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Social and Philosophical Foundations of Education Commons

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The Difficulties Of Teaching Non-Western Literature In The United States, Ian Barnard 2010 Chapman University

The Difficulties Of Teaching Non-Western Literature In The United States, Ian Barnard

English Faculty Articles and Research

"My goal in this article is to build on Priya Kandaswamy’s discussion of students’ response to difference in Radical Teacher #80 by unfolding the pitfalls of teaching and responding to “non-Western” literature in the United States as embodied in my own experience teaching non-Western literature to a group of racially and ethnically diverse, mainly working-class students at a large urban comprehensive public university."


Das Conversas, Paulo Ferreira da Cunha 2010 Universidade do Porto

Das Conversas, Paulo Ferreira Da Cunha

Paulo Ferreira da Cunha

Sobre a Conversa, os discursos, o auto-biográfico, as (in)sinceridades, os géneros...


The Social Infrastructure And The Civil Institutions In Sudan, Professor Issam A.W. Mohamed 2010 Department of Economics. Al Neelain University, Khartoum, Sudan

The Social Infrastructure And The Civil Institutions In Sudan, Professor Issam A.W. Mohamed

Professor Issam A.W. Mohamed

Contemporary Sudanese society endures many hardships which are manifested in economic retraction, inflation, recession and stagflation. However, social conflicts are also manifested in simple man's daily complaints to open rebellions. Most academicians agree on one point, that the society endures abnormal conditions. The current paper aims delves into a historical context of civil society as a concept in general which originated in the west. Next it displays differences between it and the Sudan supposing that there is unique experience appropriate to the Sudanese state of affairs. Therefore that possibility of creating an appropriate term that fully describes the social ...


Empowering The Scholarship Of Teaching And Learning: Towards An Authentic Practice, Carolin Kreber 2010 Georgia Southern University

Empowering The Scholarship Of Teaching And Learning: Towards An Authentic Practice, Carolin Kreber

SoTL Commons Conference

In this presentation my aim is to look at the different kinds of questions that can be asked as part of the scholarship of teaching and learning and the different types of knowledge these questions might generate. I will explore and unpack the meaning of the now common notion of ‘SoTL research’ and compare it to an alternative or complementary notion of scholarship, that of ‘SoTL practice’. The latter I will argue is not just characterized by context-specific inquiries into the effectiveness of certain teaching strategies in bringing about particular learning outcomes but by questions that are directed at values ...


Faculty-Student Differences In Perceptions Of Group Work, Trent W. Maurer, Diana Sturges, Padmini Shankar, Deborah Allen, Saida Akbarova 2010 Georgia Southern University

Faculty-Student Differences In Perceptions Of Group Work, Trent W. Maurer, Diana Sturges, Padmini Shankar, Deborah Allen, Saida Akbarova

SoTL Commons Conference

This session will present results from a project that explored differences in faculty and students' perceptions of group work. Prior research has established the pedagogical benefits of group work and common student objections to it. What remains unknown is differences between how faculty and students perceive: group work, the problems with group work, and the solutions to overcoming those problems. Only by understanding these differences can faculty and students work collaboratively to more effectively use group work. Session objectives include discussing the implications of these results for using group work. The audience will participate in a group work activity and ...


Effectiveness Of Incentives On Fostering Perfect Student Attendance In Class, Michael Furick 2010 Georgia Gwinnett College

Effectiveness Of Incentives On Fostering Perfect Student Attendance In Class, Michael Furick

SoTL Commons Conference

During three semesters, students were given the incentive of having a full 2 percentage points added to their final grades for perfect attendance in class (e.g. final grade of 89% would be raised to 91%). For the next three semesters, the same course was taught without the added incentives with most variables held constant such as same professor, textbook, syllabus, and assessment tools. Perfect attendance was defined as physically present in every class period with one “miss” allowed. The lectures and classroom information were not available in any other way except by attending class. The impact on attendance and ...


A Story Time For Math, Kirthi Premadasa 2010 University of Wisconsin-Marathon County

A Story Time For Math, Kirthi Premadasa

SoTL Commons Conference

This presentation describes research to address a key problem confronting Mathematics teachers: a reluctance in students to solve story problems. A group of College Algebra students were given a collection of story problems as actual short "stories" minus any Mathematical notation or data (an exponential function problem on cooling is written as "Guests are coming at 6 pm. When should I start chilling the wine?"). Next, the actual problem is presented with guided steps. The student gets to know the purpose of the problem before doing the calculations. Student surveys and work were used to measure the effect of this ...


Incentive-Based Reading Compliance, Trent W. Maurer 2010 Georgia Southern University

Incentive-Based Reading Compliance, Trent W. Maurer

SoTL Commons Conference

This session will describe a project that explored the effect of incentives on motivating students to complete assigned readings in two sections of a first-year orientation course. Students in both sections were assigned daily readings in preparation for class discussion. At the start of each class, students received a onequestion recall quiz over the readings for that day. In one section, the quizzes were worth one point each; in the other, they were worth 10 points each and thus a larger proportion of the course grade. Differences between the two sections in attendance, quiz performance, reading compliance, final course grades ...


Beyond Teaching Portfolios: Using A Course Portfolio As A Form Of Scholarship To Improve Students' Learning, Judith Longfield 2010 Georgia Southern University

Beyond Teaching Portfolios: Using A Course Portfolio As A Form Of Scholarship To Improve Students' Learning, Judith Longfield

SoTL Commons Conference

A course portfolio, unlike a teaching portfolio, is a form of teaching scholarship which epitomizes the inquiry and research focus of SoTL. Its purpose is to document the design, implementation and evolution of a specific course, thereby making explicit the implicit intellectual work of teaching. It is a tangible means of engaging in SoTL with the purpose of improving student learning and students' understanding. Often created in cross-disciplinary teams, course portfolios can also provide a forum for thinking about and discussing important teaching-learning issues with colleagues from other departments. This session will show how one instructor's participation in a ...


Using Facebook As A Course Management Tool, Jean French 2010 Coastal Carolina University

Using Facebook As A Course Management Tool, Jean French

SoTL Commons Conference

Facebook is a Web community that promotes social networking. In this research, an introductory Web design class was taught via distance learning during the spring semester using the University's traditional course management tool (Blackboard). The same course was taught via Facebook the next semester. Attitudes towards the technology as well as the feasibility of Facebook as an online course management tool were studied. The session will include a description of the research and associated results. In addition, practical suggestions on the use of Facebook as a course management tool will be provided. Attendees will see an introduction to Facebook ...


Academic Integrity Institutionalization In An Online Rn-Bsn Program, Leigh Hart, Lesley Morgan 2010 Jacksonville University

Academic Integrity Institutionalization In An Online Rn-Bsn Program, Leigh Hart, Lesley Morgan

SoTL Commons Conference

This poster illustrates how the four stages of the Gallant and Drinan (2008) Model of Academic Integrity Institutionalization is applied to a large online RN-BSN program . Faculty concern about academic integrity is consistent with stage one of the model, response generation. A comparative descriptive study is used to evaluate the differences in academic integrity between the online and traditional face-to-face classroom cohorts in the RN-BSN program. The results indicate very low levels of self-reported academic dishonesty among both online (n=330, 16% ) and traditional face-to–face ( n=44, 44%) RN-BSN students. The traditional classroom cohort reported higher levels of cheating ...


Toys In The Classroom: Refocusing Attention, Donald Slater, Jean French 2010 Georgia Southern University

Toys In The Classroom: Refocusing Attention, Donald Slater, Jean French

SoTL Commons Conference

The poster summarizes and analyzes data collected from Fall 2008 through Fall 2009 and demonstrates the value of students'perspectives, values, and opinions using fidget toys in the classroom. Fidget toys were used to redirect student attention to in-class topic material and to create a productive, focused teaching and learning environment. Data was collected, using a twelve question Likert Rating Scale (LRS) survey, at the beginning and end of each semester. Students estimated the value of use of the fidget toys in redirecting their attention to in-class topic material.


Learning Independence Through Guided-Inquiry In A Bioanalytical Laboratory Course, Laura D. Frost, C. Michele Davis-McGibony 2010 Georgia Southern University

Learning Independence Through Guided-Inquiry In A Bioanalytical Laboratory Course, Laura D. Frost, C. Michele Davis-Mcgibony

SoTL Commons Conference

To increase learning independence, student skill base, knowledge retention, and critical thinking we have developed a bioanalytical lab course that guides students through the laboratory skills first introduced in analytical chemistry and applies them to biochemistry within one semester. This poster will outline the strategies incorporated into the course to increase laboratory skills, learning, and independence. The audience will be introduced to our pedagogic course design which includes a multi-level scaffolding that is systematically removed as the semester progresses intended to produce more independent learners. We also incorporated a multi-stage assessment plan for assessing learning, acquisition of lab skills, and ...


A Tale Of Two Courses: Renovating Courses For Significant Learning, Denise P. Domizi, Rebecca Mullis, Paul S. Quick 2010 University of Georgia

A Tale Of Two Courses: Renovating Courses For Significant Learning, Denise P. Domizi, Rebecca Mullis, Paul S. Quick

SoTL Commons Conference

Using L. Dee Fink’s model of backward course design for integrated learning (2003), nine members of a year-long faculty learning community (FLC) designed or redesigned a course. Participants initially focused on critically examining what they wanted students to know, do, think and feel ve years after taking their respective classes. Once participants established and re ned course goals, they designed teaching and learning activities and assessments to help students meet those goals. Fink’s model of course design and development provided the framework for creating and implementing these course (re)designs across disciplines. This model integrates the relationships between ...


Wiki Technology: Promoting Academic Success In The Science Classroom, Alessandra L. Barrera, Allison D'Costa, Alexandra M. Kurtz 2010 Georgia Gwinnett College

Wiki Technology: Promoting Academic Success In The Science Classroom, Alessandra L. Barrera, Allison D'Costa, Alexandra M. Kurtz

SoTL Commons Conference

Author's abstract: The Georgia Gwinnett College campus wiki site has progressed from a tool to accompany the traditional educational platform to a site utilized by multiple faculty and students to generate a collaborative learning environment. Biology faculty’s utilization of the wiki varies classroom to classroom, including solving case studies or problems, completing group research projects, and student development of chapter reviews and exam study guides. In all three applications of the wiki, students consistently rank the wiki in the top three course resources that are useful to help achieve academic success, surpassing the course textbook. It ranks as ...


Do Students Naturally Use Classroom Technology As A Tool Or Distraction?, Michael Furick 2010 Georgia Gwinnett College

Do Students Naturally Use Classroom Technology As A Tool Or Distraction?, Michael Furick

SoTL Commons Conference

How often do students use laptop computers in class and do we care? For three semesters, a Business School course was taught in a computer lab with a computer on every desk. The computers were not needed in the course but students could use them any time for any reason (note taking, internet, etc.) or could ignore them. For the next three semesters, the same course was taught in a classroom with no computers. Most variables were held constant during the six semesters including the professor, syllabus, textbook, and assessment tools. When computers were available, 58% of the students in ...


Improving Student Learning Outcomes: Teaching Effectiveness, Pedagogy And Savannah State University, Nat Hardy, Holly Thomas, Gwen Hale, Teri Schell 2010 Savannah State University

Improving Student Learning Outcomes: Teaching Effectiveness, Pedagogy And Savannah State University, Nat Hardy, Holly Thomas, Gwen Hale, Teri Schell

SoTL Commons Conference

This inquiry led panel presentation will focus on Savannah State University's proactive attempts at improving student learning outcomes through its newly published The Savannah State University's Writing in the Disciplines Guide (2009), a text which is the direct interdisciplinary result of a continuous transformation of an academic community and culture. The Guide provides SSU students with discipline-specific approaches to writing for any course taken over the course of their degree. This panel presentation will reflect upon the combined successes of the Guide and the writing center, but also the challenges of faculty buy-in to the Guide . An interactive ...


Metacognitive Reading Strategies, Karen Manarin 2010 Mount Royal University

Metacognitive Reading Strategies, Karen Manarin

SoTL Commons Conference

What reading strategies do undergraduate students value? What strategies do they demonstrate? In this session, I present results from a study involving two sections of a first-year General Education course, Critical Writing and Reading . I claim that, although students have been taught different reading strategies, they will use those they attribute value to, regardless of efficacy. In particular, they rely upon relating the text back to their own experience and what Block and Duffy (2008) identify as image. Although relating and imagining can be powerful strategies for certain types of texts, particularly those often taught in Language Arts classrooms, they ...


How Do Motivational Strategies Affect Student Learning And Instructor Planning?, Robert Houmes, Kathleen Ingram 2010 Jacksonville University

How Do Motivational Strategies Affect Student Learning And Instructor Planning?, Robert Houmes, Kathleen Ingram

SoTL Commons Conference

Because of the rigor required to learn and apply content in a college-level accounting course, student success is largely determined by their level of dedication to learning. Identification of variables that influence students' level of dedication to learning has important implications for educators who have the opportunity to influence such behaviors and enhance performance outcomes in the accounting classroom. Keller's ARCS model of motivational design suggests that a student's level of interest (Attention and Relevance), Confidence, and Satisfaction influences their dedication to learning (Driscoll, 200?; Keller, 1987). In this study we use self-efficacy and locus of control as ...


Visual Analogies In A Graduate Course: Student-Perceived Learning Outcomes, Susan Spezzini 2010 University of Alabama at Birmingham

Visual Analogies In A Graduate Course: Student-Perceived Learning Outcomes, Susan Spezzini

SoTL Commons Conference

This session presents findings from a study about the impact of visual analogies on the teaching and learning of difficult concepts within a master's degree course. To bridge the gap between the known and unknown, the presenter used concrete images (train cars) for teaching abstract ideas (phonological concepts) to future teachers of English as a Second Language. Retrospectively, she studied her students' perceptions about how these visual analogies had influenced their learning outcomes with respect to understanding phonology (sound systems) and to applying their new knowledge when helping English language learners overcome pronunciation difficulties. Results suggest that these analogies ...


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