43,538 research outputs found
Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015
In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of Kâ12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the Kâ12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in Kâ12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in Kâ12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in Kâ12 blended, online, and competency education transforming teaching and learning today
A case study of student projects for industry clients
Published versio
Considering pedagogical content knowledge in the context of research on teaching: An example from technology.
When thinking about teaching, the pedagogical content knowledge of teachers cannot be ignored. We argue that pedagogical content knowledge is a major determiner of teaching practice and is central to teachers' curriculum decision-making at the classroom level. This paper takes a sociocultural perspective on the importance of developing teachers' pedagogical content knowledge. From our classroom-based research in technology education and the past research on pedagogical content knowledge we propose a model of pedagogical content knowledge with seven characteristics that we believe are important for effective teaching
IMPACT: The Journal of the Center for Interdisciplinary Teaching and Learning. Volume 8, Issue 1, Winter 2019
IMPACT: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl).In this issue of Impact you will find a humanities scholar deeply engaged with the arcing out of a new territory: the interdisciplinary study of the Grateful Dead. Impactâs own Christopher Coffmanâs review essay should be required reading for scholars of popular music, performance studies and history. His review also serves as an important reference for those who aspire to teach a course on the Grateful Dead, as well as for those who wish to write review essays. In this issue we also hear from those who are engaged in teaching people who are incarcerated. Importantly, Stephanie Cageâs essay looks to incarcerated people themselves to find out what they think about prison education. Peter Wakefield encourages us to see The Great Gatsby anew, in particular in the context of American racism and White supremacy. Wakefieldâs essay is important too because it had its genesis in Writing, the State, and the Rise of Neo-Nationalism: Historical Contexts and Contemporary Concerns, a conference sponsored by the Center for Interdisciplinary Teaching & Learning
Editorial: Open-themed issue: December, 2011
This journal has aligned itself with this âreignitionâ agenda, in large part because its mission statement aligns with a commitment to strengthening the voices of English teachers, teacher educators and researchers worldwide, at a time when a range of policy pressures are posing a real threat to the professional identity of teachers and their ability to conduct their working lives in accord with their own ethical frameworks. This non-themed issue contains articles which have evolved from conference presentations (Comber and Cloonan, for example) or which have been developed by conference attendees (OâMara and Dix, for example). Other articles vindicate the ETPC Boardâs decision to make non-themed issues a regular occurrence, since they are a reminder of the fruitfulness of inviting our constituency to tell us about the thinking, practice and inquiry they have been engaging in
WORD FORMATION AND PRODUCT NAMING STRATEGY: A STUDY OF MORPHOLOGY
This research entitled âWord Formation and Product Naming Strategy: A Study of Morphologyâ discusses
the word formation theories and applies the theory in product naming. The method used in this research is
qualitative descriptive. Then, the theory adopted in this research is Morphology, especially word formation
which discusses the process of forming the words written by Marchand (1992) and McMannis (1998) as
the major theories. While, the theory of Product Naming Strategy is taken from Danesi (2004) as the
supporting one. The data used in this research are taken from media, both electronic and printed ones. The
results of this research show that product naming can employ word formation theory in order to describe
the kinds, characteristics, and the functions of the products. The word formation theories employed in this
research are blending, clipping, compounding and coinage. While the meaning analysis is based on lexical
meaning. By understanding the word formation process used as the product brand, consumers are able to
recognize the products. In addition, the product naming strategy also can help the company in establishing
the product brands and use it as the strategy of their product naming
Impact of online professional development in the work environment
Online distance education programs are populated by adult learners who try to continue or
complete their education without having to leave their jobs or places of residence. Their work
environment becomes not just their working place, but also the labs where they apply new
knowledge. The general expectation is that after graduation they will make an impact in their
work environment through their job and through interacting with peers and supervisors. This
study explored the influence that K-12 teachers had in their work environment as they pursued
and graduated from an online Masters program in Education. The study showed the impact that
the participants have and how they become agents of change in their immediate workplace.publishedpeer reviewe
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