Journal of Research in Innovative Teaching - National University

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Stansberry, S., & Harris, E. (2005). Understanding the interrelationship of instructional technology use and organizational culture: A case study of a veterinary medical college. Journal of Veterinary Medical Education, 32(1), 31–37. Sterling, S. (1993). Quaslametko and Yetko: Two grandmother models for contemporary native education pedagogy. Canadian Journal of Native Education, 19(2), 165–174. Thompson, M. (2000). Global networks and local cultures: What are the mismatches and what can be done about them In C. Engel & K. Keller (Eds.), Understanding the impact of global networks on local social, political and cultural values (pp. 113–130). BadenBaden: Nomos. Thompson, M., Ellis, M., & Wildavsky, A. (1990). Cultural theory. Oxford: Westview Press. About the Author Shelley G. Ashdown D. Miss., Adjunct Professor Graduate Institute of Applied Linguistics Dallas, TX shelley_ashdown@gial.edu Major research interests: cognitive anthropology, world view and African studies 23
Combining Research-based Effective Teacher Characteristics with Effective Instructional Strategies to Influence Pedagogy Dee L. Fabry Abstract Nearly 7,000 students drop out of high school every day (Editorial Projects in Education, 2007). The reasons for dropping out, according to the research, range from a lack of connection to relevance to boredom. Increasing student-to-teacher connections and motivation through the implementation of effective instructional strategies has been proven to be a successful solution that increases student engagement. This study reports on the application of research-based effective instructional strategies by teachers in a high school setting. Key Words Research-based instructional strategies, solutions to high school dropout rates, high school teaching Introduction We know there is a crisis in United States high schools today. Evidence suggests that the current system is an abysmal failure, with only 30 percent of freshmen reading at grade level (Lee, Grigg, & Donahue, 2007) and nearly 7,000 students dropping out every day (Editorial Projects in Education, 2007). Teachers report their classrooms are filled with apathetic, bored, and passive students. At the same time, teachers are pressured into superficially addressing content in order to cover the required state standards and prepare students for the end-of-year tests. “I don’t have time to really teach or reach my students” is lamented in teacher lounges across the nation. “The mission of high school is not to cover content, but rather to help learners become thoughtful about, and productive with, content. It’s not to help students get good at school, but rather to prepare them for the world beyond school—to enable them to apply what they have learned to issues and problems they will face in the future” (Wiggins & McTighe, 2008). Those profound words should be engraved across the entrance to every classroom in every high school. By extension, that concept also applies to teacher education today. Teachers can be one of the solutions to the current dropout rate. If the classroom teacher is thoughtful and productive with her/his own content and models it in the delivery of instruction, it follows that the students see meaningful teaching and learning in action. They then become engaged in learning. Overview High school teachers, it is often said, possess some of the characteristics of their own students: skepticism, doubt, distrust, and apathy. They need to be shown that how what they learn will affect them and their own students. Coburn’s (2001) research on teacher learning tells us that teachers respond to practices through a continuum of actions ranging from total rejection to accommodation. Teachers need to experience success and to see changes in their own students’ learning. One of the keys in connecting to this kind of thinking is to create relevancy and results in teacher education programs. 24
Page 2 and 3: Journal of Research in Innovative T
Page 4 and 5: Table of Contents Editor’s Column
Page 6 and 7: Editor’s Column National Universi
Page 8 and 9: training-based method for integrati
Page 10 and 11: The Editorial Board invites the rea
Page 12 and 13: The Influence of Social Worlds on E
Page 14 and 15: experience in a strong group settin
Page 16 and 17: Table 1 Example Scenario of a Burea
Page 18 and 19: hierarchy ensures a social position
Page 20 and 21: (see Figure 5). Each member is affo
Page 22 and 23: through four types of instructional
Page 24 and 25: Hierarchic (high grid, strong Group
Page 26 and 27: Figure 10. Didactic Task Structure
Page 30 and 31: Utilizing current research-based co
Page 32 and 33: teachers. The instructor kept a mas
Page 34 and 35: References Coburn, C. E. (2001). Co
Page 36 and 37: Organizing for Instruction Carefull
Page 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 50 and 51: them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79:
Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
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Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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