UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
Not a member yet
1011 research outputs found
Sort by
Documenting the Community Impact of Service-Learning Coursework: Theoretical and Practical Considerations
Get PDFThe purpose of this exploratory case study was to document the community impact of one graduate-level service-learning course, Teaching in Place. Our goals were to extend theoretical conversations of what is meant by “community impact” as well as offer grounded recommendations for documentation and evaluation. Data included semi-structured interviews with primary and secondary partners, children and families served, as well as questionnaires and reflective journals completed by participating university students. Findings suggest that these open-ended instruments allowed for the generation of a nuanced and grounded definition of “impact” to include various forms of institutional capacity-building, as well as personal and social benefits. The multi-layered approach to documentation not only facilitated a more comprehensive assessment of the impact of the SL course, but also provided feedback for primary partners, who were interested in growing their partnership in ways that better serve the community. Theoretical and methodological implications are discussed
Hartley-Ross Type Unbiased Estimators Using Ranked Set Sampling and Stratified Ranked Set Sampling
Get PDFThis paper proposes several Hartley-Ross (HR) type unbiased estimators of the finite population mean using information on known population parameters of the auxiliary variable in ranked set sampling (RSS) and stratified ranked set sampling (StRSS). The variances of the proposed HR unbiased ratio-type estimators are obtained to first degree of approximation. In simulation study the proposed estimators are more efficient as compared to all other competitor estimators
Eliza Flower: Composer and Radical
No full textThis paper examines the life and work of the early nineteenth century English composer and social radical, Eliza Flower. Flower is best known for composing the original setting of the hymn, Nearer My God to Thee. Other compositions include Musical Illustrations of the Waverley Novels, Songs of the Months, a hymn setting of Now Pray We for Our Country, and Songs of the Seasons.In contemporary context, much of Flower’s work is obscure and unperformed. This paper considers several reasons why this is the case. Eliza Flower was not formally trained in music, most of her connections were with radical writers and political figures, and she struggled with publication of her work due to her involvement in an illicit relationship. In addition to focusing on Flower's unconventional lifestyle, this paper analyzes several of Flower’s compositions, and works to place them in their historical context and defend Flower’s place as an early romantic composer
What Are We Listening For? (Participatory Action) Research and Embodied Social Listening to the Permanence of Anti-Black Racism in Education
Get PDFDrawing on critical bodies studies, the author conceptualizes “embodied social listening” as a senses-driven engagement with the structures and ideologies of anti-Black racism and how these mark and reshape human life. The author argues that it is through embodied social listening that education researchers can strengthen their intentionalities to documenting materially and discursively absorbed racism in the social spaces of Black lives. Connecting embodied social listening to participatory action research (PAR) suggests that its purpose is not be treated as an activity separate from the PAR process, but rather to be exercised as a central anticipatory type of action that implicates individual co-researcher with anti-Black racism, with each other, and with the research process. The author concludes with a few points of deliberation that apply Chela Sandoval’s notion of radical love to listening in PAR to fight anti-Black racism with political education and social mobilization
Enacting Critical Pedagogy in an Elementary Methods Course: A Move Toward Re-Imagining Teacher Education
Get PDFThis paper explores enactments of critical pedagogy within an elementary social studies methods course. Critical scholars urge teacher educators to commit to practices that promote equity and social justice for an ever-diversifying student population (see Cochran-Smith, 2004; Nieto, 2000). In a move to disrupt entrenched deficit attitudes, I propose we look beyond what we ask teacher candidates to do and instead engage in critical reflection and dialogues together with our students that push toward nuanced understanding of their future students who are different from themselves. This project details the ways that changing the course procedures, structured activities, and policies provided the opportunity for the students to experience the vibe and feel of an elementary pedagogy that strives for community building focused on learning and societal improvement. I enlist action research to explore a shift in my practices to more explicitly align with the critical pedagogical practices I encourage teacher candidates to enact in their future classrooms.
Communicating the library as a learning environment
Get PDFLack of commonly used vocabulary about informal learning environments hinders precise communication about what is observed, assessed, and understood about the relation of space to learning. This study empirically extends taxonomies of terms and phrases that describe such relationships through content analysis of descriptions of completed library projects, concluding that focus and collaboration are most prevalent terms and highlight how space affords learning. Study results will benefit practitioners and researchers to specify designs to improve library spaces, advocate for the value the library environment offers educational experiences, evaluate return on investments in renovation and construction, and contribute research toward understanding the relationships between learning and space
Intentional Process for Intentional Space
Get PDFThis chapter addresses the confluence of theory and practice in developing and using “flexible” classrooms for student learning. A large classroom building renovation will be described, in terms of how collaboration and co-creation of value led to early success of the renovated space. Co-creation of value for staff and faculty can help overcome initial resistance to change, bridge understanding, and drive a successful change from lecture-based teaching to growing use of active learning pedagogies. At the University of Tennessee, Knoxville, co-creation was central to planning, conducting, and sustaining a renovation of space into flexible, technology-enhanced classrooms and changing classroom pedagogy
A Learning Studio that Inspires Active Pedagogy
Get PDFFor this case study, the author describes the successful collaboration between Michigan Technological University and Herman Miller in the creation of a learning studio within an emerging learning commons. This recently opened learning studio provides faculty and students a place to develop their level of understanding in active teaching and learning. The case study outlines the room design process and the support structure for faculty
A Case for Community Partnership and Professional Development: A Nine-Week Service-Learning Seminar for Faculty
Get PDFThis paper presents a service-learning seminar for university faculty as a resource for fostering high quality collegiate service-learning courses and pedagogy. The authors frame service-learning within a sociocultural approach to learning and teaching, and discuss the challenges associated with effective service-learning pedagogy. Details of a nine-week service-learning seminar are described and voices of participants are presented to show the potential impact of service-learning pedagogy on university faculty, and perspectives on engagement with local community partners.