Journal of Meaning-Centered Education

Fledgling Steps to Global Self-Awareness for Preservice Teachers Abroad

June 10, 2013 in Volume 01

Fledgling Steps to Global Self-Awareness for Preservice Teachers Abroad Alina Slapac & Virginia Navarro Department of Early Childhood, Elementary, TESOL, and Special Education (ECETS), University of Missouri – St. Louis, USA Email: [email protected]; [email protected] Abstract International experiences for preservice teachers increase intercultural competence, global-mindfulness, autonomy and personal development (Cushner, 2007; Cushner & Mahon, 2002). This basic qualitative research study investigates how intercultural experiences and teaching transformed

Educational Research Paradigms: From Positivism to Multiparadigmatic

in Volume 01

Educational Research Paradigms: From Positivism to Multiparadigmatic Peter C. Taylor Science and Mathematics Education Centre (SMEC), Curtin University, Australia Email: [email protected] Milton Norman D. Medina Research and Development Center Office, Assumption College of Nabunturan, Philippines Email: [email protected]   Abstract In this paper we provide an overview of the characteristics of major educational research paradigms shaping contemporary educational research, ranging from the traditional positivist perspective to the

Learning Should be Fun! Drama, Meaningful Education and the New Three “R”s

in Volume 01

Learning Should be Fun! Drama, Meaningful Education and the New Three “R”s Elisa Garzitto-Michals California State University, Sacramento, USA Abstract What is the impact of using drama as an instructional technique in conjunction with Bill Daggett’s educational paradigm of rigor, relevance and relationship on the meaning-centered education (MCE) classroom? Drama holds the potential to more accurately explain and present information within a learner’s capacity within Lev

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