Using a Cross-Disciplinary Teaching Approach to Attenuate the Void: Building Educators and Researchers at a Historically Black College/University

Autor/inn/en	Davis, Cheron H.; Tani, Novell E.; Christon, Arie
Titel	Using a Cross-Disciplinary Teaching Approach to Attenuate the Void: Building Educators and Researchers at a Historically Black College/University
Quelle	(2021), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Lesson Plans; Interdisciplinary Approach; College Faculty; Teaching Methods; Pedagogical Content Knowledge; Action Research; Social Psychology; Teacher Education Programs; Social Sciences; Humanities; Learning Processes; Assignments; Elementary School Teachers; Instructional Design; Reading Instruction; Student Research; Course Descriptions; Black Colleges; African American Teachers + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Projektforschung; Sozialpsychologie; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geisteswissenschaften; Humanwissenschaften; Learning process; Lernprozess; Assignment; Auftrag; Zuweisung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Leseunterricht; Studentenforschung; Kursstrukturplan; African Americans; Afroamerikaner
Abstract	Moreover, the cross-curricular integrative writing approach implemented by the instructors of these courses (the authors) provided students enrolled in the Colleges of Education and the College of Social Sciences, Arts, & Humanities a unique opportunity to become actively engaged in a multidisciplinary approach to learning. The assignment not only enhanced students' writing proficiency but also broadened their exposure to content area knowledge, afforded students an opportunity to synthesis materials across disciplines, and allowed for critical analysis relative to an action-based, translational RE. The collaborative research assignment entailed two major objectives: the developed project was to (1) improve elementary education preservice students' lesson plan writing and implementation proficiency and (2) develop emerging psychology students' ability to produce and implement an action-based research project within the realm of Social Psychology. Students enrolled in RED3013 (Teaching Reading and Diagnosing its Growth) and SOP3003 (Social Psychology) worked collaboratively to complete the course requirements. Throughout the chapter, the authors describe how this teaching approach aided in faculty and student development. The narrative elaborates on tenure-earning elements of teaching and service via peer collaboration. Additionally, the authors highlight the scanty resources that create pitfalls for affording students opportunities to develop as researchers. [For the complete volume, "The Beauty and the Burden of Being a Black Professor. Diversity in Higher Education. Volume 24," see ED614149.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01