Product-producing art activities (PPAA) produce visual products, disregarding developmentally appropriate practice (DAP) and the creative learning experience. Infant programs in Northeast TN were examined to determine if as PPAA levels increased DAP levels decreased, which was unfounded: t (2) = 1.80, n.s. In fact, significant differences were found between programs with high PPAA levels and DAP as indicated by scores on the Infant/Toddler Environment Rating Scale (Harms, Cryer, & Clifford, 1990) sub-scales: Furnishings and Displays, t (2) = 7.59, p < .05; Listening and Talking, t (2) = 6.71, p < .05; and Learning Activities, t (2) = 7.29, p < .05. Caregivers' main reason for including PPAA was: positive sensory experience; main reason for exclusion: infant/teacher relationship is more important.

Students Learn when they are actively engaged and thinking in class. The activities in this book are the primary classroom materials for teaching Anatomy and Physiology, sing the POGIL method. The result is an "I can do this" attitude, increased retention, and a feeling of ownership over the material. / https://dc.etsu.edu/etsu_books/1027/thumbnail.jpg

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This is a qualitative study that takes a close look at an exemplary performing group, the Brigham Young University Singers. Using the methods of phenomenology and naturalistic inquiry, the author presents a rich, thick description of the daily activities and unique culture of the choir. Both strengths and weaknesses of the group are identified so that others can have an authentic, vicarious experience through reading the Singers' story. The author also identifies seven principles that contribute to the success of the group so that other choral conductors can adapt them to their own unique situations. Educators in all disciplines can benefit from a deeper understanding of this model community of learners.

Syftet med denna studie är att undersöka hur lärare som undervisar i naturorienterande ämnen för elever i årskurs 4-6 genomför olika former av undersökningar för att fördjupa elevernas kunskaper samt stödja deras lärande i naturvetenskap. Vidare är syftet att ta reda på hur de gör eleverna delaktiga i val av frågeställning och metod inom undersökande arbetssätt och vad de anser om elevernas delaktighet i arbetet. Studien utgår ifrån en pragmatisk syn på lärandet, där fokus ligger på elevernas tidigare erfarenheter som en viktig utgångspunkt i undervisningen. För att besvara studiens frågeställning användes kvalitativa intervjuer med sex verksamma lärare. Studien visar att de lärare som intervjuades mest använder sig av styrda undersökningar och till en viss del av vägledande undersökningar. Lärarna anser att öppna undersökningar inte lämpar sig för elever i årskurs 4-6, utan är ett arbetssätt för elever på högstadiet. Anledningen till att lärarna i den här studien inte arbetar med vägledande och öppna undersökningar hävdar de är för att de vill ha kontroll över undervisningen. Vidare visar studien att lärare inte gör eleverna delaktiga i val av frågeställning och metod i den mån tidigare forskning visar är möjligt. / <p>NO</p><p>Naturorienterande ämnen</p><p>Naturorienterande ämnenas didaktik</p>

This thesis studies the junior secondary EPA curriculum and the complex cultural process of teaching and learning of the curriculum. It draws on theoretical frameworks developed in the field of cultural studies and critical pedagogy, particularly works by Michel Foucault, Stuart Hall, Lawrence Grossberg and Paulo Freire. It investigates how the EPA curricular texts attempt to produce the identity characteristic of "rational, sensitive and active citizens" in contemporary Hong Kong through constructing differences that negate the Other. Through analyzing classroom discursive practices, the thesis examines how the curricular knowledge "interpellates" teachers into subject position to talk about the "rational, sensitive and active citizens". The curriculum is a vast textual world where different and even competing ideological imperatives and discourses coexist and circulate. This thesis argues that teachers' discourses about the EPA curriculum and their classroom discursive practices have contributed to the creation of tensions and contradictions within the curriculum discourse. Such tensions and contradictions, coming from teachers' beliefs and the cultural resources they possess, may delimit the regulatory effect of the curriculum discourse. As a result, the regulatory power of the curriculum discourse on "suturing" subject positions that form identities of "citizens" is subject to negotiation, and critical pedagogies have a role to play to open up dialogues among the subject positions made available in the curriculum.

Den här studien utgår från livsberättelser baserad på såväl narrativ teori som metod där fyra vuxna personer som säger sig ha upplevt matematikångest har blivit intervjuade. Syftet med studien är att identifiera specifika episoder i matematiksammanhang som kan kopplas till matematikångest men även känslor som är knutna till dessa episoder samt om det förekommer likheter mellan de olika intervjupersonernas upplevelser. Resultatet visar att det finns en rad gemensamma drag i livsberättelserna som till exempel liknande känslor men även situationer. Möjliga orsaker som beskrivs i litteraturbakgrunden återfinns även i intervjupersonernas livsberättelser. Det som främst framkommit är att läraren och arbetssättet har en betydande roll för hur eleven påverkas av matematiken i skolan men även hur detta har påverkat framtida livsval. Livsberättelser är en intressant metod eftersom man i rollen som intervjuare kommer intervjupersonen nära och berättelsen upplevs därmed som genuin och ärlig. Utifrån analysen av resultatet är det viktigt att läraren är medveten om att dennes arbetssätt och bemötande kan påverka elevens upplevelse av matematik såväl negativt som positivt. Blir upplevelsen för negativ kan den i värsta fall leda till att eleven utvecklar matematikångest.

Critical Thinking has been identified in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) as skills needed to prepare students for advanced education and the future workforce. In science education, argument-based inquiry (ABI) has been proposed as one way to improve critical thinking. The purpose of the current study was to examine the possible effects of the Science Writing Heuristic (SWH) approach, an immersion argument-based inquiry approach to learning science, on students' critical thinking skills. Guided by a question-claims-evidence structure, students who participated in SWH approach were required to negotiate meaning and construct arguments using writing as a tool throughout the scientific investigation process. Students in the control groups learned science in traditional classroom settings. Data from five data sets that included 4417 students were analyzed cross-sectionally and longitudinally. Yearly critical thinking gain scores, as measured by Form X of Cornell Critical Thinking Test, were compared for students who experienced the SWH approach versus students who experienced traditional instruction in both elementary (5th grade) and secondary schools (6th-8th grades). Analyses of yearly gain scores for data sets that represented a single year of implementation yielded statistically significant differences favoring SWH over traditional instruction in all instances and statistically significant interactions between gender and grade level in most instances. The interactions revealed that females had higher gain scores than males at lower grade levels but the reverse was true at higher grade levels. Analyses from data sets that included two years of implementation revealed higher overall gains for SWH instruction than for traditional instruction but most of those gains were achieved during the first year of implementation. Implications of these results for teaching critical thinking skills in science classrooms are discussed in detail.

The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom that used the argument-based inquiry (ABI) and the ways in which these patterns of dialogue and consensus-making were used toward the establishment of a grasp of science practice. Most current studies on ABI agree that it does not come naturally and is only acquired through practice. Additionally, the quality of dialogue is also understood to be an important link in support of student learning. Few studies have examined the ways in which a teacher develops whole-class dialogue over time and the ways in which patterns of dialogue shift over time. The research questions that guided this study were: (1) What were the initial whole-class dialogue patterns established by a fifth-grade science teacher who engaged in ABI? (2) How did the science teacher help to refine whole-class dialogue to support the agreeability of ideas constructed over time? This eighteen week study that took place in a small city of less than 15,000 in Midwestern United States was grounded in interactive constructivism, and utilized a qualitative design method to identify the ways in which an experienced fifth-grade science teacher developed whole-class dialogue and used consensus-making activities to develop the practice of ABI with his students. The teacher in this study used the Science Writing Heuristic (SWH) approach to ABI with twenty-one students who had no previous experience engaging in ABI. This teacher with 10 of years teaching experience was purposefully selected because he was proficient and experienced in practicing ABI. Multiple sources of data were collected, including classroom video with transcriptions, semi-structured interviews, after lesson conversations, and researcher's field notes. Data analysis used a basic qualitative approach. The results showed (1) that the teacher principally engaged in three forms of whole-class dialogue with students; talking to, talking with, and thinking through ideas with students. As time went on, the teacher's interactions in whole-class dialogue became increasingly focused on thinking through ideas with students, while at the same time students also dialogued more as each unit progressed. (2) This teacher persistently engaged with students in consensus-making activities during whole-class dialogue.These efforts toward consensus-making over time became part of the students' own as each unit progressed. (3) The classroom did not engage in critique and construction of knowledge necessarily like the community of science but rather used agreeing and disagreeing and explaining why through purposeful dialogic interactions to construct a grasp of science classroom practice. The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and grasp of science practice along four aspects: (1) patterns of dialogue within a unit of instruction and across units of instruction, (2) the teacher's ability to follow and develop students' ideas, (3) the role of early and persistent opportunities to engage novice students in consensus-making, and (4) the meaning of grasp of science practice in classroom. This study provides insight into the importance of prolonged and persistent engagement with ABI in classroom practice.

Objective: To integrate process-oriented guided-inquiry learning (POGIL) team-based activities into a 1-semester medicinal chemistry course for doctor of pharmacy (PharmD) students and determine the outcomes.