Education Commons^™

Implementing Undercover Anti-Bullying Teams; A Restorative Intervention Program To Address Bullying Relationships In Schools, Dorry Lillard

Journal of Critical Issues in Educational Practice

Abstract

School bullying negatively impacts the lives of children, including the bullies, the victims and the bystanders. This project investigated the implementation process and perceived effectiveness of Undercover Anti-Bullying Teams. The "no blame" approach idea to healing bullying relationships originated by Bill Hubbard, was modified with a narrative perspective by Michael Williams, a counselor at a high school in Auckland, New Zealand. The purpose of this qualitative project was to gain insight from four practitioners, two in New Zealand and two in California, about their personal experiences with the implementation of this approach. The study found that Undercover Anti-Bullying Teams …

Visualizing Abolition: Two Graphic Novels And A Critical Approach To Mass Incarceration For The Composition Classroom, Michael Sutcliffe

SANE journal: Sequential Art Narrative in Education

This article outlines two graphic novels and an accompanying activity designed to unpack complicated intersections between racism, poverty, and (d)evolving criminal-legal policy. Over 2 million adults are held in U.S. prison facilities, and several million more are under custodial supervision, and it has become clearly unsustainable. In the last decade, there has been a shift in media conversations about criminality, yet only a few suggest decreasing our reliance upon incarceration. In meaningfully different ways, the two novels trace the development of incarceration from its roots in slavery to its contemporary anti-democratic iteration and offer an underpublicized alternative.

Critical and community …

Revision In The Multiversity: What Composition Can Learn From The Superhero, David Hyman

SANE journal: Sequential Art Narrative in Education

Constant and ongoing revision is the compositional tactic through which many contemporary superhero narratives negotiate the powerful struggle between reiteration of the genre’s past, and creative expression of its future. Instead of a gradual succession of improved renditions of a text, each one effacing and superseding the imperfections of its predecessors, revision is revealed as the production of multiple versions whose differences and diversities are “capable of being in uncertainties”, as Keats describes the creative attitude which he terms Negative Capability: ontologically equal textual variations that wear their inconsistencies openly, and reject the pressure to resolve their multiplicities into the …

Pim Pedagogy: Toward A Loosely Unified Model For Teaching And Studying Comics And Graphic Novels, James B. Carter

SANE journal: Sequential Art Narrative in Education

The article debuts and explains "PIM" pedagogy, a construct for teaching comics at the secondary- and post-secondary levels and for deep reading/studying comics. The PIM model for considering comics is actually based in major precepts of education studies, namely constructivist foundations of learning, and loosely unifies constructs inherent therein with other available frames and frameworks for studying comics. As such, the article fills a dire need in the scholarly literature on comics pedagogy and paves a way for those who seek to teach comics courses in the future but who need direction and for those who seek to study/read comics …

Mallory Makes Meaning: How One 8th-Grader Made Meaning With A Graphic Novel, Aimee A. Rogers

SANE journal: Sequential Art Narrative in Education

This article presents how one 8^th-grader, Mallory, made meaning with Amulet: The Stonekeeper’s Curse by Kazu Kibuishi. Data was collected via a think-aloud procedure, a retrospective think-aloud, questions specific to the book and an interview. The data analysis indicates that Mallory was able to use a breadth of reading strategies, applied to both the visual and textual modalities, in order to make meaning with the graphic novel text.

Bullying And Victimization Among Children Raised By Grandparents, Oliver W. Edwards

GrandFamilies: The Contemporary Journal of Research, Practice and Policy

Increasing numbers of school-age children are being raised by their grandparents. Yet, a dearth of research investigates the children in these families. The few studies suggest the children experience higher levels of academic, behavioral, and emotional difficulties than their peers. These behaviors are often associated with involvement in bullying, but no empirical research investigates bullying among children raised by their grandparents. This current study helps to fill the noted lack of research in this area and the gap in the literature by investigating the intersection of these two important phenomena – bullying and children raised by their grandparents. This study …

Then And Now: An Analysis Of Broad-Based Merit Aid Initial Eligibility Policies After Twenty Years, William K. Ingle, Jason R. Ratliff

Kentucky Journal of Higher Education Policy and Practice

Using Hall’s framework of policy changes, we sought to document and classify changes in initial eligibility and award provisions of broad-based merit aid scholarship programs at inception and present day. Our analysis revealed five first-order changes, two second-order changes, and only one third order change. Although the policy settings, instruments, and goals remained static in five states, the scholarship dollars in four of them have not kept up with increases in overall cost of attendance.

Motivational Influences Of Using Peer Evaluation In Problem-Based Learning In Medical Education, Sara Abercrombie, Jay Parkes, Teresita Mccarty

Interdisciplinary Journal of Problem-Based Learning

This study investigates the ways in which medical students’ achievement goal orientations (AGO) affect their perceptions of learning and actual learning from an online problem-based learning environment, Calibrated Peer Review^TM. First, the tenability of a four-factor model (Elliot & McGregor, 2001) of AGO was tested with data collected from medical students (N = 137). Then, a structural regression model relating the factors of AGO to students’ perceptions of grading fairness, judgments of learning, and scoring accuracy was tested. The results indicate that student engagement and success in diagnosing a patient’s presentation using a peer feedback-rich web-based PBL environment …

The Learning Experience: Training Teachers Using Online Synchronous Environments, Stuart Woodcock Dr, Ashley Sisco Dr, Michelle Eady Dr

Journal of Educational Research and Practice

This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students’ experiences using the platform, and analyzed via thematic content analysis and statistical analysis, respectively. The findings show that e-learning synchronous technology is an effective learning tool in enhancing preservice teachers’ e-learning competency in subject matter and information communication technology skills. However, preservice teachers’ competency to learn and implement e-learning for students is dependent on four hierarchal conditions (a) ease of use, (b) …

“Warming Up” In The Developmental Sequence? Upward Transfer Conditional On Dependency Status, Cody Davidson, Kristin B. Wilson

Kentucky Journal of Higher Education Policy and Practice

The purpose of this study was to determine predictor factors of upward transfer for Kentucky community college students enrolled in a developmental algebra course. For independent students, a mother with a college degree, a declared major, a federal work-study position, greater adjusted gross income, and a higher grade point average was positively correlated with upward transfer. For dependent students, a father with a college degree, a declared major, and a higher grade point average was positively correlated with upward transfer.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter

Praisesong: One (Worn) Path Through Aepl, Libby F. Jones

The Journal of the Assembly for Expanded Perspectives on Learning

A longtime member takes a poetic look at AEPL's history, philosophy, activities, and her ongoing participatory role in the organization.

Twenty Years: Reflections And Questions, Alice Brand

The Journal of the Assembly for Expanded Perspectives on Learning

Recalling her lifelong research into the connection between emotions and writing, the first editor of JAEPL critiques scholarly contexts that limit the exploration of knowledge about writing.

Jaepl, Vol. 20, Winter 2014-2015, Joonna Smitherman Trapp, Bradley T. Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Libby Falk Jones - Praisesong: One (Worn) Path through AEPL

Alice Brand - Twenty Years: Reflections and Questions

Tom Gage - Hitchhiking the Labyrinth

Susan Schiller - The Dance of Spirit in AEPL

Kristie S. Fleckenstein - Stepping Beyond, In, and With JAEPL: Twenty Years of Hope

Paul Heilker - Coming to Nonviolence

Beth Daniell - To the Contrary

John Creger - The Personal Creed Project: Portal to Deepened Learning

Jessica Jones - "Put Your Ear Close to the Whispering Branch..." Deep Listening in the English Classroom

Out of the Box

Laurence Musgrove & Myra Musgrove - Drawing is …

The Dance Of Spirit In Aepl, Susan Schiller

The Journal of the Assembly for Expanded Perspectives on Learning

Co-editor of The Spiritual Side of Writing examines AEPL’s role in the global pedagogical movement it has participated in for over 20 years.

Hitchhiking The Labyrinth, Tom Gage

The Journal of the Assembly for Expanded Perspectives on Learning

James Moffett’s best friend recalls Moffett’s enduring influence on his own extraordinary career, as well as Moffett’s substantial contributions to AEPL.

Stepping Beyond, In, And With Jaepl: Twenty Years Of Hope, Kristie S. Fleckenstein

The Journal of the Assembly for Expanded Perspectives on Learning

Treating readers to a detailed tour through JAEPL’s pages, the journal’s coeditor of 10 years touches on high points, also remembering the conference that initiated her relationship with its authors and readers.

Coming To Nonviolence, Paul Heilker

The Journal of the Assembly for Expanded Perspectives on Learning

A contributor to the second book that marked AEPL’s influence on scholarship traces the growth of his personal commitment to one of the organization’s foundational principles.

To The Contrary, Beth Daniell

The Journal of the Assembly for Expanded Perspectives on Learning

Author of one of the most important volumes on literacy and spiritual practice finds that four key insights have guided her work, all of them consonant with AEPL members’ practices.

Connecting, Helen Walker, Wanda Njoya, Ann Wachira, David Bedsole, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker - Widening Circles

Wanda Njoya - Miracles Happen

Ann Wachira - Using a Model

David Bedsole - To the Dog Next Door Who Barks All Day

W. Keith Duffy - Aisle Four: Ice Cream, TV Dinners, Humility

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Preliminary Evaluation Of The Friends For Life Program On Students’ And Teachers’ Emotional States For A School In A Low Socio-Economic Status Area, Cristina A. Iizuka, Paula M. Barrett, Robyn Gillies, Clayton R. Cook, Welber Marinovic

Australian Journal of Teacher Education

Abstract: The purpose of this study was to examine the impact of the FRIENDS for Life program on students’ and teachers’ emotional outcomes in a school serving a high-poverty population. The focus of the intervention was to train/coach teachers with strategies to develop social and emotional skills for students. A single group, pre/post-test design was used to conduct a preliminary investigation of the intervention to improve participants’ social and emotional outcomes. At the end of the intervention, students who were at risk showed significant decrease in their anxiety levels and teacher’s demonstrated significant improvements on their emotional resilience.

‘But Math Is My Subject’ - A Study Of Motivational Beliefs And Self-Regulated Learning As A Predictor Of Goal Orientation In Secondary School Students, Shamila Nabi Khan, Maria Khan

Business Review

The relations between three goal orientations and students’ motivational beliefs and self-regulated learning were examined in a study of 210 students of grade 7-9. Data collected were self-reported questionnaires from several different schools for two major academic subject areas: English, and Math. SEM analyses revealed that generally positive pattern of motivational beliefs including adaptive levels of task value, as well as cognition including higher levels of cognitive strategy use, self- regulation, and academic performance and negative patterns of test anxiety resulted in learning goal orientation. Higher levels of self-efficacy and cognitive strategy use also leads to relative ability goal orientation …

Book Reviews, Judy Halden-Sullivan, Elizabeth French, Brad Lucas, Candace Walworth, Caleb Corkery

The Journal of the Assembly for Expanded Perspectives on Learning

Judy Halden-Sullivan - Embracing the "Beginner's Mind"

Elizabeth French - Richardson, Scott. eleMENtary School—(Hyper) Masculinity in a Feminized Context. Rotterdam: Sense Publishers, 2012. Print.

Brad Lucas - Ryden, Wendy and Ian Marshall. Reading, Writing, and the Rhetorics of Whiteness. NY: Routledge, 2012. Print.

Candace Walworth - Kroll, Barry. The Open Hand: Arguing as an Art of Peace. Logan, UT: Utah State UP, 2013. Print.

Caleb Corkery - Conway, Jeremiah. The Alchemy of Teaching: The Transformation of Lives. Boulder, CO: Sentient Publications, 2013. Print.

The Personal Creed Project: Portal To Deepened Learning, John Creger

The Journal of the Assembly for Expanded Perspectives on Learning

The founder of an influential and transformative writing project reflects on its grounding in Moffett’s philosophy and presents the model of learning that grew out of it.

"Put Your Ear Close To The Whispering Branch..." Deep Listening In The English Classroom, Jessica Jones

The Journal of the Assembly for Expanded Perspectives on Learning

Taking her cue from Guy Murchie’s Song of the Sky, the author discovers a method for reaching at-risk children, whose ventures into poetry engage them deeply in the natural world and make them part of it.

Drawing Is Learning, Laurence Musgrove, Myra Musgrove

The Journal of the Assembly for Expanded Perspectives on Learning

JAEPL’s guru of visual pedagogy visits the origins of his strategy for teaching through “handmade thinking,” which gives students the freedom to re-conceptualize how they read and write.

Language Teachers’ Conceptions Of Intelligence And Their Roles In Teacher Care And Teacher Feedback, Reza Pishghadam, Elham Naji Meidani, Gholam Hassan Khajavy

Australian Journal of Teacher Education

Abstract: The purpose of this study was to find the relationships among teachers’ conceptions of intelligence, teacher care, and teacher feedback in the realm of English Language Teaching (ELT). To this aim, three scales were developed to measure the aforementioned constructs. The participants consisted of 81 English as a Foreign Language (EFL) teachers and their 426 students who were learning English in private language institutes. The scales were validated by Confirmatory Factor Analysis (CFA) and the correlations among their subscales were investigated. The findings suggested that modularity, increasibility and applied ELT are associated with the nature and amount of teacher …

Using Qualitative Research Methods To Assess The Degree Of Fit Between Teachers’ Reported Self-Efficacy Beliefs And Their Practical Knowledge During Teacher Education, Mark Wyatt

Australian Journal of Teacher Education

Abstract: There is a need for qualitative research into teachers’ self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers’ self-efficacy beliefs may need supporting if they seem too low or challenging if they seem too high. However, clear criteria are needed to facilitate assessment, together with the use of rigorous qualitative methods. This article explores these issues while reporting on research conducted in Oman into the cognitions of two in-service English language teachers. There is a focus on how qualitative case study …

Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou

Australian Journal of Teacher Education

This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers’ self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their …