NotesFAQContact Us
Collection
Advanced
Search Tips
Assessments and Surveys
Early Childhood Environment…1
What Works Clearinghouse Rating
Showing 1 to 15 of 193 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Michael Chew – Journal of Peace Education, 2025
This paper presents a practice-based enquiry exploring how photovoice methods can be adapted to visualise caring behaviours in multi-sited contexts, within an environment and peace education context. Photovoice methods typically have an exclusively single-sited focus that can neglect opportunities for empathy and cross-cultural engagement that…
Descriptors: Peace, Teaching Methods, Empathy, Photography
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Sherman, Jules; Lee, Henry C.; Weiss, Madeleine Eva; Kristensen-Cabrera, Alexandria – Design and Technology Education, 2018
Experiential learning, which may include hands-on learning paired with observation and reflection, has been applied in several industries; however, the impact of experiential learning in design education is not well known. We investigated how the type of simulation-based learning could affect the acquisition of knowledge and the ability to…
Descriptors: Experiential Learning, Equipment, Design, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Batchelor, Katherine – Gifted Child Today, 2018
Revision has been studied mostly from a language centric viewpoint. It is an understudied topic and oftentimes viewed as an afterthought in classrooms rather than a central facet at the heart of quality writing. The focus of this article is on teaching revision via multimodality as a way to serve all students, especially gifted students. This…
Descriptors: Academically Gifted, Revision (Written Composition), Writing Skills, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Rands, Melissa L.; Bender, Holly; Gillette, Meghan T.; Orgler, Lisa – Journal of Faculty Development, 2017
In this paper, the authors describe the faculty development initiatives and the role of faculty learning communities (FLCs) in supporting Team-Based Learning (TBL) at a large, research-intensive university. A systematic review of the initiatives found FLCs provided crucial support for both new and seasoned TBL practitioners and fostered…
Descriptors: Role, Teamwork, Communities of Practice, College Faculty
Peer reviewed Peer reviewed
Direct linkDirect link
Shah, Lisa; Rodriguez, Christian A.; Bartoli, Monica; Rushton, Gregory T. – Chemistry Education Research and Practice, 2018
Instructional strategies that support meaningful student learning of complex chemical topics are an important aspect of improving chemistry education. Adequately assessing the success of these approaches can be supported with the use of aligned instruments with established psychometrics. Here, we report the implementation and assessment of one…
Descriptors: Chemistry, Scientific Concepts, Concept Formation, Discussion (Teaching Technique)
Peer reviewed Peer reviewed
Direct linkDirect link
Papen, Uta; Thériault, Virginie – Studies in Continuing Education, 2018
Writing retreats are structured events during which a group of people write in the same room over several days. In this paper, we report on findings from a study exploring the impact of writing retreats on PhD students' writing and their sense of self as academic writers. A second aim of the study was to contribute to the search for appropriate…
Descriptors: Writing Workshops, Interviews, Student Attitudes, Graduate Students
Peer reviewed Peer reviewed
PDF on ERIC Download full text
de la Cruz, Jessica A. – Universal Journal of Educational Research, 2016
This study examined how one teacher used research-based knowledge of how adolescents think about proportions. Observations, interviews, document collection, and a workshop intervention were utilized. The design of the workshop was inspired by the cognitively guided instruction studies and its purpose was to explore the research findings on…
Descriptors: Teacher Workshops, Faculty Development, Logical Thinking, Middle School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Archer, Louise; Dawson, Emily; DeWitt, Jennifer; Godec, Spela; King, Heather; Mau, Ada; Nomikou, Effrosyni; Seakins, Amy – British Journal of Sociology of Education, 2018
This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London…
Descriptors: Urban Schools, Secondary School Teachers, Foreign Countries, Social Justice
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Gentes, Annie; Renon, Anne-Lyse; Bobroff, Julien – Design and Technology Education, 2017
This paper analyzes the introduction of fundamental physics in design education as a pedagogical method that trains designers to create with the un-known. It studies how three workshops offered design students to work on: superconductivity in 2011, quantum physics in 2013 and light and optics in 2014. The authors observe that introducing physics…
Descriptors: Fundamental Concepts, Physics, Design, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Wolbers, Kimberly A.; Dostal, Hannah M.; Skerrit, Paulson; Stephenson, Brenda – Journal of Educational Research, 2017
A professional development (PD) program for Strategic and Interactive Writing Instruction (SIWI) integrating effective PD features was implemented with teachers over 3 years. Using a 1-way analysis of variance, it was examined whether length of participation in PD impacted knowledge and ability to faithfully implement. Findings indicate…
Descriptors: Faculty Development, Statistical Analysis, Knowledge Level, Writing Instruction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Russo-Zimet, Gila – Journal of Education and Training Studies, 2017
Studies have examined the assumption that teachers have previous perceptions, beliefs and knowledge about learning (Cochran-Smith & Villegas, 2015). This study presented the In-Action Mental Model of twenty leading artist-teachers while teaching Visual Arts in three Israeli art institutions of higher Education. Data was collected in two…
Descriptors: Visual Arts, Artists, Teaching Models, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Maybee, Clarence; Bruce, Christine Susan; Lupton, Mandy; Rebmann, Kristen – Studies in Higher Education, 2017
Students in higher education typically learn to use information as part of their course of study, which is intended to support ongoing academic, personal and professional growth. Informing the development of effective information literacy education, this research uses a phenomenographic approach to investigate the experiences of a teacher and…
Descriptors: Learning Strategies, Gender Issues, Language, Teacher Role
Peer reviewed Peer reviewed
Direct linkDirect link
Koopman, Oscar – African Journal of Research in Mathematics, Science and Technology Education, 2017
This article aims to investigate how science teachers engaged with the macroscopic, sub-microscopic and symbolic levels of representations in their Chemistry teaching. Data were collected in Limpopo province in South Africa from 15 "lead" teachers and this paper reports on five lessons presented by the teachers during professional…
Descriptors: Foreign Countries, Science Teachers, Chemistry, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Haj-Bolouri, Amir; Flensburg, Per – International Journal on E-Learning, 2017
Previous research on e-learning elucidates the notion of presence and learning. Scholars have conceptualized different concepts and theories based on the idea of distance education and learning. However, the "experience" of learning has been overshadowed with emphasizes on pedagogical models for social presence, theories on how to…
Descriptors: Electronic Learning, Teaching Methods, Distance Education, Teacher Student Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Ozmantar, Mehmet Fatih; Akkoç, Hatice – Cogent Education, 2017
Pedagogical content knowledge involves subjective decisions on the parts of teachers in making the content comprehensible to learners. This paper is concerned with the formation of this subjectivity and asks: how do (pre-service) teachers come to know and decide upon the best approach to making the content instructional for learners? In answering…
Descriptors: Pedagogical Content Knowledge, Teaching Methods, Preservice Teachers, Mathematics Teachers
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  12  |  13