32,466 research outputs found
How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?
No full textThe relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135, 1996; Hodgkinson and Sadler-Smith, Journal of Occupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences. A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures. Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang & Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner needs
Understanding pedagogy: developing a critical approach to teaching and learning
No full textWhat is meant by pedagogy?How does our conception of pedagogy inform good teaching and learning?Pedagogy is a complex concept of which student and practising teachers need to have an understanding, yet there remain many ambiguities about what the term means, and how it informs learning in the classroom. Understanding Pedagogy examines pedagogy in a holistic way, supporting a more critical and reflective understanding of teaching and learning. It considers pedagogy as a concept that covers not just teaching approaches and pupil-teacher relationships but one which also embraces and informs educational theory, personal learning styles, assessment, and relationships inside and outside the classroom.A detailed consideration of what it means to be a professional in the contemporary climate, Understanding Pedagogy challenges student and practising teachers to reappraise their understanding and practice through effectively linking theory and practice. Key issues explored include the importance of understanding a learning styles profile, the application of cognitive neuroscience to teaching, personalised learning, assessment and feedback, and what we mean by critical reflection. Using the Personal Learning Styles Pedagogy, the authors make explicit the integration of theory and practice and the many decisions and selections that teachers make, their implications for what is being taught and learnt, how learners are positioned in the pedagogical process, and ultimately, how learning can be improved.Understanding Pedagogy will be essential reading for student and practising teachers, as well those on Education Studies courses and undertaking masters level courses, involved in the endeavour of understanding what constitutes effective teaching and learning
Student teacher assessment feedback preferences: the influence of cognitive styles and gender
No full textThe enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers’ assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher education (ITE) contexts. The cognitive styles and assessment feedback preferences of 108 initial teacher education student teachers (41 males; 67 females) were identified. Similarities as well as differences in assessment feedback preferences between males and females were evident, along with interaction effects between cognitive styles and gender. The use of an explicit framework in the form of a Personal Learning Styles Pedagogy is offered as a way of enhancing ITE course design and assessment feedback provision
Exploring students' perceptions of feedback in relation to cognitive styles and culture
No full textThis study considers the role of cognitive styles and culture in relation to students' perceptions of the value of different types and sources of feedback from sociocultural and constructivist perspectives. The increasingly heterogeneous nature of higher education highlights the importance of enhancing student accessibility to and engagement with feedback; the lenses of cognitive style and culture are important ones in this respect. Indigenous and international students on three post?graduate UK university courses were invited to be involved in this study as active participant researchers. Analytic and intuitive cognitive styles were measured using the revised version of the Cognitive Styles Index (CSI). All students completed a questionnaire informed by previous research to ascertain their perceptions of feedback. Thirteen international students also participated in an enhancing feedback project used as a pedagogical tool to support their learning. Cognitive styles and culture were found to impact on students' perceptions of the value of different forms of feedback. Both similarities and differences in perceptions of feedback were identified within and between the groups. The intervention involving a personal learning styles pedagogy approach (PLSP) was perceived as helpful to the students in enabling them to be more self?regulated in their approach to accessing and using feedback. Amendments that can be made to enhance feedback practice as a result of this study and broader implications of the work to inform assessment and course design are outlined
Benny FreemanIndoor Secondary Organic Aerosol Formation: Influence of Particle Controls, Mixtures, and Surfaces
No full text2009 The Dissertation Committee for Michael Shannon Waring certifies that this is the approved version of the following dissertation
Michael Rodriguez interviews fiction writer Michael Kimball
No full textAuthor Michael Kimball talks about moving away from Michigan to become a successful writer, his education, the fiction reading series he has started in Baltimore, the life-story-on-postcard project, and his book "Dear everybody." Kimball is interviewed by Michigan State University Librarian Michael Rodriguez for the Michigan State University Libraries' Michigan Writers Series
Michael Rodriguez interviews author Paul Clemens
No full textAuthor Paul Clemens talks about his book "Made in Detroit," the genre of memoir, and writing about race. Clemens is interviewed by Michigan State University Librarian Michael Rodriguez for the MSU Libraries' Michigan Writers Series. Held in the MSU Main Library
Building teachers’ research literacy: integrating practice and research
No full textSupporting early career teacher (ECT) research literacy is essential in promoting research-integrated professional practice, however it remains an area in much need of development. This article discusses the importance and process of developing ECTs’ research literacy, through establishing strong collaborative links between universities and practising teachers in schools. It is located within an English policy and educational context in which the role of higher education and schools in teacher education has been substantially altered in recent times. Two programmes, the NQT and Beyond and Developing Resilience in Learning and Teaching, are used to illustrate how ECTs can actively engage in and with research as they enter the teaching profession, and thus develop their research literacy. The design principles of these projects are used to demonstrate the potential of how a research-informed pedagogical framework based on the Personal Learning Styles Pedagogy, aspects of self-regulation and resilience, can facilitate research-informed learning and teaching. In supporting ECTs’ research literacy, universities, in collaboration with schools, play an important role in supporting the sustainability of research and in enabling teachers to connect their own practice with the broader body of research knowledge. Teacher and pupil ownership of research is crucial in developing research-integrated learning
Michael Rodriguez interviews author Tom Springer
No full textAuthor Tom Springer is interviewed about his writing career and his newest book "Looking for hickories". Springer talks about his career following after earning an Environmental Journalism degree from Michigan State University. He calls his genre "creative non-fiction" and explains how he weaves his memories into his books about life in rural and wild Michigan. Part of the Michigan State University Libraries' Michigan Writers Series. Springer is interviewed by Librarian Michael Rodriguez
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