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Deconstructing Consciousness In Art, Leila Kincaid 2022 California Institute of Integral Studies

Deconstructing Consciousness In Art, Leila Kincaid

Journal of Conscious Evolution

To the extent that art mirrors consciousness, what does the art of any age have to tell us about where we are as a species and civilization? In this paper, I suggest that modern and postmodern art reveal the tendency toward deconstruction, of our identities, as selves, as cultures, as a civilization. Through this process of deconstruction, there is a space offered to us through the experience of art, of freedom to recreate ourselves, our identities, and our sense of purpose and meaning in the cosmos. Grounding the inquiry in texts from various authors in the field of art history ...


The Grizzly, September 22, 2022, Layla Halterman, Erin Corcoran, Ava Compagnoni, Jenna Smith, Sean McGinley, Isabella Villegas, Chase Portaro, Isabel Wesman, Julia Paiano 2022 Ursinus College

The Grizzly, September 22, 2022, Layla Halterman, Erin Corcoran, Ava Compagnoni, Jenna Smith, Sean Mcginley, Isabella Villegas, Chase Portaro, Isabel Wesman, Julia Paiano

Ursinus College Grizzly Newspaper, 1978 to Present

Fire in Wicks • Rush Week Changes: Yay or Nay? • Class of 2026: Sentiments on Family Weekend • New Exhibitions at the Berman • A Presidential Check-In: Robyn Hannigan • New Clubs Announcement • Opinions: Anyone for Junior Class Council? Bueller?; Diminished Ursinus Traditions • Golf and Cheerleading Coaches?


Writing A “Good” Autoethnography In Educational Research: A Modest Proposal, Ufuk Keleş 2022 Bahcesehir University, Istanbul

Writing A “Good” Autoethnography In Educational Research: A Modest Proposal, Ufuk Keleş

The Qualitative Report

In this paper, I first discuss what autoethnography is elaborating on an autoethnographic spectrum. Then, I draw on several scholars’ understanding of what a “good” autoethnography is and propose a list of suggestions to contribute to autoethnography’s conceptualization and operationalization in qualitative educational research in the future. Believing that a good autoethnography is the work of a scholar who aims for the witty hand of an artist and the sharp/critical mind of a social scientist, I suggest that a good autoethnography (a) creates a sense of transformation through a story of illumination, healing, understanding, and/or learning, (b ...


Time To Shine, Laurie A. Carter 2022 Lawrence University

Time To Shine, Laurie A. Carter

Presidential Addresses

Matriculation Convocation


The Grizzly, September 15, 2022, Layla Halterman, Chase Portaro, Marie Sykes, Isabella Villegas, Zach Devita-Paulson, Ava Compagnoni, Tatiana Kent 2022 Ursinus College

The Grizzly, September 15, 2022, Layla Halterman, Chase Portaro, Marie Sykes, Isabella Villegas, Zach Devita-Paulson, Ava Compagnoni, Tatiana Kent

Ursinus College Grizzly Newspaper, 1978 to Present

Local Thunderstorm Destroys Ursinus' TriCaster • Editor's Letter • New Organization on Campus: UC VFOR • The (Kerr)tain Will Never Close on Jim • The Berman is Back! • Opinions: The Parking Lottery...For Sophomores Only!; Styrofoam - So Last Year! • The New D-III Mindset • Wellness Hears Cry for Mental Health


2022-2023 Undergraduate Academic Catalog, Cedarville University 2022 Cedarville University

2022-2023 Undergraduate Academic Catalog, Cedarville University

Undergraduate Academic Catalogs

No abstract provided.


A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond 2022 Northern Michigan University

A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond

Teaching/Writing: The Journal of Writing Teacher Education

The author, an eminent scholar and practitioner of writing teaching methods, reflects on the growth and development of the community and scholarship of writing teacher education and highlights several key trends as discussed in this issue.


Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin 2022 Penn State University

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views ...


Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben 2022 SUNY Old Westbury

Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben

Teaching/Writing: The Journal of Writing Teacher Education

This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then ...


The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson 2022 University of Utah

The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson

Teaching/Writing: The Journal of Writing Teacher Education

This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.


Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai 2022 University of Michigan (as of Aug 2022, will be Colorado State University)

Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai

Teaching/Writing: The Journal of Writing Teacher Education

In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to ...


Teaching Writing As A Metacognitive Process, Heather Fox 2022 Eastern Kentucky University

Teaching Writing As A Metacognitive Process, Heather Fox

Teaching/Writing: The Journal of Writing Teacher Education

In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to ...


Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean 2022 Brigham Young University

Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean

Teaching/Writing: The Journal of Writing Teacher Education

This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.


On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley 2022 Western Michigan University

On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.


Volume Cxli, Number 24, May 27, 2022, Lawrence University 2022 Lawrence University

Volume Cxli, Number 24, May 27, 2022, Lawrence University

The Lawrentian

No abstract provided.


Investigating The Role Of Teacher-Librarians In Classroom Instructional Management In Enugu State, Nigeria, Elizabeth N. Ebizie P.hD, Obiageli C. Njoku Ph.D, Charles A. Oraelosi Ph.D, Mkpoikanke S. Otu Ph.D 2022 University of Nebraska - Lincoln

Investigating The Role Of Teacher-Librarians In Classroom Instructional Management In Enugu State, Nigeria, Elizabeth N. Ebizie P.Hd, Obiageli C. Njoku Ph.D, Charles A. Oraelosi Ph.D, Mkpoikanke S. Otu Ph.D

Library Philosophy and Practice (e-journal)

This study was carried out to investigated the role of teacher-librarians in classroom instructional management in Enugu State, Nigeria. The descriptive survey design was adopted for the study. The sample size of the study is 1,196 teachers. The instrument used for data collection was the Classroom Management Instructional Skills for Teaching Questionnaire (CMISTQ). The reliability of the instrument was 0.79. The data collected in the study were analyzed using mean and standard deviation. The findings of the study show that the role of teacher-librarians in classroom instructional management include: working with other staff to ensure information literacy outcomes ...


A Qualitative Study On Nurse Facilitators Of Mind-Body Skills Groups, Paula D. Blake-Beckford 2022 Lesley University

A Qualitative Study On Nurse Facilitators Of Mind-Body Skills Groups, Paula D. Blake-Beckford

Mindfulness Studies Theses

The Center for Mind-Body Medicine (CMBM), founded by Dr. James Gordon, provides communities with evidence-based Mind-Body Skills Groups (MBSGs) that foster self-care, self-awareness, and self-expression. MBSGs range from 8 to 12-week series on various mind-body practices wherein group members meet, practice, and reflect on the impact of mind-body skills in their lives. Research has demonstrated that participants in MBSGs have positive outcomes. Healthcare professionals (HCPs), especially nurses, gain resiliency from MBSGs. As facilitators of MBSGs, nurses develop essential skills transferable to clinical and educational settings. MBSGs are therapeutic for adult participants with chronic stress. Prior to this thesis, only one ...


Table Of Contents, 2022 Bard College

Table Of Contents

Early College Folio

Table of Contents, Early College Folio, Volume 1, Issue 2 (May 2022).


Review: Last Call On Decatur Street By Iris Martin Cohen, Nemesio Gil 2022 Bard Early College New Orleans

Review: Last Call On Decatur Street By Iris Martin Cohen, Nemesio Gil

Early College Folio

Book Review: Iris Martin Cohen’s Last Call on Decatur Street (Park Row, 2020), a novel set in pre-Katrina New Orleans. Cohen, who grew up in the French Quarter, is a Simon’s Rock alumna.


“Digital By Necessity”: An Interview With Dr. Jane Wanninger, Julia Carey Arendell, Jane Wanninger 2022 Bard Early College New Orleans

“Digital By Necessity”: An Interview With Dr. Jane Wanninger, Julia Carey Arendell, Jane Wanninger

Early College Folio

In the summer of 2020, Dr. Jane Wanninger participated in a National Endowment for the Humanities (NEH) Summer Institute hosted by Agnes Scott College to learn about implementing digital storytelling in the classroom, which ironically, had to be completed digitally due to the COVID-19 pandemic. Her experience was the inspiration for this issue of Early College Folio as she pitched her ideas using the phrase “digital by necessity.” Issue Editor Julia Carey Arendell interviewed Jane, captured here, on all that she learned to think more deeply about using the virtual tool of digital storytelling as a teacher, a student, and ...


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