Historically, storytelling has been a way to pass knowledge between generations and to facilitate an understanding of beliefs. The aim of this current research was to explore the value of storytelling in the higher education classroom, to address the question “how can sharing stories assist students in constructing new knowledge in the classroom?” The purpose…
Continue reading →This article addresses the importance of differentiated instruction in the college classroom. Additionally, it focuses on the results of the students’ perceptions of differentiated instruction in the college classroom. Students in the college classroom were given choice boards to display their understanding on phonemic awareness, phonics, and morphology. The article discusses ideas for future direction…
Continue reading →Responding to the call to build teacher interculturality in more dynamic ways, this paper analyzes developmental trajectories of three pre-service teachers enrolled in a course on language and culture in a master’s in second language teaching program at a U.S. university. From a sociocultural theory perspective, the article illustrates the various ways in which the…
Continue reading →Collaboration is rapidly becoming sacrosanct in today’s K-12 schools. A basis for these collaborative school experiences is the ability to share one’s observations of classroom activities. The Professional Learning Community (PLC) framework described here is a pedagogically based process that provides opportunities for Early Field Experience students to share their field involvements. The discussions are…
Continue reading →Film is a form of engaging narrative being employed with greater frequency in undergraduate and graduate education. To optimize their pedagogical impact, it is important to carefully select films that address core course objectives. Additionally, viewing should be structured with written guidelines to direct the audience to consider the relevant dimensions associated with the instructional…
Continue reading →Recognizing a need to promote critical reading among students at our STEM university, the authors implemented an active reading strategy called double-entry notes across four general education writing and humanities courses. We hypothesized that the tool would help engage students in the critical reading strategies they tended to lack. The tool aimed to encourage students…
Continue reading →College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students’ reflection responses across five time periods were compared with exam performance. Increased self-regulated learning strategies usage correlated with decreased passive learning strategies usage, increased hours…
Continue reading →A service learning project was used to encourage social work student engagement with older adults, support a community need, and meet the course objectives, one being conducting a social work assessment. Paired with an older adult resident, students applied theoretical concepts to a practice experience to meet student learning outcomes and expand comfort levels. Fourteen…
Continue reading →This study sought to define and measure online undergraduate students’ perceived value of instructor presence techniques across five communication mediums per pedagogical goal (connection to course content, connection to classmates, connection to the instructor, foster interest, and facilitate immediate feedback). Students found personalized written messages from an instructor (M=4.61) as most valuable due to their…
Continue reading →Students, especially those from recent generations, typically encounter difficulties providing and receiving feedback. Hence approaches to teach students feedback skills are valuable. This article explores perspectives related to learning feedback by (a) examining the process of feedback, (b) showing how Action Learning as a pedagogical component is supportive of developing feedback skills, (c) explaining a…
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