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Faculty Research in Digital Commons@Georgia Southern
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Designer Teacher Project: A Program Proposal and Sample Lesson Plans for the Professional Development of Teachers
Nihal Yurtseven and Selcuk Dogan, Georgia Southern University6-12-2023
“Designer Teacher Project” is a teacher professional development project that aims to inform teachers about new trends regarding the teaching profession and roles and to raise awareness of their “Designer Teacher” identity. Within the scope of the project, it is aimed for teachers to acquire the knowledge and skills required to develop designs that focus on permanent understanding, are connected to real life and increase student success, using national curriculum, through active learning experiences and online activities.
“Tasarımcı Öğretmen Projesi” öğretmenleri, öğretmenlik mesleği ve rollerine ilişkin yeni eğilimler hakkında bilgilendirmeyi ve onlara “Tasarımcı Öğretmen” kimliği konusunda farkındalık kazandırmayı amaçlayan bir ... Read more
Julie C. Garlen, Georgia Southern Unversity and Jennifer A. Sandlin, Arizona State University4-27-2016
Teaching with Disney, the first comprehensive volume on Disney as cultural pedagogy and classroom praxis, explores what it means to teach, learn, and live in a world where many familiar discourses are dominated by The Walt Disney Company. The book analyzes the ways in which the powerful messages of Disney shape the way we teach and learn. Featuring scholars from a wide range of educational contexts, including educational foundations, art education, higher education, K-12 contexts, adult education, media literacy, critical pedagogy, and curriculum studies, this book is accessible and interesting to a global audience of educational researchers and practitioners as ... Read more
Jennifer A. Sandlin, Arizona State University and Julie C. Garlen, Georgia Southern Unversity3-21-2016
A presence for decades in individuals’ everyday life practices and identity formation, the Walt Disney Company has more recently also become an influential element within the "big" curriculum of public and private spaces outside of yet in proximity to formal educational institutions. Disney, Culture, and Curriculum explores the myriad ways that Disney’s curricula and pedagogies manifest in public consciousness, cultural discourses, and the education system. Examining Disney’s historical development and contemporary manifestations, this book critiques and deconstructs its products and perspectives while providing insight into Disney’s operations within popular culture and everyday life in the United States and beyond.
The ... Read more
Patricia Paugh, University of Massachusetts Boston; Tricia M. Kress, University of Massachusetts Boston; and Robert L. Lake, Georgia Southern University2014
Georgia Southern University faculty member Katie L. Brkich co-authored “Shadows of the Past: Historical Interpretation, Propaganda Awareness, and the Story of Ender Wiggin” alongside non-faculty members Christopher Andrew Brkich and Tim Barko in Teaching towards Democracy with Postmodern and Popular Culture Texts.
Lake also co-authored "Exploring the Tensions Between Narrative Imagination and Official Knowledge through the Life of Pi" alongside non-faculty member Laura Rychly in Teaching towards Democracy with Postmodern and Popular Culture Texts.
Book Summary: This edited volume supports implementation of a critical literacy of popular culture for new times. It explores popular and media texts that are meaningful ... Read more
WISDOMe Monograph Volume 2: Quantitative Reasoning and Mathematical Modeling: A Driver for STEM Integrated Education and Teaching in Context
Robert L. Mayes, Georgia Southern University and Larry Hatfield, University of Wyoming1-1-2012
Book Summary: Quantitative reasoning is an essential tool for scientists, applied mathematicians, and statisticians in their work to model real world phenomena and address grand challenges in environment and energy. Some exemplars from practitioners in the established fields of biology and ecology, as well as from the emerging field of computational science are explicated in this paper. Our intent is to provide support for the argument of incorporating quantitative reasoning into the teaching of science, mathematics, and statistics, since it is an essential tool in the practice of STEM and has the potential to increase student engagement.