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Pub Date: |
2010-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Student Attitudes; Action Research; Islam; Case Studies; Teacher Attitudes; Religion; Online Courses; Telephone Surveys; Religious Education; Stereotypes; Critical Thinking; Course Evaluation; Instructional Effectiveness
Abstract:
The purpose of this action research was to examine how a narrative case study in an online asynchronous world religions course affected learners' understandings, appreciation, and respect for the beliefs and values of others. The world religions course examined a variety of religions including Islam. Ten participants received information about the Five Pillars of Islam; they then analyzed a narrative case study written by the instructor that was a fictional representation centering around the Five Pillars. Following this analysis, learners used the Five Pillars of Islam to construct their own narrative case study. Pre and post assignment data were collected and analyzed. The data sources included: responses to a survey; narrative answers to open-ended questions; written analyses of the narrative case study; responses to telephone interviews; and, written original narrative case studies. Results indicated that learners demonstrated positive changes in their beliefs and attitudes about Islam, and experienced different ways of thinking. In particular, participants demonstrated changes when they: (a) expressed new understandings of Islam as framed through self reflection; (b) compared Islam to a personal prayer life; (c) reflected new appreciations of the Islamic faith; and, (d) recognized stereotypes about Islam. The different ways of thinking that participants experienced occurred when they; (a) created mental images; (b) understood comprehensively and analytically; (c) reflected understandings in constructing an original narrative; (d) applied content to real-life; and, (e) enjoyed analyzing the case. The results of this study were encouraging for this on-line asynchronous course. Others who wish to complete their own action research may consider designing narrative case studies for learners to analyze and inviting them to construct their own narrative case studies. (Contains 1 table and 1 footnote.)
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Pub Date: |
2006-08-00 |
Pub Type(s): |
Books; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Reading Failure; Illiteracy; Reading Difficulties; Case Studies; Reading Achievement; Misconceptions; Policy Analysis; Prevention; Performance Factors; Etiology; Culture Conflict; Reading Instruction; Remedial Reading; Change Strategies
Abstract:
Reading disability and illiteracy are among the most pressing educational issues facing the United States today. At least 40 percent of America's fourth-graders are unable to read at grade level and a similar proportion of adults read at the lowest two levels of prose literacy. Here, the authors present an unflinching examination of the science and politics of reading disability in this country. This book sheds light on the philosophical, pedagogical, and cultural causes of reading failure and reveals the scientific findings that point to promising solutions. Included are: (1) The story of Oregon's Bethel School District where disadvantaged children are becoming top-notch readers and special-education referrals have been reduced as a result of using the "three-tier" model for preventing and treating reading disabilities; (2) The faulty assumptions underlying many current teaching practices; (3) An overview of the dangerous ideologies that hurt children and hinder educational progress; and (4) Studies showing an anomaly in the way disabled readers' brains process print. This book is organized into the following six chapters: (1) Reading Disability: The Biological and Instructional Roots; (2) The Reading Wars: Four Hundred Years of Stalemate; (3) Collateral Damage: How Failed Reading Policies Hurt Kids; (4) Bringing Reason to Reading: What Modern Science Reveals; (5) Before Kids Fail: The Three Tiers of Prevention; and (6) It's Never Too Late: Rescuing Struggling Readers at Any Age.
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Collected Works - Serials |
Peer Reviewed: |
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Descriptors:
Achievement Gains; Educational Practices; Elementary Secondary Education; Gifted Disabled; History Instruction; Learning Disabilities; Minority Groups; United States History; Writing Instruction
Abstract:
This document contains the four issues of Northwest Education published during the 2002-03 school year. Issue themes are: (1) "Closing the Gap: How Northwest Schools Are Raising Minority Achievement"; (2) "Focus on Writing"; (3) "The Hidden Disability: When Bright Children Struggle To Learn"; and (4) "Discoveries in Learning: Lessons from Lewis & Clark." Typically, each issue consists of a lead article that reviews current research or provides an overview of matters related to the theme, followed by articles describing model programs and practices or profiling relevant experiences in schools of the Northwest--Washington, Oregon, Idaho, Montana, and Alaska. Issues also contain information on related resources, book reviews, letters from readers, and practitioner commentary. (SV)
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