This article examines an outdoor adventure education program used to improve retention of nontraditional early childhood education students. The program was designed to boost personal and social growth through experiential exercises and team challenges. It aimed to help students share fears/frustrations, see their situations differently, and feel more empowered. The study employed qualitative methods to analyze themes from debriefing discussions, finding that students experienced outcomes like perseverance and overcoming fears. The program was intended as a supportive, therapeutic intervention using the context of activities to develop meaning related to students' work through guided reflection.
This document presents two new taxonomies related to pedagogical content knowledge (PCK) for science teachers. The General Taxonomy of PCK categorizes the different types of knowledge bases for various science disciplines, subjects, and topics. The Taxonomy of PCK Attributes identifies and characterizes the key components of PCK based on previous research. These taxonomies are intended to provide organizational frameworks to guide future research on developing PCK in science teacher education programs.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
This document discusses the role of the tutor in problem-based learning (PBL) settings. There is debate around whether tutors should act as facilitators who guide the learning process or as experts who convey knowledge. The document reviews literature on the optimal role of tutors and identifies some key issues, such as the level of tutor participation, their content knowledge, and role in student evaluation. It suggests that an effective tutor balances process facilitation with sharing relevant subject matter expertise, and that the appropriate level of directiveness may depend on students' experience with PBL.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Atividades de Geografia para alunos portadores de necessidades especiais do 8...Camila Brito
1) The document summarizes a literature review on learning theories and how teaching technologies support different methodologies. It analyzes a case study of geography classes in Brazil that used online and classroom activities.
2) A flipped classroom approach based on constructivism had students analyze local news individually before class. In class, a mind map activity based on cognitive theory allowed collective discussion of different student perspectives.
3) Students then made topographic maps in groups, addressing multiple intelligences. A gamification activity at the end used behaviorist principles with rewards to motivate students.
4) The teaching practice aimed to give students autonomy while meeting curriculum through problem-based learning. Technologies allow diverse materials but internet access lack poses challenges
Teacher’s Role and Learner’s Role in Postmethod EraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era. It begins by explaining that the method era involved a top-down approach where theorists developed methods for teachers and learners to follow. However, methods lacked empirical evidence and did not account for local contexts. The post-method era values teacher autonomy and experience over prescribed methods. It defines the post-method teacher as one who constructs their own teaching approaches based on experience, learner needs, and frameworks, rather than following external methods. Learners are no longer passive recipients, but active participants in a bottom-up approach constructed by the teacher. The document reviews frameworks to guide post-method teachers and argues they allow for innovation while maintaining principles of effective
This document describes a year-long cooperative student team project (STP) used as a major component of an interdisciplinary Master of Environmental Science degree program. The goal of the program is to teach students an environmental problem-solving algorithm through direct experiential application via the STP. Students acquire team skills, research skills, and learn to present professionally. The STP is similar to other small group techniques and has had positive impacts, though specific problems have been identified. Examples of successful STP projects are provided.
This document presents two new taxonomies related to pedagogical content knowledge (PCK) for science teachers. The General Taxonomy of PCK categorizes the different types of knowledge bases for various science disciplines, subjects, and topics. The Taxonomy of PCK Attributes identifies and characterizes the key components of PCK based on previous research. These taxonomies are intended to provide organizational frameworks to guide future research on developing PCK in science teacher education programs.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
This document discusses the role of the tutor in problem-based learning (PBL) settings. There is debate around whether tutors should act as facilitators who guide the learning process or as experts who convey knowledge. The document reviews literature on the optimal role of tutors and identifies some key issues, such as the level of tutor participation, their content knowledge, and role in student evaluation. It suggests that an effective tutor balances process facilitation with sharing relevant subject matter expertise, and that the appropriate level of directiveness may depend on students' experience with PBL.
Researcher Positionality - A Consideration of Its Influence and
Place in Qualitative Research - A New Researcher Guide.
Masters and PhD student researchers in the social sciences are often required to explore and
explain their positionality, as, in the social world, it is recognized that their ontological and epistemological beliefs influence their research. Yet novice researchers often struggle with identifying their positionality. This paper explores researcher positionality and its influence on and place in the research process. Its purpose is to help new postgraduate researchers better understand positionality so that they may incorporate a reflexive approach to their research and start to clarify their positionality.
Atividades de Geografia para alunos portadores de necessidades especiais do 8...Camila Brito
1) The document summarizes a literature review on learning theories and how teaching technologies support different methodologies. It analyzes a case study of geography classes in Brazil that used online and classroom activities.
2) A flipped classroom approach based on constructivism had students analyze local news individually before class. In class, a mind map activity based on cognitive theory allowed collective discussion of different student perspectives.
3) Students then made topographic maps in groups, addressing multiple intelligences. A gamification activity at the end used behaviorist principles with rewards to motivate students.
4) The teaching practice aimed to give students autonomy while meeting curriculum through problem-based learning. Technologies allow diverse materials but internet access lack poses challenges
Teacher’s Role and Learner’s Role in Postmethod EraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era. It begins by explaining that the method era involved a top-down approach where theorists developed methods for teachers and learners to follow. However, methods lacked empirical evidence and did not account for local contexts. The post-method era values teacher autonomy and experience over prescribed methods. It defines the post-method teacher as one who constructs their own teaching approaches based on experience, learner needs, and frameworks, rather than following external methods. Learners are no longer passive recipients, but active participants in a bottom-up approach constructed by the teacher. The document reviews frameworks to guide post-method teachers and argues they allow for innovation while maintaining principles of effective
This document describes a year-long cooperative student team project (STP) used as a major component of an interdisciplinary Master of Environmental Science degree program. The goal of the program is to teach students an environmental problem-solving algorithm through direct experiential application via the STP. Students acquire team skills, research skills, and learn to present professionally. The STP is similar to other small group techniques and has had positive impacts, though specific problems have been identified. Examples of successful STP projects are provided.
This document discusses the history of approaches to teaching foreign languages. It begins by reviewing early methods like the Grammar-Translation Method and moves through subsequent approaches including the Communicative Language Teaching approach. The document also discusses bilingual education programs and factors that influence language teaching approaches. It aims to help teachers understand different trends in language teaching and draw conclusions about effective methodology.
Small group reading instruction, also known as guided reading, provides differentiated instruction for students at different reading levels. It is an effective instructional strategy, especially as part of a response to intervention (RTI) framework. For guided reading to be successful, teachers must implement classroom structures where students work independently and engage in literacy activities while the teacher meets with small reading groups. Two such models are the Kidstation model and Center Activity Rotation system, which incorporate independent student work during guided reading instruction. For guided reading to be effective, teachers must carefully plan groupings, literacy activities, and classroom management.
The convergence of mastery learning approach and self regulated learning stra...Alexander Decker
This document summarizes a study that investigated the effects of combining Bloom's Mastery Learning Approach and Zimmerman's Self-Regulated Learning strategy on students' academic performance in biology. Fifty-two students were divided into an experimental group that received instruction using the combined approaches, and a control group that received traditional instruction. Both groups took a pre-test and post-test on mitosis and meiosis concepts. The results showed that while the groups had similar pre-test scores, the experimental group scored significantly higher on the post-test, indicating the combined approaches improved learning outcomes in biology.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
The document discusses using systemic functional linguistics (SFL) to analyze a teacher's language use during science lessons that implemented the scientific approach. It describes how the teacher guided students through the stages of the scientific approach within a curriculum macrogenre framework. An analysis of the teacher's regulative and instructional registers showed how power relationships and the teaching of concepts were negotiated. SFL tools like metafunctions and transitivity helped reveal how the teacher transitioned between stages of the scientific approach. The analysis provides an example for other teachers to learn from in implementing this approach.
The document discusses various concepts related to curriculum development. It defines curriculum as a plan for learners' education, a field of study, and a series of planned educational events. The origins and development of curriculum are traced from the 1890s with the Harvard report and Herbartian movement emphasizing subject selection and organization. Curriculum is described as a program of studies, content, planned experiences, and structured learning outcomes. Aspects include foundations, design, construction, development, implementation, engineering, and improvement. The document provides an overall picture of curriculum as well as terminology and processes related to curriculum concepts.
This document summarizes a study on a teacher's vision for literacy instruction and how it was enacted in her first grade classroom. The teacher's vision was to empower students and help them develop literacy skills through meaningful activities. She structured her classroom so students could support each other, progress at their own pace, and engage in real-world projects. Analysis of the teacher's journal found her vision centered on student empowerment and consistent literacy development. She encouraged students to see themselves as authors through reading and writing workshops. Students were interviewed and reported enjoying creating books and using reading as a tool, showing how the teacher's vision was enacted.
Another journal article on Differentiated Readingdianakamaruddin
The document discusses differentiated instruction in higher education. It argues that differentiated instruction should focus on student readiness levels rather than learning styles, as learning styles have not been proven scientifically. It suggests strategies for effectively differentiating instruction, such as identifying student readiness, modifying instructional content, process and products, and enhancing both collaborative and autonomous learning. The document emphasizes integrating teaching and practice to provide diverse learning experiences and equip students for challenges in a global society.
AN EXPLORATION OFFACTORS AFFECTINGTHE PROCESS OF ENGLISH LANGUAGE COURSE DESI...ijejournal
Course design is viewed as the foundation of the curriculum development process that contributes to shaping and guiding the subsequent stages of teaching and assessment. The study is a qualitative case study that aims to explore the factors that have influential effects on the efficiency of the process of course
design from the perspectives of teachers who design their courses in a college context in Oman. It also aims to explore how these factors affect course design. The study draws on the philosophy and epistemology of the interpretive paradigm that shapes and guides its methodology, methods of data collection, and analysis of data. Findings of study show that there is a variety of factors that affect course design. These factors canbe categorized into two major categories, Student and Institutional Factors. Based on the findings of data analysis, the study offers a number of implications that are of value for those who are involved in the process of course design, particularly in the current context.
The Interconnection between Individually Guided Professional Development Acti...inventionjournals
The document summarizes a study that examines the relationship between individually-guided professional development activities and teacher autonomy. It finds that while teachers do not see themselves as autonomous in their professional development, they believe there is a strong connection between individual activities and developing autonomy. The study collected data through questionnaires and interviews with 60 English teachers in Turkey. It found that teachers are aware of their professional needs and engage in some individual activities like attending summer schools. However, they are less inclined to collaborative or research-based activities. Overall, teachers prefer internally-oriented learning like self-evaluation over externally-oriented activities.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
Dr. Douglas S. Hermond published in the National FORUM of Educational Adminis...William Kritsonis
Dr. Douglas S. Hermond published in the National FORUM of Educational Administration and Supervision Journal - See: www.nationalforum.com - National Refereed Article: Determining the Learning Styles of Prospective Educational Leaders - Dr. William Allan Kritsonis, Editor-in-Chief
Teacher action research project summary reportScottish TNE
The document summarizes findings from the first year of the STNE Teacher Action Research Scholarship Programme, which provided opportunities for teachers to conduct action research in their classrooms. The summary is:
The program had a positive impact on teachers' learning by helping them develop a sense of ownership over the learning process. Teachers identified areas for research based on conceptual ideas from outside their experience, showing interplay between theoretical and practical knowledge. Conducting research helped teachers become more reflective in evaluating their practice and students' learning. The process of action research empowered teachers by improving their awareness of their own teaching practice.
Teachers participated in an action research project exploring the Informed Learning model of embedding information literacy education into curriculum design. The project provided structure for ongoing professional development meetings over multiple terms. Teachers found benefits in collaborating with colleagues, sharing experiences of applying ideas in their classrooms, and reflecting on their practices. Participating in action research empowered teachers to try new approaches and be accountable to incorporating information literacy education in their teaching.
This document discusses different types of curriculum and how they interact. It identifies 8 types of curriculum: recommended, written, supported, tested, taught, learned, hidden, and excluded. The recommended curriculum comes from subject matter experts, while the written curriculum is found in official documents. The tested curriculum has the strongest influence on what is taught. There is often a gap between what is taught and what students actually learn. A high-quality curriculum allows in-depth study of important topics and problems and uses various learning strategies.
This document discusses teachers' practical knowledge about teaching reading comprehension. It first provides background on the shift in research focus from teacher behaviors to the cognitions and beliefs that underlie practice. It then reviews literature on different categories of teacher knowledge, including formal knowledge gained from education and practical knowledge gained from experience. The study aimed to examine English for Specific Purposes teachers' practical knowledge about teaching reading comprehension and look for shared and unshared categories among them. It found no shared categories but a significant difference in categories between teachers.
This study examined student perceptions of relevance-increasing strategies used by college instructors. The researchers conducted interviews with students to identify strategies instructors use to demonstrate the relevance of course material. Student responses were grouped into five categories: outside course relevance, methods and activities relevance, teaching styles relevance, inside course relevance, and no relevance. The results supported some previously suggested strategies but also indicated that relevance may be more of an outcome of teacher behaviors than a predictor of student motivation.
This study developed and validated a Primary School Mathematics Motivation Scale (PSMMS) to measure motivation of primary school students towards learning mathematics. An initial 74-item scale was administered to 347 third and fourth grade students. Exploratory factor analysis revealed the scale measured a single factor explaining 42.46% of the variance. 33 items with loadings above 0.50 on this factor were retained in the final scale. The scale demonstrated good reliability with a Cronbach's alpha of 0.94. The results indicate the PSMMS is a valid and reliable measure of primary school students' motivation in mathematics that can be used in future educational research.
- The document discusses the background and context of a study examining the relationship between teaching styles of teachers and the learning motivation of underachieving secondary school students.
- It provides definitions of key terms like teaching style, motivation, and underachieving students. Teaching style refers to a teacher's methods and approaches for instruction. Motivation can be intrinsic or extrinsic. Underachieving students are those performing below their abilities.
- The study aims to investigate teaching styles, student motivation levels, the relationship between the two, and ways to improve student motivation. It seeks to contribute knowledge around how teacher approaches impact underachieving students.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
The Round Rock Parks and Recreation Department has created a sponsorship policy to seek additional funding from businesses and organizations. The policy outlines guidelines for acceptable sponsorships, including restricting certain industries like alcohol and requiring sponsor messages to be consistent with the department's mission of creating positive experiences. It establishes different sponsorship levels that provide benefits to sponsors in exchange for funding to support parks and recreation facilities and programs. The policy aims to generate new revenue sources while maintaining the department's public image.
This document summarizes an asset mapping and recreation program review conducted for the City of Schertz, Texas. The review found a lack of recreation programs offered by the Schertz Parks and Recreation Department, resulting in residents relying on various non-profit and commercial entities for programming. Specifically, there was a concentration of programs near the city center, leaving a gap in the heavily populated northwest area. Additionally, most programs served children and youth, with few opportunities for older adults. The recommendations call for the Parks department to address needs in the northwest part of the city and for older adults, which can be done without creating redundancies or lack of interest.
This document discusses the history of approaches to teaching foreign languages. It begins by reviewing early methods like the Grammar-Translation Method and moves through subsequent approaches including the Communicative Language Teaching approach. The document also discusses bilingual education programs and factors that influence language teaching approaches. It aims to help teachers understand different trends in language teaching and draw conclusions about effective methodology.
Small group reading instruction, also known as guided reading, provides differentiated instruction for students at different reading levels. It is an effective instructional strategy, especially as part of a response to intervention (RTI) framework. For guided reading to be successful, teachers must implement classroom structures where students work independently and engage in literacy activities while the teacher meets with small reading groups. Two such models are the Kidstation model and Center Activity Rotation system, which incorporate independent student work during guided reading instruction. For guided reading to be effective, teachers must carefully plan groupings, literacy activities, and classroom management.
The convergence of mastery learning approach and self regulated learning stra...Alexander Decker
This document summarizes a study that investigated the effects of combining Bloom's Mastery Learning Approach and Zimmerman's Self-Regulated Learning strategy on students' academic performance in biology. Fifty-two students were divided into an experimental group that received instruction using the combined approaches, and a control group that received traditional instruction. Both groups took a pre-test and post-test on mitosis and meiosis concepts. The results showed that while the groups had similar pre-test scores, the experimental group scored significantly higher on the post-test, indicating the combined approaches improved learning outcomes in biology.
Beyond Constructionist thinking - 4 all MA and PHD students Curriculum and In...Magdy Aly
The document discusses past and potential future paradigms in education in light of technological advances. It outlines paradigm shifts from reproductive to productive learning, behaviorism to constructivism, teacher-centered to learner-centered approaches, teaching-centered to learning-centered models, and teaching to learning facilitation. Looking ahead, it argues the current constructivist paradigm will be challenged and institutions should focus on enabling learners to navigate vast information rather than just transmit content. A potential "navigationist" paradigm is proposed where teachers act as guides and learners develop skills to navigate knowledge on their own.
The document discusses using systemic functional linguistics (SFL) to analyze a teacher's language use during science lessons that implemented the scientific approach. It describes how the teacher guided students through the stages of the scientific approach within a curriculum macrogenre framework. An analysis of the teacher's regulative and instructional registers showed how power relationships and the teaching of concepts were negotiated. SFL tools like metafunctions and transitivity helped reveal how the teacher transitioned between stages of the scientific approach. The analysis provides an example for other teachers to learn from in implementing this approach.
The document discusses various concepts related to curriculum development. It defines curriculum as a plan for learners' education, a field of study, and a series of planned educational events. The origins and development of curriculum are traced from the 1890s with the Harvard report and Herbartian movement emphasizing subject selection and organization. Curriculum is described as a program of studies, content, planned experiences, and structured learning outcomes. Aspects include foundations, design, construction, development, implementation, engineering, and improvement. The document provides an overall picture of curriculum as well as terminology and processes related to curriculum concepts.
This document summarizes a study on a teacher's vision for literacy instruction and how it was enacted in her first grade classroom. The teacher's vision was to empower students and help them develop literacy skills through meaningful activities. She structured her classroom so students could support each other, progress at their own pace, and engage in real-world projects. Analysis of the teacher's journal found her vision centered on student empowerment and consistent literacy development. She encouraged students to see themselves as authors through reading and writing workshops. Students were interviewed and reported enjoying creating books and using reading as a tool, showing how the teacher's vision was enacted.
Another journal article on Differentiated Readingdianakamaruddin
The document discusses differentiated instruction in higher education. It argues that differentiated instruction should focus on student readiness levels rather than learning styles, as learning styles have not been proven scientifically. It suggests strategies for effectively differentiating instruction, such as identifying student readiness, modifying instructional content, process and products, and enhancing both collaborative and autonomous learning. The document emphasizes integrating teaching and practice to provide diverse learning experiences and equip students for challenges in a global society.
AN EXPLORATION OFFACTORS AFFECTINGTHE PROCESS OF ENGLISH LANGUAGE COURSE DESI...ijejournal
Course design is viewed as the foundation of the curriculum development process that contributes to shaping and guiding the subsequent stages of teaching and assessment. The study is a qualitative case study that aims to explore the factors that have influential effects on the efficiency of the process of course
design from the perspectives of teachers who design their courses in a college context in Oman. It also aims to explore how these factors affect course design. The study draws on the philosophy and epistemology of the interpretive paradigm that shapes and guides its methodology, methods of data collection, and analysis of data. Findings of study show that there is a variety of factors that affect course design. These factors canbe categorized into two major categories, Student and Institutional Factors. Based on the findings of data analysis, the study offers a number of implications that are of value for those who are involved in the process of course design, particularly in the current context.
The Interconnection between Individually Guided Professional Development Acti...inventionjournals
The document summarizes a study that examines the relationship between individually-guided professional development activities and teacher autonomy. It finds that while teachers do not see themselves as autonomous in their professional development, they believe there is a strong connection between individual activities and developing autonomy. The study collected data through questionnaires and interviews with 60 English teachers in Turkey. It found that teachers are aware of their professional needs and engage in some individual activities like attending summer schools. However, they are less inclined to collaborative or research-based activities. Overall, teachers prefer internally-oriented learning like self-evaluation over externally-oriented activities.
Using studio based learning for enhancing efl preserviceAlexander Decker
This document summarizes a research study that investigated the effects of a studio-based learning approach on enhancing preservice English as a foreign language (EFL) teachers' pedagogical knowledge and pedagogical content knowledge. The study involved dividing participants into an experimental group that received training in a collaborative studio classroom focused on classroom management and lesson planning, and a control group that received traditional lectures on the same topics. Results of pre- and post-tests of pedagogical knowledge and an assessment of pedagogical content knowledge found that the experimental group performed significantly better, indicating that studio-based learning had a greater positive impact on developing these areas of teacher knowledge compared to traditional lecturing. The research recommends giving more
Dr. Douglas S. Hermond published in the National FORUM of Educational Adminis...William Kritsonis
Dr. Douglas S. Hermond published in the National FORUM of Educational Administration and Supervision Journal - See: www.nationalforum.com - National Refereed Article: Determining the Learning Styles of Prospective Educational Leaders - Dr. William Allan Kritsonis, Editor-in-Chief
Teacher action research project summary reportScottish TNE
The document summarizes findings from the first year of the STNE Teacher Action Research Scholarship Programme, which provided opportunities for teachers to conduct action research in their classrooms. The summary is:
The program had a positive impact on teachers' learning by helping them develop a sense of ownership over the learning process. Teachers identified areas for research based on conceptual ideas from outside their experience, showing interplay between theoretical and practical knowledge. Conducting research helped teachers become more reflective in evaluating their practice and students' learning. The process of action research empowered teachers by improving their awareness of their own teaching practice.
Teachers participated in an action research project exploring the Informed Learning model of embedding information literacy education into curriculum design. The project provided structure for ongoing professional development meetings over multiple terms. Teachers found benefits in collaborating with colleagues, sharing experiences of applying ideas in their classrooms, and reflecting on their practices. Participating in action research empowered teachers to try new approaches and be accountable to incorporating information literacy education in their teaching.
This document discusses different types of curriculum and how they interact. It identifies 8 types of curriculum: recommended, written, supported, tested, taught, learned, hidden, and excluded. The recommended curriculum comes from subject matter experts, while the written curriculum is found in official documents. The tested curriculum has the strongest influence on what is taught. There is often a gap between what is taught and what students actually learn. A high-quality curriculum allows in-depth study of important topics and problems and uses various learning strategies.
This document discusses teachers' practical knowledge about teaching reading comprehension. It first provides background on the shift in research focus from teacher behaviors to the cognitions and beliefs that underlie practice. It then reviews literature on different categories of teacher knowledge, including formal knowledge gained from education and practical knowledge gained from experience. The study aimed to examine English for Specific Purposes teachers' practical knowledge about teaching reading comprehension and look for shared and unshared categories among them. It found no shared categories but a significant difference in categories between teachers.
This study examined student perceptions of relevance-increasing strategies used by college instructors. The researchers conducted interviews with students to identify strategies instructors use to demonstrate the relevance of course material. Student responses were grouped into five categories: outside course relevance, methods and activities relevance, teaching styles relevance, inside course relevance, and no relevance. The results supported some previously suggested strategies but also indicated that relevance may be more of an outcome of teacher behaviors than a predictor of student motivation.
This study developed and validated a Primary School Mathematics Motivation Scale (PSMMS) to measure motivation of primary school students towards learning mathematics. An initial 74-item scale was administered to 347 third and fourth grade students. Exploratory factor analysis revealed the scale measured a single factor explaining 42.46% of the variance. 33 items with loadings above 0.50 on this factor were retained in the final scale. The scale demonstrated good reliability with a Cronbach's alpha of 0.94. The results indicate the PSMMS is a valid and reliable measure of primary school students' motivation in mathematics that can be used in future educational research.
- The document discusses the background and context of a study examining the relationship between teaching styles of teachers and the learning motivation of underachieving secondary school students.
- It provides definitions of key terms like teaching style, motivation, and underachieving students. Teaching style refers to a teacher's methods and approaches for instruction. Motivation can be intrinsic or extrinsic. Underachieving students are those performing below their abilities.
- The study aims to investigate teaching styles, student motivation levels, the relationship between the two, and ways to improve student motivation. It seeks to contribute knowledge around how teacher approaches impact underachieving students.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
The Round Rock Parks and Recreation Department has created a sponsorship policy to seek additional funding from businesses and organizations. The policy outlines guidelines for acceptable sponsorships, including restricting certain industries like alcohol and requiring sponsor messages to be consistent with the department's mission of creating positive experiences. It establishes different sponsorship levels that provide benefits to sponsors in exchange for funding to support parks and recreation facilities and programs. The policy aims to generate new revenue sources while maintaining the department's public image.
This document summarizes an asset mapping and recreation program review conducted for the City of Schertz, Texas. The review found a lack of recreation programs offered by the Schertz Parks and Recreation Department, resulting in residents relying on various non-profit and commercial entities for programming. Specifically, there was a concentration of programs near the city center, leaving a gap in the heavily populated northwest area. Additionally, most programs served children and youth, with few opportunities for older adults. The recommendations call for the Parks department to address needs in the northwest part of the city and for older adults, which can be done without creating redundancies or lack of interest.
Cannabinoids Effect on Food Intake_Why Pot Gives You MunchiesNeel Patel
This document is a thesis written by Neel Patel summarizing his research on how cannabinoids affect food intake and why marijuana use leads to increased appetite or "the munchies". The thesis reviews previous research showing that cannabinoids stimulate appetite through the endocannabinoid system and cannabinoid receptors. Specifically, it finds that the active component in marijuana, Δ-9-tetrahydrocannabinol (Δ-THC), preferentially increases consumption of high-fat and sweet foods in both mice and humans. The thesis also examines the interactions between cannabinoids, leptin, and other hormones that regulate appetite and metabolism. Overall, it provides a framework for
The document discusses a cooperative marketing program pilot between SKILCRAFT and its partners to promote each other's products. The program aims to give partners double exposure with less individual effort by sharing content like product info, images, videos and more across websites, emails, flyers and social media. Working together could drive more sales and further the mission of employing blind or visually impaired people.
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
Czerniewicz Troubling Open Education Edmedia 30 June 2016Laura Czerniewicz
Open education is a complex field with tensions around how openness is understood and implemented. Key tensions exist regarding the nature of digital resources and different understandings of the term "free." While open education aims to promote open access to knowledge, issues arise around copyright and licensing in digital environments. The growth of informal sharing online through piracy cultures has also impacted understandings of openness. Overall, open education exists along a continuum and must be viewed within specific cultural and historical contexts.
Logistics management involves planning, executing, and controlling the flow of goods and services from the point of origin to the point of consumption to meet customer needs. It includes procurement, production, distribution, and disposal logistics, as well as inbound, outbound, third-party, and reverse logistics. The objectives of logistics are rapid response, minimum variance, and quality. It faces challenges related to transportation, security, environmental issues, and driver shortages. Logistics is important for maintaining competitive advantage, building customer relationships, and producing finished goods.
Pejoration and amelioration refer to negative and positive semantic changes in words over time. Pejoration involves a deterioration in a word's meaning or value associations, while amelioration is an improvement. Taboo topics and ideas of decency can lead words to be replaced by euphemisms. Intensifying words like "very" and "right" constantly need replacement as their force diminishes. Semantic change can occur due to variations in a word's meaning between groups, the influence of vogue words, the development of jargon within fields, and semantic marking which associates gender with words. Artificial languages like Esperanto, Ido, Ro, and Volapük were constructed to serve as international auxiliary languages
(Girl 1) walks down a road looking vulnerable and witnesses suspicious events unfolding around her. She sees two men exchanging a package and a fighting couple. Further along, two men get in a fight that causes her to step back in fear. She continues walking down the street worriedly until entering a wooded area, where a hand grabs her from behind and the screen fades to black. Her feet are then shown elevated, implying she has been hanged.
1. A survey of viewers found that most respondents were between 16-24 years old (70%), and were majority female (60%), in line with theories that soap operas appeal more to women.
2. Many viewers recognized conventions from real soap operas used in the trailer, such as the BBC 2 ident, voiceover, and multi-stranded narrative. However, some viewers did not notice differences due to familiarity with the genre.
3. 80% of viewers could clearly distinguish between the multi-stranded narrative and flashback scenes through the use of black and white for the latter. Feedback will help the group improve future trailers.
Anomaly Detection using SIngle Class SVM with Gaussian KernelAnoop Vasant Kumar
This document describes a method to improve breast cancer diagnosis using machine learning techniques. It discusses causes of medical errors and describes a dataset containing features of cell nuclei used to train classification models. Logistic regression and KNN models achieved F1 scores of 0.95 for identifying anomalous cases. An unsupervised anomaly detection method using a one-class SVM with a Gaussian kernel was also able to distinguish benign from malignant cells in the test dataset with 100% accuracy.
Consumer confidence and optimism among small businesses increased sharply following Donald Trump's election as president. Several surveys found that Americans were more optimistic about the economy and their personal financial situation under a Trump administration. Mortgage rates also rose in late 2016 and early 2017 but remained near historically low levels. Home sales increased in 2016 while inventory levels remained tight.
Delivering a Holistic Approach to Problem Solving in Education from a Multicu...Innocence Smith
This document provides an annotated bibliography of sources related to holistic approaches to problem solving in education from a multicultural psychodynamic perspective. The annotations summarize five sources that discuss topics like pedagogies of happiness, heutagogy and lifelong learning, holistic approaches to creative problem solving, multicultural counseling competencies research, and practical bibliotherapy strategies for inclusive classrooms. The sources explored concepts like intuition, self-directed learning, transformation through holistic teaching, strengths and weaknesses of multicultural counseling research, and using bibliotherapy to help students with issues.
This document provides annotations for 13 sources related to active learning, student engagement, and learner-centered classrooms. The annotations summarize the key points of each source, including the authors and their relevant expertise. Sources include book chapters, journal articles, and one textbook. The annotations describe topics like active learning techniques and strategies, implementing learner-centered environments, increasing engagement in large classes, adult learning methods, and integrating technology. Overall, the document analyzes and critiques a variety of resources for incorporating student-centered practices.
This document summarizes a presentation on engaging learners in the second language classroom. It defines engagement as a student's active involvement in learning and discusses four types of engagement: behavioral, emotional, cognitive, and agentic. It explains that engagement is important for academic achievement and well-being. The presentation provides examples of instructional practices that can increase engagement, such as problem-based learning activities and designing learning experiences where students have autonomy. The presenter plans to study engagement in university English language classes in Japan through case studies of experienced teachers.
1. The document discusses the definitions and key differences between a curriculum and a syllabus. A curriculum is broader than a syllabus and includes goals, topics, teaching methods, and evaluation, while a syllabus only lists the content to be covered.
2. The document outlines several curriculum ideologies including academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. These ideologies influence the role and purpose of language in the curriculum.
3. The development of a curriculum involves determining needs, objectives, content, organization, learning experiences, and evaluation according to models by Taba and Garcia. A curriculum can be viewed as the transmission of knowledge, the achievement of goals
Using ePortfolio to Foster Interdisciplinary Thinking and Effective Pedagogic...Premier Publishers
This work describes a project using ePortfolio as a medium to facilitate effective pedagogical strategies in the context of a group-based research paper assignment spanning class boundaries. Small groups of students were required to complete a scaffolded, semester-long project culminating in a group research paper based on some topic of relevance to the fields of biology and chemistry. Each group consisted of students from a chemistry class and a biology class. Our aim was to enhance student understanding of scientific concepts, while exercising critical thinking, writing, and reflective skills in an interdisciplinary context using ePortfolio as the medium for work and feedback. We describe the nature and development of the assignment, its implementation and challenges encountered in the process of developing and refining the project. This work was implemented with two cohorts of students. The first attempt revealed a series of shortcomings centering around lack of student interactions and unresponsive group members. These issues were largely alleviated in the second implementation. Our basic framework can be adapted by educators in any discipline seeking to implement multiple pedagogical approaches simultaneously through using ePortfolio. Our experience suggests that the pedagogical strategies we utilized can be successful given adequate instructor engagement and feedback.
The impact of homework on self-directivity and self-efficacy among adult lear...Gabriela Zazpe Fernández
The document analyzes the impact of homework on self-directivity and self-efficacy among adult learners in Uruguay. It surveys students, teachers, school principals, mentor teachers, and supervisors. Most students do homework regularly and believe it helps them learn independently and improve results. However, some feel they lack time or see no connection to class lessons. Teachers were split on whether homework assignments align with their teaching. Overall, the study examines how homework may influence self-directed learning and self-efficacy among adult students.
Creating and Maintaining Student EngagementStacyKirsch
This document discusses strategies for creating and maintaining student engagement. It notes that student engagement is correlated with academic achievement. The teacher's role is to plan engaging lessons that consider students' interests and make the content relevant. Suggested strategies include incorporating student interests, hands-on activities, technology, movement, games, and exit tickets to check understanding. Student engagement can be demonstrated in various ways depending on the classroom. The purpose is to share research-based, effective engagement strategies.
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
Cosee manuscript for national journal on teacher learningWilliam Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This summarizes the key points from an executive summary of a master's thesis on facilitation in international service-learning programs:
1) The thesis examines the art of facilitation through interviews with 7 facilitators. It identifies 4 core themes: relational labor, inter-subjective learning spaces, capacity-building, and the ambiguity of the facilitator role.
2) Facilitators described the importance of building trust and emotional safety with students through genuine relationships. This allows for deeper learning when exploring complex topics.
3) Inter-subjective learning spaces involve collective processing of ideas. Facilitators observed group dynamics and guided students to find shared understandings by connecting their perspectives.
4) Cap
1) The article describes a course on evidence-based practice taught to occupational therapy students.
2) The course used a holistic approach that integrated evidence-based practice content throughout by having students apply principles to projects for other concurrent courses and future fieldwork.
3) This mirrored an educational philosophy of linking course design and activities to simulate real-life experiences of the topic, in this case developing skills like question formulation, literature searching, and modifying questions based on findings.
An Analysis Framework For Reflective WritingStacy Taylor
The document describes the development of an analysis framework to interpret student teachers' reflective journal writing from an alternative teacher education program. The framework includes four categories: report, review and refocus, analyze, and reconceptualize. These categories represent a hierarchy from simple description to more complex reflection. The framework was applied to analyze three student teachers' journals. One student's journal demonstrated sophisticated reflection, including reporting experiences, identifying issues, raising questions, and reconsidering thinking to improve teaching. The analysis framework provided a way to investigate the nature and degree of reflection in journal writing.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Michael Rodriguez
Michael Rodriguez
Michael Rodriguez
Discussion Questions
1. To what extent did lapses in PCA’s manufacturing practices lead to a large scale, organizational communication failure during the crisis?
2. When should large organizations such as PCA take the silent approach or a vocal approach? Why would a organization want to stay silent or voice their side?
3. To what extent were the proxy communications justified in stepping forward to communication during the crisis?
4. Were all of the organizations and agencies described in the case equally justified in assuming the role of proxy communicator?
5. What are the potential complications for proxy communicators in crises?
6. If PCA had decided to communicate during the crisis, what messages of communication would have been most important to stakeholders? What messages would have been most helpful for consumers?
7. If you were the head of a major organization, how would you handle this situation from the top to bottom of your given organization (I.E. employees, media, consumers, etc)?
Running head: QUALITATIVE ARTICLE REVIEW 1
QUALITATIVE ARTICLE REVIEW 4
Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers
This paper is an academic review of a qualitative research article written by Matthew R. and Tamar Mendelson (2014) entitled: Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Holistic Life Foundation, a nonprofit organization implemented a 6-session yoga and mindfulness program for teachers in seven urban public schools. The purpose behind the case study was to examine how the challenges of overcrowded classrooms, academic and emotionally challenged students, and lack of sufficient administrative resources effect teachers. My evaluation of this article is a holistic interpretation of a qualitative research project and is based on my understanding of this type of study. The study used seven urban schools randomly selected to either receive the intervention or to a no-intervention control condition. The participants were volunteer elementary and middle school teachers in Baltimore city public schools in low income neighbor hoods. The students test scores was the same in math, reading, and science. 21 teachers were used in the intervention and 22 teachers was used control arm. Qualitative feedback was collected, from the intervention instructors and participants. The participants also completed self-report measures of stress and burnout at baseline and post-test to provide preliminary information about intervention effects. Data collection techniques is a collaboration of observation, interviewing and data analysis (cite). Throughout the study, teachers were questioned, and observed in which the findings are outlined in the results section of the report. As finding emerge the hypotheses uncovers that the interv ...
This document summarizes a research study that developed and tested an approach to teaching and learning science called the "representation construction approach." The approach is based on students generating, negotiating, and refining scientific representations with teacher guidance. The study involved researchers working with teachers over three years to design and implement teaching units focused on representation construction. Student and teacher interactions were video recorded and analyzed. Interviews with students and teachers also provided data. The analysis resulted in a set of principles for the representation construction approach. Examples are provided of how the principles were implemented in classrooms and the positive learning outcomes they facilitated for students.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
Culture Matters: Learners’ Expectations Towards Instructor-Support (Richter 2...Richter Thomas
This document summarizes a study that investigated cultural differences in students' expectations of instructor support across 5 countries. The study found major differences, with South Korean students expecting more individual support compared to German students who expected mainly content selection. Understanding these differences is important to avoid conflicts in international online learning programs. The full spectrum of answers showed little overlap between Germany and South Korea, suggesting different expectations could be frustrating without preparation. The results highlight the need to tailor educational programs and communications to different cultural expectations.
Can We Actually Assess Learner Autonomy? The Problematic Nature of Assessing Student Autonomy.
This paper explores, from a theoretical basis, the difficulty in defining and assessing learner
autonomy in higher education. Although the development of learner autonomy as a key aim of higher education, it is a vague and ill-defined term. As such, the assessment of learner autonomy within university programs of study is highly problematic. The author argues that the authentic assessment of genuine learner autonomy may not be possible within formal credit-bearing programs of higher education. The aim of the paper is to stimulate reflection and discussion so that university teaching staff may reflect and consider whether they can assess autonomy in the programs they are responsible for.
This document summarizes the education and professional experience of Sarah Walters Vollentine. She holds a Master's degree in Recreation and Leisure Services with a focus on Therapeutic Recreation from Texas State University, where she later worked as a Lecturer. Her professional experience includes internships with municipal parks departments and working as a Recreation Therapy Intern. She has presented at several professional conferences on topics related to inclusive recreation and evidence-based practice.
This document provides a report on Sarah Walters' value added project at ResCare Premier Texas. The project initially involved developing a stress management group, but expanded in scope. Sarah led the stress management group and used her role hosting research review sessions to present on related interventions and discuss adapting them. This led the team to integrate group concepts more in daily programming through staff education and home practice. While Sarah's tenure ended, she set this process in motion and improved the stress management group. She was glad to engage in evidence-based practice and initiate lasting changes to group learning provision. Materials from the stress management group and her presentations are provided.
The participant was assessed using a non-standardized assessment tool developed by the CTRS. The assessment gathered information on the participant's diagnosis, interests, and barriers to leisure participation. It found the participant enjoys activities like running, hiking, and music but identified being at the facility and inability to leave as barriers. The participant displayed some confusion about why he was at the facility and made comments implying past involvement with marijuana distribution. He expressed a desire to live independently with only once daily staff checks.
The Pawnee Teen Center offers a variety of programs for teens including soccer and basketball leagues, art programs, tutoring, college fairs, and outdoor adventure trips. This document includes budgets for the upcoming fiscal year for several of the center's programs including the College Fair, Basketball Leagues, and Teen Adventure trips. The budgets provide information on projected revenues and expenses including payroll, supplies, marketing costs, and insurance. The pricing strategies aim to recover costs through average cost pricing while keeping programs affordable for teens.
The document is a program plan for the Haunted Haus 2012 event organized by the New Braunfels Parks and Recreation Department. It provides an overview of the department, which maintains parks and offers recreation programs for the city of New Braunfels. It then outlines the planning and operations for the Haunted Haus event, including organization, staffing, activities, and schedules. The plan aims to create a fun and safe Halloween event for the community.
This document outlines goals and procedures for teaching several skills to students with autism spectrum disorder. It includes goals for a student to learn to skip count by 10s to 100 using a hundreds chart, write complete simple sentences, request a sensory break using a picture symbol, ask to go to the bathroom verbally and with sign language, and wash hands before eating snack. The document provides details on instructional procedures, prompting hierarchies, data collection, maintenance and generalization for each goal.
This document summarizes a research study on media representation of lesbian, gay, and bisexual athletes who have come out publicly. The study analyzed articles from ESPN and Yahoo Sports covering the coming out stories of 17 athletes. Key findings include:
1) The articles often framed each athlete's coming out as a momentous, historic event for both sport and society, presenting them as role models breaking barriers.
2) There were some differences in how male and female athletes' stories were covered, with more focus on challenging stereotypes for lesbian athletes.
3) Overall, the study provides insight into how media representation has evolved from ignoring homosexuality in sport to more positively covering coming out stories, though some stereotypes persist
This document provides an exploratory review of research on issues of leisure for people with non-normative sexual identities. It discusses how homonegativity and discrimination have been shown to negatively impact LGBTQ leisure experiences. It also examines how leisure serves as an important context for sexual identity development, though marginalization presents obstacles. The purpose is to explore major themes in this research, including theoretical perspectives, to inform future studies grounded in comprehensive understanding of the topic.
This document describes a LEGO-based social skills program for children and adolescents ages 6-16 with Autism Spectrum Disorder. The program aims to improve social skills like initiating interactions, maintaining conversations, and generalizing skills to real-world settings. It uses LEGO play both individually and in small or large groups to motivate social learning and practice. Staff are trained to implement the program safely and evaluate outcomes through participant assessments and guardian surveys.
The document outlines the program plan for the Woodlands Township Youth Tennis Camp. The camp is a weekly summer program for children ages 5-16 that includes tennis instruction, crafts, and pool time. Goals of the camp include providing a high-quality yet affordable program and increasing participation and revenue. The camp will be held at Bear Branch Park and managed by a head tennis pro who will oversee staff and day-to-day operations, including a contingency plan for inclement weather. Equipment, supplies, and marketing materials were purchased in advance of the 10-week camp.
The document summarizes the key changes to OSHA's Hazard Communication Standard in 2012, which updated the system for classifying and communicating information about chemical hazards. The major changes include a standardized global system for classifying chemicals based on their health, physical and environmental hazards. Chemical labels and Safety Data Sheets were also updated to new formats with consistent sections, pictograms, and other elements to better inform workers about hazards and protective measures. The training covered the new formats for labels and Safety Data Sheets and how chemicals will be classified and their hazards communicated under the updated standard.
The City of Round Rock is seeking a photographer or studio to provide professional photography services for their parks and trails. The selected photographer will be responsible for taking high quality photos that capture the architecture and everyday use of each park facility and trail. Photographers must demonstrate experience with architectural and action photography of outdoor scenes, as well as the equipment and ability to deliver final high-resolution digital photos including RAW files. The submission should include samples of previous work, resume, pricing, and information addressing the qualifications in the RFQ. The City will shortlist applicants to interview and then select a photographer to contract for the project.
The document provides a program plan for the 2012 Haunted Haus event hosted by the New Braunfels Parks and Recreation Department. The plan outlines details of the annual haunted house event including the target teenage audience, rationalization of providing a fun Halloween program, goals of ensuring safety, a fun experience, and event success, and evaluation methods to assess goal achievement.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
SOWK 5339 Integration Paper
1. Running head: RESEARCH INTEGRATION PAPER 1
On Engaging Nontraditional Students through Adventure:
A Research Integration Paper
Sarah Walters
Texas State University
2. RESEARCH INTEGRATION PAPER 2
On Engaging Nontraditional Students through Adventure: A Research Integration Paper
“Making sense of a day in the woods: Outdoor adventure experiences and early
childhood teacher education students” examines an outdoor adventure education program
used as a retention tool for nontraditional early childhood education (ECE) college
students. The article was published in the Journal of Early Childhood Teacher Education’s
34th volume in January 2013. The author, Suzanne Lamorey, is an Associate Professor in the
Department of Child and Family Development at the University of North Carolina at
Charlotte.
Summary of Article Content
Lamorey begins with a representation of the nontraditional ECE college students
that were the subjects of the study. These students, often well into established careers in
ECE when pushed into degree programs by the No Child Left Behind Act’s call for highly
qualified professionals, were “typically older, work[ing] full time and attend[ing] courses
part time, may have [had] dependents, and [were] often culturally and linguistically
diverse” (Lamorey, 2013, p. 320). They were more likely to doubt their ability to succeed in
a college classroom and less likely to have the supports necessary to do so. To address this
lack of supports, the author, in partnership with her university’s outdoor education
program director, conceived of an adventure education program to improve retention of
nontraditional ECE students, as well as improve their engagement in their program of
study and “their self-efficacy as skilled and successful degree-completers” (Lamorey, 2013,
p. 320).
This adventure education program was instituted as part of an ECE course
curriculum. It was designed, in following the established scheme for such programs, to use
3. RESEARCH INTEGRATION PAPER 3
experiential exercises and team challenges to boost personal and social growth of
participants in an informal but relevant context; the explicitly stated goals of the author, as
researcher and educator, were “to give the students an opportunity to (a) share their fears,
frustrations, and worries, (b) see their situations in a new context, and (c) perhaps recreate
their perceptions of professional and personal self in more empowered and efficacious
roles” (Lamorey, 2013, p. 321). The program design and goals were informed by a
thorough review of the research on outdoor adventure education programs.
Review of the Literature
In reviewing the literature, the author focused on empirical studies that outlined
positive outcomes of outdoor adventure programs. Among the positive outcomes listed
were improvements to self-concept, self-confidence, and locus of control (Hattie, Marsh,
Neill, & Richards, 1997); acquisition of a sense of empowerment (Shellman & Ewert, 2010);
increased perception of group cohesion and group identity (Glass & Behnshoff, 2002);
increased interpersonal skills and concern for others (McKenzie, 2003); and decreased
tension-anxiety responses and feelings of depression (Kanters, Bristol, & Attarian, 2002).
Particularly salient to teacher education were outcomes such as increased awareness of
peer supports, appreciation of supportive environments, coping mechanisms, and
understanding of own students’ experiences in school (Carlson & McKenna, 2000). The
author emphasized that these outcomes of “supportive and reflective” adventure education
programs were enhanced by facilitators through debriefing and provision of feedback
related to skill acquisition, and that models such as the Enroll, Experience, Label,
Demonstrate, Review, and Celebrate (EELDRC) approach (Roberts, 2002) the
ExperienceChange model (Chisholm & Warman, 2007), the commitment, alignment,
4. RESEARCH INTEGRATION PAPER 4
relationships, and behaviors (CARB) model (Eikenberry, 2007), and various adult learning
models should inform facilitators’ practice to maximize effectiveness.
Methods
Lamorey employed a qualitative case study approach in order to “captur[e] the
participants’ words and interactions in a naturalistic context” (2013, p. 323). The author
accompanied three different groups of students through three separate day-long adventure
education programs. Data transcripts were comprised of descriptive observations and
quotations captured on-paper by the author during these programs.
Participants. Seventy-eight ECE students, all female, participated in the study. Ages
ranged from 22 to 59 years, and 44% of participants were European American, 41%
African American, and 15% Hispanic. All participants were employed in the ECE field and
required to earn a related undergraduate degree to keep their jobs.
Materials. The outdoor adventure program was held at a low ropes and team
challenges course operated by a university-sponsored program. The program was
facilitated by employees of the course.
Design and Procedure. The author and outdoor adventure program facilitators co-
developed a curriculum with heavy emphasis on debriefing discussions that focused on the
context and meaning of participants’ work. To analyze the results, the author addressed
four challenge activities in detail and coded transcripts of these activities to provide a
thematic analysis.
Results
The detailed narratives of the activities were outlined in the results section of the
article. A description, an explanation of “[w]hat happened,” and a summary of the
5. RESEARCH INTEGRATION PAPER 5
debriefing were provided for each of four activities: “Spider Web,” “Teeter-Totter,” “Jump
Rope,” and “Balls and Tubes” (Lamorey, 2013). This – essentially raw – data was analyzed
in the discussion of coded themes.
Discussion of Themes. Coding categories were informed by outcomes listed in the
literature review, and condensed upon review of the transcripts. These categories were
perseverance, collaboration, overcoming fears, and reflection.
Implications
The author concludes that many of the positive outcomes of adventure education
programs identified in the literature review were also experienced in the current study by
nontraditional ECE student participants. In question are the “’staying power’’ and
quantification of such outcomes (Lamorey, 2013, p. 332). The author suggests that future
research explore long-term implications of adventure education program participation and
attempt to better quantify results.
Purpose & Therapeutic Value of the Studied Intervention
The article made clear several explicitly stated goals of the studied intervention, as
mentioned previously. Put succinctly, the objective of the intervention was to “facilitat[e]
enhanced self-efficacy of students relative to their personal and professional selves” by
“’provid[ing] transformative group experiences using tailored challenges and guided
reflection’” (Lamorey, 2013, p. 323). The intervention was also intended as a supportive
retention improvement activity that would engage students in their academic program by
developing a shared group identity. As such, this outdoor adventure education program
was a therapeutic program “focusing primarily on educational or enrichment goals . . .
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where change was attained through a focus on generic issues of the target group,” as
identified by Gillis and Gass (2004, Adventure Therapy Settings section).
The therapeutic component, or attainment of change, of the studied intervention
was in the open-ended, contextualized debriefing discussions. The activities were in and of
themselves productive of positive outcomes for participants as individuals and as a group,
certainly, but the focus of the researcher and facilitators was on providing a relevant
context for developing meaning related to participants’ work within the ECE profession.
The therapeutic value, then, was in “punctuating the isomorphic (i.e., parallel) connections
between the insights and learnings during the activity to the parallels existing within
clients’ lives” (Gillis & Gass, 2004, An Adventure Experience subsection). Through targeted
and metaphoric debriefing, participants were able to recognize positive outcomes to
“interpersonal and intrapersonal skills” that “did seem to trigger a sense of empowerment .
. . that flowed into their . . . discussions of self and work” (Lamorey, 2013, p. 332).
Theoretical Concepts Applied through the Study
As with the goals of the program, its essential theoretical foundations are also
explicitly stated. The design of the outdoor adventure education intervention applied in the
study was based upon the “elements of intrapersonal and interpersonal self-awareness,
acquisition of new behaviors and skills, and a transfer of learning to applied experiences”
outlined in several referenced change models (Lamorey, 2013, p. 322). The author also
referenced adult learning models as adding to the theoretical base for the intervention.
Not explicitly mentioned but arguably a driving concept behind the intervention’s
design is interpretivist theory, “which suggests that program impacts are constructed from
the meaning that participants make of their experiences” (D’Amato & Krasny, 2011). The
7. RESEARCH INTEGRATION PAPER 7
application of interpretivism is glaringly present in the program’s focus on reflexive,
contextualized debriefing, regardless of Lamorey’s conscious knowledge of the theory – or
lack thereof. In placing the therapeutic emphasis on the debriefing process, the researcher
and facilitators engaged a phenomenological Verstehen, a concern with “understanding
how the everyday, intersubjective world . . . is constituted” through “’reconstruct[ing] the
genesis of the objective meanings of action in the intersubjective communication of
individuals in the social-life world’” (Schwandt, 2003, p. 192; Outhwaite, 1975, p. 91). A
myriad of other experiential education, adventure therapy, and related theories could also
be argued as having been applied in this intervention’s practice, but a focus on
interventionism matches the focus on targeted debriefing.
Application of the Intervention to the Studied Population
Perhaps the biggest strength of the article is the Lamorey’s intentional and dynamic
justification of the intervention as relevant to and appropriate for the studied population.
The author reasons that, because of their multilayered and complex roles, nontraditional
students are “particularly appropriate candidates” for “an applied, experiential approach in
expanding the development of knowledge and skills for their profession” (Lamorey, 2013,
pp. 333 & 322). Furthermore, Lamorey emphasizes that “the opportunity to explore and
develop each individual’s sense of personal and professional perseverance, collaboration,
ability to overcome fears, and engage in reflection” is a potentially transformative and
likely enduringly effective means of “supporting their roles and responsibilities as students,
teachers, and graduates” (Lamorey, 2013, p. 333).
Lamorey’s emphatic reasoning that the studied outdoor education intervention is
appropriate for college students, and nontraditional college students in particular, is
8. RESEARCH INTEGRATION PAPER 8
supported by similar research. Kanters, Bristol, & Attarian, for example, establish that one-
day, curriculum based programs using initiative-based activities and convenient facilities
can and do achieve the same positive outcomes as expensive and time consuming multi-
day, high adventure programs for college students so long as they are targeted and
successfully debriefed (2002). It seems the narrow scope of this intervention, which
involves limited time and financial commitments and is tied to course requirements, is
particularly appropriate for college students in that it is easily accessible but still
transformative. This narrow scope and accessibility of the intervention, as well as the
demonstrated successful application with a diverse population of nontraditional students,
suggest limited diversity concerns for the application of a similar outdoor education
program.
Ethical Concerns Related to the Studied Intervention
The studied intervention – a basic, one-day, low ropes and team challenges program
– is well-established as appropriate for adventure therapy and outdoor adventure
education. The activities involved, including low ropes challenges such as “Spider Web” and
group initiative activities such as “Balls and Tubes,” are physically and emotionally low-
risk. This low risk is further mitigated by several other factors of the intervention’s
implementation as presented in the study: the involvement of professionally trained
facilitators, the use of an adequate specialized facility, and the nature of the typically
functioning adult population. As such, there is no mention of potential ethical concerns
within the article itself.
However, as in any adventure-related program, there are ethical considerations
relevant to the principled provision of the studied intervention. The American
9. RESEARCH INTEGRATION PAPER 9
Psychological Association’s “Ethical principles of psychologists and code of conduct” is an
effective resource for understanding which principles are, in fact, relevant to the study.
Two basic principles seem to be most relevant: “3.04 Avoiding Harm” and “10.03 Group
Therapy” (American Psychological Association, 2010). “Avoiding Harm” is relevant in that
it is crucial “to minimize harm where it is foreseeable and unavoidable” in any situation in
which participants face any physical and emotional risk, even minimal; “Group Therapy” is
relevant in that the studied intervention is group-oriented and therefore does present
some risk related to confidentiality, etc. (American Psychological Association, 2010).
Beyond these basic general principles, the more specialized “Ethical guidelines for
the therapeutic adventure professional” provided by the Association of Experiential
Education also provide a framework of relevant considerations even for this relatively low-
risk intervention. “Competence,” “Integrity,” “Respect for People’s Rights and Dignity,”
“Concern for Welfare,” and “Social Responsibility” must all be maintained (“Ethical
Guidelines,” n.d.). Furthermore, as the studied population is comprised of professional
educators, “Professional Responsibility” seems particularly poignant (“Ethical Guidelines,”
n.d.). Participants may, in turn, seek to use similar adventure education interventions with
their own students. Therefore, it is particularly crucial that facilitators represent the
profession in a clear and principled manner and advocate for ethical and appropriate
provision of services.
Conclusion
Lamorey’s article is particularly relevant to a professional seeking to work with
college students or with a similarly diverse adult population. While the studied
intervention is not necessarily innovative by adventure therapy standards, such an
10. RESEARCH INTEGRATION PAPER 10
adventure education program would certainly be considered a novel addition to degree
programs at many colleges and universities. The value of the article is, therefore, not in its
introduction of a groundbreaking intervention for a hard-to-reach population – or lack
thereof – but in its solid defense of an established intervention as useful, appropriate, and
therapeutic for college students.
11. RESEARCH INTEGRATION PAPER 11
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