Browsing by Subject "reflection"

Now showing 1 - 6 of 6
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    Civic Engagement: ResourceFULL Decisions and Collective Action on Public Issues
    (2013) Radke, Barbara; Hinz, Lisa; Horntvedt, Jody; Chazdon, Scott; Hennen, Mary Ann; Allen, Ryan
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    The Conceptual Framework for the Professional Education Programs in the College of Education and Human Development: University of Minnesota
    (University of Minnesota, 2005-08) University of Minnesota: College of Education and Human Development
    The primary purposes of the College of Education and Human Development (CEHD) at the University of Minnesota are to advance knowledge in the field of education, to prepare personnel for educational and human development positions, and to provide leadership to educational and human development agencies. The college intends to continue to build on its national reputation in the area of teacher preparation.
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    Data for Metacognitive Prompts Influence 7- to 9-Year-Olds’ Executive Function at the Levels of Task Performance and Neural Processing
    (2025-02-13) Drexler, Colin; Zelazo, Philip David; cdrexler@umn.edu; Drexler, Colin; UMN Developmental Social Cognitive Neuroscience Lab
    To elucidate the role of metacognitive reflection in the development of children’s executive function (EF) skills, the current study examined relations among implicit and explicit forms of metacognition in 7- to 9-year-olds during performance based on the Dimensional Change Card Sort (DCCS), while experimentally manipulating the propensity to reflect on the task. Data file includes behavioral, survey, event-related potential (ERP) scores used in analyses reported in Drexler & Zelazo (2025).
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    Develop, Discuss, and Decide: How New Science Teachers Use Technologies to Advance Their Practice
    (2015-07) Ellis, Joshua
    For decades, there has been a nationwide demand to increase the number of science teachers in K-12 education (National Commission on Excellence in Education, 1983; National Research Council [NRC], 2007). This demand is in large part due to increases in state science graduation requirements. Teacher preparation programs have been preparing new science teachers on pace with the resulting increase in demand (Ingersoll & Merrill, 2010), however, shortages have continued as up to 50% of these new teachers leave the profession within their first five years of teaching (Smith & Ingersoll, 2004), creating a “revolving door” phenomenon as districts scramble to address this early attrition with yet more beginning teachers. We need to address what Ingersoll (2012) describes as the “greening” of the teaching force: the fact that an increasingly large segment of the teaching force is comprised of beginning teachers who are at a high risk of leaving the profession. The three related studies that comprise this dissertation focus on the role of technological interventions for in-service and pre-service science teachers. The context for the first two studies is TIN, an online induction program for beginning secondary science teachers. These two studies consider the impact of technological supports on the reflective practice of participating teachers. The design interventions included VideoANT (an online video annotation tool) and Teachers as Leaders roles (a structured response protocol) for the Venture/Vexation online forum activity. The context for the third study is T3-S, a university licensure course for pre-service science teachers designed to explore technology integration in secondary science classrooms. This study investigated the impact of pre-service teacher participation in the creation of an Adventure Learning (AL) environment (Doering, 2006) on their understanding of technological, pedagogical, and content knowledge (TPACK) and its role in their future science instruction. The supporting interventions took the form of three separate groups of pre-service teachers, each tasked with a specific role in the creation of the AL environment. Findings from the first two studies indicate that specific, explicit supports for teacher discourse in TIN activities is needed in order to foster the reflective practice that course designers and instructor-facilitators desire. The third study reveals that pre-service teacher participation in the creation of an AL environment supported their understanding of the nature of TPACK and allowed them to define their content-based technology pedagogy for future science instruction.
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    An implementation of the lambda calculus in Silver
    (2020-04-06) Kramer, Lucas; Van Wyk, Eric; evw@umn.edu; Van Wyk, Eric; University of Minnesota, Department of Computer Science and Engineering, Minnesota Extensible Language Tools Group
    This repository contains an implementation of the lambda calculus that uses the reflection-based term-rewriting extension to Silver. There may be newer, unarchived versions of this software at http://melt.cs.umn.edu.
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    Self-Awareness of Identity for Social Justice: A Case Study of a Pre-medical Study Abroad Program
    (2015-05) Plager, Wendy
    This paper explores the relationships students make between their identities, what they learn abroad, and their future career by focusing on 10 pre-medical students participating in a two week study abroad program to South India. Coming from a critical constructivist paradigm, the data for this case study was gathered through interviews before and after their trip. This paper adds new understandings to the existing study abroad literature by examining a unique student population, and to the literature on student identity by investigating this specific program's effects on students' perceptions of themselves and their futures. Findings were broken into three major themes related to students' identity and learning; their experiences, evolving understandings, and expressions of change. Analysis revealed the importance of intentionally reflecting with students about their personal identities and values as it relates to their experiences abroad and in their future careers. Recommendations include providing more structured reflection upon re-entry.