Browsing by Subject "teaching"
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Item A Post-mortem Analysis of Production Process: The Bricklayer's Disaster(2012-02-14) Bajandas, Nathan ThomasThis thesis is focused on the worthwhile lessons learned while creating a short animated film. The conventional way of teaching related to practice is to have students work on projects and learn from their own experience. This thesis strives to save the reader some of the pain, time, and effort required of this learning style, by presenting the hard learned lessons from this project. An overview of the project is provided, along with a reconstructed time-line. Also, each member of the team recounted their own dilemmas and successes on the project, and proposed potential solutions to problems encountered along the way. The findings are presented in the spirit of a post-mortem analysis, which acts to collect the knowledge obtained by those involved with a project in order to increase productivity for the next time a similar task is attempted. The postmortem approach was found to be effective in identifying, illuminating, and articulating the lessons learned concerning general, practical, team-related and problem solving issues encountered while working on a short animated film.Item Connecting the role of school superintendents to teaching and learning in schools: a research synthesis of three educational administration peer reviewed research journals between 1983-2006(Texas A&M University, 2008-10-10) Shidemantle, Steven PaulThis exploratory synthesis of research was the product of three years of dissertation research efforts that systematically reviewed 23 years of empirical articles between 1983 (or its inception) and 2006 from three of the most highly regarded educational administration journals. Specifically designed to collect investigative data and information from primary research contained within Educational Administration Quarterly, the Journal of School Leadership, and the Journal of Educational Administration; this research synthesis drew upon various research methods to propose pragmatic insights and proffer an empirically founded response to: What has the educational administration profession learned from the research efforts that were independently conducted, presented, and published about the overall connections between school superintendents and education's technical core -teaching and learning in schools? Results from employing meta-analysis, descriptive synthesis, and thematic synthesis techniques to appropriately collect and analyze relevant data indicate that school superintendents remain directly connected to the technical core; however, these connections have evolved from the traditional connections presently maintained by campus administrators and to new connections that meet the increased responsibilities and complexities of the superintendents' role. The thematic synthesis, reinforced by descriptive syntheses, indicated 15 separate superintendent - technical core constructs that promote new areas for investigation; however, the extent and strength of these constructs have yet to be determined. The impact from the next step suggestions for future research indicate that effects could range from educational administration knowledge base contributions to refining in-practice standards and professional development programs. The possible knowledge base contributions, coupled with specific in-practice elements that demonstrate superintendents' direct impact on the technical core, may be the necessary raw materials from which a foundational framework that clearly redefines the superintendent - technical core connections may be forged by scholars and implemented by district leaders to improve teaching and learning in schools.Item Preparation to teach agricultural mechanics: a qualitative case study of expert agricultural science and technology teachers in Texas(Texas A&M University, 2006-04-12) Ford, Richard KirbySince federal legislation in 1917 and the widespread program growth in the 1930?s, agricultural mechanics has been a major part of the high school agricultural science and technology curriculum. Local programs integrated individual problem -solving, practical applications of mathematics and technical science skills in to the curriculum. However, recent financial constraints and a perceived lack of interest have led to reductions in course offerings in agricultural mechanics in some universities that are responsible for the maintenance and future of the disciplinary area. These curricular issues gave rise to a research problem examining the perspectives of successful agricultural science and technology teachers of agricultural mechanics and the education and experiences that were associated with their success. This study used qualitative measures to identify factors that enabled certain agricultural science and technology teachers who were more noted in teaching of agricultural mechanics to be more successful than their peers. It examined factors that motivated teachers to excel and examined the influences that determined what portions of the curriculum were included or deleted. Finally, this study focused on the recommendations of experts regarding improvements for future teaching of high school agricultural mechanics. Data were collected, analyzed, and reported using accepted a qualitative protocol to develop emergent themes. Successful agricultural science and technology teachers agreed that their undergraduate course work did not adequately prepare them to teach the current curriculum. Unanimously, the respondents expressed a concern for the lack of depth, scope, and technical skills in agricultural mechanics currently being taught to future agricultural science teachers. This concern for the pre-service curriculum led teachers to agree that the three-week agricultural mechanics certification workshop is essential for successful instruction of agricultural mechanics. Furthermore, teachers espoused a formal mentoring program to aid the professional development of agricultural science and technology teachers. The respondents alluded to the need for more quality workshops on the part of the Texas Education Agency, the VATAT professional organization and the agricultural education community as a whole to improve the quality, scope, depth, and technical skills in the instruction of Agricultural Science and Technology in the high schools of Texas.Item Session 3B | #DLFteach Toolkit, Volume 2: Lesson Plans on Immersive Pedagogy(Texas Digital Library, 2021-05-26) Wermer-Colan, Alex; Winkler, Heidi; Gautherau, LorenaThe DLF Digital Library Pedagogy group (aka #DLFteach) is a grassroots community of practice within the Digital Library Federation that empowers digital library practitioners to see themselves as teachers and equip them to engage learners in how digital library technologies shape knowledge infrastructures. This presentation will introduce attendees to #DLFteach Toolkit, Volume 2: Lessons Plans on Immersive Pedagogy, which will focus on lesson plans to facilitate disciplinary and interdisciplinary work engaged with 3D technology. The toolkit is based on a decolonial, anti-ableist, and feminist pedagogical framework for collaboratively developing and curating humanities content for emerging 3D/VR/AR technologies.Item We All Die Sometime: The Cason Monk Funeral Home Records(2016-05-25) Snowden, Kelley; Reynolds, Linda; Beisel, Perky; University of Texas at Tyler; Stephen F. Austin State UniversityThe East Texas Research Center borrowed and digitized the Cason Monk Funeral Home Records and provided free access to them online to primarily help genealogical researchers. A Geographer has used these records to create new research data and a Historian uses the records and research data in the classroom. This session will provide a road map on how this multi-disciplinary project started and how it is currently and can potentially be used.