Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Joyce McCauley"'
Publikováno v:
Education Sciences, Vol 10, Iss 3, p 57 (2020)
The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second
Externí odkaz:
https://doaj.org/article/0f131316e9784391acc93bccd6710e41
Autor:
Susan Wegmann, Joyce McCauley
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 3, Iss 1 (2009)
When faced with the major pedagogical shift of moving face-to-face classes online, two professors reflect on the process, the learning, and the ways in which they can retain face-to-face engagement in an asynchronous online environment. They share th
Externí odkaz:
https://doaj.org/article/f03dcc76d7c14b829d09b0996e4fc395
Publikováno v:
Education Sciences
Volume 10
Issue 3
Education Sciences, Vol 10, Iss 3, p 57 (2020)
Volume 10
Issue 3
Education Sciences, Vol 10, Iss 3, p 57 (2020)
The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::308ae77ddaabab638048235ade090c26
Publikováno v:
International Journal of Research on Service-Learning and Community Engagement. 6
While the benefits of community engagement have been discussed extensively in the academic literature, there exist few assessment tools that can measure these benefits accurately. Using descriptive research methodology, the authors developed a robust
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6d08f2db6af0e91418a9f7d50418656c
https://doi.org/10.37333/001c.6982
https://doi.org/10.37333/001c.6982
Publikováno v:
Action in Teacher Education. 29:109-116
How can university faculty use communicating-to-learn activities to enliven discussions, check understanding, and assess learning? By incorporating various reading, writing, listening, speaking, and thinking strategies into their classes, faculty are
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::afe0bf51c98c2c7447e4596548add876
https://doi.org/10.1080/01626620.2007.10463453
https://doi.org/10.1080/01626620.2007.10463453
Autor:
Joyce McCauley, Susan Wegmann
Publikováno v:
Online Learning. 18
This research project explores the effects of altering the structure of discussion board formats to increase students’ engagement and participation. This paper will present the findings of a two-university, two-class research project in which async
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::969be55bb60f21e1cc3f9639925f2b6f
https://doi.org/10.24059/olj.v18i1.351
https://doi.org/10.24059/olj.v18i1.351
Autor:
Susan Wegmann, Joyce McCauley
This chapter examines two key factors that influence the efficacy of online learning: student and teacher interaction and rapport. These two factors are heavily influenced by the stance that the learner takes. Online learning is opening up more possi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::85bced48034c0ec4a11ae0a588803e7d
https://doi.org/10.4018/978-1-59904-319-7.ch002
https://doi.org/10.4018/978-1-59904-319-7.ch002
Autor:
Joyce McCauley, Marilyn Rice
This chapter describes the successful formation of an intergenerational computer-tutoring project between college pre-service teachers and senior adults living in a retirement community. Service-learning methodology used as a framework is described a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f58c4c4870bcf53dddb15005dd0de9c
https://doi.org/10.4018/978-1-59904-316-6.ch002
https://doi.org/10.4018/978-1-59904-316-6.ch002
Autor:
Joyce McCauley, Susan Wegmann
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 3, Iss 1 (2009)
When faced with the major pedagogical shift of moving face-to-face classes online, two professors reflect on the process, the learning, and the ways in which they can retain face-to-face engagement in an asynchronous online environment. They share th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::568f0aa633002747dbf7e509f8cd0aae
https://doi.org/10.20429/ijsotl.2009.030130
https://doi.org/10.20429/ijsotl.2009.030130