Home About us Contact
|
Home About us Contact | ||
|
|
||
Helping Students (helping + student)
Selected AbstractsTeaching Treaties as (Un)Usual Narratives: Disrupting the Curricular CommonsenseCURRICULUM INQUIRY, Issue 5 2008JENNIFER A. TUPPER This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions "Why teach treaties?" and "What is the effect of teaching treaties?" We build on research that explores teachers' use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural, urban and First Nations settings, the research attempts to make sense of what students understand, know and feel about treaties, about First Nations peoples and about the relationships between First Nations and non,First Nations peoples in Saskatchewan. It is revealing that initially students are unable to make sense of their province through the lens of treaty given the commonsense story of settlement they learn through mandated curricula. We offer a critique of the curricular approach in Saskatchewan which separates social studies, history and native studies into discrete courses. Drawing on critical race theory, particularly Joyce King's notion of "dysconscious" racism, we deconstruct curriculum and its role in maintaining dominance and privilege. We use the term (un)usual narrative to describe the potential of treaty education to disrupt the commonsense. (Un)usual narratives operate as both productive and interrogative, helping students to see "new" stories, and make "new" sense of their province through the lens of treaty. [source] Using Qualitative Research Methods to Ascertain Elementary Students' Understandings of Food SafetyJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2003C.J. Trexler ABSTRACT: Researchers and educators call for educational programs that teach youth about food safety. In this study, researchers used qualitative research methods (interviews and concept mapping) to ascertain elementary students' understandings of food spoilage and preservation benchmarks based on national science education standards. Constructivist learning theory and its attendant qualitative methods framed the study. Few students understood the causes of spoilage and most were unable to discuss the role of bacteria or germs in meat. Students with an understanding of microorganisms clearly explained methods of preventing spoilage, while students who did not understand the microorganism concept could not. Constructivist research methods were fruitful in unearthing students' conceptions related to food spoilage. This research has implications for university food science faculty members interested in strengthening their teaching practice by focusing on helping students develop conceptual understanding. [source] Higher education, policy schools, and development studies: what should masters degree students be taught?,JOURNAL OF INTERNATIONAL DEVELOPMENT, Issue 1 2007Michael Woolcock Abstract What are the distinctive skills and attributes that should be expected of Masters (as opposed to undergraduate and doctoral) graduates of international development programmes? Given the diversity of their academic and cultural backgrounds, the inherent uncertainty of their career trajectories, the variety of country contexts and organizational environments in which they will be working, and the range of constituent groups with which they are likely to interact on a regular basis, I argue that Masters degree programmes in development studies should focus on helping students acquire three core competencies,the skills of ,detectives' (data collection, analysis and interpretation), ,translators' (reframing given ideas for diverse groups), and ,diplomats' (negotiation, conflict mediation, deal making). Copyright © 2006 John Wiley & Sons, Ltd. [source] Overcoming impostorship, cultural suicide, and lost innocence: Implications for teaching critical thinking in the community collegeNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 130 2005Stephen D. BrookfieldArticle first published online: 14 JUN 200 Teaching critical thinking in community college classrooms involves helping students overcome emotional barriers and question and critique commonly held assumptions. [source] | |||||||||||||