Attitudes towards Diverse Learners

2013 ◽  
pp. 113-133
Author(s):  
Faith Maina ◽  
Marcia M. Burrell
Keyword(s):  
Problem Solving ◽  
Social Issues ◽  
Veteran Teachers ◽  
Ways Of Knowing ◽  
Diverse Learners ◽  
Classroom Talk ◽  
Hybrid Course ◽  
Universal Language ◽  
Mistaken Belief ◽  
Diverse Student

University educators are often faced with the challenging task of equipping both pre-service and in-service teachers with the knowledge, skills, and resources to effectively teach diverse students. It becomes even more problematic to teach mathematics when using a problem solving approach where mathematical ways of knowing are emphasized. These teachers tend to believe that mathematics is “just numbers,” “speaks a universal language,” is “culturally neutral” and has no relevance whatsoever with social issues that affect students. Coupled with this is the mistaken belief that “people know or don’t know math.” Pre/in service teachers, often meet the notion that math literacy can be achieved by all learners with skepticism and patronizing behaviors. However, given the space to step outside the classroom, talk with peers, and argue with veteran teachers, a shift in attitude about the potential for diverse student potential is self-evident. These preliminary findings were assembled when a hybrid course that enrolled eight pre/in-service teachers was developed.

scholarly journals Online and face-to-face role-play simulations in promoting social work students’ argumentative problem solving

2013 ◽  
Vol 8 (1) ◽  
pp. 6-40 ◽  
Author(s):  
Kati Vapalahti ◽  
Miika Marttunen ◽  
Leena Laurinen
Keyword(s):  
Social Work ◽  
Problem Solving ◽  
Social Issues ◽  
Role Play ◽  
Social Work Students ◽  
Teaching Experiment ◽  
Face To Face ◽  
Quasi Experimental ◽  
Alcohol And Drug Abuse ◽  
Role Play Simulation

This paper reports on a teaching experiment in which social work students (n=38) practiced problem solving through argumentative tasks. A teaching experiment was carried out at a Mikkeli University of Applied Sciences in Finland in connection with a course concerning preventative work against alcohol- and drug abuse. This quasi- experimental study investigated whether role-play simulation conducted either online (15 students) or face-to-face (14 students) improved students’ problem solving on social issues. As a pre-test, the students wrote an essay after having watched a dramatization of problematic cases on elderly people’s use of alcohol. The students also attended lectures (30 x 45 min) on the effect of substance abuse and preventive work, and after the role-play simulation they wrote another essay (post-test). Nine controls wrote an essay without participating in the role-play simulation. Lastly, the students filled out feedback questionnaires.

Social Issues and Problem-based Learning in Sociology

2016 ◽  
Vol 44 (3) ◽  
pp. 212-220 ◽  
Author(s):  
Daina S. Eglitis ◽  
Fran L. Buntman ◽  
Dameon V. Alexander
Keyword(s):  
Problem Solving ◽  
Case Studies ◽  
Social Problem ◽  
Social Issues ◽  
Problem Based Learning ◽  
Student Experiences ◽  
Research Skills ◽  
Key Characteristics ◽  
Sample Case

This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge, research skills, and problem-solving capacities and fosters student enjoyment. This teaching note describes the key characteristics of PBL, discusses practical approaches to its use in a variety of sociology courses, and offers sample case studies. We evaluate student experiences with PBL and consider its broader applicability.

Private Restroom Graffiti: An Analysis of Controversial Social Issues on Two College Campuses

1997 ◽  
Vol 81 (3) ◽  
pp. 1067-1074 ◽  
Author(s):  
George E. Schreer ◽  
Jeremy M. Strichartz
Keyword(s):  
New York ◽  
Social Issues ◽  
Residence Halls ◽  
College Campuses ◽  
Student Body ◽  
Upstate New York ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Chi Squared ◽  
The University

We collected 428 pieces of graffiti from men's and women's restrooms on two American campuses (one college and one university) in a small town in upstate, New York. The graffiti were coded by sex, institution, and type of building, and then sorted into 19 content categories. Chi-squared analyses indicated that compared to women's restrooms, men's restroom graffiti contained significantly more insulting (especially antigay) and scatological references but not more sexual graffiti. Women's restrooms had more political graffiti than men's, but contrary to previous research, very few romantic inscriptions. The university sample from a more diverse student body than that of the college, contained more racist and political graffiti. Compared to residence halls, libraries across both college campuses contained more inflammatory graffiti. Based on these findings, private restroom graffiti appear to provide a useful and unobtrusive method for investigating controversial and sensitive social issues.

Resolving Conflicts in Rural Schools

1998 ◽  
Vol 17 (3-4) ◽  
pp. 18-26 ◽  
Author(s):  
Katharin A. Kelker
Keyword(s):  
Problem Solving ◽  
Rural Schools ◽  
Sense Of Community ◽  
Sense Of Belonging ◽  
Interpersonal Skills ◽  
Model Problem ◽  
Economic Changes ◽  
Shared Set ◽  
Diverse Student ◽  
Small Rural Schools

Small rural schools once thought themselves immune from serious conflict, but these once tranquil environments now find themselves dealing with more diverse student bodies, conflicts in values, and social and economic changes. It is no longer possible to assume that a rural school will have a sense of community—an underlying foundation of shared values and a sense of belonging. Without this shared set of values, conflicts are more difficult to resolve when they arise. More than ever, schools need to make a conscious effort to teach problem-solving and negotiation skills that build a framework for cooperation and the cultivation of mutual respect. Educators themselves must be prepared to resolve conflicts that arise for them with their colleagues and with parents and students. If teachers feel well prepared to handle conflict, they can be effective in modeling this behavior for their students. Master of interpersonal skills—communication, collaborative planning, and emotional “banking”—can keep conflicts within bounds and dialogue focused on problem-solving rather than blaming. When educators have the tools to manage conflict, they can model problem-solving and negotiation skills for their students. Then conflict resolution becomes a way to reestablish effective cooperation an provide opportunities for the creativity, excitement, and energy that come from the exploration of differences among ideas and values.

Becoming Architects of Communities of Learning: Addressing Academic Diversity in Contemporary Classrooms

1997 ◽  
Vol 63 (2) ◽  
pp. 269-282 ◽  
Author(s):  
Carol Ann Tomlinson ◽  
Carolyn M. Callahan ◽  
Ellen M. Tomchin ◽  
Nancy Eiss ◽  
Marcia Imbeau ◽  
...  
Keyword(s):  
Beginning Teachers ◽  
Service Providers ◽  
Full Range ◽  
Veteran Teachers ◽  
Diverse Learners ◽  
Inclusive Classrooms ◽  
Classroom Teachers ◽  
Differentiating Instruction ◽  
General Classroom ◽  
Primary Service

Increasingly, general classroom teachers are expected to be primary service providers for a full range of learners in inclusive classrooms. Research indicates that many veteran teachers are reluctant or unable to differentiate instruction for academically diverse learners in heterogeneous settings. This qualitative study examined the preservice experiences of 70 novice teachers at six university sites to determine conditions that may inhibit or facilitate their progress toward differentiation for academically diverse learners. Themes emerging from this investigation provide important guidelines for assisting beginning teachers in differentiating instruction in inclusive classrooms.

scholarly journals Recognizing and Managing Complexity: Teaching Advanced Programming Concepts and Techniques Using the Zebra Puzzle

10.28945/2263 ◽  
2015 ◽  
Vol 14 ◽  
pp. 171-189
Author(s):  
John D. Crabtree ◽  
Xihui "Paul" Zhang
Keyword(s):  
Problem Solving ◽  
Software Development ◽  
Student Population ◽  
Academic Experiences ◽  
Diverse Student ◽  
Managing Complexity ◽  
Diverse Student Population

Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We present a classic brain teaser that is used to communicate and demonstrate advanced software development concepts and techniques. Our results show that students with varied academic experiences and goals, assuming at least one procedural/structured programming pre-requisite, can benefit from and also be challenged by such an exercise. Although this problem has been used by others in the classroom, we believe that our use of this problem in imparting such a broad range of topics to a diverse student population is unique.

scholarly journals Utilization of Social Issues in PBL to Improve Problem-Solving Abilities of High School Students in Ecosystem Material

2018 ◽  
Vol 7 (2) ◽  
pp. 181-189
Author(s):  
Kamalia Nurazizah Rahmawati ◽  
Sigit Saptono ◽  
Endah Peniati
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Primary Outcome ◽  
Social Issues ◽  
Secondary Outcome ◽  
School Students ◽  
Problem Solving Skills ◽  
Scientific Issue ◽  
Social Scientific ◽  
Pbl Model

Problem-solving skills related social-scientific issue in society’enviroment need to be owned by students. This capability can be trained by  PBL (Problem Based Learning) model. The purpose of this research is to analyze problem solving abilities of students. The type of this research is quasi experiment with one group pretest-posttest design. Sample of the research is X grade students from SMA N 1 Semarang and SMA Ksatrian 1 Semarang. The result consisted of primary outcome in the form of capability, N-gain value and classical content mastering as well as secondary outcome covering the implementation of learning, teacher's response and student's response. Based on the result, the average of problem solving ability SMA N 1 Semarang increased from 70% to 79,5%, while SMA Ksatrian 1 Semarang increased from 59,5% to 73%. Completeness of classical learning  SMA N 1 Semarang, class X MIPA 7, 97% and class X MIPA 9, 79%. The completeness of classical learning SMA Ksatrian 1 Semarang, class X MIPA 3, 80% and class X MIPA 5, 65%. N-gain value of SMA N 1 Semarang 0,553 and SMA Ksatrian 1 Semarang 0,433 in medium category. The conclusion of this research is the utilization of social issue with PBL model can improve problem solving ability on ecosystem’learning in SMA.

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