Educational methods

Teaching and Teacher Education 26 Building self-directed teachers: A case study of teachers' perspectives of the effects of cognitive coaching on professional practices How people learn: Brain, mind, experience, and school Cognitive coaching: A foundation for renaissance schools Handbook of research on educational communications and technology Metacognition in literacy learning: Theory, assessment, instruction, and professional development Educational Leadership 51

In 2021, economics is more than just a subject some choose to study in college. Most people find themselves in a situation where they need to understand a concept, a theory, or an idea, related to this rich field, with spill overs in history, political science, philosophy, business, and law. For these people but also for future economists, the internet is a never-ending source of information and inspiration. Today, most of that information comes from video sources. Online economics is taught through a variety of methods that range from chalk-and-talk, to animations, and to storytelling. The aim of our paper is to provide an overview of the most appreciated methods used for teaching economics online through video content. An analysis of the type of e-learning providers in the field of economics will be performed, while a comparison between them will offer a classification of the methods used with respect to the topics taught. We will further use econometric methods to determine whether there is any correlation between the methods employed, the topics covered, and the relative success of the providers in our assessment group. Based on the comparative information mentioned above we will endeavour to classify e-learning providers based on their teaching models. Devising a new classification of online economics e-learning models will be necessary in order to allow us to develop an analysis of both the structure and the form of the content that can form the basis of an assessment of the efficiency and effectiveness of the teaching process.

Teaching university courses, which deal with the phenomena of the electromagnetic (EM) substantiality and their applications, is rather difficult due to their abstract nature. Therefore, teaching has to be accompanied by clear explanations and by simulations illustrating the exa- mined topics. This is why an electronic textbook (ET) of EM waves and applications was developed. The ET presents theoretical descriptions

Following on the alliterative themes of recent BTES conferences, we have selected Integration and Innovation as the theme for the 2019 gathering. Innovation can begin with conjecture, with a searching for more effective solutions, or with an application to currently unknown or unarticulated needs. Innovation scholarship examines the personal intellectual habits that support new ideas, such as openness and exploratory behavior, as well as the circumstances behind the places in which creativity flourishes, such as support for cross-disciplinary fertilization and access to resources. The 2019 BTES conference will explore the role of technology education and curriculum in cultivating these intellectual habits in our students (and ourselves) and in creating the organizational spaces in which the future of practice will be shaped. Sessions will seek exemplary proposals of research and pedagogical applications that explore innovative practices and integrative thinking in the academy and profession. These intertwined themes of innovation and integration are deeply embodied in the host site, the award-winning John W. Olver Design Building at the University of Massachusetts. Named one of the Best Buildings of 2017 by the Wall Street Journal, the 87,000 square foot building counted a number of superlatives at its opening, among them, the most technologically advanced cross-laminated timber building in the country. However, while we are delighted by these accolades and the building's warm appeal, it is the organizational potential that the site embodies that makes it a fitting site for the 2019 BTES Conference. Housing the university's architecture, building and construction technology, landscape architecture, and regional planning programs, the collective effort to realize the Design Building was launched to "represent the thoughtful integration of human creativity and ecological sensitivity that is the foundation of our professions." The Design Building is a fitting backdrop for the sharing of BTES members' own innovative research and pedagogies. The structure is a testament to faculty ingenuity, political acumen, and creative collaboration: some of the building technologies employed, such as the layered composite floor system of concrete, timber, and steel mesh, were researched and developed by faculty right on campus. Moving from invention to application involved garnering the political support of a former congressman and the MA State Legislature, who ultimately activated the shift from the status quo steel frame to a demonstration project for new and innovative wood construction technologies through an Environmental Bond Bill. To deploy these innovations spatially, the architects and engineers collaborated closely with code officials to shape new codes while creating a building that is now a primary teaching tool for our students-from its exposed glulam and cross-laminated timber (CLT) frame, to its visible mechanicals and interdisciplinary teaching spaces. The bulk of the conference's educational events will be taking place in the John W. Olver Design Building on the UMass Amherst Campus. The John W. Olver Design Building is the shared home of the Department of Architecture, the Building and Construction Technology program, and the Department of Landscape Architecture and Regional Planning. At its core, the Design Building has a contemporary, heavy-timber ("mass timber") wood structure, consisting of an exposed glulam frame (columns, beams, braces), cross-laminated timber (CLT) and concrete composite floors, and CLT shaft walls (for stairs, elevator, and mechanical shafts). It also features a three-story, folded, grand CLT stair in the atrium.

The aim of this study is to analyse and evaluate the knowledge concerning risk communication
acquired by veterinarians during a national training course. The study analyses 694 press
releases written during the training course. Textual variables and indexes were considered to
identify the linguistic structures used by veterinarians. At first, the analysis of press releases
focused on the descriptive demographic variables, then stylistic and editorial variables were
considered, and finally a lexicographic analysis was performed on the textual variables.
The texts were found to have a moderate level of readability due to the use of scientific
and technical terms. This study shows the need to improve training activities to develop
effective risk communication, especially in terms of the language used, in order to facilitate
interactions among veterinarians, mass media, and citizens

Success in the 21st century, for individuals and societies, requires competence in comprehending and communicating in the academic disciplines--the natural sciences, history, geography, and more. The Read-Write Cycle (RWC) Project, a three year longitudinal research study conducted from 2005-2008 in ten public elementary schools in southern California, explored the effectiveness of curriculum and instructional strategies that integrate literacy with disciplinary knowledge with the simultaneous goals of: (1) enhancing students\u27 literacy outcomes; and (2) broadening and deepening knowledge of the content area. Funded by the U.S. Institute of Education Sciences, the RWC Project concentrated over years one and two on 1,024 students in grades three through six and the ongoing professional development of 18 classroom teachers. This documentary account focuses on one aspect of the larger project, specifically the RWC Project\u27s effect on teachers\u27 metacognition about their own prac...

This practitioner perspective responds to recent scholarship calling for reinvigorating middle level education by suggesting that the purposeful inclusion of student voices in collaborative learning activities can help educators champion the academic and social growth of early adolescents. The recent practicum experience of a preservice candidate who prioritized the voices of her students illustrates the promotion of democratic education, innovation, and social justice in middle level education.

This paper, reports on an aspect of a large inter-institutional research project on the use of emerging technologies in selected South African Higher Education institutions. It sets out to interrogate the research team's understanding of the concept 'emerging technologies' within the context of higher education, which is typically not well defined in the literature and therefore often misunderstood. Although heavily influenced by Veletsianos' definition of emerging technologies (2010), we found more nuanced layers of ...

Although methodology and substantive focus are central constituents of authentic inquiry, beneficence to all participants is an overarching priority that we adopt in our ongoing research on learning, emotion, and wellness. My address will present tenets and central rationale for authentic inquiry within a framework of research that is multilogical, multilevel, and multimethod. Consistent with the stance that theory as a way to illuminate experience and thereby forge the direction of emergent and contingent research, I will present an evolving narrative that began with research in science education in inner-city urban schools in Philadelphia and continues in explorations of health and well-being of faculty and students in graduate level university classes. Also, we are presently studying adult citizens' uses of complementary medical knowledge systems to better understand living with Diabetes mellitus and expanding hope for effective treatment. In the presentation I will address multilevel studies that span micro, meso, and macro levels of social life, using digitized video images, associated digital audio files, and physiological data derived interpretively from these analyses, augmented by synchronize data from finger pulse oximeters (e.g., pulse rate, blood oxygenation, plethysmography) and other physiological measures (e.g., blood sugar, blood pressure). As an illustration of ways in which new theoretical frameworks expand opportunities to learn and benefit from research I will illustrate how Stephen Porges' Polyvagal Theory and Lisa Feldman Barrett's The Secret Life of the Brain are used in ongoing research on wellness, teaching, and learning in classrooms, and design of interventions. Specific foci for the presentation will include: breathing patterns during verbal interaction; prosody, emotions, and wellness; mindfully speaking and listening; and self-help as a mantra for improving and sustaining well-being. A theoretical thread that weaves through the entire presentation is that sustainability of life is threatened by frameworks that elevate the importance of living over nonliving; human life over nonhuman life; and self over non-self. I will present an approach that values the ecosystem as the basic unit for analysis in research that advocates for transformation (to benefit all) and sustainability.

White\u27s challenge, that \u27Youth should be … thinkers, and not mere reflectors of other men\u27s thoughts\u27 can be misinterpreted. Often, individuals criticize education’s focus on scholarly sources instead of personal creativity. However, to avoid reflecting other men’s thoughts, students must be aware of what those men – and women – have said. In fact, in my understanding, it is impossible to contribute original, fresh ideas and insights WITHOUT awareness of what others have already said. To think originally, one must be familiar with previous ideas; otherwise, s/he will be in danger of merely reflecting the ideas of others - even if done unintentionally

Background. Medical education curricula in developing countries should emphasize training in health research. This study compares the knowledge and attitudes towards health research between undergraduate medical students undertaking Problem Based Learning (PBL) versus conventional Lecture Based Learning (LBL). Methods. Two groups comprising 66 (LBL) and 84 (PBL) 4 th and 5 th year students from the medical college of Aga Khan University were administered a structured and validated questionnaire. Knowledge and attitudes of the two groups were recorded on a scale (graduated in percentages) and compared for statistical difference. Results. PBL students scored 54.0% while LBL students scored 55.5% on the knowledge scale [p-value; 0.63]. On the attitudes scale, PBL students scored 75.5% against a 66.7% score of LBL students [p-value; 0.021]. A higher proportion of PBL students (89%) had participated in research activities compared to LBL students (74%) and thus felt more confident in conducting research and writing a scientific paper. Conclusion. The PBL students showed slightly healthier attitudes towards health research compared to LBL students. Both groups demonstrated a similar level of knowledge about health research. The positive impact of the PBL curriculum on attitudes of medical students towards health research may help in improving research output from developing countries in future.

Many students have difficulties writing in the field of chemistry. This study intends to show the effectiveness of student peer review in comparison with instructor review to improve the students\u27 writing skills. Three general chemistry laboratory groups participated. In the first section, students had evaluated their peer\u27s first version of the written report and in the second one the instructor did the reviews of the first version. In all the sections the evaluation was performance-based using the same rubric. Then students submitted the corrected version to the instructors to get the final grade. A third laboratory section has passed a more rigorous review which included students\u27 peer review followed by instructor review. The results showed instructor reviews have a higher impact improving scientific writing performance. This suggests that student peer reviews don\u27t offer the most effective and useful feedback in all cases

The aim of this research project is to explore how multicultural awareness can be taught to young learners through the use of picture books, as a way of constructing meaning and understanding of the world. With a foundation in theories by Gadamer, Spivak, Hunt, Nikolajeva and Edstrom the paper argues that literature provides an opportunity to teach values of diversity, empathy and acceptance. This work explores questions of epistemology and hermeneutics as well as the complexity of describing and understanding descriptions of characters from a culture other than the familiar. The focus in this particular part of the study is on the description of Sub-Saharan Africa. The fundamental paradigm behind the project is that multicultural understanding is made possible through identification with the other-if what is unknown is described in terms of similarities rather than differences. The project is a literary study based on literary analysis of characters, setting and themes as portrayed in text and illustrations. The study covers descriptions of a selection of example texts which are opening up for identification in the way it is based on features of childhood in common between cultures. Contrasting counter examples are also given. If teaching multicultural values in the primary school classroom we can educate against 'toxicities' such as stereotypes, prejudice and racism. Therefore literature should be used actively within the classroom of early learners, chosen by teachers out of an awareness pointed at in this paper and addressed by educators in teacher training.

Jim, we hardly knew you. You were taken from us before we were ready. So much more we could have learned from you. So much more you could have taught us. We listen for the sound of your voice, but all is still. Now we ask ourselves: What are those unspo ken truths that remain with you? We listen and wonder.

Description: Excerpt:" Purpose of Our Research: Do student preferred learning styles impact student performance at different learning levels? After controlling for competency variables, do learning styles still matter? Can we use learning styles to advise students: in-class ...

Acknowledgements Prologue: The Fruit of Freire's Roots by Henry Giroux Introduction: Pedagogy is Not a Teaching Method by Stanley Aronowitz Contradiction, Consciousness and Generative Words: Hegel's Roots in Freire's Work by Andy Blunden A Dialogue between Marx and Freire by Tricia Kress and Robert Lake The Gramscian Influence by Peter Mayo Rethinking Freire's "Oppressed": A "Southern" Route to Habermas's Communicative Turn and Theory of Deliberative Democracy by Raymond Morrow Freire, Buber, and Care Ethics on Dialogue in Teaching by Nel Noddings Converging Self/ Other Awareness: Erich Fromm and Paulo Freire on Transcending the Fear of Freedom by Robert Lake and Vicki Dagastino Liberation Theology and Paulo Freire: On the Side of the Poor by William Reynolds Living within the Tensions Freire's Praxis in a High Stakes World by Melissa Winchell and Tricia Kress Paulo Freire's Concept of Conscientizacao-by Ana Cruz Red-ing the Word, Red-...

Online learning continues to expand at educational institutions around the globe. Educators must better understand how interaction with online course content impacts student engagement and learning. Advances in technology amplify the imperative to gain further insights into how delivery of course materials can enhance and support the learning process. This study investigates student patterns of access to instructional resources provided in an asynchronous online digital literacy course offered at a regional university in the United States. Frequency counts and access rates collected from a learning management system were used to assess patterns of student retrieval of course materials in four categories: core materials, direct support, indirect support and ancillary materials. Results were consistent with student survey responses and indicate that students selectively access course content based upon the degree to which they perceive it will positively influence performance and outcomes on assignments and assessments.

Follow this and additional works at: http://digitalcommons.uncfsu.edu/jri Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Special Education and Teaching Commons, and the Student Counseling and Personnel Services Commons

Learners of the 21st-century engage and learn differently than ever before. Policymakers and teachers are now challenged to makeshift into the 21st-century education model and adapt their approaches to better prepare the students for the future work world. 21st-century ESL classrooms should reflect this learning model through a more engaging, collaborative, and student-centered approach. Collaboration and Information and Communication Technology (ICT) skills are vital in 21st-century learning. Research shows that ESL learners can benefit from collaborative activities and the use of technology improves students\\u27 language reception and production. However, due to the lack of understanding of the paradigm shift in education, lack of teacher support, and time restrictions it is challenging for teachers to adapt their teaching approach to this new model. As a result, students are not engaged in their classrooms or well prepared for their future studies. Due to the novel coronavirus, m...

Given the current climate for social and political change in relation to identity and being, traditional high school texts like To Kill A Mockingbird are being rejected as degrading, out of touch, and even regressive and are being taken off the pedagogical shelf. This article pushes back on this outlook by suggesting that a more critical approach to such texts can make them not only useful but enlightening for the high school population asked to read them. Specifically, by proposing that high school pedagogy apply the foundations and frameworks of critical, identity-focused theories, like queer theory, to traditional high school texts, this article examines the reason for change and the benefits such a change might bring about. Therefore, the question to answer is how can queer theory be woven into standard high school pedagogical practices so that the study of literature is more meaningful to the students? Joining the conversation of queer theory and literary pedagogy by queering t...

This paper is based on a qualitative case study designed to answer the following research question: “What learning about justice resulted from this collaboratively created service-learning class driven by a community-based research pedagogy?” It demonstrates how researching alongside primary stakeholders in Title I schools produced justice-oriented learning outcomes for students. Specifically, the course helped students better understand the value of diversity, their own deficit perspectives, systemic inequality, and the university’s responsibility to the surrounding community. The course also fostered in students the ability to distinguish paternalistic models of service from empowering models of service, the ability to identify unjust policies, a desire for advocacy, and an openness to working in Title I schools. One author of this paper is a service-learning professional, and the other is a faculty member who instructed this course.

Healthcare providers need cultural competence to effectively address healthcare needs and disparities. Experiential learning about culture through domestic study away programs is one accessible means for students to explore a variety of human experiences that impact health. Graduate and undergraduate students studying nursing and social work were immersed in well-established ongoing sustainable community-based service projects in NYC. We used experiential learning pedagogy to allow practicing nurses and social workers to participate alongside and mentor undergraduate students. Students were able to broaden their perspectives about social factors and culture and apply these service experiences to current or imagined future healthcare practice

Inservice teachers’ influence and power are vital components for academic success among Black children. Previous research has shown that when teacher/student interactions are culturally responsive, engaging, and equitable, student learning is positively impacted (Banks, 2001; Gay, 2010; Ladson-Billings, 2011; Sleeter, 2000; Warren, 2018). However, equity gaps between Black and White k-12 students continue to exist within classroom settings (Grant & Sleeter, 2012; Ladson-Billings, 2018). Using a mixed-method approach that includes Repertory Grid Technique underpinned by Personal Construct theory to identify the teaching perceptions of inservice teachers, I gathered data that indicate how k-12 teachers understand what enables Black students to learn. The findings reveal that respondents shared five key constructs as being important to Black students’ learning: “professional and skills development,” “impacts of administrative responsiveness and supports,” “caring,” “trust,” and “inclus...

This paper, reports on an aspect of a large inter-institutional research project on the use of emerging technologies in selected South African Higher Education institutions. It sets out to interrogate the research team's understanding of the concept 'emerging technologies' within the context of higher education, which is typically not well defined in the literature and therefore often misunderstood. Although heavily influenced by Veletsianos' definition of emerging technologies (2010), we found more nuanced layers of ...

Abstract

Coronavirus is known worldwide due to its widespread prevalence; In fact, the physical and psychological damage from the virus has attracted worldwide attention. Generally people who have experienced the crisis some of the psychological symptoms are clearly seen in them; In the absence of treatment in long-term, these symptoms have an irreversible effect on the mental health of individuals and society. In this study, try to identifying the psychological dimensions has been affected by the Coronavirus virus crisis and also examines coping strategies and treatments.
Coronavirus is known worldwide due to its widespread prevalence; In fact, the physical and psychological damage from the virus has attracted worldwide attention. Generally people who have experienced the crisis some of the psychological symptoms are clearly seen in them; In the absence of treatment in long-term, these symptoms have an irreversible effect on the mental health of individuals and society. In this study, try to identifying the psychological dimensions has been affected by the Coronavirus virus crisis and also examines coping strategies and treatments

The article deals with a three year collaboration program between the Filmoteca de Andalucía (The Film Institute of Andalusia) and Philosophy faculties of the University of Córdoba (UCO). The aim of this educational project, entitled "To look, to think and to debate", was to integrate film analysis in the syllabi of some Philosophy courses, more than using films  as incidental examples. The general aims of that program are addressed by using two Spanish films as case studies, and highlighted, both, the new learning chances and the didactical problems.
El artículo reflexiona en torno al programa de colaboración de tres años de duración desarrollado entre la Filmoteca de Andalucía y las áreas de filosofía de la Universidad de Córdoba (UCO). El propósito de este proyecto educacional, que fue denominado Mirar, pensar y debatir, fue integrar el análisis fílmico en el programa de varias asignaturas de filosofía, y por tanto no sólo su uso como ejemplos incidentales. Analizando dos películas españolas como estudios de caso, se abordan los objetivos generales del programa y se discuten tanto las nuevas oportunidades de aprendizaje como los problemas didácticos implicados.

This presentation is the outcome of student-initiated research that provided pedagogical insights for aligning course learning outcomes and delivery with university strategic planning. Participants will learn the following: how to foster student self-efficacy study as an integral part of course content and delivery; how to integrate learning strategies that promote the tutorial as a scaffolding experience that fosters transition from information to knowledge in use, assessment to appraisal, learning for a course to lifelong learning and from students in a class to graduates in the workplace. Participants will view a 13-min video which was created by students in response to the question-How has the course Introduction to Teaching and Learning helped you to become an effective communicator? The insights for building this strategic goal into teaching were gleaned from students\u27 reflection and self-report that evidenced the transforming role of the tutorial as a rite-of–passage

Children of migrant farmworkers drop out of school more than any other group. They need and deserve academic support that is socioculturally relevant to their lives. This article describes an innovative summer literacy program for intermediate and middle level children of migrant farmworkers that presented them with more than two dozen children’s picture story books with migrancy themes and systematically documented their responses to the books. Then, using these mentor texts and their responses as scaffolding, the students collaborated to create semi-autobiographical, illustrated narratives about growing up as migrants. These student-created CPSBs challenge our society’s erasure of and hostility toward migrants

Helen Walker - More Apt, Connected Title Sheryl Lain - Hey, Teach! Do You Love Me? Matthew B. Ittig - Ask Me Tomorrow Laurence Musgrove - Writing Program Julie O’Connell - The Power of a Slave Narrative Leslie A. Werden - Embracing Chaos Donna Souder-Hodge - Teaching Dachau Tanya R. Cochran, Rasha Diab, Thomas Ferrel, & Beth Godbee - Hanging Out: Cultivating Life-Giving Writing Groups Onlin

Current and former doctoral students share how their participation in a graduate course entitled "Media Literacy across the Curriculum" inspired their own interest in media literacy and enabled them to integrate media literacy concepts and instructional practices into coursework for pre-service teachers.

In recent years, there has been a considerable rise in prevalence rates for autism/autism spectrum disorders (ASD) around the globe. Understanding the patterns of prevalence is essential for policy development at national and local levels that effectively plans for medical, psychological, behavior analytical, and educational interventions. This study presents new data on the prevalence of ASD among preschool and school-age children (ages 1–16 years) in Norway. Based on the International Classification of Diseases (ICD-10) criteria for diagnosis, the rate of ASD increased from 2014 to 2016. The study found a much higher increase in prevalence rate among preschool-age (1–5 years) children than school-age (6–16 years) children over the same 2-year period. At the same time, however, the rate of ASD among school-age children (6–16) compared with that among preschool children (1–5) is higher in 2014 and 2016, indicating a school-age effect. The results also indicate a shifting pattern of ...

This presentation explores the use of a systems-based pedagogical approach and creative methodologies for teaching multicultural counseling course. As current diversity pedagogy can unintentionally perpetuate stereotypes, this pedagogical method examines social systems, power differentials, and intersectionality to provide a holistic approach to multicultural counseling courses. Current literature, assignment ideas, and best practices will be provided through discussion and activities

A multidisciplinary research team describes lessons learned through a SoTL study: identifying a research question, designing the study, collecting data, analyzing data, and presenting findings (Bishop-Clark and Dietz-Uhler). The team studied student engagement and analyzed a cohort of 30 FYE students. Session attendees will participate in active learning activities. (Forming) The team formed in Spring 2015 as a Faculty Learning Community of SoTL. Initial meetings focused on shared research interests, past research successes, and aspirational research goals. (Storming) The team engaged in lively discussion regarding potential inquiry which culminated in shared direction. (Norming) The team determined a timeline for the project with target benchmarks. An original research protocol for the pilot study was developed. (Performing) Student interviews were transcribed and a qualitative theme analysis conducted. An original coding rubric was developed. Presenters of this session will address the challenges and opportunities encountered in the process of carrying out SoTL projects in a multidisciplinary team, future directions for this continuing project, and share strategies that facilitated productive collaboration in this group. The journey taken by this multidisciplinary team as members moved through the stages of research development to implementation is presented using ‘The Blind Men and the Elephant’ analogy

Solution-focused (SF) approaches are widely used in schools. The present study examined the effects of a central SF technique-"scaling"-on female secondary students' improvement expectancy (IE) and commitment to improvement (CTI). Popular follow-up questions were also tested. In Experiment 1, 120 students were randomly assigned to a "success scaling", "success scaling" plus follow-up SF question, or control condition. IE and CTI were higher in the scaling conditions than in the control group, but differences were small and not statistically significant. In Experiment 2, 115 students were randomly assigned to a "success scaling" plus one SF question, "success scaling" plus two SF questions, or problem-focused condition. Students in the doubly augmented scaling condition reported higher IE and CTI than students in the other conditions. However, differences were small and not statistically significant. The results of this study suggest that (success) scaling techniques may not be as effective as is widely supposed. Solution-focused (SF) approaches are common in schools and used by both teachers and school psychologists. However, SF approaches are generally multicomponent interventions, making it impossible to identify effective techniques. The present study provides the most thorough experimental evidence to date for the effectiveness of the central SF technique: (success) scaling.

About 65 percent of family law litigants in Washington State come to court without a lawyer. 1 Plain language forms will give many of these pro se litigants the ability to conduct their lawsuits without legal representation or with limited assistance. Such forms also reduce costs for litigants and the courts.

The purpose of the current study was to examine student and teacher physical activity-related behavior using the theory of planned behavior and self-efficacy theory. Although teachers reported an overwhelmingly positive attitude toward teaching physical activity lessons to promote fitness development, they only devoted 4% of their class time to actually demonstrating and promoting fitness. Students were quite sedentary during class spending 61% of class time sitting, standing or lying down. Using hierarchical regression analyses, teachers’ attitudes toward teaching physically active physical education classes accounted for 50% of the variance in teachers’ intention. Teachers who demonstrated/promoted fitness and who limited their general instruction and management of students were more likely to have students involved in moderate to vigorous physical activity than teachers who spent less time demonstrating/promoting fitness and more time in general instruction and management.

Due to the lack of standards set forth by South Dakota, sex education is varied and non-standardized across the state. The goal of this study is to understand what a typical sex education class in South Dakota looks like. A survey was sent to sex educators in South Dakota to assess the demographics of educators, the amount of time spent on sex education, and what topics of sexual health they currently teach in grades 1-5, 6-8, and 9-12 in comparison with the topics they believe should be included in an ideal sex education program. The results show that ideal topic inclusion was higher or equal to current topic inclusion on all topics, suggesting a large disparity between what educators do teach versus what they think they should teach. In comparison to previous research, participants reported better topic inclusion in 6th-8th grade classes and overall worse rates of topic in 9th-12th grade classes. Further analysis showed that barriers to sex education in South Dakota include outdat...

This paper aims to provide ideas regarding implementation of Problem-Based Learning (PBL) in computer programming, where practical activities are included in order to generate interaction between software and hardware. The details regarding the experience, mode of delivering, obstacles and suggestion for future improvement are described in the paper. It presents the procedures involved in developing PBL cases for some basic electrical engineering problems. The approach begins with the students exploring the given problems and proposing the outcomes of their brainstorming session. They are then put into groups in order to encourage team working between team members, and cooperation between groups. To practice communication skills, each group is required to present their findings. With this initiative and approach, it is found that the students have the ability to present their own creative ideas, lending to a better understanding of the course.

This presentation explores the use of a systems-based pedagogical approach and creative methodologies for teaching multicultural counseling course. As current diversity pedagogy can unintentionally perpetuate stereotypes, this pedagogical method examines social systems, power differentials, and intersectionality to provide a holistic approach to multicultural counseling courses. Current literature, assignment ideas, and best practices will be provided through discussion and activities