Open Access. Powered by Scholars. Published by Universities.®
Higher Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (2)
- Communication (1)
- Communication Technology and New Media (1)
- Critical and Cultural Studies (1)
- Educational Assessment, Evaluation, and Research (1)
-
- Educational Technology (1)
- Environmental Sciences (1)
- Higher Education (1)
- Instructional Media Design (1)
- Online and Distance Education (1)
- Other Communication (1)
- Other Teacher Education and Professional Development (1)
- Physical Sciences and Mathematics (1)
- Race and Ethnicity (1)
- Science and Mathematics Education (1)
- Secondary Education and Teaching (1)
- Social and Philosophical Foundations of Education (1)
- Sociology (1)
- Sustainability (1)
- Keyword
-
- African American male (1)
- Career development (1)
- Counselor education (1)
- Critical pedagogy (1)
- Dialogic reflection (1)
-
- ELA teacher identity development (1)
- Education (1)
- Education for sustainability (1)
- English preservice teacher identity (1)
- Expectancy value theory (1)
- Faculty (1)
- Higher education (1)
- Instructional communication (1)
- Learning management systems (1)
- Motivation (1)
- Online learning (1)
- Policy (1)
- Policy implementation (1)
- Preservice teachers (1)
- Social cognitive career theory (1)
- Software studies (1)
- Sustainability (1)
- Teacher candidates (1)
- Teacher identity development (1)
- Writing instruction (1)
- Publication
- Publication Type
Articles 1 - 6 of 6
Full-Text Articles in Higher Education and Teaching
Critically Analyzing The Online Classroom: Blackboard, Moodle, Canvas, And The Pedagogy They Produce, J.D. Swerzenski
Critically Analyzing The Online Classroom: Blackboard, Moodle, Canvas, And The Pedagogy They Produce, J.D. Swerzenski
Journal of Communication Pedagogy
Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, …
Journey To The Professoriate: Exploring The Career Development Of African American Male Faculty In Counselor Education, Lacretisha Danielle Mcdole
Journey To The Professoriate: Exploring The Career Development Of African American Male Faculty In Counselor Education, Lacretisha Danielle Mcdole
Dissertations
Much of the existing literature on African American faculty in counselor education and supervision programs focuses on the challenges that confront them as racial minorities (Bradley & Holcomb-McCoy, 2004; Holcomb-McCoy & Addison-Bradley, 2005; Thompson, 2008; Turner & Myers, 2000). Findings from recent research studies have offered ways to support and guide African American faculty in combating racial discrimination and oppression within the academy (Jones-Boyd, 2016; Robinson, 2018). However, there are gaps in the literature about the personal and environmental factors that shape African Americans’ decisions to pursue the professoriate in counselor education and supervision, and factors that contribute to their …
Investigating The Relationship Between Departmental Support Structures, Self-Efficacy And Intention To Persist: An Examination Of Students' Experience In 19 Physics Graduate Programs Across The United States, Diana Sachmpazidi
Dissertations
Science, Technology, Engineering, and Mathematics (STEM) graduate programs experience consistently high attrition rates. Moreover, persistent disparities exist in racial and gender representation. Women and People of Color are significantly underrepresented and have higher attrition rates than men and white and Asian American students. To date, little work is done to understand graduate student attrition or persistence. There is also a lack of information regarding the causes of demographic disparities in attrition. Most past studies in this context have focused on students' attributes, undergraduate preparation, and mentoring relationships. Moreover, student self-efficacy is a contributing factor for undergraduate student retention. Yet, there …
Institutional Changes In Western Michigan University For Incorporation Of Education For Sustainability, Saman Khan
Institutional Changes In Western Michigan University For Incorporation Of Education For Sustainability, Saman Khan
Dissertations
Higher Education institutions (HEIs) have the potential to be significant contributors in the pursuit of a sustainable world through the incorporation of Education for Sustainability (EFS). However, HEIs are entrenched with structures and values that are often resistant to change. The literature reveals that instructors’ beliefs and institutional contexts are the two main factors that impact the implementation of institutional change for sustainability education. Western Michigan University (WMU) has created new required curriculum “WMU Essential Studies” (WES) for undergraduate students and they have targeted sustainability as an essential learning outcome, by integrating and applying it in content courses. Using a …
Pedagogical Practices And Collaborative Conversations: Teacher Candidates’ Approaches For Supporting Students’ Motivation In Writing, Michelle M.Z. Ohanian, Ernest Solar, Kara J. Brady, Carolyn Cook, Barbara Marinak
Pedagogical Practices And Collaborative Conversations: Teacher Candidates’ Approaches For Supporting Students’ Motivation In Writing, Michelle M.Z. Ohanian, Ernest Solar, Kara J. Brady, Carolyn Cook, Barbara Marinak
Teaching/Writing: The Journal of Writing Teacher Education
Writing is a multi-layered endeavor that calls on the writer to use their technical skills and rely on their emotional investment to realize a desired outcome. New practitioners need approaches for supporting students’ motivation and as well as skill development in writing. However, explicit attention to supporting students’ motivation to write has not been largely addressed in teacher preparation programs. The Motivation to Write Profile – College (MWP-C) instrument was developed to assess teacher candidates’ self-concept as a writer and value of writing. This qualitative study analyzed the open-ended responses of 96 teacher candidates to prompts related to self-concept as …
Cultivating Dialogic Reflection To Foster And Sustain Preservice Teachers’ Professional Identities, Katie Alford, Amber Jensen
Cultivating Dialogic Reflection To Foster And Sustain Preservice Teachers’ Professional Identities, Katie Alford, Amber Jensen
Teaching/Writing: The Journal of Writing Teacher Education
This article explores how two teacher educators cultivated dialogic partnerships in an English teaching methods course and during student teaching. The goal was to foster reflection and professional identity development among preservice teachers. We share our approaches to integrating dialogic journals into coursework and student teaching praxis and offer initial observations about ways we see dialogic reflection as a practice that can support and sustain preservice teachers through early teaching transitions and into their careers.