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Full-Text Articles in Education
Wounds And Writing : Building Trauma-Informed Approaches To Writing Pedagogy., Michelle L. Day
Wounds And Writing : Building Trauma-Informed Approaches To Writing Pedagogy., Michelle L. Day
Electronic Theses and Dissertations
This dissertation builds a trauma-informed approach to writing pedagogy informed by writing studies scholarship about trauma and inclusive pedagogy, clinical social work literature on trauma-informed care, and interviews with nine current University of Louisville writing faculty about their experiences academically supporting distressed students. I identify three central touchstones—“students are coddled,” “teacher’s aren’t therapists,” and “institutions don’t support trauma-informed teaching”—in scholarly and public debates regarding what to do about student trauma/distress in higher education. After exploring the valid concerns and misconceptions underpinning these touchstones, I illustrate how clinical research offers a way forward to help writing instructors develop more complex understandings …
There Is A Secret Heart, Dru Farro
There Is A Secret Heart, Dru Farro
Electronic Thesis and Dissertation Repository
late 14c., originally in grammar (in reference to certain nouns that do not name concrete things), from Latin abstractus "drawn away," past participle of abstrahere "to drag away, detach, pull away, divert;" also figuratively, from assimilated form of ab "off, away from" (see ab-) + trahere "to draw," from PIE root *tragh- "to draw, drag, move."
“To drag away” I find particularly evocative.
“The candidate must ensure that the abstract refers to all the elements that would make the thesis worth consulting.”
I find this, of course, to be a paralyzing requirement. This thesis is not worth …
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict
Journal of Inquiry and Action in Education
This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and its …
Flipping The Jane Austen Classroom, Lynda A. Hall
Flipping The Jane Austen Classroom, Lynda A. Hall
English Faculty Articles and Research
The contemporary Austen classroom might appreciate cultural and racial diversity, examine popular culture’s distortions of the original texts, and consider multimodal ways of reading. This paper reflects on a course that “flipped” the research process in order to “find” Austen and her works in the popular culture and to evaluate our understanding in the twenty-first century. Students discovered the commodification and distortion of “Jane Austen” and conducted research for creative projects to learn more about the social, cultural, and historical contexts of the written texts.
Teaching Language Variation In The Classroom: Strategies And Models From Teachers And Linguists, Michelle D. Devereaux, Chris C. Palmer
Teaching Language Variation In The Classroom: Strategies And Models From Teachers And Linguists, Michelle D. Devereaux, Chris C. Palmer
Chris C. Palmer