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Descriptors:
Access to Education; Educational Technology; Learning Theories; Lesson Plans; Pretests Posttests; Preservice Teacher Education; Teacher Education Programs; Educational Strategies; Educational Principles; Educational Improvement; Instructional Improvement; Instructional Development; Educational Practices; Knowledge Base for Teaching; Student Developed Materials

Abstract:
Efficient lesson planning with universal design for learning (UDL) enables teachers to more effectively meet students' individual needs. In this study, a comparison of lesson plans by teacher candidates in a teacher preparation program before and after UDL training is presented. After training, teachers (n = 45) incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. A variety of changes and options was examined, and examples of commonly occurring choices selected by the teacher candidates were provided. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms. (Contains 2 figures and 3 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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Financial Services; Experiential Learning; Organizational Development; Instructional Effectiveness; Relevance (Education); Leadership Training; Foreign Countries; Skill Analysis; Skill Development; Training Methods; Training Objectives; Corporate Education; Workplace Learning; Best Practices; Instructional Development

Abstract:
Involvement in a number of action-learning programmes and associated development opportunities has led the Professional Development Centre Limited to question the relevance of a strict adherence to the "rules" of action learning as described by Reg Revans. A deliberate focus of one such programme to a financial services organisation offered some insights into the challenges of introducing action learning into the field. Pressures on organisations of time and business expedients might make them believe that action learning is too slow a technique to offer real rewards. However, elements of the action-learning story do resonate in the workplace, key concepts that appear to "stick" are listening, questioning and equality. The utilisation of these skills enhances leadership and organisational development and can still provide a useful set of actions to aim for. This is especially true in problem solving and the way in which respect and equality can re-create a different environment or development space. 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:
Instructional Materials; Geography; Professional Development; Geography Instruction; Educational Needs; Skill Analysis; Skill Development; Academic Standards; Instructional Design; Instructional Development; Curriculum Development; Educational Strategies; Educational Technology; Partnerships in Education; Change Strategies; Educational Change

Abstract:
Never before in human history has it been more important for a person to be geographically literate. But the unsettling reality is that many teachers and most students are not yet geographically literate. Currently, American students are not even provided opportunities to learn enough geography to understand the very basic aspects of the world in which they live. Without explicit intervention and a dedicated focus on geographic literacy by educators, curriculum developers, and policymakers, U.S. children will be unable to thrive in the global marketplace, unlikely to connect with and care for their natural environment, and unsure about how to relate to people from other parts of the world. One thing is abundantly clear; if American children hope to participate in democracy and play a strong leadership role in the world, they must possess geographic knowledge, understandings, and skills. The Instructional Materials and Professional Development Committee of the Road Map project gathered to identify the needs for geography education in this twenty-first century. These needs span every grade level in the nation's formal and informal education systems in public and private education. These needs extend beyond the stand-alone geography course and exist in science, technology, mathematics, social studies, arts, and English language arts courses as well. These needs can and should be addressed through carefully designed and properly implemented instructional materials and professional development. This article provides ten important recommendations for educators, developers, policymakers, and funders to seriously consider in supporting student learning, teacher learning, and large-scale collaboration and change in the field of geography education through instructional materials and professional development. Each recommendation is presented in the full report with a core argument and supporting research, vignettes of each recommendation in practice, examples of alignment with Common Core State Standards, additional information about recommended strategies or principles, and recommended readings. 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:
Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. 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:
Learning Theories; Graduate Students; Course Descriptions; Reflection; Learner Engagement; Learner Controlled Instruction; Learning Activities; Multiple Literacies; Technological Literacy; Teacher Education Curriculum; Cultural Context; Communities of Practice; Group Dynamics; Instructional Development; Student Attitudes

Abstract:
This paper is a course description of a Digital Literacies class offered to both undergraduate and graduate students at an American university. The purpose of this paper is: (1) to describe the pedagogical bones of this course, drawing upon theories of learning in a participatory culture, including a discussion of how, and where, the course fell short; and (2) to reflect upon the process of teaching this course while trying to involve students in substantial and meaningful ways, even though the author, as professor, retained the final say on grading. The author highlights specific course activities where students had significant input. Although this is not a report of a data-driven research project, students' voices and thoughts play a significant role in this paper as they provided feedback on the implementation of this course. 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:
Web 2.0 Technologies; Learning Activities; Instructional Development; Instructional Innovation; Educational Philosophy; Educational Principles; Teacher Attitudes; College Faculty; Computer Simulation; Computer Mediated Communication; Computer Uses in Education; Electronic Learning; Influence of Technology; Technology Integration; Internet; Instructional Design

Abstract:
With the advent of web 2.0 and virtual technologies and new understandings about learning within a global, networked environment, online course design has moved beyond the constraints of text readings, papers, and discussion boards. This next generation of online courses needs to dynamically and actively integrate the wide-ranging distribution of content knowledge: network learners, in new ways, while still addressing their unique qualities, assess the process as well as the products of learning and assimilate the rapidly-emerging technologies that are expanding communication and sharing. The acceleration of change in the communication process is requiring a flexibility in the course development process but also in the "attitude" of the instructor. Instructors must be open to new conceptions of learning and evidence of learning and must be willing to embrace challenge and uncertainty while establishing ongoing development, evaluation, and research goals. This article provides plentiful examples of ways that growth in online and technology-mediated environments can generate high levels of knowledge, learning, and engagement, and can allow for the open development of new learning resources. (Contains 2 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:
Student Attitudes; Secondary School Students; Elective Courses; Measures (Individuals); Foreign Countries; Opinions; Musical Instruments; Constructivism (Learning); Science Curriculum; Core Curriculum; Nonmajors; Interdisciplinary Approach; Music Education; Acoustics; Instructional Development; Questionnaires; Attitude Measures; Scientific Attitudes; Pretests Posttests

Abstract:
This study is aimed to develop the interdisciplinary SoSTI (science of sound in traditional Thai musical instruments) course for Thai non-science upper secondary school students to study the students' attitudes toward science before and after studying from the course. The SoSTI course development is based on the interdisciplinary concept model and constructivist theory. The research study is divided into five phases: (1) pre-developing the course, (2) developing the course, (3) conducting the pilot study, (4) implementing and evaluating, and (5) analyzing data and writing the conclusion, respectively. The SoSTI course is an elective course corresponding to the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). This course was conducted with 35 12th-grade non-science students in the second semester of the 2010 academic year at a school in Bangkok, Thailand, for a whole semester. The research instruments were students' attitude toward science questionnaire, and students' opinions toward the SoSTI course questionnaire. The results of this study presented that, after completing the SoSTI course, the students' attitudes toward science comparing before and after studying the SoSTI course were not significantly different at the 0.05 level. However, they have positive opinions toward the course. [This work was financially supported by the Institute for Promotion of Teaching Science and Technology (IPST), Bangkok, Thailand.] (Contains 3 tables and 2 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:
College Instruction; Undergraduate Study; College Mathematics; College Science; Mathematics Instruction; Science Instruction; Instructional Development; College Faculty; Case Studies; Observation; Interviews; Network Analysis; Course Descriptions; Teaching Methods; Educational Technology; Technology Uses in Education; Learner Engagement; Research Universities; Physics; Chemistry; Biology; Geology

Abstract:
Descriptions of faculty practice that illuminate nuances of how course planning and classroom instruction occur in specific contexts are important to inform pedagogical interventions. The study reported in this article draws on systems-of-practice theory to focus on the dynamic interplay among actors, artifacts, and tasks that constrains activities such as course planning and constitutes other activities, such as classroom instruction. This qualitative case study of faculty teaching in math and science disciplines at 3 research universities is based on interview and classroom observation data (n = 57 instructors) that are analyzed using causal network and social network analysis techniques. Results indicate that course syllabi are important organizational artifacts that are created by curriculum committees, inherited from previous instructors, and shaped by consideration of the sequential acquisition of knowledge. Faculty perceived that although course syllabi delimit the type and temporal sequencing of material for faculty, they are generally free to teach how they like. Observation data reveal discipline-specific configurations in frequently used teaching methods, cognitive engagements, and the use of instructional technology. These results also demonstrate that conceptualizing teaching solely as the use of particular methods (e.g., lecture) obscures subtle features of practice. Using the approach outlined in this article, instructional designers can obtain insights into meanings and practices that can be used to design and implement locally attuned reform initiatives. (Contains 7 tables, 7 figures, and 19 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:
Physics; Scientific Concepts; Concept Mapping; Organization; Preservice Teachers; Science Teachers; Instructional Development; Lesson Plans; Student Attitudes

Abstract:
Good conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachers in planning how and in what order to introduce concepts in teaching; connections which tie concepts to each other give direction of progress--there is "flux of information" so that what was learned before provides the basis for learning new ideas. In this study, we discuss how such ordering of concepts can be made visible by using concept maps and how they can be used in analysing the students' views and ideas about the inherent logic of the teaching plans. The approach discussed here is informed by the recent cognitively oriented ideas of knowledge organisation concentrating on simple knowledge organisation patterns and how they form the basis of more complex concept networks. The analysis of such "concept networks" is then very naturally based on the use of network theory on analysing the concept maps. The results show that even in well-connected maps, there can be abrupt changes in the information flux in the way knowledge is passed from the initial levels to the final levels. This suggests that handling the information content is very demanding and perhaps a very difficult skill for a pre-service teacher to master. 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:
Cognitive Psychology; Taxonomy; Web 2.0 Technologies; Cognitive Style; Cognitive Processes; Educational Resources; Educational Media; Multimedia Instruction; Educational Technology; Teaching Methods; Teaching Styles; Aptitude Treatment Interaction; Pilot Projects; Likert Scales; Assignments; Class Activities; Learning Strategies; Instructional Development; Educational Strategies; Instructional Material Evaluation

Abstract:
This article develops and applies an analytic matrix for searching and using Web 2.0 resources along a learning continuum based on learning styles. This continuum applies core concepts of cognitive psychology, which places an emphasis on internal processes, such as motivation, thinking, attitudes, and reflection. A pilot study found that access to multiple media and enhanced graphical tools in an online classroom responds to students' varied learning styles. This article applies Bloom's Taxonomy of learning styles to explain the matrix. It presents preliminary evidence that indicates how use of multiple resources works to include more learning styles and thus engage and motivate more students. (Contains 4 tables and 2 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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