Search results for: Teaching methods

This article explores the sacred space of teaching and learning by examining a five-year personal inquiry into the study and practice of teaching leadership. The article explains a parallel process which describes students' learning and the author's own learning and development as a teacher, scholar, and university leader as a result of working together in experiential undergraduate leadership classes.

In this article, a teacher action researcher describes how he investigated ways to enhance student engagement in the required reading. The article begins by setting research context in Greece, and goes on to describe the action research project. The author focuses on the students' active involvement in the process. The article concludes that, in an action research framework, the teacher-students negotiation organizes student intervention quite effectively and allows us to consult the student's voice.

In this study, the authors sought to establish the differential effects on achievement of embedding evidence-based practice in the design of an inclusive education teacher preparation course. Embedded design involves creating self-repeating patterns in the instructional design of a course by expressing essential design features at multiple levels in the teaching and learning experience. The authors found a statistically significant difference in student achievement as a function of the teaching approach (cooperative learning, peer-assisted learning, or self-study) employed as part of the embedded design process.

This paper describes how a blogging exchange between pre-service teachers and elementary school children was used as part of a social studies pedagogy course. The objective of this exchange was to develop the pre-service teachers’ understanding of children’s differing learning needs, interests and learning styles while the children were immersed in developing subject-specific content knowledge. The experience was mutually beneficial for both the children and the pre-service teachers. Recommendations include increased emphasis on training both pre-service teachers and children on how to use blogs and how to frame questions and responses prior to incorporating a blogging experience.