Kay Brocato

Media literacy: A central component of democratic citizenship

Abstract:
Educators from Europe, Latin America, and the United States convened to explore issues inherent in democratic citizenship. Media literacy, a central component of democratic citizenship, was studied in depth. Data from the camp were examined for evidence of the participants' understandings of media literacy and how it might be taught. Results revealed that the camp participants developed a deeper understanding of media literacy, the importance of its teaching, and ways to teach it.

Citation:
Burroughs, S., Brocato, K., Hopper, P., & Sanders, A. (2009). Media literacy: A central component of democratic citizenship. The Educational Forum, 73(2), 154-167. Retrieved from http://www.informaworld.com/smpp/content~content=a910146424~db=all~order...

Studio-based learning in K-12 Education: Mapping and developing effective teacher practices

Abstract:
Please see https://www.acsa-arch.org/conferences/annual2009_Posters.aspx

Citation:
Monson, C. & Brocato, K. (2009). Studio-based learning in K-12 Education: Mapping and developing effective teacher practices. Association of Collegiate Schools of Architecture Annual Meeting Proceedings, Portland, Oregon at https://www.acsa-arch.org/conferences/annual2009_Posters.aspx

Problem based and studio based learning: Approaches to promoting reform thinking among teacher candidates

Abstract:
Problem based learning (PBL), which originated in medical schools in the 1960s, and studio based learning (SBL), which can be traced to apprenticeship designs of the Middle Ages, are pedagogies that are now being utilized across various disciplines of study. PBL is premised on the idea that when students independently research issues related to a problem and then reconvene in a large group to analyze what has been discovered about the issues, the students collectively learn more and learn more deeply about the problem under scrutiny. SBL is similar to PBL with a primary exception being that the learning occurs within the shared learning environment of a studio. This paper reports the findings of a study of the integration of PBL and SBL into a teacher education program. Three cases are presented that support the premise that PBL and SBL can serve as catalysts to reform thinking by teacher candidates.

Citation:
Burroughs, S., Brocato, K., Franz, D. (2009). Problem based and studio based learning: Approaches to promoting reform thinking among teacher candidates. National Forum of Teacher Education Journal, 19. http://www.nationalforum.com/Electronic%20Journal%20Volumes/Burroughs,%2...

Studio based learning: Proposing, critiquing, iterating our way to person centeredness for better classroom management.

Abstract:
This article relates how the proposing, critiquing,iterating process of studio-based learning (SBL)provides for person-centered classroom management. SBL is defined in connection to how the pedagogy works within a school of architecture. Then, a description of how the approach is applied to one course in a teacher education program is offered. The model is important to person-centered classroom management because it positions teacher candidates as the person being centered on in the course and as a professional who will be called on to manage a classroom in more person-centered ways. Survey data and discourse analyses provide evidence of how SBL practices can bring about more person-centered thinking about classroom management. Evidence reveals that the propose–critique–iterate process of SBL allows teacher candidates to better understand the connection between person-centeredness and SBL and, ultimately, classroom management.

Citation:
Brocato, K. (2009). Studio based learning: Proposing, critiquing, iterating our way to person centeredness for better classroom management. Theory Into Practice, 48(2), 138-146. Retrieved from http://www.informaworld.com/smpp/content~content=a910270646~db=all~order...