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Joy in Lifelong Learning: An Introduction to Planning for Learning Disabilities in Museum Education
Get PDFFor over a century, the role of museums as learning institutions has been considered alongside that of schools. However, special education practices are rarely adapted for museum education, requiring educators in museum contexts to undertake extra work to accommodate those with learning disabilities. This thesis used Qualitative Comparative Analysis and Textual Analysis to review pedagogical white papers and academic research on museum programs aimed at neurodivergent audiences. The findings were used to create a professional development guide for museum educators at a range of different types of museums
Second Language Acquisition for Adults
Get PDFThe process of Second Language Acquisition (SLA) has been explored by several scholars, who start with fundamental questions such as: “Does second language acquisition work in the same way as first language acquisition?” “What are the differences in the processes each individual experiences?” “Is it possible to become fluent in a second language at an older age?” This paper aims to show some key research conducted on this topic and provide a clear understanding of the processes that second language learners face.
This paper will delve into three main approaches to SLA: Behaviorist Theory, Universal Grammar (UG) and Interactionist Theory. The first, formulated by B. F. Skinner shows how the studies started with basic experiments in mice to explain how language is a behavior that requires stimulus and reinforcement to be acquired. Skinner’s study is further criticized by Noam Chomsky, who presents UG as the most reliable theory for SLA, exploring cognitive abilities inserted in the human brain and basing the instruction on this internal structure. The third, Interactionist Theory, challenges Chomsky’s viewpoint and argues that the most important aspect of SLA is the social interactions that a learner needs to experience to understand language. Moreover, this paper will include a survey exploring contemporary experiences of second language learners and how UG and Interactionist Theory integrates into their learning processes, introducing the the proposed Integrative Approach, which is based in these two theories and incorporates psychological research, aiming to provide a better approach to SLA.
The review of related and important literature on each approach such as on the suggested practical applications leads the way in this thesis to provide a solid foundation for the conclusion and to answers to the fundamental questions that inspired this study
Teacher Perceptions of Instructional Coaching Impacts on Instructional Practice and Student Learning
No full textThis exploratory study investigates the role of instructional coaching in elementary education through the lens of teacher perceptions, with a focus on its influence on professional development, instructional methodology, educator well-being, and student academic achievement. The research pivots around four key questions examining the perceived impact of instructional coaches on: Teachers\u27 professional growth within elementary educational settings. The evolution of instructional strategies and classroom practices. The emotional and mental well-being of educators. The academic performance and learning outcomes of students.
A narrative research approach was adopted, collecting and analyzing data through elementary teacher surveys, in-depth interviews with both teachers and instructional coaches, and the examination of Professional Learning Communities (PLCs) meeting records. The study also critically evaluates how the role of instructional coaching has adapted to recent educational challenges, such as the COVID-19 pandemic\u27s disruption and the rising integration of digital instructional technology.
This analysis sheds light on the crucial function of instructional coaching in promoting effective educational practices and nurturing an environment that supports both teacher and student advancement. Results underscore the importance of fostering supportive, collaborative coaching relationships that respect teacher independence while catering to the varied needs of the educational community.
Contributing to the discourse in educational research, this study offers valuable insights that could inform educational policy, instructional coaching practices, and future research directives. The aim is to enhance the utility of instructional coaching in improving curriculum planning, teaching quality, and educator experience, and ultimately, elevating student academic success