Browsing by Subject "Pedagogy"
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Item Approaches to effective pedagogy coaching in diverse settings: Challenges and opportunities(2009) Teemant, Annela; Tyra, Serena; Vogt, LynnProfessional development models that promote teacher use of research-based practices for diverse learners is a growing concern, especially among school populations that are increasingly diverse in terms of language, cultural, and economic status. This paper describes how the Standards for Effective Pedagogy, promoted by the Center for Research on Education, Diversity & Excellence (CREDE), are being used as the focus of coaching with public school teachers in various national and international settings. Two case studies are detailed, highlighting different contexts, aims, and models for coaching. Implications are presented based on the successes and challenges associated with these coaching models for improving teacher use of the Standards for Effective Pedagogy.Item Archive as Pedagogy: Oral History and a Journal of the Plague Year(SAGE Publishing, 2020-12-18) Kelly, Jason M.; Horan, John; American Studies, School of Liberal ArtsIn March 2020, the COVID-19 Oral History Project, based at Indiana University Purdue University Indianapolis (IUPUI), teamed up with A Journal of the Plague Year: An Archive of COVID-19 (JOTPY), based at Arizona State University to create and curate a series of oral histories focused on the lived experience of the pandemic. Among the results of this collaboration has been a focus on research-based pedagogy and learning for undergraduate students, graduate students, and the public at large. This pedagogical emphasis has both shaped the archive and has been shaped by the process of developing the archive.Item Bringing the Bard Up to Date: Teaching Shakespeare in Our Current Moment(2023-08) Thomas, Adrienne Michele; Hoegberg, David; Aukerman, Jason; Musgrave, MeganThis thesis represents the written report of an action research study conducted in ENG-L433/625: Conversations with Shakespeare, a combined undergraduate/graduate course at IUPUI. The study was primarily interested in answering whether there is still value in teaching Shakespeare’s plays in modern classrooms and, if so, the best methods for teaching these plays that meet current students’ needs. Historical and modern methods of teaching Shakespeare are explored in depth to provide context for the design of the study, as well as the hosting course, as they were designed separately. The primary methods under review are utilizing adaptations, providing historical and contextual background, employing different forms of discussion, and close reading. By collecting data via surveys, classroom observations, and documentary evidence, the findings of this study show that there is not one method that works best for increasing student engagement with and understanding of Shakespeare’s plays, rather, it is necessary to use multiple methods in conjunction with one another to best meet students’ needs.Item Developing, Writing and Teaching Case Studies in Philanthropic Studies(2022-11-10) Danahey Janin, PatTeaching philanthropic studies globally requires an understanding of how context influences the nonprofit sector around the world (Casey, 2023). Cases studies allow students to peer into a situation and consider a decision-making process to understand how contexts, individuals, and processes influence outcomes. This poster presents my 5-step process of developing, writing, and teaching a teaching case study for an original elective course on philanthropy and the ocean for an international undergraduate student body. It highlights a pedagogical practice to enhance learning through active engagement, international examples, and connecting international students in the classroom.Item Diverse teaching pedagogy: Creating cultural safety in the classroom(2009-04-23) Augustine, Marva; Grove, Kathleen; Khaja, Khadija; Modibo, Najja; Gentle-Genitty, CarolynItem Freire, Aristotle, Marx, And Sartre: A Critique Of The Human Condition(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Dale, John A.This paper examines some of the philosophical foundations that shaped Paulo Freire’s pedagogy. From a componential analysis of the literature, a dominant theme of “critique” emerged. From a philosophic perspective, critique implies the human capacity of rational thinking when humans are given the opportunity to reflect on their sociohistorical conditions. This achievement of telos leads to an escape from Marx’s concept of false consciousness into an existential perspective—that is, each person’s confrontation with choice. Ultimately, the paper argues the potential exists to employ Freireian pedagogy in practice if educators understand the philosophical narratives and assumptions on which his work is based.Item Pedagogical v. Pathfinder: Reimagining Course & Research Guides for Student Success(2017-05-12) Lee, Yoo Young; Lowe, M. Sara; Maxson, Bronwen K.; Stone, Sean M.What is the best way to design course and research guides? Can the design of a guide impact student learning and transform student information-seeking processes? This presentation will detail results of two studies (one in-classroom, the other usability) which use qualitative and quantitative assessments to determine if guide design aids in student learning. Draw on our successes and failures to invigorate your course and research guides for transformative learning.Item The Relationship of Teacher Use of Critical Sociocultural Practices with Student Achievement(Institute for Critical Education Studies, 2013-04-15) Teemant, Annela; Hausman, Charles S.This exploratory study examined whether teacher use of critical sociocultural practices improved student performance on a criterion-referenced English/Language Arts exam or the LAS Links assessments of English language proficiency for English Language Learners. Fifteen urban elementary teachers participated in a year of professional development, which used an instructional coaching model to increase teacher use of critical sociocultural practices. Using a new scale called Critical Stance, observers measured the degree of fidelity teachers exhibited in using critical practices. Teachers’ Critical Stance post-intervention and growth scores were significantly and positively correlated with increased student performance on the English/Language Arts exam as well as on five LAS Links assessments. Both native and non-native English speakers benefited from increased teacher use of Critical Stance. Teacher use of Critical Stance was also a stronger predictor of ELLs’ gains in English proficiency than teacher use of higher order thinking.Item Stories We Live By: Exploring Graphic Novels With High Schoolers(Taylor & Francis, 2023) Kulinski, Alexa R.; Herron School of Art and DesignThis article explores the graphic novels that emerged within the context of a pre-college course for high school students. After providing an overview of comics and graphic novels within education, I highlight pedagogical strategies and approaches for making comics and graphic novels. I then examine student work from the course with a particular focus on the final graphic stories they told, why they chose to tell those particular stories, and how they went about doing it. Examination of student work revealed that the self was a starting point for their narratives, students continually explored and pushed conventions of the artform, and students remixed dominant narrative arcs. The stories and artmaking strategies that emerged as a result of the course highlights how comics and graphic novels provide students the space to explore and voice what matters most to them, making them a valuable component of K-16 art education.Item Teaching with the Museum: partnership as pedagogy(Art History Teaching Resources, 2020-03-27) Holzman, Laura M.