Probing Pedagogy
Asynchronous Session
Infusing High Leverage Practices in a Graduate Special Education Program: Teacher Candidates Use These Practices to Enhance K-12 Student Instruction View Digital Media
Paper Presentation in a Themed Session Melody Deprez
In 2018, the Council of Exceptional Children in conjunction with the CEEDAR Center at the University of Florida introduced these 22 High Leverage Practices to improve the classroom experiences of K-12 Special Education students. There was an opportunity to access grant money for Teacher Education programs in participating states. As a co-writer of the grant for Georgetown College, the focus was to integrate these practices in the classes of our Graduate Special Education program. It was important for our teacher candidates to know these practices so they could enhance their classroom instruction. There are 22 HLPs in four categories: Collaboration, Assessment, Social/ Emotional /Behavioral Practices and Instruction. Recently, HLPs were also adapted for online instruction due to the effect of the pandemic on in person classroom learning. In various courses, our teacher candidates were introduced to all the HLPs in course content, online class discussions, discussion forums and asked to compile an HLP log while in their field placements. Since integrating these practices in the courses, data has been collected from teacher candidates to analyze their understanding and the success of their application in their classrooms. A summary of all findings is discussed.
Multiliteracies and Democracy: Τhe Unequal Representation of Albanian Migrants in Greek Mass Culture Texts View Digital Media
Paper Presentation in a Themed Session Anna Fterniati, Christos Alexopoulos, Vasia Tsami
In the western world, the public sphere and the institutions of the nation-states, such as mass media and education, promote the dominant discourse of nationalism and homogeneity, while the discourse of democracy, i.e. freedom and equality, is underestimated. For the re-introduction of the term democracy in education, as an alternative civic pluralism, we strongly believe in the students’ self-governance, in their participation, in their continually negotiating differences and in their problem-solving capacity. Drawing upon the perspective of Kalantzis and Cope, we argue the appropriateness of the transformative education and we follow the multiliteracies model. In this context, our teaching proposal could help the students to explore the (re)production of the dominant discourse of nationalism through the stigmatization and the humorous representation of the Albanian migrants in Greek television. Our data come from the recent and popular Greek series «In-laws from Tirana» (Simpetheroi apo ta Tirana), displayed on Mega Channel during 2021-2022. Our tentative proposals are designed to raise students’ critical literacy by enhancing them to identify and reflect on the language and cultural homogeneity in media texts. This teaching procedure could help the students to be aware of the inequalities reproduced and could enable them to build a more democratic identity, as future citizens. This kind of education attempts to develop active social learners and proponents of equality, rather than passive recipients of the institutional inequalities. So, the critical education is a political process with democracy at its core.
Professional Music Teaching - Analysis of Students' Musical Self-concept and Motivational Climate: Influence of Family Background, Musical Participation and Prospects of Pursuing Higher Education View Digital Media
Paper Presentation in a Themed Session Susana Blanco-Novoa
The self-concept of the students of professional music education linked to the perceived motivational climate within the academic environment are key elements in the success of this educational stage. The method used is descriptive with a quasi-experimental design. The participants were 192 students of different musical disciplines from professional conservatories in the province of Pontevedra (Galicia-Spain) and the following instruments were used as a means of evaluation: the Perceived Motivational Climate Scale (CF-15) to measure the degree of impact of the academic environment and the AMAC questionnaire (Musical Self-Concept in Conservatory Students) to analyse the musical self-concept of the students. The independent variables selected were family influence, musical participation outside the school and the prospect of pursuing higher education. Based on the results through the instruments described above, we observe that the independent variable "family background" does not significantly influence the musical self-concept or the motivational climate. In contrast, participation in musical ensembles affects all factors of both constructs, and students who show interest in pursuing higher education also obtain significantly higher scores on musical self-concept and perceived motivational climate. These data allow us to design interventions aimed at improving students' musical experience.
Relationship Between Emotional Intelligence And Gender: Emotional Intelligence And Gender
Paper Presentation in a Themed Session Hosin Shirvani
This paper is based on a study examining the relationship between gender and emotional intelligence. Results show no significant differences between male and female students in emotional intelligence, however the relationship management component reveals that males significantly scored higher than female students. On the three other components of emotional intelligence, female and male students were not significantly different.
