Higher Education and Teaching Commons^™

Mapping The Historical Discourse Of A Right-To-Read Claim: A Situational Analysis, Mursalata Muhammad

Antioch University Dissertations & Theses

This dissertation project used an interpretivist qualitative research design to study how the right-to-read claim made by seven teenagers attending Detroit public schools in 2016 reflects, addresses, or describes contemporary discussions about educational access. Using situational analysis (SA) as a theory/method, the entirety of the claim comprises the situation of the social phenomenon being studied, not the people. This research combines critical race theory (CRT) with Bronfenbrenner’s ecological systems and uses situation analysis to map historical discourses to conduct a study that examines the history of a present situation of inquiry as presented by this question: How does the 2016 …

Proceedings Of The Cuny Games Conference 9.0, Robert O. Duncan, Grace L. Axler-Diperte, Joseph Bisz, Christina Boyle, Devorah Kletenik, Carolyn Stallard

Publications and Research

The CUNY Games Network is an organization dedicated to encouraging research, scholarship and teaching in the developing field of games-based learning. We connect educators from every campus and discipline at CUNY and beyond who are interested in digital and non-digital games, simulations, and other forms of interactive teaching and inquiry-based learning.

知源育利用のガイド, Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

知源育を応用するための様々な角度からのヒントを学ぶことができるガイドです。実勢んをしながら、時々このガイドを参照することで、より高いレベルでの実践が可能になるでしょう。

Introduction To A Universal Performance Improvement Method (Chigen-Iku), Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

This brief article introduces a universal performance improvement method called Chigen-iku, which has been developed carefully and extensively over more than 25 years through more than 100 individual and group projects based on the principles that were selected through my doctorial study in the field of Instructional Psychology and Technology.

Curiosity, Motivation, Autonomy, And Lifelong Learning In Education And The United States Marine Corps, Cynthia Malmquist

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

Curiosity, intrinsic motivation, and autonomy-supportive teaching all promote lifelong learning in both the classroom and Marine Corps. Humans are all born with curiosity. Children inherently practice forms of intrinsic motivation. Most would agree that they do not like being micromanaged - they enjoy a sense of freedom when completing tasks. Despite this, many students learn in a controlling environment and many Marines work under controlling leaders. Though a large amount of time is spent on learning through the first 18 years of life, lifelong learning does not come naturally and is not commonly practiced. The research and ideas discussed below …

What Is The Impact Of Work-From-Home (Wfh) Arrangements On The Quality Of Life (Qol)?, Jordan Lee, Mykyta Pervak, Augustine Peh, Jun Hao Tang, Eoh Jin Cho, Calister Tan

Introduction to Research Methods RSCH 202

The ongoing pandemic has forced countries’ education systems to continue to operate in a fragile and uncertain environment. Given the limited existing literature regarding the pandemic’s impact on the Quality of life (QoL) for teachers, this study aims to bridge the gap and provide a detailed analysis of how the extent of providing online courses and time to transition online during the pandemic could impact a tertiary educator’s QoL. The factors defining the dependent variable, QoL, were derived from past studies and made applicable within the confines of our research. The independent variables are the amount of time spent …

Edps 951: Academic And Behavior Assessment--A Peer Review Of Teaching Benchmark Portfolio, Scott A. Napolitano

UNL Faculty Course Portfolios

No abstract provided.

Teaching "In Their Best Interest": Preservice Teachers' Narratives Regarding English Learners, Amanda T. Sugimoto, Kathy Carter, Kathleen J. Stoehr

Curriculum and Instruction Faculty Publications and Presentations

In the United States, teachers are increasingly working with English Learners (ELs) in mainstream classrooms. Several areas of focus have been proposed to guide the preparation of teachers for working with ELs, including: language related knowledge, skills, and dispositions. This narrative study examined how field-based experiences shaped 49 preservice teachers' dispositions toward ELs. An iterative and thematic analysis of collected narratives found that preservice teachers often completed their practicum in classrooms that did not model positive dispositions or pedagogical practices toward ELs. These findings have implications for the tasks and experiences given to preservice teachers during their preparation sequence.

Students: Professors, I Wish You Would.., Norman Eng

Publications and Research

What do students wish they could tell their professors about their instruction but never do? Read their unvarnished responses in this eye-opening post.

Blue The Bee Learns To Be Happy, Connie Reimers-Hild, Deborah J. Weitzenkamp, Connie Reimers-Hild, Kim Wellsandt

Kimmel Education and Research Center: Faculty and Staff Publications

Do you sometimes feel sad or blue and don't know what to do? If so, this book was written just for you!

Join Blue the Bee as she travels through Happy Orchard meeting her friends (Flutter, Buzz, Bonita and Ernie) to learn the 7 Happiness Habits. When happiness is a habit, it comes without thinking. You can choose how to spend your day and use your time. You choose how to live your life and what is on your mind.

Each page was designed to enjoy at any age. People can become pollinators of happiness in any life stage!

This …

Educating The Under Empowered For Tolerance Of Satire And Participation In Young Democracies, Judith Puncochar, Don Faust

Conference Presentations

Drawing from experiences in Indonesia, Malaysia, and the United States, a relationship appears to exist between tolerance for satire, freedom of expression, and academic freedom in higher education. Empowering the under empowered for participation in vibrant democracies and rational public discourse seems to coincide with an increasing tolerance for satire. We posit vibrant democracies must contain educational elements essential to empower the under empowered for democratic participation, in particular, to provide new democratic citizens with an understanding of the role of satire to cultivate rational public discourse in new democracies. New Southeast Asian democracies need growing evidence of dynamic strivings …

Promoting Global Empathy And Engagement Through Real-Time Problem-Based Simulations: Outcomes From A Policymaking Simulation Set In Post-Earthquake Haiti, Chad Raymond, Tina Zappile, Daniel J. Beers

Faculty and Staff - Articles & Papers

We introduce a real-time problem-based simulation in which students are tasked with drafting policy to address the challenge of internally displaced persons (IDPs) in post-earthquake Haiti from a variety of stakeholder perspectives. Students who participated in the simulation completed a quantitative survey as a pretest/posttest on global empathy, political awareness, and civic engagement, and provided qualitative data through post-simulation focus groups. The simulation was run in four courses across three campuses in a variety of instructional settings from 2013 to 2015. An analysis of the data reveals that scores on several survey items measuring global empathy and political/civic engagement increased …

Brains In Pain Cannot Learn!, Lori Desautels

Scholarship and Professional Work – Education

Educators want nothing more than for our students to feel successful and excited to learn, and to understand the importance of their education. We want our students' attention and respect to match our own. I believe that most if not all of our students desire the same, but walking through our classroom doors are beautifully complex youth who are neurobiologically wired to feel before thinking.

Anth 474/874: Applied And Development Anthropology—A Peer Review Of Teaching Project Benchmark Portfolio, Wayne A. Babchuk

UNL Faculty Course Portfolios

In what follows, I provide an overview of the Benchmark Portfolio developed for the upper level undergraduate/graduate course ANTH 474/874: Applied and Development Anthropology taught in the Spring Semester, 2016 through the Department of Anthropology at the University of Nebraska-Lincoln. Topics include the objectives for the portfolio, description of the course including course goals, enrollment and demographic information, teaching methods, rationale, course materials and activities, analysis of student learning, planned changes based on this experience, and an overall assessment of the portfolio process. As an Assistant Professor of Practice in the Department of Educational Psychology and the Department of Anthropology, …

Edps 870: Introduction To Educational And Psychological Measurement—A Peer Review Of Teaching Project Benchmark Portfolio, Anthony D. Albano

UNL Faculty Course Portfolios

This portfolio was compiled at the completion of the Peer Review of Teaching Project, professional development available to faculty at the University of Nebraska-Lincoln. The purpose of the project is to support faculty in evaluating and documenting the effectiveness of their teaching. The main objective of this portfolio is to summarize the results of my participation in the project during the 2015/2016 academic year. The portfolio summarizes key features of the course and my teaching methods, along with examples of student work.

Pedagogy For Librarians, Megan Hodge

VCU Libraries Faculty and Staff Publications

Most librarians are required to take classes on reference, collection development, and information organization in library school; courses on pedagogy, on the other hand, are usually optional, if they’re offered at all. This leads most librarians who end up with instruction duties to learn on the job. Activities and assessments can be learned on the fly fairly easily, but these often have little to no bearing on how much students actually absorb and recall weeks later because alone, they are usually insufficient to ensure deep learning. This chapter seeks to add the basics of pedagogy, a subject comprehensively covered in …

Edps 859: Statistical Methods—A Peer Review Of Teaching Project Benchmark Portfolio, Matthew S. Fritz

UNL Faculty Course Portfolios

The key goal of creating this benchmark teaching portfolio is identifying what my course objectives for EDPS 859 really are and to revise my current course materials, activities, and evaluations to emphasize what I consider to be important in the class in order to better meet the course objectives. I would like this portfolio to serve primarily as a way for me to identify and address issues with my particular section of EDPS 859. The secondary purpose of this portfolio is to provide information regarding the purpose and placement of EDPS 859 as a service course within CEHS and the …

An Investigation Of The Soar Study Strategy For Learning From Multiple Online Resources, Tareq Daher

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

This dissertation investigated the effects of the SOAR study strategy for learning from multiple online resources. SOAR includes the components of Selection, Organization, Association, and Regulation. In past research, the effects of SOAR training were investigated with one online resource and with students studying provided or partially provided materials following training. This dissertation examines the effects of SOAR when learning from multiple online resources and when students create their own study materials following training and thus addresses this research gap. One hundred thirty-four (134) college students were assigned randomly to the control or experimental groups. All students participated in online …

Enhancing Educators’ Skills For Promoting Critical Thinking In Their Classroom Discourses: A Randomized Control Trial, Raisa Gul, Shehla Khan, Azra Ahmad, Shanaz Hussein Cassum, Tanveer Saeed, Yasmin Parpio, Joanne Profetto- Mcgrath, Donald Schopflocher

School of Nursing & Midwifery

The literature reveals that educators find it challenging to foster critical thinking (CT) in their students if they have not learned how to use CT in their educational system or training. This paper reports findings from a national research project that was undertaken to enhance the educators’ ability to promote CT in their teaching practices. Using a randomized control trial design with a pre- and post-test, 91 educators from 14 of the 17 schools of nursing in Pakistan consented to enroll in the study and 72 completed the study. The intervention included 40 hours of learning experience during two workshops …

Enhancing The Academic And Social Learning Of Irish Undergraduates Through Emotional And Social Skills Development., Aiden Carthy, Celesta Mccann, Sinead Mcgilloway, Colm Mcguinness

Articles

This paper considers the potential merits of emotional competency coaching for undergraduate students. We outline the findings from our previous work which showed, for example, that a sample of First Year undergraduate students failed to engage with coaching primarily because it was not a mandatory aspect of the curricula. An analysis of the National Framework of Qualifications (NFQ) - which details the specific learning outcomes that must be achieved by all Irish academic syllabi found that this framework makes scant reference to the development of social and emotional skills. Therefore, a revised working model of the NFQ is proposed, which …

Meeting The Predeparture And Reentry Needs Of Onu Spanish Study Abroad Students, Rachel M. Groters

Honors Program Projects

The purpose of the Predeparture and Reentry Needs project was to examine the reentry adjustment of Olivet Nazarene University (ONU) Spanish students who had already returned home from required study abroad experiences in order to craft predeparture and reentry programs based on findings. In Phase 1, the researcher recorded qualitative interviews in March and April of 2012 with 22 ONU undergraduate students who studied abroad in Spanish-speaking countries before the spring 2012 semester. Then the researcher listened to each interview again, taking notes on each and transcribing quotes. The researcher found that all students experienced some level and kind of …

Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable

Teacher Education

A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and …

Advising Style Perceptions And Preferences Of Students And Advisors, Gladys Patricia Brown Jordan

Dissertations

The best style of advising to offer students has been questioned over and over. The literature review revealed uncertainty related to national surveys of advisors and students and encouraged smaller institutional reviews.

The Academic Advising Inventory (Winston and Sandor, 1984b), was administered to a proportionate to size random sample of advisors (faculty and professional) and then to the advisees of the advisors who responded to the survey. Variables of interest for advisors included age, gender, type (faculty or professional), and college. Variables of interest for students included gender, ethnicity, age, classification, generational status, and GPA.

A standard multiple regression, one-way …

Contentious Conversations, Leah A. Zuidema

Faculty Work Comprehensive List

The idea of joining a conversation through reading and writing is not new; in his 1941 book "The Philosophy of Literary Form: Studies in Symbolic Action," Kenneth Burke suggests that the acts of reading and writing are like entering a parlor where others are already conversing. The author explores the place of professional debate within NCTE and in the pages of "English Journal". Regardless, by reading these pages, one is entering into a conversation that is already underway.

Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris

Teacher Education

This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics …

Talking With Faculty About Cognitive Science And Learning, John Girash

Professional and Organizational Development Network in Higher Education: Archives

When it comes to teaching, faculty at a research-intensive institution can be very much like our students in relation to their studies: very smart people whose primary interests lie elsewhere or, at least, whose expertise is not in this area. And we hear over and over again the common wisdom that faculty want research-based ideas on teaching. This implies that we can treat the teaching of teachers about research-supported aspects of learning in ways analogous to teaching students about other academic topics.

In introducing research-based ideas into the pedagogical discussion, it can be tough to find a balance between concepts …

The Relationship Of Personality Traits To Satisfaction With The Team: A Study Of Interdisciplinary Teacher Teams In Rhode Island Middle Schools, Michele D. Humbyrd, Robert K. Gable

Teacher Education

Shared practice in schools has emerged; teachers are moving from isolation to team collaboration where personality traits could be related to quality interactions. Team personality traits and team satisfaction were examined. A survey and interview approach was used for N = 244 full-time teachers from N = 49 interdisciplinary teams at N = 7 middle schools. Descriptive, correlational, multiple regression analyses and coded themes about team members’ personalities and interactions were employed. No significant relationships were found between the BFI traits and Satisfaction with the Team. Team-level analysis indicated a significant negative correlation between Satisfaction with theTeam and Extraversion and …

Research-Based Strategies To Promote Academic Integrity, Michele Dipietro

Professional and Organizational Development Network in Higher Education: Archives

A cursory glance at the literature on cheating paints a bleak picture. In the past decades, the prevalence of cheating has hovered at discouragingly high level, with about 75% of students admitting to some sort of cheating, and with peaks of over 90% in some prevalence studies. Given these figures, where does a wellintentioned instructor start? A good place to start untangling this complex problem is to understand it better. Academic dishonest behaviors vary in their frequency, seriousness, and motivations behind them, but they have been extensively researched, and we can abstract general principles to conceptualize this problem. Once we …

Exploring The Complexities Of Learning Motivation In Pre-Service Teacher Education Students: A Grounded Theory Approach, Kristin K. Grosskopf

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This qualitative, grounded-theory study investigated learning motivation differences among three achievement groupings of undergraduate students enrolled in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Nine students participated in in-depth interviews that explored their reasons for pursuing their degree, their learning experiences in a university setting, their perceptions about meaningful learning experiences, and the nature of factors that both enhance and challenge their learning motivation. Participant responses conveyed strategies and conditions that were coded and analyzed, and a theoretical model was developed describing causal conditions that underlie students’ motivation to learn, phenomena that arose from those …

Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris

Teacher Education

A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …