Browsing SUNY Brockport by Subject "K-12"
Now showing items 1-3 of 3
Datastreme Courses: Teacher Enhancement Utilizing Current Environmental Data and the InternetThe American Meteorological Society's (AMS) Educational Program seeks to assist the improvement of science education in K-12 classrooms through implementation of the National Science Education Standards. This goal is being accomplished through the offering of three teacher enhancement courses via blended instruction methods. Following course participation each teacher functions as an Earth system science education resource person for his/her colleagues.
Mindfulness in Schools: Promoting Social and Emotional Learning in the ClassroomCurrently in schools there is a gap in social and emotional learning, even with an increased emphasis on character development in K-12 schools. There is a growing consensus that students should be taught more than just content in the classroom. Schools should develop well-rounded students capable of handling anything life throws at them. But as mental health issues, conduct problems and increased stress levels are on the rise, schools are currently missing the mark when it comes to their students. Mindfulness, the conscious awareness of the present moment and how you and the world around you fit into that moment, is the key to bridging this gap. Mindfulness has several applications in the medical and clinical fields and is now making its way into the educational field. Implementation of a mindfulness program will teach students how to control their emotions, and attention while building an identity and resilience. This thesis will review sources about mindfulness and its applications and use this research to argue that mindfulness should be added to the K-12 curriculum and will improve students overall wellness and ability to function in school and in life.
The Question of Digital Game Based Learning: An Investigation into the Potential Promises and Perils of Education's Golden GooseThis paper seeks to explore the recent research around digital game based learning (DGBL) and the K-12 classroom. Through an analytical review of the literature, this paper explores relationships between extant professional literature and empirical research, as well as examining common themes found through the exploration. There seems to be a dearth between the anecdotal literature advocating the use of DGBL in the classroom and empirical research to support its actual effect. This study looks at four different research articles written between 2010 and 2015 in order to find out if there is empirical evidence that supports the use of DGBL in the classroom, K-12. Findings point to some support for the potential benefits of DGBL, although research is still limited. Conclusions drawn include avenues for further study, and implications for teaching and learning.