17246 research outputs found
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Somsen Hall Auditorium, Winona State Teachers College, Winona, Minnesota
No full textSomsen Hall auditorium at Winona State Teachers College.https://openriver.winona.edu/wsuphotographs-minnesotareflections/1249/thumbnail.jp
Odgen Hall at Winona State Teachers College, Winona, Minnesota
No full textOutside of Ogden Hall with Somsen Hall behind it.https://openriver.winona.edu/wsuphotographs-minnesotareflections/1252/thumbnail.jp
Somen Hall at Winona State Teachers College, Winona, Minnesota
No full textOutside the main entrance of Somsen Hall just as it has been finished.https://openriver.winona.edu/wsuphotographs-minnesotareflections/1254/thumbnail.jp
Teacher\u27s Contract 1877, School District Nine, Winona County, Minnesota
No full text1905 teacher\u27s contract between Annie W. Robb and School District Number Nine of Winona County, Minnesotahttps://openriver.winona.edu/wsuphotographs-minnesotareflections/1304/thumbnail.jp
Teacher\u27s Contract 1877, School District Nine, Winona County, Minnesota
No full text1907 teacher\u27s contract between Annie W. Robb and School District Number Nine of Winona County, Minnesotahttps://openriver.winona.edu/wsuphotographs-minnesotareflections/1306/thumbnail.jp
Teacher\u27s Contract 1877, School District Nine, Winona County, Minnesota
No full text1909 teacher\u27s contract between Annie W. Robb and School District Number Nine of Winona County, Minnesotahttps://openriver.winona.edu/wsuphotographs-minnesotareflections/1308/thumbnail.jp
Jim Bromeland: Where Civics Meets the Saddle
No full textThe Living History Project presents a video about Dr. James Bromeland, Professor of Political Science for 35 years at Winona State University.
The student writers are Jack Macur (narrator), Ryan Rademacher (cinematographer), Caleb Reed (producer and editor), and Jack Bennis.https://openriver.winona.edu/livinghistoryproject/1060/thumbnail.jp
Transforming Educators: Uncovering Factors in Secondary Education Premise Shift to Active Processing Structures Using a Transcendental Phenomenological Approach
No full textThe skills students will need to be successful in an unpredictable future differ from those needed to thrive today. Where the teachers of today were acculturated in systems of knowledge acquisition through systems of transmission, the future of learning requires active processing of new information. Students will need to meta-learn to upskill and reskill in an ever changing environment. Learning environments need to shift in order to support students to learn these skills requiring teachers to adjust traditional systems of structuring learning. This transcendental phenomenological study explores the lived experiences of secondary educators who have undergone a transformative shift in their pedagogical premise. The study, structured by Mezirow’s Transformative Learning Theory, investigated the disorientation, reflective processes, and contextual supports that sustain a premise transformation in educators. Semi-structured interviews of seven experienced educators uncovered five structural themes: disorientation with current classroom outcomes, recognizing the role student individuality plays in learning, confronting systemic barriers, undertaking the challenge of pedagogical change, and the critical role of support structures in sustaining change. Participants described experiences which redefined their teaching identity as they worked to foster deeper student engagement, autonomy, and metacognitive skill. The findings of this study highlight the importance of educator agency and professional autonomy coupled with administrator and collegial support in approaching new practices. This research contributes to the literature on the experiences of educators in adult learning and professional development by illuminating the internal and external dynamics of educator transformation. It offers insights for educational leaders looking to support educators through the disillusionment of transformation to retain passionate, adaptive educators in a time of cultural and technological disruption
CE 550 Syllabus: Addictions Counseling Introduction to the Field
Get PDFThis course provides students with an overview of the transdisciplinary foundations of alcohol and drug counseling, including theories of chemical dependency, recovery and the continuum of care, and the process of change from a wide range of perspectives. Students will become familiar with the process for screening clients to determine program appropriateness and eligibility. They will be introduced to program admission, intake, orientation, processes and procedures, case management functions, and record-keeping requirements. Referring clients for additional supports and wrap-around services will be considered
CE 620 Syllabus: Tests and Measurements
Get PDFThis course provides an overview of the fundamentals of measurement as applied to psychological testing. Knowledge of and practical experience in the use of standardized psychological tests in counseling for personality assessment, evaluation, and career and life decisions will be provided