Analyzing the News: Teaching Critical Thinking Skills in a Writing Intensive Social Problems Course

Malcom, Nancy L.

doi:10.1177/0092055x0603400204

Cited by 16 publications

(18 citation statements)

References 10 publications

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“…Numerous studies have emphasized the benefits from these alternative methods and sources (e.g. Malcom, 2006;Rockell, 2009). Students can be assessed on their comprehension through class engagement, group work in and out of class, online discussion boards and blogs, written exercises, and other techniques.…”

Section: Discussionmentioning

confidence: 99%

Teaching Theories of Victimology

Zaykowski¹,

Campagna²

2014

Journal of Criminal Justice Education

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While there has been significant growth in victimology theories since its roots in the mid twentieth century, these developments have not been adequately transferred to victimology textbooks. This paper evaluates the representation of theories in victimology textbooks using a content analysis approach. It specifically examines the amount of space dedicated to theory, what specific theories are discussed, and the way theories are integrated into the text. Although these texts provide a solid foundation in the historical development of victimology, measuring victimization, and to a lesser extent, the criminal justice response and remedies for victims, students are often not given a framework for which to understand and explain patterns and risk factors of victimization. In light of the paucity of attention to theories of victimology, suggestions for teaching theories of victimology in ways that supplement existing texts and implications for future textbooks are discussed.

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Section: Discussionmentioning

confidence: 99%

Teaching Theories of Victimology

Zaykowski¹,

Campagna²

2014

Journal of Criminal Justice Education

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“…Permasalahan dari sektor sosial ekonomi membuat perubahan arah pendidikan dan pembelajaran ekonomi yang membawa proses kemampuan berpikir kritis dan kemampuan pemecahan masalah-masalah yang ada. Kemampuan berpikir kritis mendorong siswa untuk berperan aktif dalam pembelajaran (Malcom, N. L. 2006). Harapannya literasi yang di peroleh mahasiswa setelah mempelajari buku ini adalah literasi digital, literasi analisis dan literasi data.…”

Section: Pendahuluanunclassified

Pengembangan Buku Ajar Ekonomi Indonesia Dengan Menginternalisasikan Nilai-Nilai Keindonesiaan Program Studi Pendidikan Ekonomi Ikip Budi Utomo

Prasetya

Rakhmadian

2019

JPIS

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The focus of developing this Indonesian economic textbook is to internalize the character of Indonesian values, Indicators of Indonesian values include; nationalism, love for the motherland and democracy. Achievement of learning is demonstrated by the ability to conduct in-depth study of economic problems in Indonesia, as well as the activity and critical thinking skills of students in the learning process. Indonesian economic textbooks are presented with the scope of contextual problems so that students can analyze issues related to Indonesia's economic conditions. The aim of the Indonesian economic textbook is to reconstruct the concept between theory and practice by internalizing Indonesian values. The discussion in each subject becomes the main point of planting the character of Indonesian values. The research method used is R & D (Research and Development). The teaching book material consists of 7 subjects, each of which has internalized the Indonesian values.

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“…Writing assignments focused on current issues and events have been found to attract student attention and facilitate understanding (Malcolm, 2006). These assignments also require students to develop and improve communication as well as organizational and ana-lytical skills (Pearson, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Blogging in the Classroom: Using WordPress Blogs with BuddyPress Plugin as a Learning Tool

Quesenberry

Saewitz

Kantrowitz

2014

Journal of Advertising Education

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In recent years, the traditional teacher-centered classroom structure has slowly been replaced with new learner-centered approaches. Engagement and interactivity have become the goals of many teaching philosophies, while inclusion of new technologies has been useful in achieving these goals. These approaches are evident in advertising education. In fact, when it comes to the advertising jobs our students seek, most agencies now look for employees with digital and social media skills. This article looks at the use of blogging in online, traditional and hybrid course structures as a learning tool and for digital skills development. The New York Times reports in "Advertising Companies Fret over a Digital Talent Gap" that ad agencies are hiring for digital at all levels. Allison Kent-Smith, director for digital development at Goodby, Silverstein & Partners, says about prospective employees, ''You have to get very close to technology. You have to get your hands in it.'' Are we letting our students get their hands in technology? Doug Weaver, who provides digital training to publishers and agencies, says we are not. ''Colleges and universities are not teaching the skills they need to survive in this environment,'' he says (Vega, 2011). Similarly, Advertising Age reports digital skills are no longer a plus but rather are expected. Mobile and social media are the two areas most in demand and hybrid roles are here to stay. Technology is playing a greater role in the education of college students. The latest annual report on the state of online learning in U.S. higher education by the Babson Survey Research Group reveals that the proportion of higher education students taking at least one online course is at an all-time high of 34% (Allen & Seaman, 2014). The Chronicle of Higher Education's report on online learning reveals that the university system of Maryland now requires undergraduates to take 12 credits in alternative learning modes, including online. The state of Texas has proposed similar rules and the Minnesota State Colleges and Universities system has pushed to have 25% of credits earned online by 2015. Private entities are also pushing technology use in the classroom. The Bill and Melinda Gates Foundation has made blended learning a cornerstone of a $20-million education technology grant program (Mooney, 2010). The technology now available for the classroom is revolutionizing both teaching and learning. The push to use online technology isn't only coming from the advertising industry and educational institutions. Web communication has become socially and culturally embedded in students' lives. Students not only consume digital content, but also are increasingly creating their own public digital content (Lankshear & Knobel, 2006).

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Analyzing the News: Teaching Critical Thinking Skills in a Writing Intensive Social Problems Course

Cited by 16 publications

References 10 publications

Teaching Theories of Victimology

Teaching Theories of Victimology

Pengembangan Buku Ajar Ekonomi Indonesia Dengan Menginternalisasikan Nilai-Nilai Keindonesiaan Program Studi Pendidikan Ekonomi Ikip Budi Utomo

Blogging in the Classroom: Using WordPress Blogs with BuddyPress Plugin as a Learning Tool

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