http://hdl.handle.net/1951/384 Journal of Authentic Learning http://dspace.sunyconnect.suny.edu/retrieve/1356 http://hdl.handle.net/1951/384 Search the Channel search http://dspace.sunyconnect.suny.edu/simple-search http://hdl.handle.net/1951/41488 Title: Preservice Elementary Teachers’ Reflective Insights from Teaching Mathematics during an Authentic Early Practicum Experience<br/><br/>Authors: Rule, Audrey C.; Arthur, Scott C.; Dunham, Eric; Miller, Ryan; Stoker, Jonn; Thibado, Nichole<br/><br/>Abstract: This content analysis examined 1,710 statements made in post-lesson reflections of elementary education preservice teachers (N=120) after their first and second unassisted lessons during an early practicum experience that accompanied a mathematics methods course. The activities constituted authentic learning experiences in which preservice teachers planned and executed two appropriate mathematics lessons featuring hands-on materials and open-ended problem solving for elementary students. Predominant reflection themes focused on elementary student motivation, student learning, improvement of lessons, student skill levels, student behaviors and feelings. The authentic learning format allowed preservice teachers to develop professionally, taking responsibility for their own learning with the support of their mathematics methods instructor, host teacher, and peers. Reflections showed that preservice teachers had become aware of the complexity of teaching, analyzing problems from many viewpoints. http://hdl.handle.net/1951/41487 Title: Action Research: Authentic Learning Transforms Student and Teacher Success<br/><br/>Authors: Elliot, Cynthia<br/><br/>Abstract: An overview from a longitudinal ethnographic study illustrates the transformative nature that action research played in the lives of the teachers and the children they taught to read and write. Teacher vignettes from action research reports provide trend data that describe the transformative nature of action research as job-embedded professional development and the impact derived from this form of learning. The data document how teachers were empowered to produce unprecedented gains in student achievement, through the context of learning in their own classrooms, by greater depth of content knowledge, and by new insights into results-based instructional practices. Teacher engagement with action research resulted in authentic learning that transformed teaching and improved student achievement. http://hdl.handle.net/1951/41486 Title: Promoting Self-directed Learning in Three Online Health Promotion and Wellness Courses<br/><br/>Authors: Brouse, Corey<br/><br/>Abstract: This study assessed undergraduate students’ perceptions concerning the extent to which participating in online courses may have facilitated self-directed learning. This qualitative study involved a convenience sample of 36 students from three online, undergraduate level health promotion and wellness classes at the State University of New York at Oswego. Students were surveyed and responses were grouped according to each class. Findings suggest that students were able to self-select and self-direct certain assignments, presentation topics, and readings. Considering different viewpoints, involving the students in the Socratic Method, allowing ample time for assignments and self-reflection, and making assignments enjoyable were also beneficial. Considerable work is needed to effectively define best practices for promoting self-directed learning in distance education classes. This study supports the importance of considering students’ opinions in creating assignments and designing online courses to enhance self-directed learning. http://hdl.handle.net/1951/41485 Title: Issues-Centered Projects for Classrooms in the United States and Mexico Borderlands<br/><br/>Authors: Cashman, Timothy G.<br/><br/>Abstract: This study explicates the collaborative efforts of university preservice educators from a social studies methods course and middle school students from a local public magnet school in a project entitled the Borderlands Issue Project. Pre-service teachers and middle school students co-planned, co-designed, and co-presented issues-centered projects that examined local issues on the United States and Mexico border. The goals of the issues-centered projects were to develop well-reasoned responses based on disciplined inquiry, on thoughtful, in-depth study, and to move beyond relativistic notions of truth. Teams of university and middle school students co-presented their projects during the local school site’s Parent Night. Examples of learning outcomes of the Borderlands Issues Project are the following: how university faculty and school site administrators and faculty worked together to overcome logistical concerns for Parent Night project presentations, how participants learned to co-plan, co-design, and co-teach an issue with others, how middle school students exceeded performance expectations of pre-service educators, and how participants learned from collaboratively researching and presenting on complex issues. Participants presented on topics such as the local history of the KKK, indigenous American struggles in the Borderlands region, non-Mexican immigration and its impact locally, and the environmental and community impact of pollution from a copper smelter.