WorldCat Identities

Blank, Jolyn

Overview
Works: 9 works in 9 publications in 1 language and 13 library holdings
Genres: Academic theses  Illustrated works 
Roles: Author, Other
Classifications: QA135.6, 370
Publication Timeline
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Most widely held works by Jolyn Blank
Reflective practices in arts education : a review essay by Jolyn Blank( )

1 edition published in 2007 in English and held by 4 WorldCat member libraries worldwide

Building a Professional Learning Community: Teachers' Documentation of and Reflections on Preschoolers' Work by Victoria Damjanovic( )

1 edition published in 2017 in English and held by 2 WorldCat member libraries worldwide

Early childhood mathematics through a social justice lens : an autoethnography by Jennifer Ward-Lealand( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

The purpose of this autoethnography was to explore the experiences, both successes and challenges, as I worked to teach mathematics using a social justice framework in a summer enrichment camp with four and five-year-old children. Drawing from both critical approaches (Freire, 1968) and sociocultural approaches (Rogoff, 2008), this dissertation outlines critical perspectives within Early Childhood Education, as well as trends in teaching mathematics for social justice to frame the research study. Autoethnography was selected as a methodological approach in this study as I examined my own teaching experiences and journey engaging in teaching mathematics for social justice. Primary data sources include researcher reflective journal entries and videotaped lesson implementation while secondary sources include student work samples and artifacts
Perceptions of practitioners in a voluntary prekindergarten on probation by Susan Evelyn Weber( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

ABSTRACT: The purpose of this study was to describe and explain the perspectives and beliefs that practitioners have about prekindergarten in a Voluntary Prekindergarten program unable to meet minimal accountability requirements. The exploratory questions included: What are the beliefs and perceptions about effective and appropriate early childhood education among practitioners in a Voluntary Prekindergarten program on probation? And in what ways does probation influence practitioners' perceptions and beliefs about early childhood education? I used participants from a school where I conducted a pilot study. My data collection consisted of semi-structured interviews, resumes, my research reflective journal, and the centers program improvement plan. Social constructivism was applied to understand the participants' perceptions and beliefs of Voluntary Prekindergarten Program. The findings indicated the practitioners and administrators in a Voluntary Prekindergarten not meeting readiness requirements believe the need for programs to have systems of accountability. They believe accountability is important; however, they believe holding programs accountable for a test at the beginning of kindergarten is ineffective. In addition, the findings denoted more information and more action is needed to accurately conclude approved Voluntary Prekindergarten programs are meeting all five components of the criteria in Title 48-Chapter 1002-Part V. The findings denoted further studies are necessary to assist practitioners to understand the importance of teaching children at where they are developmentally and just beyond. The amount of time that is offered in the Voluntary Prekindergarten programs needs to be examined, especially in the summertime
A Case Study Of Teachers' In Professional Learning Communities In A Campus Preschool by Victoria Jacqueline Damjanovic( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

The purpose of this multi-case study was to describe and explain teacher learning within school contexts by exploring the nature of teachers' experiences in learning communities. This study explored the ways in which teachers participated in professional development sessions using the project approach as a framework for facilitating and engaging in professional learning communities by answering: What is the nature of teachers' experiences in inquiry-based professional learning communities? In what ways and under what conditions does documentation play a role in teacher learning? For data collection I used semi-structured interviews, audio recordings of professional development sessions, teacher documentation, teacher daily sheets, and my researcher journal. I applied a constructivist approach using a social lens for the data analysis to make sense of teachers' learning experiences (Vygotsky, 1935; Rogoff, 1995). The findings indicated that group dynamics play a pivotal role in how teachers' experience professional learning communities. Teacher's struggled to foster inquiry into their own practice. The findings also indicate documenting children's learning is essential in developing a deeper understanding of children. Despite the positive role of documentation within the professional learning community, teacher's needed favorable conditions to continue using documentation for teacher learning
Exploring young childrens digital composing practices by Megan Daw Cross( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

This study explored the many layers involved in young childrens meaning-making as they digitally compose. Utilizing a multimodal, social semiotics theoretical framework to analyze childrens digital compositions using a composing app, this study was designed around one research question: What is the nature of three and four-year-old childrens multimodal meaning making while using a composing app? The qualitative study involved four focal participants from a three- and four-year-old classroom, who attended an inquiry-based lab school in the southeastern United States
Curating illustrations of Lewis Carroll's Alice's adventures in Wonderland by Lindsay Persohn( )

1 edition published in 2018 in English and held by 1 WorldCat member library worldwide

Accordingly, the purpose of this project was to examine connections and breaks with tradition in illustration that contribute to an evolution of meaning in the Wonderland story. Additionally, through this project, I worked to interpret ideas from different artists in different times and spaces in an attempt to understand intersecting ideas of culture and Wonderland illustration. Through this work, I developed the concept of curation as a visual research methodology in order to make sense of and share my discoveries. Wonderland offers a rich context to explore and elucidate the arts-based qualitative methodology of curation because of its literary merits, artistic interpretations, and persistence and pervasion worldwide over the last century and a half
Changing high school science teacher beliefs on student voice through action research by Katie Laux( )

1 edition published in 2019 in English and held by 1 WorldCat member library worldwide

The purpose of this dissertation research was to explore how engagement in action research influenced high school science teachers beliefs and classroom practices related to student voice and participation. This included exploring any affordances or obstacles they experienced with attempting to increase student voice and participation in their classrooms. I facilitated individual action research projects with the teachers, and they were able to discuss individual action research plans and share ideas with colleagues. Four high school science teachers began this research. While all four teachers were selected as cases, only two of the teachers designed and followed through with their action research plans. The teachers were provided with a hierarchy of student participation and examples of each of the four levels of the hierarchy in order to guide and design their action research. Collected data included transcripts from the action research group meetings, classroom observations, teacher journals, and interviews with teachers. A combination of direct interpretation and thematic coding was used to analyze the data. Direct interpretation involved writing narratives based on what I saw and interpreting events as I experienced them. The teachers either maintained their positive beliefs or formed new beliefs related to the inclusion of student voice. In addition, both teachers successfully used action research as a way to overcome obstacles and increase student voice and participation in their classrooms. This study has implications for teachers who want to use action research to better understand their teaching related to student voice, administrators and teacher educators who want to provide PD opportunities and support to meet individual teacher needs, and researchers who are interested in studying student voice
A qualitative content analysis of early algebra education iOS apps for primary children by Lissa S Ledbetter( )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

Educational software applications (apps) on multi-touch, mobile devices provide a promising space to help learners work toward long-term educational goals, like learning with understanding (Bransford, Brown, & Cocking, 2000). Such goals are particularly relevant in supporting a learners efforts to become more mathematically literate. Yet, a number of current apps do not appear to be living up to this potential. As such, this study drew upon the theoretical framework of Learning Science and the conceptual framework of TPACK theory (Mishra & Koehler, 2006) to define curricular characteristics that ideally support primary childrens potential to learn early algebra concepts with understanding, through multi-touch, mobile, iOS mathematics education apps. Using qualitative content analysis these characteristics, then, were compared to the curricular characteristics of three authentic (i.e., real-world) apps in order to describe the general extent to which the two sets of characteristics aligned. This study found the authentic apps did not align with the majority of curricular characteristics that ideally support learning with understanding. Additionally, a number of qualitative findings emerged from the study that may be used to inform future app design. These ideas include themes related to the kinds of characteristics the authentic apps tended to align with or not, and suggested adaptations to a number of contemporary theories and models related to pedagogical content knowledge and its application toward the goal of learning with understanding. These findings have direct implications for the theory and practice of app design, and suggest revisions to the way in which the field of instructional design, historically, has been approached
 
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.71 (from 0.50 for Reflective ... to 0.97 for Building a ...)

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