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Educating Mexico In Emilio Fernández's Río Escondido And Rosario Castellanos's Balún Canán, David Scott Dalton
Educating Mexico In Emilio Fernández's Río Escondido And Rosario Castellanos's Balún Canán, David Scott Dalton
Theses and Dissertations
Following the bloody Revolution of 1910-1917, Mexican leaders took a great interest in rebuilding their devastated, war-torn country. In an attempt to further national unity, the post-Revolutionary regime sought to construct a unified, national identity. Many officials, such as José Vasconcelos, Mexico's first Secretario de Educación, viewed education as one of the keys to redeeming the nation. These government officials, empowered by their ideals and their sense of civic duty, worked to extend educational benefits to even the most overlooked segments of Mexican society. This thesis will examine two fictional texts that consider these efforts to transform and unify …
"Thy Mind, O Man, Must Stretch", John W. Welch
"Thy Mind, O Man, Must Stretch", John W. Welch
BYU Studies Quarterly
John W. Welch, the recipient of the 2010-2011 Karl G. Maeser Distinguished Faculty Lecturer Award, gave this speech on May 17, 2011, at Brigham Young University. He spoke about the BYU Mission Statement as a guide for infusing an intellectual life with perspective and purpose: students should learn the gospel of Jesus Christ, learn broadly to be able to communicate, learn deeply in one's chosen field, and serve in The Church of Jesus Christ of Latter-day Saints. Welch placed emphasis on hard work and keeping an open mind while searching for truth. Mormonism thrives, he said, because it welcomes the …
Writing About Literature In The Digital Age, Derrick Clements, Gideon Burton, Taylor Gilbert, Matthew Harrison
Writing About Literature In The Digital Age, Derrick Clements, Gideon Burton, Taylor Gilbert, Matthew Harrison
Student Works
Writing about Literature in the Digital Age is a collaborative effort by students at Brigham Young University who are pushing boundaries of traditional literary study to explore the benefits of digital tools in academic writing. This eBook is a case study of how electronic text formats and blogging can be effectively used to explore literary works, develop one's thinking publicly, and research socially. Students used literary works to read the emerging digital environment while simultaneously using new media to connect them with authentic issues and audiences beyond the classroom. As literacy and literature continue their rapid evolution, accounts like these …
The Educational Philosophy Of Eliza R. Snow, Jolene Merica
The Educational Philosophy Of Eliza R. Snow, Jolene Merica
BYU Studies Quarterly
Although in her early life Eliza R. Snow (1804-1887) was a school teacher, she gained prominence in The Church of Jesus Christ of Latter-day Saints not as a teacher but as a poet and as general president of the women's organization, the Relief Society. Consequently, her educational thinking and practice remain largely unexplored facets of her contributions to her nineteenth-century Mormon community. But Snow's ideas on education appear repeatedly in her poetry and in her speeches and other writings. The author explores Snow's educational ideas as they appear in four of her poems. "Genius Emancipated" portrays the fruitful effects of …
Positive Behavior Support And Response To Intervention In A Professional Development School: Getting Started, Paul Caldarella, Lynnette Christensen, Alex Judd
Positive Behavior Support And Response To Intervention In A Professional Development School: Getting Started, Paul Caldarella, Lynnette Christensen, Alex Judd
Faculty Publications
Nine elements of a Professional Development School Partnership include: comprehensive mission; preparation of future educators; needs-based professional development; commitment to evidence-based practices; investigation of practices and sharing of results; commitment to parent involvement; shared governance and collaboration; work by faculty across settings; shared resources.
Helping Students Act As A Result Of Classroom Lessons, John Hilton Iii, Brandon B. Gunnell
Helping Students Act As A Result Of Classroom Lessons, John Hilton Iii, Brandon B. Gunnell
Faculty Publications
President Thomas S. Monson taught, “The goal of gospel teaching . . . is not to ‘pour information’ into the minds of class members. . . . The aim is to inspire the individual to think about, feel about, and then do something about living gospel principles.” In this same talk he emphasized the importance of taking action as it relates to learning, saying, “I hear and I forget; I see and I remember; I do and I learn.” Thus a key responsibility in the role of a religious educator is to help students do things as a result of …
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Instruction And Physical Environments That Support Process Writing In Elementary Classrooms, Monica Thomas Billen, Brad Wilcox, Damon Bahr, Jill Shumway, Byran Korth, Elizabeth Yates, Timothy G. Morrison, Sue Simmerman, Stan V. Harwarad, Nancy Peterson, Linda E. Pierce
Faculty Publications
This study conducted in eight Utah school districts documented the amount of time devoted to elementary writing instruction and described classroom physical environments related to that instruction. One-hundred-seventy-seven full-day observations were completed during a one-week period. Results indicated that process-writing time was dominated by explicit instruction from the teacher. Other elements of the writing workshop were implemented, but in a fragmented way. Classroom physical environments were generally not literacy rich. Process-oriented teachers had richer environments than those who focused on conventions.
The Very Best Teaching: Reaching Out To Individuals, John Hilton Iii
The Very Best Teaching: Reaching Out To Individuals, John Hilton Iii
Faculty Publications
The most powerful teaching moments may not always occur in the classroom but rather in other contexts, as teachers directly reach out to students as individuals. Consider this experience of President Thomas S. Monson: When I served as a bishop, I noted one Sunday morning that one of our priests was missing from the priesthood meeting. I left the quorum in the care of the adviser and visited Richard’s home. His mother said he was working at the West Temple Garage. I drove to the garage in search of Richard and looked everywhere but I could not find him. Suddenly …