Matching Items (93)

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How Asian American Educators Consider Their Socio-Cultural Identity Markers

Description

This literature review synthesized 15 studies about how Asian American K-12 educators in the United States considered their socio-cultural identity markers. The current literature largely revolves around the lack of

This literature review synthesized 15 studies about how Asian American K-12 educators in the United States considered their socio-cultural identity markers. The current literature largely revolves around the lack of representation of Asian Americans in teaching, and few studies exist about the experiences of the few Asian Americans who do become teachers. Studies included in this paper are related to the topics of Asian American pre-service and in-service teaching experiences, Asian American identity consideration, and pedagogical practices used by Asian American teachers. This paper seeks to understand and report on the various racialized experiences of Asian Americans and how their pedagogies are affected by their consideration of their identity.

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  • 2020-05

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Reggio Emilia in the American Middle School

Description

The Reggio Emilia Approach to early childhood education is touted as one of the best educational philosophies for teaching young students. The approach emphasizes project-based learning, multiple intelligences, and community

The Reggio Emilia Approach to early childhood education is touted as one of the best educational philosophies for teaching young students. The approach emphasizes project-based learning, multiple intelligences, and community involvement, among other key tenets. While Reggio is growing in popularity worldwide, little research exists measuring the true efficacy of the approach. This study identifies research-based pedagogical best practices that support the elements central to the Reggio classroom. The study also explores adapting the Reggio Emilia Approach to the upper-elementary or middle school classroom. The approach is traditionally meant for early childhood, but its research-backed strategies could benefit students of any age group. The study is followed by three sample lesson plans, demonstrating how elements of the Reggio Emilia Approach could be adapted into a middle school English curriculum.

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Date Created
  • 2018-05

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Liminal Space

Description

Liminal Space is a pen-and-paper roleplaying game designed to facilitate performative, personalized, and critical exploration of identity, value and truth dissensus; contemporary social, technological, political, and environmental issues; and modes

Liminal Space is a pen-and-paper roleplaying game designed to facilitate performative, personalized, and critical exploration of identity, value and truth dissensus; contemporary social, technological, political, and environmental issues; and modes of relating to socio-technical change, instability, and uncertainty. Pen-and-paper roleplaying games emerge from a 40-year history as an entertainment medium, but in recent decades have displayed the ability to personally speak to more "serious" issues. Mechanically, they combine elements of classroom or public-engagement, pedagogic, roleplaying exercises with benefits or participatory scenario construction, allowing players to immerse themselves in bespoke situations reflecting their personal interests, anxieties, and pedagogic aims and to reflexively and critically engage with contested truths or social disruptions in a safe space. Formal studies of roleplaying games are sparse, and I, the author, hope that Liminal Space can draw more study to a unique communication, entertainments, and performance medium and to the unique communities that surround it.

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  • 2018-05

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Sustainability Competencies in Middle-School Curriculum: Educating Students About Water Systems and Drought

Description

Current literature on sustainability education and its core competencies (systems thinking, normative, interpersonal, strategic, and future thinking) has yet to acknowledge the K-12 level, concentrating instead on higher-level institutions. To

Current literature on sustainability education and its core competencies (systems thinking, normative, interpersonal, strategic, and future thinking) has yet to acknowledge the K-12 level, concentrating instead on higher-level institutions. To initiate study at the critical K-12 level, a curriculum module composed of four lessons to address the wicked sustainability problem of drought in the Sonoran Desert was developed, piloted, and evaluated. The framework of each lesson combined the core competencies and the 5Es pedagogy (engage, explore, explain, elaborate, and evaluate). Two lessons were successfully piloted in two seventh grade middle-school science classes in Phoenix, Arizona. Topics addressed were the water cycle, types of drought, water systems, and mitigation methods. Evaluation determined a high level of student engagement. Post-pilot teacher questionnaires revealed a high degree of support for inclusion of sustainability education and core competencies addressing drought in future opportunities. It is concluded that lessons in the future can adopt the core competences of sustainability with the support of educators in Arizona.

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  • 2015-12

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An Ultrasonographic Investigation of Horn Articulation

Description

This study is an ultrasonographic inquiry into articulation on the French horn. Previous attempts into imaging the tongue have been made, but ultrasonography has recently proven a useful tool for

This study is an ultrasonographic inquiry into articulation on the French horn. Previous attempts into imaging the tongue have been made, but ultrasonography has recently proven a useful tool for pedagogical inquiry on the topic though it has never before been used in studying a brass instrument. In this pilot study a test subject performed a variety of tasks on the French horn while undergoing ultrasound imaging. Ultrasound images of the subject's tongue were synchronized with audio recording of the performance and the resulting data was qualitatively analyzed and compared with the standing pedagogical beliefs on the topic. The study showed that some of the current beliefs on the mechanism of articulation are false. The study also showed that ultrasonography is a useful method for investigating brass pedagogy and could be used for inquiry in the future.

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  • 2014-05

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Composing Pop: Teaching for Student Creativity

Description

This thesis explores my experience in teaching a high school music class through composition. I detail pedagogical approaches that helped to shape my lesson planning including constructivism, informal learning, and

This thesis explores my experience in teaching a high school music class through composition. I detail pedagogical approaches that helped to shape my lesson planning including constructivism, informal learning, and project based learning. The music education theory is put into action in a real high school setting and I explain what happened: what worked, what didn't, and what can we learn from this?

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Date Created
  • 2014-05

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SELF-PEDAGOGY OF THE GUITAR USING TABLATURE AND CLASSICAL METHODS

Description

There are many different methods of learning the guitar and teaching it to oneself. I explored classical methods as well as learned by tablature. I compared it to how I

There are many different methods of learning the guitar and teaching it to oneself. I explored classical methods as well as learned by tablature. I compared it to how I have learned the piano and other things in past such as languages and sports. This paper narrates the process but also give advise for someone teaching themself any subject matter. Here are the main points: (1) Choose something you are passionate about (2) Use what you already know, and apply strategies that have worked before (3) Try learning the subject in different ways (4) Build a strong foundation of fundamentals (5) Take advantage of various resources (6) Do not be afraid to make mistakes (7) Perseverance will pay off. I found that I preferred the tablature method but learned a lot from both. I plan on continuing to improve at both methods and want to expand my learning to songwriting.

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Date Created
  • 2014-05

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The Effectiveness of Math Digital Learning Tools and Their Place in the Classroom

Description

Digital learning tools have become ubiquitous in virtual and in person classrooms as teachers found creative ways to engage students during the COVID 19 pandemic. Even before the pandemic and

Digital learning tools have become ubiquitous in virtual and in person classrooms as teachers found creative ways to engage students during the COVID 19 pandemic. Even before the pandemic and widespread remote learning, however, digital learning tools were increasingly common and a typical part of many classrooms. While all digital learning tools are worthy of study, math digital learning tools (MDLTs) designed for K - 8th grade in particular raise questions of efficacy and usefulness for classrooms. This paper shows that MDLTs are an effective tool to raise students’ math achievement across K - 8th grade, and that time spent on MDLTs can lead to better understanding of a topic than traditional, teacher led instruction. However, if the MDLT is being delivered in a language the student is not familiar with, that student will not be able to benefit from MDLTs in the way other students do. This is also true of students who receive Special Education services. Additionally, higher quality MDLTs that provide feedback that attaches meaning to students’ work creates a better learning environment for students than one with simpler feedback. Based on my experiences with student teaching this year and using the popular MDLT IXL frequently, I recommend that MDLTs not just be used for independent practice time, but for whole class, problem solving sessions where students have to use mathematical thinking in new content areas. This will build deeper conceptual learning and a greater sense of achievement in students.

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Date Created
  • 2021-05

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A Supplement to ASU's MAT 370: Examples and Applications

Description

This thesis is a supplement textbook designed with ASU’s MAT 370, or more generally, a course in introductory real analysis (IRA). With research in the realms of mathematics textbook creation

This thesis is a supplement textbook designed with ASU’s MAT 370, or more generally, a course in introductory real analysis (IRA). With research in the realms of mathematics textbook creation and IRA pedagogy, this supplement aims to provide students or interested readers an additional presentation of the materials. Topics discussed include the real number system, some topology of the real line, sequences of real numbers, continuity, differentiation, integration, and the Fundamental Theorem of Calculus. Special emphasis was placed on worked examples of proven results and exercises with hints at the end of every chapter. In this respect, this supplement aims to be both versatile and self-contained for the different mathematics skill levels of readers.

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  • 2021-05

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Earth, Society, and Justice: An Annotated Syllabus for a Political Geology Course Informed by Decolonial, Radical, and Environmental Justice Theories

Description

Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we

Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)

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  • 2021-05