A way ofcreating a feeling of community among the students is to facilitate the students’knowledge of each other’s research ideas and projects, something which developsmutual engagement.
Collective activities such as Hypothesis discussions also facilitates student's knowledge not about projects but promotes mutual engagement. Some of our discussion questions facilitiate a community about particular content. Collaboration and feedback are very much appreciated in this program.
The overarching research question in the case study was: How did the combinationof student colloquia, supervision groups and individual supervision function assupport for Master’s students’ research and writing process
This research question makes me want to redesign my question. This question is so well defined.
Presumably teachers can respond in a number of ways tosituations like these. The point is that the teacher must act rapidly in the action present (during instruction)while considering a student and all students simultaneously.
Yes, teachers must be very quick on their feet and therefore flexible. Students learn differently and are motivated in different ways. Teachers must be very observant and grasp the best way to get the student's light bulb to brighten!
The fakeconfidence Jill provided does not appear to be disingenuous, but motivating.
Motivation is definitely a driver for teaching and learning. I usually highlight that they probably are just understanding it in a different way. I then ask them to restate what they think I'm trying to say and I make corrections from that.
I use humor and I just say, “You know I’m sure I taught this concept.
I think humor works but it has to be used strategically. I have used well, let me say it this way because I see question marks. I don't want to be condescending but I want to break it down a little bit more.
Collette’s reflection suggests that effective pedagogical responses happen over time and are often not a simple“diagnose” and “treat” process. It involves living, experimenting with the student over time.
As a former trainer at Chicago Public Schools, my students, or participants in my class changed with each session. However, I would learn a different approach to concepts based on how another session responded. I would stay on a concept a little longer if the session prior struggled with it. I also asked at the beginning of each class about the familiarity with the concept. I support experimenting.
Coming to see this student in thisway, Tim made the decision during his instruction, rather quickly it appears, to “help” the student learn by not“letting” him avoid.
I agree with Tim's method of engaging the student in dialogue rather than go over and do the work. Also, I think that Tim's approach does indicate that he had some type of perception of this student because this approach may not have been successful with a different type of student.
This We Believe(NMSA, 2003) stresses the importance of middle school educators’ pedagogical decision-making that is “based on the needs, interests, and special abilities of their students”
I agree with this statement and mentioned it in my comments already.
Other times, pedagogy is used todescribe methods for how a teacher brings the content to the student.
This would make sense given that the content delivery is important and the method of delivery needs to vary and allow for some flexibility. Theory is taught. However, classroom management and teaching styles are dynamic and evolving.
The researcher dealt with the second issue byemploying phenomenological data collection and analysis methods after the action, through an unstructuredinterview or lived experience description.
This a great way to capture this data after the fact. Interviews with open unstructured dialogue is reflective in and of itself.
This type ofreflection is different in that it involves an on the spottype of reflection that requires a rapid thinking andacting on the part of the practitioner.
I would venture to say that more teachers are practicing this tactic unconciously. When explaining a new concept or engaging in conversation, reflection-in-action, on the spot, is almost second nature in some classrooms that I have observed. However, it does depend on the teaching style.
the field of education can agree that practitioners should be committed to continuous improvement
The field of education has countless opportunities for practitioners to continue learning outside the classroom. I have noticed that strong leadership also promotes continuous improvement for teachers and staff.
Lincoln and Guba (1985) used four attributes: credibility,transferability, dependability, and conformability to affirm the trustworthinessof a naturalistic approach.
These four attributes will be critical for my research as well. I made note of them and will use them in my introduction to my participants. I have a very sensitive study so these protocols must be established at the onset.
Millennium College represents onlya microcosm of the vast number of for-profit colleges in the country, andrepresentativeness is limited to institutions with a similar structure andform of leadership.
My study will have similar limitations. I am taking a small sample of students at my institution. However, I am seeking to have thought-provoking questions that will insight conversation and produce great responses.
To establish patterns of cultural meaning, the ethnographer engages inextensive fieldwork, gathering information through observation, interviews,and materials helpful in developing a portrait of the culture-sharing group(Agar, 1980; Hammersley & Atkisnson, 2007).
My proposed study is relative to this statement. I will be gathering information through observations, interviews, to develop a portrait of the LGBTQ black male student! Very well said!
The structure and governance of the for-profit sector has a customer ori-entation that focuses on the student.
This customer orientation focus can be implemented at other higher education institutions. Leadership can benefit from this concept.
Proprietary institutions tend to serve students who are most disadvan-taged by educational and societal opportunity gaps
Is this an intentional target? Not that anything is wrong with it. I just wonder if this is an intentional target option for these studetnts. How are they selected or solicitied?
Further, it becomes difficult to fully understand and foster the con-ditions to replicate or discontinue educational practices in the absence of voiceand sense making among students who actually experienced them
This is my reason for using qualititative research.The experience can not be explained with numbers only. There is a human component to understand how and why something works or doesn't work.
Another of Jansen’s poignant essays: The Color of Leadership. The Educational Forum (2005).
Jansen's essay has a quote that directly relates to a leadership book in my library.
Lead From The Heart: Transformational Leadership For The 21st Century by Mark Croswell
Jansen and Croswell recount scenarios that demonstrate that leadership is not just about ruling with an iron fist. Instead their leadership styles suggest that their is a spiritual and psychological aspect to leadership that must be considered when making decisions.
I highly recommend Croswell's book.
Jansen's essay has a quote that directly relates to a leadership book in my library.
Lead From The Heart: Transformational Leadership For The 21st Century by Mark Croswell
Jansen and Croswell recount scenarios that demonstrate that leadership is not just about ruling with an iron fist. Instead their leadership styles suggest that their is a spiritual and psychological aspect to leadership that must be considered when making decisions.
I highly recommend Croswell's book.
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This podcast was very interesting in that it provided some statistics that I assumed anyway. I wasn't as shocked as the researcher about the fact that families with higher income and higher education searched for online resources for their children immediately when the pandemic hit. I also wasn't surprised that the parent-centered searches were double that from the previous non-pandemic year. Being in a high school, we witnessed and are still witnessing technology issues including devices, internet access, home environment issues, etc. It is clear that there are certainly disparities in student engagement in the poorer neighborhoods for a multitude of reasons. We are still providing chrome books and wi-fi hot spots to students today, after being a year in. Even with all of the resources, Chicago Public Schools have been providing, home life issues are very difficult to manage with our students. We keep an open forum for them to discuss their feelings and anything else they want to talk about. There are a multitude of Social Emotional Systems in place to deal with their emotional and mental well-being which can be a separate in-depth study in and of itself. I think my favorite and most relatable comment from the podcast was being sick of the pandemic and the problems that it created in my world.
Your Individual Choice Book Selection
My book selection was highlighted in Inside of Higher Ed. The book title is Trans* in College: Transgender Students’ Strategies for Navigating Campus Life and the Institutional Politics of Inclusion https://www.insidehighered.com/news/2017/01/24/author-discusses-new-book-about-transgender-college-students
The book was very interesting. It was told from the author's own experiences who happens to work in Student Affairs at Northern Illinois University, one of my alma maters. It actually begins with the author discussing how they don't identify as man or woman. I believe I didn't realize that trans* encompasses many identities. Most of us can only identify with the term transgender. The author talks about his experiences with the lack of inclusion, harassment, and feeling like an outsider. He goes into great detail about residential life, and the experiences of fraternity and sorority life. He talks about how he determines for himself what he projects to the world, "presenting his gender on his own terms" (Nicolazzo, 2016). Therefore, he changes his identity regularly sometimes wearing make up and feminine accessories and clothing. He often mentions the epistemological framework which discusses the nature and study of how knowledge is gathered. His experiences were documented well as the author has a gift of transporting the reader through his style of writing.
I appreciated the visit from Ms. Lindsay Ellis. She was amazing and so knowledgeable. Someone asked the question about her being able to maintain so much information. Her response that she just reads all the time was inspiring. Because of her visit, I did sign up for a couple online publications. I was already receiving Chronicles of Higher Education. Now I actually read more of the articles. She shared insight into how we might pursue getting noticed or published. She said reach out to the institutions because most of them have a school or campus paper. I haven't started to do that but it is on my to-do list. Thank you Lindsay.
J
For me the salient point was Depree's explanation of the difference between sight and vision. "We can teach ourselves to see things the way they are. Only with vision can we begin to see things the way they can be". It reminds me of the plight of the "Black Lives Matter" or the "Me Too" movements. With BLM, blacks and others march and protest because they see the ways things are, the way blacks are treated by the police and the judicial system. Yet they have a vision of how things can be and have hope that a change will come. Although, change is slow and steady at times, they continue to fight. Same train of thought for the Me Too movement. These Me Too leaders see sexual abuse and sexual harassment of women minimized but they can envision a world where predators are punished and women are not ashamed to come forward with the hope that they will be taken seriously. I found this reading very hopeful and adaptable to higher education or education as a whole. I believe that younger students, especially, impressionable. They need to see that they can be whatever they desire with hard work, dedication and education. For example, the election of Vice President Kamala Harris should incite hope in young girls because they see a black woman serving in 2nd highest seat in the United States. It inspires hope in their own futures.
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This article grabbed my attention because New Orleans is one of my favorite cities to visit. I happen to have been in New Orleans one month before Hurricane Katrina which is what the article discusses. If I were someone that believed in conspiracy theories, I might believe that the levee breach was planned or at least controlled. The suffering and displacement of residents of New Orleans is ongoing. Those that stayed in NO lost everything. Those that were able to leave found it difficult to return because as the city recovered, many of the forever residents were 'priced out' of their former neighborhoods. The physical damage to the city was still visible during my visit in 2019, the emotional damage of the people is everlasting. Some of them revealed per the article that they believed they would die and that the world didn't care. The statement that resonates with me was "Katrina became a means of evicting the poor from New Orleans, a process that also fell along obvious racial lines". The article concludes with recounts from New Orleanian residents feeling the residual effects of Katrina and they don't see an ending in sight.