“How Much Can One Book Do?”: Exploring Perceptions of a Common Book Program for First-Year University Students

Ferguson, Kristen; Brown, Natalya; Piper, Linda

doi:10.1080/10790195.2014.906267

Cited by 13 publications

(5 citation statements)

References 7 publications

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“…However, pupils from the private schools performed better in the researcher made test that was given them as well as even perform better in the BECE which is on record far more than those from the public schools. The view is shared by researchers who conducted a meta-analysis of research regarding the correlation between teacher qualification, teacher quality, and pupil achievement [12]. They pointed out that pupil test score gains are an imperfect measure of what we really want to know: the teacher's contribution to producing the gains [12].…”

Section: Source: Field Datamentioning

confidence: 99%

“…The view is shared by researchers who conducted a meta-analysis of research regarding the correlation between teacher qualification, teacher quality, and pupil achievement [12]. They pointed out that pupil test score gains are an imperfect measure of what we really want to know: the teacher's contribution to producing the gains [12]. Because other factors such as pupil, home, school, and community characteristics affect achievement as well, teachers deserve neither all of the credit for success nor all of the blame for the failures.…”

Section: Source: Field Datamentioning

confidence: 99%

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An Evaluation of Teachers’ Technological Pedagogical Content Knowledge and Pupils’ Academic Performance in Religious and Moral Education (RME)

Amuah¹

2022

OJER

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The purpose of this study was to evaluate teachers' technological pedagogical content knowledge and pupils' academic performance in Religious and Moral Education (RME) in basic schools in the Ga-South Municipality of Ghana. Correlational research design was used for the study. The population of the study comprised RME teachers and final year pupils in the basic schools in the Ga-South Municipality. Krejcie and Morgan table, cluster sampling technique multistage sampling technique, proportional allocation of sample size, and purposive sampling were used to select, 532 respondents (159 basic schools 357 pupils and 175 RME teachers) for the study. The main instruments for data collection were questionnaire, observation guide, standardisedachievement-test. The Pearson's Correlational Coefficient was used to describe the linear relationship between each of the variables in the data analysis. The study concluded that it was uncertain as to whether teachers possessed adequate knowledge about the use of technology or instructional resources when it comes to the teaching of RME. The study also indicated teachers did not make effective use of the technology or instructional resources as observed, probably because they do not recognize the important role the use of technology plays in the teaching and learning process, they did not know how to use some of these technologies. Besides, some of these technologies were not available for use in the schools. Although, there was a weak positive correlation between teachers' technological knowledge and pupils' academic performance, the important role that technology plays in the teaching and learning process cannot be ruled out. It is therefore recommended that, the Ministry of Education, Ghana Education Service and Curriculum Research and Development Division should organise in-service training for teachers, since it turned out during the observation sections that teachers did not make use of audio-visuals (TV and motion pictures) and audio materials (example radio and tape recorders) in the Ga-South Municipality.

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Section: Source: Field Datamentioning

confidence: 99%

Section: Source: Field Datamentioning

confidence: 99%

An Evaluation of Teachers’ Technological Pedagogical Content Knowledge and Pupils’ Academic Performance in Religious and Moral Education (RME)

Amuah¹

2022

OJER

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“…Often called a common read (Ferguson, 2006), book studies provide an opportunity to enrich PL communities and allow teachers to build on a shared experience to foster discussion. This is highly effective in addressing areas of multiculturalism (Gibson, 2012; Laufgraben, 2006), allowing teachers to see areas of everyday racism through the eyes of children.…”

Section: Kidlit Infused Pl For Gifted Educators: Step By Stepmentioning

confidence: 99%

Weaving KidLit into Professional Learning for Gifted Educators: Shifting Perspectives and Coaching for Equitable Practices

Lewis

Novak

2022

Gifted Education International

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Children’s literature (KidLit) is an effective strategy for fostering a classroom culture which embraces cultural diversity and builds understanding amongst students; professional learning (PL) communities can use KidLit as the basis for their discussion. A common read provides an opportunity to enrich PL communities and allow teachers to build on a shared experience to foster discussion. The key to using KidLit is to gather carefully selected pieces which are well timed and strategically inserted. Viewing areas of everyday racism through the eyes of children is a highly effective way to address areas of multiculturalism. Literature provides an avenue to explore diversity through a safe means, opening participants’ minds to various points of view and challenging preconceived ideas. This article discusses the benefit of using KidLit in PL with teachers of the gifted, and shares a step-by-step implementation plan for building- or district-level PL.

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“…We have been researching various aspects of the common book program at Nipissing University, including student and faculty member satisfaction with the program, the book selection process, whether or not a common book can create a sense of community among students, and the lasting impact for students years after participating in the common book (Ferguson, Brown, & Piper, 2014, 2015, 2016, 2018. However, we wanted to delve further into faculty members' perceptions of the effect of the common book program on their teaching and learning.…”

Section: Purpose Of the Researchmentioning

confidence: 99%

A Common Book: A Novel Approach to Teaching and Learning

Ferguson¹,

Brown²,

Piper³

2018

cjsotl-rcacea

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Most research on common book programs focuses on student outcomes. This paper presents a study about the impact of a common book program on teaching and learning practices at a small mainly undergraduate university. This study consists of two phases. In Phase 1, we surveyed faculty members (N= 32, a response rate of 21.3%), about the influence of the program on teaching practices and dialogue with colleagues as well as their perceptions of the program’s impact on student learning. In Phase 2, we conducted interviews with business faculty, who were early program adopters (N=8). Most respondents believed that students benefited from the program. Faculty members perceived the common book program as a tool that facilitated course content and enhanced students’ literacy. While responses were mixed about the perceived impact on teaching practices, faculty members interviewed felt that the common book program created opportunities for discussion about teaching and learning. La majorité des recherches menées sur les programmes de livre commun se concentrent sur les résultats des étudiants. Cet article présente une étude qui a porté sur l’impact d’un programme de livre commun sur les pratiques pédagogiques dans une petite université offrant principalement des études de premier cycle. Cette étude s’est déroulée en deux phases. Au cours de la Phase I, nous avons mené une enquête auprès de professeurs (N = 32, avec un taux de réponse de 21,3 %) concernant l’influence du programme sur les pratiques d’enseignement et le dialogue avec les collègues, ainsi que concernant leurs perceptions de l’impact du programme sur l’apprentissage des étudiants. Au cours de la Phase II, nous avons mené des entrevues avec des professeurs d’administration des affaires qui avaient adopté le programme dès sa phase initiale (N = 8). La plupart des répondants ont déclaré que selon eux, les étudiants avaient bénéficié du programme. Les professeurs ont considéré le programme de livre commun comme un outil qui simplifie le contenu du cours et améliore l’alphabétisation des étudiants. Bien que les réponses aient été variées en ce qui concerne la perception de l’impact sur les pratiques d’enseignement, les professeurs interrogés ont indiqué que selon eux, le programme de livre commun avait créé des occasions de discussion sur l’enseignement et l’apprentissage.

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“How Much Can One Book Do?”: Exploring Perceptions of a Common Book Program for First-Year University Students

Cited by 13 publications

References 7 publications

An Evaluation of Teachers’ Technological Pedagogical Content Knowledge and Pupils’ Academic Performance in Religious and Moral Education (RME)

An Evaluation of Teachers’ Technological Pedagogical Content Knowledge and Pupils’ Academic Performance in Religious and Moral Education (RME)

Weaving KidLit into Professional Learning for Gifted Educators: Shifting Perspectives and Coaching for Equitable Practices

A Common Book: A Novel Approach to Teaching and Learning

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