The Resource GENERATIVE PEDAGOGIES : ACTIVATING LEARNERS THROUGH STUDENT-CENTERED PRACTICES, by Jason Becker, Vielia Jeffries-Evans, Heather Klein, Jessica Pilgreen, Jane Zappia

GENERATIVE PEDAGOGIES : ACTIVATING LEARNERS THROUGH STUDENT-CENTERED PRACTICES, by Jason Becker, Vielia Jeffries-Evans, Heather Klein, Jessica Pilgreen, Jane Zappia

Label
GENERATIVE PEDAGOGIES : ACTIVATING LEARNERS THROUGH STUDENT-CENTERED PRACTICES
Title
GENERATIVE PEDAGOGIES
Title remainder
ACTIVATING LEARNERS THROUGH STUDENT-CENTERED PRACTICES
Statement of responsibility
by Jason Becker, Vielia Jeffries-Evans, Heather Klein, Jessica Pilgreen, Jane Zappia
Title variation
Activating learners through student-centered practices
Creator
Contributor
Subject
Genre
Language
eng
Summary
This collective dissertation contains the efforts of a group of curious, committed, and creative educators on the hunt for high-impact instructional approaches that empower and emancipate learners. Although each study within the dissertation is anchored in its own setting--and those settings represent a diverse collection of learning sites--a single thread connects them all: Each study inquires into the impact of a generative pedagogy. By "generative," we mean to highlight methods that focus on helping learners of all kinds develop creativity and take ownership over their learning, approaches that will help them build agency and grow skills simultaneously. Here, we explore the complex relationships between attitudes and outcomes in several different ways. These studies investigate the efficacy of workshop model instruction, divergent thinking protocols, and explicit growth mindset instruction for students with disabilities in English Language Arts (ELA) classrooms, the impact of choice- and studio-based approaches in Art classrooms, and the overall impact of growth mindset characteristics on teachers' attitudes and career paths. Generally speaking, these variables were found to have a significant, positive impact on both attitudes and outcomes. Additionally, some of these methods emerged as equity-building practices, working well overall but even better for students in demographic groups that often lag behind. Taken together, these approaches represent a perspective that honors learners as co-constructors of their own knowledge and makes salient a set of skills and habits that can contribute powerfully toward each individual learner's success
Member of
Cataloging source
UMS
http://library.link/vocab/creatorName
Becker, Jason
Degree
Ed.D.
Dissertation year
2019
Granting institution
University of Missouri--St. Louis
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
  • Jeffries-Evans, Vielia
  • Klein, Heather
  • Pilgreen, Jessica
  • Zappia, Jane
http://library.link/vocab/subjectName
  • Education
  • Students with disabilities
  • Learning strategies
  • Student-centered learning
  • Motivation in education
  • Teachers
Label
GENERATIVE PEDAGOGIES : ACTIVATING LEARNERS THROUGH STUDENT-CENTERED PRACTICES, by Jason Becker, Vielia Jeffries-Evans, Heather Klein, Jessica Pilgreen, Jane Zappia
Instantiates
Publication
Copyright
Note
Title from title page of PDF (University of Missouri--St. Louis, viewed August 5, 2019)
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
1111578241
Extent
1 online resource (iii, 403 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations (some color)
Specific material designation
remote
System control number
(OCoLC)1111578241
Label
GENERATIVE PEDAGOGIES : ACTIVATING LEARNERS THROUGH STUDENT-CENTERED PRACTICES, by Jason Becker, Vielia Jeffries-Evans, Heather Klein, Jessica Pilgreen, Jane Zappia
Publication
Copyright
Note
Title from title page of PDF (University of Missouri--St. Louis, viewed August 5, 2019)
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
1111578241
Extent
1 online resource (iii, 403 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations (some color)
Specific material designation
remote
System control number
(OCoLC)1111578241

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