Preface
The Pedagogy of Promise
As teaching instructional strategies continue to change and improve with the infusion of technology and
various learning environments, learning and instruction become more sophisticated, multi-faceted
and adapted for diverse learning communities. In this volume, Sound Instruction Books (SIB) Volume XIV,
several classroom environments provide different tools where students interact with curriculum intentionally
created to increase engagement and challenge students to think critically. By providing a broad range of
pedagogical and instructional research, the reader will undoubtedly find useful ideas for engaging students.
The following chapters describe different learning environments designed with several teaching strategies.
In “Case Study Approach to Statistics”, a statistics classroom has the instructor take a back seat to students
who become co-inquirers. This shift of the responsibility provides the opportunity for students to design a syllabus
in a collaborative environment using the case method of teaching. Also, service learning is demonstrated with
health applications such as audiology, chiropractic care, dental hygiene, nursing and other fields in “International
Health Service Learning Models” which provides a literature review of international service learning models.
Another example of service learning is seen in “Extended Clinical Practices That Improve Teachers’ Efficacy”
where researchers report that service-learning can play an important role in developing pre-service teachers’
confidence in the classroom through community service combined with service learning projects.
The following volume also describes several learning environments with different instructional strategies such as
problem-based and inquiry based teaching. For example, a college chemistry laboratory uses a problem-based
inquiry approach where courses are structured to include traditional laboratory and problem-based inquiry
laboratories. Results show that the cooperative learning component of the project based laboratories contributes
to affective learning. In a pre-service teacher mathematics environment, early childhood educators are challenged
to develop high-quality mathematics education, a challenge as these programs differ according to state regulations.
“Do early Childhood Educators Understand Spatial Skills?” delves into best practices in providing teacher leaders
with information that will prepare them for teaching mathematics to young children.
Technology environments are described in several of the following articles. Using debate as an online forum is
described in “Online Graduate Student Debate” where online discussions using student debate are reported to
provide a stronger depth of thought in the online discussion venue than in the traditional classroom discussion. In
another example, video games in K-12 classrooms are shown to maximize learning in “STEM, Video Game Play,
& Gender = Personalization” where research explains that student customization is key when examining
educational
video game effects upon 7th graders in a mathematics course. In “Pilot Study of Reactions to an
Educational Game”,
a study describes how some students found the online educational simulation a fun and a
valuable learning experience
while other students disliked the ambiguities and lack of online feedback. Online
feedback is also discussed in
“Enhancing Online Learning Through Feedback”, where students report that
a lack of online feedback often results in
students feeling isolated, not sure of their learning and are generally
dissatisfied. In another example of technology and
feedback, “Adult Use of Clickers and Personal Response
Systems” provides an update of the use of these systems for
adult learning and identifies the pedagogy that
underlies the use of response systems in adult education.
Problem-based and project based learning environments are well described in several articles in this volume.
Problem-based inquiry in a collaborative chemistry laboratory contributes to students affective learning according
to the authors in “Problem-based Inquiry in a College Chemistry Lab”. Courses are structured that include
traditional
laboratory and problem-based inquiry laboratories, and results show that the cooperative learning
component of
the project based laboratories contributes to affective learning. Problem-based mathematics
is discussed in
“Valuing Math Applications: The Role of Context” where intermediate algebra students learn
exponential growth
using examples such as HIV and malaria in various countries. The study reports that details
of context associated
with application to authentic problems can make mathematics meaningful. Finally, science
instruction is presented in
“Investigating Changes in Science Perceptions” where an informal after-school high
school science program uses
authentic and relevant inquiry based activities that have a problem-based approach.
Results show that these
engaging science experiences significantly changed student perceptions
regarding the nature of science.
Designing relevant, intentional curriculum to increase student engagement is a major area of interest in education.
“Engaging Students: Strategies for Digital Natives” provides innovative and interactive pedagogies to increase
engagement – a high priority for students – in a second-year nursing theory course that shifts instruction away
from the traditional lecture format. “L2 Micro-Skill Proficiency and ELL reading” is an investigation regarding
English reading comprehension for adult community college ELL students. Research from this study suggests
that a vocabulary paradigm with supporting micro-skills can best explain reading proficiency for this population
and that neither the proposed grammar paradigm or simple phonemic decoding showed a significant relationship
to reading comprehension. “Developing Well-Prepared, Collaborative Teachers in the Rural Teacher Residency
Program” outlines a pilot study whereby a co-hort model paired with co-teaching, rural residency, collaboration
and action research serve as sources of teacher efficacy. Designed with the purpose of increasing well-developed
collaborative skills, the program created an intentional pathway to increase these important skills in pre-service
teachers. In another pre-service teacher study, an intentional mathematics curriculum describes how early
childhood educators develop a high-quality mathematics education, even though these programs differ according
to different state regulations. “Do early Childhood Educators Understand Spatial Skills?” delves into best practices
in providing teacher leaders with curriculum that will prepare them to teach young children mathematics.
Finally, while pedagogy and instruction may take many shapes and use many tools as part of the educational
arsenal that continues to change according the needs of the learners, one thing must remain constant – caring
for
our students and providing them with a sense of ownership for their learning. In “Education Reform: Caring
Matters”,
the student-centered approach to teaching and learning using How Students Learn theoretical
framework
provides research that a genuine ethic of care, respect and compassion for students will increase their
success and
achievement. The study provides substantial evidence for ways to make the standards-based
education reform more
compatible with student-centered classrooms, creating a Pedagogy of Promise.
Cherie A. McCollough, PhD. , Associate Professor
College of Science and Engineering
Texas A&M University – Corpus Christi, TX
Contents
Acknowledgements / iii
Preface / v
Case Study Approach to Statistics / 1
Ayesha Delpish, Elon University, NC
Investigating Changes in Science Perceptions / 7
Sarah Bargmann, Texas A&M University, Corpus Christi
Cherie A. McCollough, Texas A&M University, Corpus Christi
Education Reform: Caring Matters / 16
Cherie A. McCollough, Texas A&M University, Corpus Christi
L2 Micro-skill Proficiency and ELL Reading / 24
Gail August, Hostos Community College,NY
STEM, Video Game Play, & Gender = Personalization / 35
Wendi M. Kappers, Embry-Riddle Aeronautical University, FL
Extended clinical practices that improve teachers’ efficacy / 42
Larry P. Nelson, University of Texas at Arlington
Kathleen Tice, University of Texas at Arlington
Online Graduate Student Debate / 50
Penny Pennington Weeks, Oklahoma State University
Pilot Study of Reactions to an Educational Game / 55
Jacki Fitzpatrick, Texas Tech University
Erin Kostina-Ritchey, Texas Tech University
Developing Well-Prepared, Collaborative Teachers / 65
Rebecca Fawns-Justeson, California State University, Chico
Enhancing Online Learning Through Feedback / 73
Anita Miller, Dominican University, IL
Doug Lia, Chicago State University, IL
Adult Use of Clickers & Personal Response Systems / 79
Deborah K. Anderson, Midwestern University, IL
Do Early Childhood Educators Understand Spatial Skills? / 88
Nicole Andrews, University of Houston, TX
Adam G. Akerson, Stephen F. Austin State University, TX
Problem-based Inquiry in College Chemistry Lab / 94
Michael A. Panichas, Boston College
Lynne A. O'Connell, Boston College
Lillie R. Albert, Boston College
Valuing Math Applications: The Role of Context / 102
Susan Staats, University of Minnesota, MN
International health service learning models / 109
Sherryl W. Johnson, Albany State University, Georgia
Engaging Students: Strategies for Digital Natives / 114
Katherine J. Janzen, Mount Royal University
Beth Perry, Athabasca University
Margaret Edwards, Athabasca University
Author Index / 122
School Index / 123
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Some articles are republished in
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