposes: To analyze the effectiveness of two middle school teachers’ utilization of culturally …

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Pre-Service Teachers And The Next Generation Of Agile Teaching Through Crisis, Makayla Carmichael, Maria L. Manning Jan 2022

Pre-Service Teachers And The Next Generation Of Agile Teaching Through Crisis, Makayla Carmichael, Maria L. Manning

Pedagogicon Conference Proceedings

Pre-service teacher candidates have experienced extreme stressors from COVID-19 through both the lens of postsecondary students and clinical practitioners. This duality provided a complex understanding of crisis management within instructional settings for future incoming teachers. This article discusses trauma-related student behavior brought on by COVID-19 and introduces agile teaching practices such as reflective practices and integrated use of technology. Reflective practices help educators unpack teaching practices and apply ideas and concepts in novel ways. Technology tools help to strengthen relationships, communication, and collaboration reducing crisis related behavior. Future implications include addressing technology inequity and crisis planning.

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Personal Volcanoes And The Pedagogy Of People: Perspectives On Navigating Turbulent Times, Kristen M. Platt, Lydia Strattan, Colleen Bodnar, April Hatcher Jan 2022

Personal Volcanoes And The Pedagogy Of People: Perspectives On Navigating Turbulent Times, Kristen M. Platt, Lydia Strattan, Colleen Bodnar, April Hatcher

Pedagogicon Conference Proceedings

The year 2020 brought about more unexpected turbulent times than anyone could have imagined in the years prior. At the University level, students and faculty were sent home from campus as rates of COVID-19 soared around the world. This turbulent, life-changing eruption disturbed the status quo for everyone on the planet in ways not anticipated, and the effects will linger for years to come. This manuscript discusses four perspectives on navigating the pandemic that can translate to future preparedness plans for students and faculty alike.

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Educators’ Perspectives On The Practices And Implementation Of Social Emotional Learning Programs, Monica Parra Ballon Jan 2022

Educators’ Perspectives On The Practices And Implementation Of Social Emotional Learning Programs, Monica Parra Ballon

Electronic Theses and Dissertations

This interview-based qualitative study sought educators’ perceptions of best practices for and implementation of mindfulness and social and emotional learning (SEL) programs in the classroom in order to discern how SEL programs foster student socioemotional wellbeing (e.g., self-awareness, self-management, social awareness, relationship skills, responsible decision making). To do so, I conducted semi-structured interviews via videoconference with nine educators from public, private, and charter schools in the United States and Canada. Discussions include questions about personal experiences and implementation of SEL interventions. The recorded interviews were transcribed and coded to locate emergent themes. The present research revealed several training and implementation …

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The Impact Of A Professional Development Mooc On The Teaching Beliefs Of University Science Laboratory Teachers, Natasa Brouwer, Gunther Fleerackers, Iwona Maciejowska, Claire M. Mcdonnell, Mauro Mocerino Jan 2022

The Impact Of A Professional Development Mooc On The Teaching Beliefs Of University Science Laboratory Teachers, Natasa Brouwer, Gunther Fleerackers, Iwona Maciejowska, Claire M. Mcdonnell, Mauro Mocerino

Journal Articles

This study contributes to the understanding of online professional development of university STEM (Science, Technology, Engineering and Mathematics) lecturers. An active learning massive open online course (MOOC) to develop best practice in teaching in university science laboratories was developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model in three cycles. The teaching beliefs and intentions of the participants were determined before and after they completed the MOOC and their level of satisfaction with this professional development opportunity was examined using a survey. The results showed high completion rates and an appreciation of the online course design. Participants who completed …

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Perceived Value Of Work-Integrated Learning On The Teaching Efficacy And Classroom Management Of Pre-Service Teachers., Casey P. Mainsbridge, Vaughan Cruickshank, Kira Patterson, Arto Gråstén Jan 2022

Perceived Value Of Work-Integrated Learning On The Teaching Efficacy And Classroom Management Of Pre-Service Teachers., Casey P. Mainsbridge, Vaughan Cruickshank, Kira Patterson, Arto Gråstén

Australian Journal of Teacher Education

The aim of this study was to examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups of pre-service teachers enrolled in a four-year Bachelor of Education degree program. One group participated in a Work-Integrated Learning (WIL) pathway and one who did not participate in a Work-Integrated Learning pathway. Self-reports of basic psychological needs, motivational regulations, and self-efficacy were completed by 116 pre-service teachers. Findings indicated that pre-service teachers who participated in the WIL pathway had higher levels of efficacy in classroom management, and pre-service teachers who participated in the WIL pathway had higher perceptions of identified regulation, …

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"For Me, For Us, For Them": The Impact Of Wise Feedback On Ninth Grade Ela Students, Teachers, And Classrooms, Mary L. Newton Jan 2022

"For Me, For Us, For Them": The Impact Of Wise Feedback On Ninth Grade Ela Students, Teachers, And Classrooms, Mary L. Newton

Doctor of Education Dissertations

Feedback from teachers is critical for student academic success, but is all feedback created equal? Within this critical participatory action research study, a teacher and her students in ninth-grade English language arts (ELA) classes in a suburban high school endeavored to transform their mindsets and practices related to giving, receiving, and implementing feedback through a culturally responsive approach known as wise feedback. Through effective, targeted feedback of wise feedback, all students can build their self-efficacy by knowing how to improve their work through the guidance and support of their teachers. Building teacher self-efficacy in providing wise feedback was critical to …

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