Shelia C. Baldwin

Monmouth University · School of Education

This paper argues that educators interested in sustainability should look to complexity science for guiding principles. When we view our classrooms and campuses as living, dynamic ecologies, we can, as insiders, make sense of what might otherwise seem chaotic or meaningless. This perspective enables us not only to describe and explain what is happe...

Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom: Helping teachers engage K–12 students as participatory researchers to accomplish highly effective learning outcomes Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom demonstrates how teachers can use actio...

This article examines how service-learning provides undergraduate teacher candidates opportunities to cultivate deeper understandings of diversity, social justice, and themselves. Participants were from a mid-Atlantic university and a rural southeastern university. Although from different regions, the teacher candidates shared predominantly White,...

This article describes how two teacher education service-learning programs illustrate alternative interpretations of scholarship. A tutoring–mentoring program in a teaching oriented masters institution and a motor skill development program in a land grant doctoral–research institution are described relative to how each illustrates forms of scholars...