Workings of a male hegemonic discourse: representations of women in Life magazine around WWII

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Fostering Student Agency to Build a Whole Child, Whole School, Whole Community Approach

In this practitioner perspective, we explore the concept of student agency through the implementation of a student government association in a laboratory middle school. Interviews with a social studies teacher and her students offer perspectives of the impact of student voice and choice for student experiences. We describe three major lessons learned through this implementation process: students learn to have healthy conflict and cooperative skills; students learn the appropriate processes to enact change in a democratic society; and students learn to conduct service for their peers, school, and community

Online Course Design: A Case Study

This case study uses the How People Learn (HPL) framework as the conceptual model to examine an online course in a teacher licensure program for evidence of high level learning outcomes that involve collaboration, reflection, mentoring, and problem solving. The HPL framework focuses on the learning environment and indicates that effective learning takes place to the extent that the learning environment is learner-centered, knowledge-centered, assessment-centered, and community-centered. Analysis of the data resulted in themes that coincide with the elements of the HPL framework: professional growth, peer learning, teaching presence, and collaboration. The design of the course appeared to have a positive impact on student learning as far as complex problem solving and collaboration with peers. Results of the study demonstrate that the HPL framework provides a powerful structure for creating and assessing environments conducive to the work of prospective professionals.

Creativity in Education: A Global Concern

This special issue of Global Education Review, dedicated to the theme of creativity, looks at creativity from various angles and lenses that are particularly relevant to education, from the neuroscience on what influences creativity and global views on creativity to specific programs that target the development of creativity.  Efforts toward nurturing creativity in public schools, higher education and teacher education are represented.&nbsp

Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered

This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers’ pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related themes. This article will focus on the teacherrelated themes, the most important being the change in the teachers’ pedagogy. The article will further discuss the obstacles that stood in the way of the teachers’ successful implementation of PBL and PjBL

Engaged Learning: Impact of PBL and PjBL with Elementary and Middle Grade Students

This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the main categories of learning attitudes, learning behaviors, and learning preferences

Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

The purpose of this article is to examine the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on pre-service and in-service teachersΓÇÖ conceptions of experiential learning. ┬áIn our study, participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL and an experiential component in which they facilitated PBL and PjBL with children in grades 1-9 during a one-week field experience on a university campus. ┬áThe goal of the field experience is for teachers to change their practice from didactic to inquiry and to promote critical and creative thinking in their students. ┬áWe used a case study method that involved data derived from six different sources: online structured interviews, follow-up telephone interviews, discussion board posts, reflections, course feedback, and observations.┬á The main theme that emerged from the data analysis was the critical role the field experience played in applying theory to practice.┬á Sub-themes included understanding the process of implementing PBL and PjBL, mastering the logistics of PBL and PjBL, becoming facilitators, and collaborating with partners.┬á Results showed that the field experience gave the teachers the ΓÇ£courageΓÇ¥ to experiment with a student-centered methodology.┬

The Minus End-Directed Motor Kar3 Is Required for Coupling Dynamic Microtubule Plus Ends to the Cortical Shmoo Tip in Budding Yeast

The budding yeast shmoo tip is a model system for analyzing mechanisms coupling force production to microtubule plus-end polymerization/depolymerization. Dynamic plus ends of astral microtubules interact with the shmoo tip in mating yeast cells, positioning nuclei for karyogamy [1]. We have used live-cell imaging of GFP fusions to identify proteins that couple dynamic microtubule plus ends to the shmoo tip. We find that Kar3p, a minus end-directed kinesin motor protein, is required, whereas the other cytoplasmic motors, dynein and the kinesins Kip2p and Kip3p, are not. In the absence of Kar3p, attached microtubule plus ends released from the shmoo tip when they switched to depolymerization. Furthermore, microtubules in cells expressing kar3-1, a mutant that results in rigor binding to microtubules [2], were stabilized specifically at shmoo tips. Imaging of Kar3p-GFP during mating revealed that fluorescence at the shmoo tip increased during periods of microtubule depolymerization. These data are the first to localize the activity of a minus end-directed kinesin at the plus ends of microtubules. We propose a model in which Kar3p couples depolymerizing microtubule plus ends to the cell cortex and the Bim1p-Kar9p protein complex maintains attachment during microtubule polymerization. In support of this model, analysis of Bim1p-GFP at the shmoo tip results in a localization pattern complementary to that of Kar3p-GFP

Entrepreneur coaches’ flow and well-being : the role of recovery

Entrepreneur coaches face increased well-being challenges due to their demanding roles. However, they also often report experiencing flow – an immersive, enjoyable state of intense focus that positively affects well-being. In this qualitative study of 20 self-employed career, executive, health, leadership, and life coaches, we aimed to understand entrepreneur coaches’ experience of flow and relationships with recovery at work. We found that recovery was important for entering flow and coaches actively scheduled recovery activities, such as regular breaks, to support recovery and to enter and sustain flow. These findings contribute to research on how the interplay between flow and recovery can contribute to the well-being and sustainable working lives of entrepreneur coaches.Peer reviewe