Deeper Learning Journal of Practice

Practice-Focused with Bridges to Research


  • Deeper Learning Journal of Practice
  • About
  • Volume 6
  • Volume 5
  • Volume 4
  • Volume 3
  • Volume 2
  • Volume 1
  • Invitation/Call for Papers
  • Be a Sponsor
  • Vol. 6 Editorial Board
  • DONATE

Tag: Andrea Stairs-Davenport

Volume 6 Editorial Board



Callie M. Victor, PhD OTR/L
Shenandoah University


Yolanda F. Kirkpatrick, PhD
University of Tennessee,
Knoxville


Ivan A. Shibley Jr., PhD
Penn State Berks,
The Pennsylvania State University




R. Jordan Hazelwood
PhD, CCC-SLP, BCS-S, CCRE
Appalachian State University



Lee Anna Stirling, EdD
For Deeper Learning




Posted in | Tagged Andrea Stairs-Davenport, Callie M. Victor, Ivan A. Shibley, Lee Anna Stirling, R. Jordan Hazelwood, Yolanda F. Kirkpatrick

Pages

  • About
  • Accommodations Matrix: An Organizational Tool for Inclusive Education
  • Appreciative Inquiry for Analyzing Leadership Events
  • Book Review: Mindset for Success: The Powerful Partnership of Problem-Based Learning & PLC at Work by Terry Goodin and Heather Dillard  
  • Book Review: Teaching for Deeper Learning – Tools to Engage Students in Meaning Making by Jay McTighe and Harvey Silver
  • Book Review: Teaching, Learning and Living – Joining Practice and Research by Ann Lieberman
  • Building Action Research Efficacy With a Four-Part Framework
  • Classroom Culture
  • College Project-Based Learning: A Real World Challenge Sparks Self-Agency and Engagement
  • Community Asset Mapping: Expanding Field Work Insights
  • Community-Based Learning Fosters Preservice Teachers’ Development: A Partnership for Environment Sustainability
  • Contract Grading in an Experiential Learning Course
  • Course Planning Template for New Faculty
  • Critical Thinking Using Vogue Archive’s Historical Ads
  • Deeper Learning by Building a Capstone
  • Deeper Learning Journal of Practice
  • Design Thinking for Transferable Skills and Attitudes
  • DLJP Invitation
  • Donate
  • Empowering Minds through Powered Cars
  • Faculty Book Club: Supporting Student and Faculty Deeper Learning
  • Flexible, Authentic Assessment of Learning
  • Freedom of Thought
  • From Comments to Conversations: Scaffolding Feedback
  • Helping an Endangered Species                               
  • Inclusive Collaboration
  • Inquiry as Stance Promotes Deeper Learning
  • Introduction
  • Introduction
  • Introduction
  • Multi-Faceted Timelines for Math, Science, and STEM
  • Multi-Pronged Approach to Learning: Clearing Up Organic Chemistry Confusion
  • Online Tutorial for Self-Regulated Learning
  • Playing with Purpose: Non-Digital Game-Based Learning for Conceptual Understanding
  • Responding to Students’ Difficult Questions
  • Seeking Deeper Learning in Online Discussions
  • Shift to Authenticity in High School Chemistry
  • Social Media to Foster Student Learning
  • Sponsorships
  • Sport Court: An Experiential Learning Strategy
  • Sprinting Towards Active Learning: Innovation Sprint in a Public Health Course
  • Structured Reflections
  • Student-Centered Theater Class
  • Students and Faculty Co-Design Syllabi
  • Synchronous Peer Teaching in an Asynchronous Class
  • Teaching Power Not Just Pain in United States Black History
  • Teaching Teachers in Higher Education: A Simple Framework for Deeper Learning
  • Tree Roots Phenomenon
  • Vol. 2 Editorial Board
  • Vol. 3 Editorial Board
  • Volume 1
  • Volume 1 Editorial Board
  • Volume 2
  • Volume 2 Introduction
  • Volume 3
  • Volume 3 Introduction
  • Volume 4
  • Volume 4 Editorial Board
  • Volume 5
  • Volume 5 Editorial Board
  • Volume 6
  • Volume 6 Editorial Board

Categories

  • No categories

Tags

action research analysis Ann H. Aust Ann Lieberman Callie M. Victor capstone chunking a capstone collaboration collective efficacy communications creativity critical thinking deeper learning Deeper Learning Journal of Practice deeper learning strategies Early Childhood Education graduate education course Implementing deeper learning information literacy inquiry inquiry as stance instructor and course expectations clarity interdisciplinary learning Ivan A. Shibley Lee Anna Stirling marketing education Maura Smith metacognitive learning strategies modeling teaching practices ongoing feedback peer feedback Pre-Service Science Teachers problem-solving professional learning reflection Role-playing STEAM student-centered student-centered learning teacher and peer feedback teaching teachers Terry Goodin theater class Vogue Archive Yolanda F. Kirkpatrick

Archives

Archives

Copyright © 2026 Deeper Learning Journal of Practice  All Rights Reserved.
Catch Kathmandu by Catch Themes
Scroll Up