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Short-Term Fun or Long-Term Outcomes? The Effects of Authentic Pedagogy on the Dispositional Development of College Students Learning about The Educational Needs of Children with Disabilities
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Bassette, Laura; Jefferson, Ruth; Stuve, Matthew; Mangino, Anthony – Journal of the American Academy of Special Education Professionals, 2021
The incorporation of authentic experiences that include direct interactions with people with disabilities may facilitate increased understanding of people with disabilities; a topic of particular relevance to preservice teachers. This study used a survey to explore five dispositional constructs (i.e., comfort interacting with people with…
Descriptors: Individual Characteristics, Authentic Learning, Students with Disabilities, Student Needs
The Impact of Teaching for Artistic Behavior in a Post-Pandemic Urban Art Classroom
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Brodsky, Dani – Online Submission, 2023
The Impact of Teaching for Artistic Behavior in a Post-Pandemic Urban Art Classroom explores the effects of a choice-based art curriculum on students in an urban K-8 setting, with a focus on the post-pandemic context. The study examines the behavioral and academic outcomes of students in an underserved community and investigates how a TAB approach…
Descriptors: Well Being, Personal Autonomy, Art Education, Grade 7
'We Acted Like ELLs': A Pedagogy of Embodiment in Preservice Teacher Education
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Guerrettaz, Anne Marie; Zahler, Tara; Sotirovska, Vera; Boyd, Ashley Summer – Language Teaching Research, 2022
Many US K-12 teachers in ethnolinguistically homogenous, rural areas are not adequately prepared to meet the needs of their English language learner (ELL) students. Such educators often lack conceptual understanding of language pedagogy and affective investment in ELLs. The field of language teacher education (LTE) needs research on how to better…
Descriptors: English Language Learners, Preservice Teacher Education, Teacher Education Programs, Kindergarten
Integration of Task-Based Language Assessment into Young Learner Classrooms
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Sarigöz, Iskender Hakki; Fisne, Fatima Nur – Eurasian Journal of Applied Linguistics, 2019
Task-based language assessment (TBLA) is a way of providing information about language learning in authentic settings. Not only does it present language learners with a meaningful and embedded context of assessment but also promotes communication in the target language. Within the framework of TBLA, this study aims to integrate the 4th grade…
Descriptors: Task Analysis, Second Language Learning, Second Language Instruction, Foreign Countries
Curriculum, Instruction, and Assessment: Intersecting New Needs and New Approaches. The Handbook of Research in Middle Level Education
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Stacki, Sandra L., Ed.; Caskey, Micki M., Ed.; Mertens, Steven B., Ed. – IAP - Information Age Publishing, Inc., 2020
The lives of middle school students are dynamic, and their needs and desires are always evolving. They experience more complicated lives as influences of the broader society including popular media and technology, immigration and cultural diversity, amplified political divisiveness, and bullying effect their daily lives both in and out of school.…
Descriptors: Teaching Guides, Middle School Students, Teacher Attitudes, Student Attitudes
Turning Today's Students into Tomorrow's Stars. Selected Papers from the 2008 Central States Conference
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Moeller, Adeiline J., Ed.; Theiler, Janine, Ed.; Betta, Silvia, Ed. – Central States Conference on the Teaching of Foreign Languages, 2008
The 2008 Central States Conference on the Teaching of Foreign Languages, a joint conference with the Michigan World Language Association, focused on learning about the diverse backgrounds and needs of today's students and discovering new ways to help them succeed in reaching the goal of language proficiency. A wide variety of workshops and…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, French