Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 172. Next 10 >>
1. Scientific Habits of Mind in Virtual Worlds (EJ818936)
Author(s):
Steinkuehler, Constance; Duncan, Sean
Source:
Journal of Science Education and Technology, v17 n6 p530-543 Dec 2008
Pub Date:
2008-12-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Science Process Skills; Computer Uses in Education; Educational Games; Computer Mediated Communication; Group Discussion; Educational Technology; Skill Development; Knowledge Level; Science Instruction
Abstract: In today's increasingly "flat" world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job at fostering "scientific habits of mind" in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke may be one viable alternative--not as a substitute for teachers and classrooms, but as an alternative to textbooks and science labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular, we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer online game "World of Warcraft". Eighty-six percent of the forum discussions were posts engaged in "social knowledge construction" rather than social banter. Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. Professional Judgment and Dispositions in Teacher Education (EJ822546)
Dottin, Erskine S.
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n1 p83-88 Jan 2009
2009-01-00
Journal Articles; Reports - Descriptive
Descriptors: Teacher Education; Teacher Attitudes; Teacher Educators; Personality; Personality Traits; Behavior
Abstract: The word "dispositions" has suddenly emerged in the lexicon of teacher educators in the United States of America, and around the globe as found in publications such as "The International Journal of Diversity in Organizations, Communities and Nations and the Journal of the International Society for Teacher Education". However, it is clear from the literature that educators are just beginning to grapple with the definitional and philosophical aspects of the construct. This work seeks to assist the field of teacher education, both in the United States and internationally in gaining a better understanding of "dispositions," and, at the same time to offer working connections between professional judgment and dispositions, and provide grounding for the construct as "habits of mind" that render professional conduct more intelligent. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Nilaja Sun's "No Child"...: Revealing Teaching and Learning through Theater (EJ823246)
Hetland, Lois
Teaching Artist Journal, v7 n1 p34-39 Jan 2009
Journal Articles; Reports - Evaluative
Descriptors: Drama; Visual Arts; Art Education; Theater Arts; Academic Achievement; Evaluation
Abstract: This article presents an analysis of Nilaja Sun's one-woman play, "No Child" . . ., that applies the Studio Habits of Mind framework to reveal essential features of great teaching artistry and great teaching. The play conveys much about twenty-first century schools and the policies that control them; about respect, equity, justice, and the lack of them; about racism and systems of oppression; about despair, hope, and courage. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Education and the Crisis of Youth: Schooling and the Promise of Democracy (EJ823450)
Giroux, Henry A.
Educational Forum, v73 n1 p8-18 Jan 2009
Journal Articles; Opinion Papers
Descriptors: Critical Theory; Privatization; Democracy; Youth; Democratic Values; Educational Trends; Free Enterprise System; Role of Education; Educational Principles; Educational Philosophy; Values; Higher Education; Elementary Secondary Education; Citizenship Education
Abstract: Public and higher education have fallen prey to forces of commercialization, privatization, and market considerations that undermine civic and critical learning while devaluing young people as a referent for a democratic and just future. This article criticizes this position and makes a case for reclaiming such vital institutions as fundamental to a substantive democracy, emphasizing the importance of critical pedagogy in providing students with the knowledge, skills, and habits of mind that prepare them to be engaged, critical citizens. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Exhibiting Authentic Achievement (EJ813588)
Davidson, Jill
Principal Leadership, v9 n1 p36-41 Sep 2008
2008-09-00
No
Descriptors: Performance Based Assessment; Exhibits; Student Projects; High School Seniors
Abstract: Exhibitions are among the performance-based assessment methods that benefit students and educators. Students gain a sense of their capabilities and areas for growth and emerge better prepared for the future by completing projects and exhibitions that replicate the kinds of open-ended challenges faced by people working in a field of study. Through the use of well-calibrated rubrics, educators amass data that indicate the ways in which students demonstrate their mastery of the skills and habits of mind that senior projects demand. Those data also help educators align personalized curricula with state standards and with the kind of thinking and abilities that young people who are moving on from high school and into higher education and the work force need. For students, authentic academic achievement is defined through three criteria critical to significant intellectual accomplishment: (1) construction of knowledge; (2) disciplined inquiry; and (3) the value of achievement beyond school. This article describes how authentic achievement can be assessed through exhibitions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Towards the "Informed Use" of Information and Communication Technology in Education: A Response to Adams' "Powerpoint, Habits of Mind, and Classroom Culture" (EJ764449)
Vallance, Michael; Towndrow, Phillip A.
Journal of Curriculum Studies, v39 n2 p219-227 Apr 2007
2007-04-00
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Computer Uses in Education; Educational Technology; Computer Software Evaluation; Instructional Effectiveness; Technology Integration; Technological Literacy; Lesson Plans; Computer Mediated Communication
Abstract: PowerPoint, the widely-used slide-show software package, is finding increasing currency in lecture halls and classrooms as the preferred method of communicating and presenting information. But, as Adams [Adams, C. (2006) "PowerPoint, habits of mind, and classroom culture." "Journal of Curriculum Studies," 38(4), 389-411] attempts to show, users may not appreciate that PowerPoint invites and seduces educators to reshape knowledge in particular ways to the detriment of analytical thinking and interpretive understanding. Using Adams' material as a stimulus, we argue that digital presentation tools (along with other items of information and communication technology) can be utilized to facilitate conversational dialogue between students, their instructor, and their peers without much additional knowledge or effort. The key that unlocks the affordances of PowerPoint is "informed use". This concept is explained and illustrated with an example that shows technology being used in a particular context to achieve a particular set of instructional outcomes. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Leadership in a Global Society: Habits of Mind, of Heart, and of Action (EJ819957)
Reilly, Elizabeth C.
Educational Leadership and Administration: Teaching and Program Development, v19 p139-147 Fall 2007
2007-00-00
Descriptors: Foreign Countries; Instructional Leadership; Models; Global Approach; Innovation
Abstract: If the world is flat, what, then, are the implications for and obligations of educational leaders? Leaders in Bangalore, India offer habits of mind, of heart, and of action that can serve as the bases for a model of educational leadership for the twenty-first century. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Future Directions in the Sociology of Religion (EJ800921)
Smith, Christian, Ed.
Social Forces, v86 n4 p1561-1589 Jun 2008
2008-06-00
Descriptors: Futures (of Society); Religion; Audiences; Social Change; Sociology; Role; Innovation; Research Methodology; Hermeneutics
Abstract: The sociology of religion today faces new and remarkable opportunities to contribute interesting and important knowledge and understanding about the role of religion in social, political, economic and cultural life for scholarly and public audiences. But in order to meet and capitalize successfully upon those opportunities, the field at present needs to shake off some besetting habits of mind, expand its horizons, re-orient its debates, construct a new agenda for priority investigations, and rethink some of its larger theoretical assumptions, frameworks and paradigms. The author's purpose in this article is to help the field move forward toward a greater clarity of vision and purpose, to help solidify a firmer sense of the substantive and theoretical agendas that matter most in the field's endeavor to make its contribution to the larger discipline of sociology and to public understanding. First, he outlines a series of specific substantive and methodological concerns that deserve greater scholarly attention by sociologists in the coming years and sets the stage for the eight separate articles in this special section. Second, he considers a recent theoretical innovation concerning the model of modernity and social change--the hypothesis of "multiple modernities"--that in his view deserves much greater attention and development, particularly when it comes to the study of religion in modernity and post-modernity. Third, he advocates an alternative meta-theoretical basis on which to better pursue the sociology of religion--in fact, actually, all of sociology--in a way that he believes will be more fruitful than the two background approaches that currently govern most scholarship, namely, positivist empiricism and hermeneutical interpretivism. That alternative is the philosophy of (social) science known as critical realism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Cricket Behavior: Observing Insects to Learn about Science & Scientific Inquiry (EJ796381)
Rop, Charles J.
American Biology Teacher, v70 n4 p235-240 Apr 2008
2008-04-00
Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Descriptors: Entomology; Scientific Concepts; Biology; Science Activities; Inquiry; Science Experiments; Secondary School Science; Science Instruction; Teaching Methods; Behavioral Science Research
Abstract: Biology teachers know how important it is for them and for their students to engage first-hand with nature. Ideally, bringing students to fields, woodlands, and wetlands to observe, explore, and wonder is the best way to stimulate curiosity and practice scientific inquiry. However, for many reasons, field excursions are not always practical or possible. When they are not, it is often effective to bring familiar living organisms into the classroom, thereby placing students in a context that makes the familiar strange. Students have probably already informally observed some behavior of the patterns of crickets and they may have wondered about the sounds they make during the night. Although they may have listened to crickets, they probably have never actually watched them "sing." In the classroom, where these insects can be conveniently observed, students can take time to carefully notice in new ways how crickets behave. Students learn not only a lot about these particular insects but they also learn about scientific reasoning and habits of mind as they practice original scientific inquiry as described in the National Standards. In this article, the author describes cricket behavior investigations and experiments that he used to introduce his students to biology. They require very little equipment and can be used in any school setting from grades 5-12. Although this study requires no sophisticated equipment, it does take some imagination, ingenuity, and class time. He also describes experiments, designed and carried out by his students, that relate to reproductive potential, food preference, and song frequency, as well as other topics that pique their interest. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Large Work of Small Schools: Why Social Studies Teachers and Educators Should Care (EJ794782)
Patterson, Nancy; Fischer, John; Francis, Anthony; Smith, Carey
Theory and Research in Social Education, v36 n1 p110-132 Win 2008
2008-00-00
Descriptors: Public Schools; Social Justice; Urban Schools; School Restructuring; Democracy; Social Studies; Small Schools; Teacher Attitudes; Secondary School Teachers; College Faculty; Democratic Values; Ethnography; College School Cooperation; Educational Change; Teacher Collaboration; Faculty Development; Teaching Methods
Abstract: As we engage our students in social studies topics--whether at the college level or the secondary level--we are charged with promoting habits of mind and thought that produce our country's citizens. If we are doing our jobs, we are insistent about finding ways to connect the democracy in our classrooms with the democracy in our culture, and thus impact the effectiveness of both. In the following auto-ethnographic case study, we map five years of one such effort to make connections through a university/urban school reform project. Two social studies teachers and two social studies professors describe and explore the democratizing elements of this effort and their involvement with it. We have found that changes in structure, curricula, and relationships have been dramatic, and that our own work lives have changed as a result. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help