Browsing by Subject "teachers"

Now showing 1 - 4 of 4
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    The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies
    (Routledge, 2022) Sherman, Brandon J.; Teemant, Annela
    Freirean critical pedagogy and sociocultural theories of learning have been found to resonate in certain ways while remaining distinct bodies of theory. Sherman and Teemant argue that these theories of learning, considered in tandem, have implications for the practice and pedagogy of language and literacy instruction for emergent bilinguals. In this chapter, we read sociocultural principles of pedagogy through Freirean principles of critical pedagogy using illustrations drawn from teacher practice. In this way, we draw valuable connections between how teachers translate Freirean perspectives into living educational practice.
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    Report on Community Focus Group around the ISTE National Educational Technology Standards for Teachers
    (2017) Price, Jeremy F.
    This document reports on the themes that emerged from the dialogue between the participants of the IUPUI Focus Group on the ISTE Standards for Teachers. The themes were verified by the participants of the Focus Group. Emergent themes that arose from the group included: Access, Resources, and Diverse Dispositions; Intentionality and Community; Relationships and Identity; and Meaning Making and Values. In addition to a description of the themes, suggestions for changes and auxiliary materials are provided.
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    Sensory-Based Resources and Lesson Plans for Community Child Development Center: A Doctoral Capstone Project
    (2022-05-01) Brown, Hannah; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; White, Debra
    Sensory processing challenges make it difficult for a child to learn, concentrate, socialize, and engage in daily school-related activities. To effectively understand sensory processing challenges and the impact they may have on academic success, teachers must have a working knowledge of sensory processing. This project aimed to enhance early childhood education teachers' knowledge and understanding of sensory-based topics using a coaching approach. For this project, coaching involved helping teachers develop awareness, knowledge, and skills through the creation of sensory-based resources and the implementation of sensory-based lesson plans. Results from the qualitative data analysis indicated that coaching effectively facilitated learning and increased teachers' awareness of sensory processing differences, knowledge and understanding of sensory-based topics, and implementation of sensory strategies within the classroom. This project adds to the growing body of research to support the use of coaching for professional development in early education settings.
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    Three Necessary Things: The Indianapolis Free Kindergarten and Children's Aid Society, 1880-1920
    (2010) Gobel, Erin J.; Morgan, Anita; Barrows, Robert G. (Robert Graham), 1946-; Kostroun, Daniella J., 1970-
    A group of well-to-do women formally organized the Indianapolis Free Kindergarten and Children’s Aid Society with the goal to open kindergartens for children like Onis Williams. Reverend Oscar C. McCulloch, a social gospel proponent, was influential in organizing these women as well as several other Indianapolis charitable organizations. The clubwomen of the Indianapolis Free Kindergarten and Children’s Aid Society collected funds and goods from local businesses and wealthy businessmen to support their work; the clubwomen also hosted teas, parties, and an annual ball to raise money. At first, the women of the Indianapolis Free Kindergarten and Children’s Aid Society (hereafter IFK) opened kindergartens and distributed clothing to young children in the poorest districts of the city. Over time, however, IFK expanded to include adult programs, programs for children of all ages, and opened a teachers’ training school. This thesis consists of three chapters. The first chapter will focus on the Indiana Primary and Normal Training School, the teacher training school run by IFK. The second chapter will discuss the various social and academic programs available to Indianapolis children, including the actual kindergarten. The third chapter will focus on six different programs available to mothers whose children attended kindergartens and other programs. This thesis will show how some Indianapolis clubwomen used the teacher’s school, the kindergartens, and the programs for mothers of IFK to create a successful Progressive program that endured for nearly seventy years.