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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Contexts for self- and co-regulated learning in a dual-language elementary school classroom Cerda, Janet; Bailey, Alison L; Heritage, Margaret In: LANGUAGE AND EDUCATION, vol 34, iss 5 (2020) BASE Show details 2 Conversations with Each Other: Love Songs to the Earth Downey, Adrian M.; Sagy, Gonen In: Artizein: Arts and Teaching Journal (2020) BASE Show details 3 Co-constructing a Liberated / Decolonised Arts Curriculum Crilly, Jess; Panesar, Lucy; Suka-Bill, Zey In: Journal of University Teaching & Learning Practice (2020) BASE Show details 4 Implementing Mathematical Modeling for Emergent Bilinguals I, Ji Yeong; Martinez, Ricardo; Araujo-Grando, Betsy A. In: Education Conference Presentations, Posters and Proceedings (2018) BASE Show details 5 Breaking Traditions: Teaching EFL in the Dominican Republic Paulino, Farlin In: All Graduate Plan B and other Reports (2018) BASE Show details 6 The Road Taken That Has Made All The Difference: A Narrative Inquiry of Student Engagement and Success in Butler Community College's Accelerated Learning Program in English Nordman, Troy In: Educational Administration: Theses, Dissertations, and Student Research (2017) BASE Show details 7 What is gained and at what cost? A critical co-constructed autoethnographic study examining national identity from a transnational perspective. McCutcheon, Stephanie In: Institute for Student Learning Assessment (2016) BASE Show details 8 A Phenomenological Study of General Education and Special Education Co-Teachers Using Digital Textual HIgh, Brandi In: Doctoral Dissertations and Projects (2015) BASE Show details 9 Quantitative Literacy and Co-Construction in a High School Math Course Russo, Mark In: Numeracy (2015) BASE Show details 10 Students co-creating curriculum: navigating complexity and uncertainty Edwards, Samantha; Rowe, J; Barnes, M. - : Higher Education Research and Development Society of Australasia (HERDSA), 2015 BASE Show details 11 The Impact of Teachers' Communication Approach on Children's Co-Cultural Adaptation Ngai, Phyllis B. In: Communication Studies Faculty Publications (2015) BASE Show details 12 Internationalisation and curriculum development: why and how? Magne, Pollyanna. - : University of Bedfordshire, 2014 BASE Show details 13 Internationalisation and curriculum development: why and how? Magne, PJ. - : University of Bedfordshire, 2014 BASE Show details 14 Implementing the democratic principles and practices of student-centred curriculum integration in primary schools Brough, Chris Jane. - : Taylor & Francis, 2012 BASE Show details 15 Best of Both Worlds: Foreign Language Preparation for Purdue University’s Undergraduate Global Engineering Education Program Chang, Yating; Groll, Eckhard A; Hirleman, E. Dan In: Online Journal for Global Engineering Education (2011) BASE Show details 16 Theatre of the Oppressed A Manual for Educators Midha, Gopal In: Master's Capstone Projects (2010) BASE Show details 17 Collaborative Partnerships: An Investigation of Co-construction in Secondary Classrooms Mansell, Heather Lorraine. - : The University of Waikato, 2009 Abstract: The understanding that learning develops best in participatory, collaborative, interactive partnerships suggests that attempts to establish such relationships in classrooms deserve scrutiny. This study investigates co-constructive approaches to teaching and learning in a New Zealand secondary school. It studies co-construction from the perspectives of seven mathematics teachers and one art teacher and their students, as the teachers attempted to co-construct aspects of the classroom curriculum with students. This study focused on the practices, understandings and expectations of both teachers and students when co-constructing. In addition, it identified the potential constraints and difficulties that impacted on such practices in this secondary setting. Ideally, such classrooms demonstrate collaborative, democratic, socially just practices with sharing of power between teacher and student: ideas emanating from theorists such as Dewey, Bruner, Freire and Vygotsky. This interpretive study responds to the dearth of research in New Zealand secondary classrooms about such approaches. It draws on principles and methods of grounded theory (Charmaz, 2003, 2006) to analyse the rich data generated by multiple methods. This allows the meanings of participants to prevail, by guarding against the imposition of meanings from either literature or researcher. Methods of data collection included classroom observation, interviews with teachers and groups of students, audiorecording and various forms of documentation sourced from these. The findings showed co-constructive practice has shared characteristics, such as spontaneity, quality teacher-student communication with a stress on the teacher as a listener, active participation by learners, and a distinction of varying qualities of practice. However, classrooms are not formulaic, as each teacher evolves their own approach. Initially, strong subject pedagogical traditions and mythologies emerged as barriers to co-construction, particularly in mathematics. Learning is involved for all participants in pedagogical change. Students generally responded positively as co-construction provided opportunities for some input, choice and control of their learning which improved relevance, motivation and responsibility. While very aware of the issues related to the use of particular strategies such as groups, the positives of helping each other learn prevailed. The numerous potential constraints to easy implementation of co-construction reflected the diversity of teacher and student personal traits and beliefs about pedagogy, roles, and responsibilities. Moreover, teacher subject and pedagogical knowledge had import, as did their need to establish control and a relationship of trust with a class. The difficulty of secondary settings was endorsed. However, despite these, aspirational reasons for continuing to co-construct were expressed in the benefits experienced by both teachers and students. This study demonstrates how co-construction features in the daily interactions which comprise the classroom curriculum, even where there are constraints to formal consultation over content of classroom programmes. If the bi-directionality of classroom interactions is acknowledged, students have spaces for influence, input and control. It affirms the importance and the diversity of perspective that both teachers and learners bring to the partnership. The need to persevere to establish and grow this approach in secondary schools is strongly advocated. This approach maximises respectful relationships, dialogue, innovation, and excitement in teaching and learning. Keyword: co-construction; curriculum; mathematics; secondary classrooms; student views URL: https://hdl.handle.net/10289/3520 BASE Hide details 18 Applications in pharmacokinetic modeling Arnold, Esther. - : uga, 2003 BASE Show details

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