University Educators and Disciplinary Specialists Working Together to Enhance Community Outreach and Deepen K–12 Teacher Content Knowledge

This paper presents a summary of the research on teacher (and preservice teacher) content knowledge within physical education teaching and teacher education. It is organized around the key terms that are predominant in the literature of this field, namely, content knowledge, common content knowledge, and specialized content knowledge. Each of the studies and their key findings are presented within tables. The result is a document that serves as a primer, allowing readers a good understanding of the vocabulary of the field, as well as knowledge of the topics that have been researched to date.

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Integrated Undergraduate, Graduate, and Professional Student (Distance Learning) Education in Thermal Systems Design

10.1115/imece2000-1401 ◽

2000 ◽

Author(s):

Srinivas Garimella

Keyword(s):

Community Involvement ◽

Local Community ◽

Real Life ◽

Systems Design ◽

Community Outreach ◽

Integrated Approach ◽

Design Studio ◽

Thermal Systems ◽

Sustainable Technologies ◽

K 12

Abstract This paper describes an educational program in practical thermal systems design that encompasses design project-oriented teaching of undergraduate, graduate and off-campus professional students, industry-university collaboration, and community outreach. The program uses an integrated approach that treats thermodynamics, fluid mechanics, and heat transfer as parts of one interconnected area, in which solutions to real-life design problems can be obtained only when all these aspects are considered simultaneously. Cooperation between students at various stages of their educational and professional careers is fostered to maximize the synergy that results from combining insights gained in industry and those developed in structured classroom instruction. The program consists of a comprehensive portfolio of Thermal Systems Design Instruction Initiatives. An interactive design laboratory format is used for cooperative execution of open-ended mini-projects spanning two-to-three weeks, and a semester-long project. The use of virtual project groups through the web removes geographical barriers. Computer programs for the solution of projects are placed on-line to create a design library for use by students in future semesters as case studies. An Energy-Efficient Environmentally-Safe Design Studio is planned where projects on environmental responsibility, and energy efficiency can be conducted for the local community. Annual design studio conferences will be held to foster K-12 and community involvement, and to demonstrate sustainable technologies. Collaboration with local thermal systems related organizations such as the Iowa Energy Center is also being pursued, which will provide inherent mechanisms for technology transfer from course-related projects to industry and the community.

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Teaching and Learning in the Digital Age

Blended Online Learning and Instructional Design for TPACK - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8879-5.ch001 ◽

2019 ◽

pp. 1-23

Keyword(s):

Preservice Teachers ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching And Learning ◽

Teacher Educators ◽

Technological Pedagogical Content Knowledge ◽

Theoretical Description ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

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University-Community Links

A Cultural Historical Approach to Social Displacement and University-Community Engagement - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-7400-3.ch002 ◽

2021 ◽

pp. 31-64

Keyword(s):

Community Engagement ◽

Historical Perspective ◽

Early Experience ◽

Educational Activity ◽

Local Institutions ◽

Collaborative Activity ◽

Community Partners ◽

Working Together ◽

K 12 ◽

University Community

This chapter offers a cultural historical perspective on a multi-site dispersed community of collaboratively engaged university and community partners called University-Community Links (UC Links). The chapter begins by defining the concept of university-community engagement and moves to an ethnographic description of university-community engagement as a sociotechnical activity system. Viewing UC Links in this conceptual framework enables us to examine the educational activity between K-12 and university students and how localized activity is implemented and developed through collaborative activity among adults working together across the multiple boundaries of local institutions. The chapter explores how those localized efforts are both extended and limited, influenced, and enhanced by collaborative activity at much broader organizational and macrosocial planes of activity. This multi-layered analysis begins with the early experience of a young participant at La Clase Mágica, one of the two original Solana Beach, California sites out of which the broader UC Links initiative emerged.

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