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Descriptors:
Adult Education; Informal Education; Independent Study; Self Efficacy; Activities; Communities of Practice; Power Structure; Political Attitudes; Ideology; Activism; Teaching Models; Teaching Methods; Cooperative Learning; Participation; Open Source Technology; Educational Practices; Life Style; Quality of Life; Sharing Behavior; Skills

Abstract:
This study explored innovative alternative processes of living, learning, and knowledge sharing of a loosely knit community of anarchist, anticapitalist "Do-It-Yourself" (DIY) activists. Generated through participant observation and interviews, findings reinforced adult education theories--that adults can diagnose their own learning needs and carry out appropriate learning activities. Participants also critiqued prevailing educational practices, suggesting alternatives such as autonomy, choice, critical thinking, cooperative learning, and deconstructing hierarchy. In particularly promising findings, the DIY activists described radical alternative channels for knowledge sharing: piracy, skillshares, Internet/open source media, the streets, and zines. Employing older and newer technologies, and legal and illegal methods, these modalities embodied in powerful ways the participants' radical political commitments. The DIY activists also gave cause to reflect on the nature of cultural dialogism, community, and communities of practice as they struggled with the nature of their own identities, ideologies, and desires to broaden outreach beyond their immediate community. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English Language Learners; Teaching Methods; Teaching Models; Intervention; Elementary Secondary Education; Instructional Effectiveness; Educational Research

Abstract:
The "Sheltered Instruction Observation Protocol"[R] ("SIOP"[R]) is a framework for planning and delivering instruction in content areas such as science, history, and mathematics to English language learners as well as other students. The goal of "SIOP"[R] is to help teachers integrate academic language development into their lessons, allowing students to learn and practice English as it is used in the context of school, including the vocabulary used in textbooks and lectures in each academic discipline. Using this planning framework, teachers modify the way they teach so that the language they use to explain concepts and information is comprehensible to these students. "SIOP"[R] is intended to be applicable at levels of education from pre-K through community college. The "SIOP"[R] model consists of instructional strategies that cover eight aspects of lesson design and delivery: lesson preparation, building background, comprehensible input, strategies, interaction, practice and application, lesson delivery, and review and assessment. The instructional strategies address the academic and linguistics needs of English language learners. In most cases, teachers receive professional development on the "SIOP"[R] model before using it to modify their lessons. This review of "SIOP"[R] focuses on research that examines its impact on the learning of English language learners in grades K-8. The What Works Clearinghouse (WWC) identified 32 studies of "SIOP"[R] for English language learners that were published or released between 1983 and 2012. Seven studies are within the scope of the English Language Learners review protocol but do not meet WWC evidence standards. Four studies did not establish that the comparison group was comparable to the intervention group prior to the start of the intervention. Three of these used a quasi-experimental design, and the other was a randomized controlled trial with high attrition. Three studies include only one unit--for example, school--in one condition, which makes it impossible to attribute the observed effect solely to "SIOP"[R]. Twenty-two studies are out of the scope of the English Language Learners review protocol because they have an ineligible study design. A glossary of terms is included. (Contains 2 endnotes and 2 additional sources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Teachers; Science and Society; Controversial Issues (Course Content); Scientific Literacy; Problems; Decision Making Skills; Access to Information; Teaching Models; Scaffolding (Teaching Technique); Ethics; World Views; Cultural Pluralism

Abstract:
Internationally there is concern that many science teachers do not address socioscientific issues (SSI) in their classrooms, particularly those that are controversial. However with increasingly complex, science-based dilemmas being presented to society, such as cloning, genetic screening, alternative fuels, reproductive technologies and vaccination, there is a growing call for students to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally towards a focus on scientific literacy, but research indicates that many secondary science teachers lack the support and confidence to address SSI in their classrooms. This paper reports on a project that developed a pedagogical model that scaffolded teachers through a series of stages in exploring a controversial socioscientific issue with students and supported them in the use of pedagogical strategies and facilitated ways of ethical thinking. The study builds on existing frameworks of ethical thinking. It presents an argument that in today's increasingly pluralistic society, these traditional frameworks need to be extended to acknowledge other worldviews and identities. Pluralism is proposed as an additional framework of ethical thinking in the pedagogical model, from which multiple identities, including cultural, ethnic, religious and gender perspectives, can be explored. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Learning; Epistemology; Child Advocacy; Child Role; Child Psychology; Educational Philosophy; Hermeneutics; Social Justice; Knowledge Base for Teaching; Teaching Methods; Teaching Models; Learning Processes; Aptitude Treatment Interaction; Educational Practices

Abstract:
Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers' prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls "epistemic injustice" which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to (black) child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves "cracking" the concept of child and a different non-individualised conception of education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Science; Biology; Large Group Instruction; Undergraduate Students; Science Instruction; Teaching Models; Classroom Communication; Discourse Analysis

Abstract:
Large enrolment science courses play a significant role in educating undergraduate students. The discourse in these classes usually involves an instructor lecturing with little or no student participation, despite calls from current science education reform documents to elicit and utilize students' ideas in teaching. In this study, we used the 5E instructional model to develop and implement four lessons in a large enrolment introductory biology course with multiple opportunities for teacher-student and student-student interaction. Data consisted of video and audio recordings of whole-class and small-group discussions that took place throughout the study. We then used a science classroom discourse framework developed by Mortimer and Scott (2003) to characterize the discursive interactions in each 5E lesson phase. Analysis of the data resulted in two assertions. First, the purpose, communicative approach, patterns of discourse, and teaching interventions were unique to each 5E lesson phase. Second, the type of lesson topic influenced the content of the discourse. We discuss how the findings help characterize the discourse of each phase in a 5E college science lesson and propose a model to understand internalization through discursive interaction using this reform-based approach. We conclude with implications for facilitating discourse in college science lessons and future research. This study provides support for using the discourse framework to characterize discursive interaction in college science courses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mechanics (Physics); Demonstrations (Educational); Teaching Models; Science Instruction; Models; Scientific Concepts; College Science

Abstract:
A classroom demonstration model has been designed, machined and successfully tested in different learning environments to facilitate understanding of the mechanics of truss structures, in which struts are subject to purely axial load and deformation. Gaining confidence with these structures is crucial for the development of lattice models, which occur in many fields of physics and engineering. (Contains 2 tables, 7 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Video Technology; Multimedia Instruction; Student Surveys; College Students; Learner Controlled Instruction; Learner Engagement; Instructional Materials; Teaching Methods; Teaching Models; Teaching Styles; Student Evaluation; Cognitive Style; Introductory Courses; Student Improvement; Course Evaluation; Alignment (Education); Assignments; Computer Science Education; Programming; Educational Technology; Web Based Instruction; Engineering Education; Instructional Effectiveness; College Instruction; Tutorial Programs; Tutoring; Academic Failure

Abstract:
Traditional teaching styles practiced at universities do not generally suit all students' learning styles. For a variety of reasons, students do not always engage in learning in the courses in which they are enrolled. New methods to create and deliver educational material are available, but these do not always improve learning outcomes. Acknowledging these truths and developing and delivering educational material that provides diverse ways for students to learn is a constant challenge. This study examines the use of video tutorials within a university environment in an attempt to provide a teaching model that is valuable to all students, and in particular to those students who are not engaging in learning. The results of a three-year study have demonstrated that the use of well-designed, assessment-focused, and readily available video tutorials have the potential to improve student satisfaction and grades by enabling and encouraging students to learn how they want, when they want, and at a pace that suits their needs. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music; Educational Practices; Music Teachers; Classroom Environment; Classroom Techniques; Student Diversity; Cultural Pluralism; Culturally Relevant Education; Music Education; Teaching Models; Social Change

Abstract:
A music educator opens the classroom door one September morning, and there they are. Another group of new students. But this year, there's a different mix: a student from Cambodia, another from Mali, two students from Peru, five Mexicans, two Taiwanese, and an American Indian. Maybe it's happened gradually; maybe not. But this is what America looks like, and music educators, largely trained to teach students to play in the Western classical tradition, have to adjust. Welcome to the culturally diverse classroom. What was once a largely urban phenomenon is becoming an American norm. And music educators must find ways to acknowledge the cultural range of their students to continue to be effective. This article discusses how music educators can respond to the basic fact that America's classrooms are growing ever more culturally diverse--and turn it to everyone's advantage. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Online Courses; Blended Learning; Video Games; Teaching Models; Web Based Instruction; Educational Trends; Educational Policy; College Instruction; Influence of Technology; Educational Change; Memory; Interviews

Abstract:
Since MIT and Harvard started edX, their joint experiment with free online courses, the venture has attracted enormous attention for opening the ivory tower to the world. But in the process, the world will become part of an expensive and ambitious experiment testing some of the most interesting--and difficult--questions in digital education. Can community-college students benefit from a new form of hybrid learning, based on a mix of local instruction and edX content? Can colleges tap alumni as teaching volunteers? Can labs be reinvented in the style of online video games? EdX and its collaborators are developing tools and teaching models to answer these questions. And they view the project as a means to study even deeper problems, like understanding how people forget--and creating strategies to prevent it. The author reports five ways that edX could change education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Thinking Skills; Active Learning; Biology; Constructivism (Learning); Research Universities; Introductory Courses; Instructional Innovation; Multiple Choice Tests; Intervention; Technology Uses in Education; Undergraduate Students; Peer Groups; Achievement Gains; Instructional Effectiveness; Teaching Models; Teaching Methods; Lecture Method; Achievement Tests; Classroom Observation Techniques; Protocol Analysis

Abstract:
This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists." (Contains 4 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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