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  1. PowerPoint use in undergraduate teacher education classes: Perspectives of elementary and secondary pre-service teachers [Download]

    Title: PowerPoint use in undergraduate teacher education classes: Perspectives of elementary and secondary pre-service teachers
    Creator: Donna Faith Nelson
    Description: Abstract This study investigated the pedagogical uses of PowerPoint in education classes among a group of university undergraduate elementary and secondary students. The study examined the perspectives of pre-service teachers’ personal views of PowerPoint and their perceived academic performance in education classes as the result of PowerPoint. The purpose of the study was to determine how the use of PowerPoint in the classroom is affecting learning among a group of undergraduate elementary and secondary students in university classes. The study utilized a survey research design that employed quantitative methods to obtain data for the study, in which questionnaires were distributed to thirty five students and twenty nine students responded. Results revealed that eighty six percent (86%) of the students agreed that they enjoyed classes taught using PowerPoint presentations as part of lectures. Findings also showed that most of the students agreed that PowerPoint presentations should continue as part of their lectures. Keywords: PowerPoint, undergraduate, pre-service teachers, elementary, secondary
    Subjects: teachers, PowerPoint, secondary, elementary, pre-service
    Date Created: 2014/01/27
  2. Comparing Indigenou s Approaches to Autism with Western Approaches to Autism [Download]

    Title: Comparing Indigenou s Approaches to Autism with Western Approaches to Autism
    Creator: Anna Wilson
    Description: Comparing Indigenous Approaches to Autism with Western Approaches to Autism Anna Wilson, University of Alberta On United Nations World Autism Day 2015, UN Secretary-General Ban Ki- moon encouraged policymakers, professionals, employers, service providers, and caregivers to create an inclusive society by recognizing the strengths of people with autism, instead of focusing on their weaknesses (para. 6).Unfortunately, more than 80 per cent of adults with autism are unemployed globally (2015, para. 11). In order to reach World Autism Awareness Day’s goal of empowering people impacted by autism it is imperative to challenge Western society’s medical model of autism as a disease with the empowering Navajo view of autism as a beautiful difference. This envisions people with autism as a source of social capital instead of a social burden raising awareness into Library and Information Studies. The World Health Organization supports librarians’ roles by claiming that “E-learning approaches, and innovative models for engaging” (Ki-moon, 2014, para. 11) people with autism to share their valuable experiences through a variety of digital mediums can be facilitated by library professionals. Librarians can challenge societies’ stereotypes of autism through helping people impacted by autism to share their stories through creating online digital stories, digital library collections or websites. This paper addresses these objectives through the following steps: Firstly, autism and transformative learning will be defined in the context of the research questions. Secondly, a comparative analysis of case studies will be given. Thirdly, the healing stories within these case studies will be synthesized through transformative learning. Fourthly, future research implications for library and information studies will be critically analyzed.
    Subjects: Autism, Navajo, Autism Spectrum Disorders, Indigenous
    Date Created: 2015/06/02
  3. Journal Articles (Educational Psychology)

    Title: Journal Articles (Educational Psychology)
    Creator:
    Subjects:
  4. Presentations (Educational Psychology)

    Title: Presentations (Educational Psychology)
    Creator:
    Subjects:
  5. Capping Projects (Teaching English as a Second Language)

    Title: Capping Projects (Teaching English as a Second Language)
    Creator: ERA Administrator
    Description: Students in the Master's of Education in Teaching English as a Second Language (TESL) program in the Department of Educational Psychology complete capstone projects in their final year. These projects integrate the skills and concepts that students have learned during their tenure in the program and may be based on surveys or interviews, materials development or analysis, or the conduct of experiments. They are designed to address issues of relevance to teachers of ESL/EFL or the wider ESL community.
    Subjects: