Education Reform for the Digital Era

Will the digital-learning movement repeat the mistakes of the charter-school movement? How much more successful might today's charter universe look if yesterday's proponents had focused on the policies and practices needed to ensure its quality, freedom, and resources over the long term? What mistakes might have been avoided? Damaging scandals forestalled? Missed opportunities seized

Measuring Outcomes Of Students\u27 Learning Involving the Learning Modalities, Domains, Critical Thinking Skills Levels, and Right-and Left-Brain Thinking

There is no paucity of literature that relates to the learning domains, the modalities, critical thinking skills, or right- and left-brain thinking. Charts for various aspects of the preceding aspects have taken the forms of pyramids, circles, and the more conventional square or rectangle as well as bubbles and diagrams. None, however, have attempted to chart sample evaluative vocabulary that links the critical thinking skill levels to both the learning domains and the learning modalities. Textual comments indicate links between the preceding and right- and left brain thinking. The extrapolation of the sample evaluative vocabulary provides a quick reference to provide effective and valid evaluation of student learning as follows: 1. Enhance the inclusion of test items related to right- and left-brain thinking; 2. Create a stronger link between test items and learning modalities; 3. Develop a stronger link between test items and the affective domain; 4. Improve the link between test items and the cognitive and psychomotor domains; and, 5. Forge a stronger link between test items in the preceding categories and the Johnson Critical Thinking Skills Levels

Whitworth University Catalog 2020-2021

https://digitalcommons.whitworth.edu/whitworthcatalogs/1098/thumbnail.jp

Gardening and Watering 21st Century Soil: Culturally Responsive and Technology Enhanced Instructional Design in K12 Schools

Decades of research have documented the positive impact of culturally responsive teaching on academic outcomes for African American and LatinX students. However, as the field of education has become increasingly embedded with technology as a powerful tool of instruction, more attention is needed to understand how culturally responsive teachers use technology to close achievement gaps. Although national public policy over the last twenty-years has documented the negative impact of the digital divide on low SES, African American and LatinX students, large-scale efforts to close the divide have focused primarily on access to devices only. More recently, the second digital “use” divide has brought attention to examining teachers’ instructional practices after the physical technology infrastructure is in place. This qualitative case study explored how, why, and in what ways culturally responsive teachers used technology. Data from this study revealed that teachers’ pedagogical beliefs, their personal schooling experiences, training, disposition, mentorship, and expectations from school administrators influenced the ways in which they integrated technology with culturally responsive intentionality. This study provides insights for school leaders [post-COVID] tasked with the imperative to provide both access to technology and support for the uses of technology towards closing persistent achievement gaps. This information can also prove valuable for teachers seeking to improve technology-enhanced instructional practices toward providing equitable school experiences and long-term positive outcomes for an increasingly culturally diverse public-school population across the United States

Graduate Catalog 2010-2012

A course catalog for graduate studies at Winona State University for 2010-2012.https://openriver.winona.edu/coursecataloggraduate/1000/thumbnail.jp

Graduate Catalog 2010-2012

A course catalog for graduate studies at Winona State University for 2010-2012.https://openriver.winona.edu/coursecataloggraduate/1000/thumbnail.jp

Whitworth University Catalog 2021-2022

https://digitalcommons.whitworth.edu/whitworthcatalogs/1099/thumbnail.jp