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Articles 1 - 27 of 27
Full-Text Articles in Education
A National Labor Project: Recovering Unprecedented Numbers Of Working Class Lives And Histories Through Art, Ed Check
Journal of Social Theory in Art Education
I consider this essay an initial mapping where I reconstruct multiple ways of knowing and understanding the lived realities and plights of workers, whether they are manual workers, teachers or artists (Zandy, 2004). I use autobiography from a perspective of Standpoint Theory where I use the lives of working people as theory, method and evidence. I speak from my standpoint of my experiences as being raised white working class and my shift in salary and education to middle class.
Obstructing The View: An Argument For The Use Of Obstructions In Art Education Pedagogy, Ryan Patton
Obstructing The View: An Argument For The Use Of Obstructions In Art Education Pedagogy, Ryan Patton
Journal of Social Theory in Art Education
Through the use of obstructions we can see how a project-based curriculum can promote very different results. The obstructions that Sandy Skoglund gave the colloquium class at Ohio State were not presented as opportunities for play. Although Bickley-Green and Phillips allowed for play in their use of obstructions, the type of play described was prescriptive and limiting. Pitri’s use of play as a form of problem solving that also allows for personal expression advocated in this paper. Clearly identifying obstructions as game-like challenges for students, they can be used for growth and critical awareness.
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Title Page, Introduction
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Early Algebra And Mathematics Specialists, M. K. Murray
Early Algebra And Mathematics Specialists, M. K. Murray
Journal of Mathematics and Science: Collaborative Explorations
This paper discusses early algebra as it relates to the Mathematics Specialist program. Early algebra is described based on research and readings from the body of literature focused on early algebra. Reasons why early algebra should be emphasized in elementary school mathematics are discussed, followed by a description of the role elementary school Mathematics Specialists must play if schools are to begin to focus on early algebraic instruction. Finally, some suggestions are made for ways the Mathematics Specialist program might encourage more explicitly an early algebraic approach to elementary school mathematics.
Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley
Geometry Examples Encountered In Various Everyday Experiences, R. W. Farley
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Providing Real-World Experiences: The Virginia Tech Externship For Mathematics Specialists, B. Kreye, J. L. M. Wilkins
Providing Real-World Experiences: The Virginia Tech Externship For Mathematics Specialists, B. Kreye, J. L. M. Wilkins
Journal of Mathematics and Science: Collaborative Explorations
We describe the structure and implementation of the yearlong Externship experience associated with the Mathematics Specialist program at Virginia Polytechnic Institute & State University (Virginia Tech). We discuss the assignments and experiences included in the Externship, the alignment of those experiences with the job description developed by the Virginia Mathematics and Science Coalition Task Force, and teacher comments on the effectiveness of their Externship experiences [1].
Understanding The Transition Between High School And College Mathematics And Science, S. A. Culpepper, C. Basile, C. A. Ferguson, J. A. Lanning, M. A. Perkins
Understanding The Transition Between High School And College Mathematics And Science, S. A. Culpepper, C. Basile, C. A. Ferguson, J. A. Lanning, M. A. Perkins
Journal of Mathematics and Science: Collaborative Explorations
Mathematics and science education is gaining increasing recognition as key for the well-being of individuals and society. Accordingly, the transition from high school to college is particularly important to ensure that students are prepared for college mathematics and science. The goal of this study was to understand how high school mathematics and science course-taking related to performance in college. Specifically, the study employed a nonparametric regression method to examine the relationship between high school mathematics and science courses, and academic performance in college mathematics and science courses. The results provide some evidence pertaining to the positive benefits from high school …
What Counts In The Preparation Program Of Mathematics Specialists And What Lessons Have We Learned About What Needs To Be Added?, S. S. Overcash
What Counts In The Preparation Program Of Mathematics Specialists And What Lessons Have We Learned About What Needs To Be Added?, S. S. Overcash
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Aims & Scope
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Professional Development Workshop For Middle School Teachers: Concept Versus Memorization, D. Taylor, R. W. Farley
Mathematics Professional Development Workshop For Middle School Teachers: Concept Versus Memorization, D. Taylor, R. W. Farley
Journal of Mathematics and Science: Collaborative Explorations
This article includes professional development topics for middle school mathematics and science teachers from two week-long Urban Teacher Institutes. These Institutes were held at J. Sargeant Reynolds Community College (JSRCC) and its partner institution, Virginia Commonwealth University (VCU), during the summers of 2007 and 2008, and were supported by a grant obtained by Dr. Harriet Morrison (JSRCC). Co-author Dr. Dewey Taylor directed the 2007 workshop, and both authors served as faculty leaders in both workshops. The workshops focused on teaching in an urban environment and "community mapping" (understanding the details of a certain locale to make the teacher more knowledgeable …
The Promiscuity Of Aesthetics, Paul Duncum
The Promiscuity Of Aesthetics, Paul Duncum
Journal of Social Theory in Art Education
I contend that the concept of aesthetics lies at the very heart of the art educational enterprise, albeit significantly reconfigured. I begin by offering a highly potted, historical overview of aesthetics that while it supports Tavin’s view of aesthetics as a confused and confusing concept, demonstrates how important it remains. My intention is not to support aesthetics as part of a progressive socio-political agenda, as many art educators do, but because the word aesthetics is today used extensively beyond our specialized area of art education to conceptualize the sensuousness of contemporary cultural forms. A brief investigation of books and articles …
The Unprecedented Event: Acknowledging Badiou’S Challenge To Art And Its Education, Jan Jagodzinski
The Unprecedented Event: Acknowledging Badiou’S Challenge To Art And Its Education, Jan Jagodzinski
Journal of Social Theory in Art Education
In terms of this year’s journal theme, ”unprecedented,” there is no other contemporary philosopher who has a more radical notion than Alain Badiou when it comes to theorizing the new; that is, the emergence of an unprecedented Event ex nihilio—not novel or innovative, but free of the authority of any prior example—to make a truth claim. For art educators, especially for the Social Caucus, Badiou offers a challenge to what has largely captured the theoretical writing in this journal — namely aesthetics and representation. As well intentioned as these theorizations have been concerning identity politics and critical theory stemming from …
Restageactivist Art/Disruptive Technologies, Karen Keifer-Boyd
Restageactivist Art/Disruptive Technologies, Karen Keifer-Boyd
Journal of Social Theory in Art Education
In this article, I explore, with you, artists’ socio-political disruptions with communication technologies to inspire political action and social change, and how such art can be environmentally and socially useful. How does art function politically? What is activist art? What non-violent forms of dissent or disruptions to harmful practices are possible today with digital technologies, and how do artists manifest political perspectives in their practice?
Casino Capers: Exploring The Aesthetics Of Superfluidity, Mary Stokrocki, Bianne Castillo, Michael Delahunt, Laurie Eldridge, Martin Koreck
Casino Capers: Exploring The Aesthetics Of Superfluidity, Mary Stokrocki, Bianne Castillo, Michael Delahunt, Laurie Eldridge, Martin Koreck
Journal of Social Theory in Art Education
Casinos are fast becoming sites for display of new Native American (NA) Arts. In such a context, casinos re-represent themselves and their communities through various visual forms and thus change their meanings. In her study of Wisconsin casinos, Stuhr (2004) challenged art educators to consider these visual culture displays as they accommodate new markets. Art in the casino phenomenon is worth investigating and how art educators can explore and/or make sense of this phenomenon is important. Casinos are using artworks as spectacles of pleasure. According to a casino gambling survey conducted by Harrah’s Entertainment, approximately 40 million Americans played slot …
(Pr)Obama Art & Propaganda: Un(Precedent)Ed Visual Collections Of Hope, Progress And Change? [Book Review], Kathleen Keys
(Pr)Obama Art & Propaganda: Un(Precedent)Ed Visual Collections Of Hope, Progress And Change? [Book Review], Kathleen Keys
Journal of Social Theory in Art Education
Three of these books chronicle visual collections celebrating the nomination, candidacy, and election of Barack Obama. The fourth book explores one particular image from this Obama art movement. Together they document the recent outpouring of fine art, street art, graphic design and other visual work presented and distributed by artists, exhibitions, the Internet and other digital means, and establish a foundation for socially concerned inquiry, and for creating related art education opportunities.
The Impact Of Elementary Mathematics Specialists, P. F. Campbell, N. N. Malkus
The Impact Of Elementary Mathematics Specialists, P. F. Campbell, N. N. Malkus
Journal of Mathematics and Science: Collaborative Explorations
Elementary Mathematics Specialists are placed in schools to construct leadership roles and to provide on-site professional development addressing mathematical content and pedagogy in order to enhance instruction and to improve student achievement. A three-year, randomized, control study found that, over time, Specialists had a significant positive impact on student achievement in Grades 3, 4, and 5. This effect on student achievement was not evident at the conclusion of the Specialist's first year of placement. It emerged as knowledgeable Specialists gained experience and as the schools' instructional and administrative staffs learned and worked together. Specialists who were highly engaged with a …
What We Are Learning About The Elementary Mathematics Specialist's Role: Some Reflections About Math Coaching, J. Whitenack, A. Ellington
What We Are Learning About The Elementary Mathematics Specialist's Role: Some Reflections About Math Coaching, J. Whitenack, A. Ellington
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
A Mathematician's Overview Of The Virginia Elementary Mathematics Specialist Program, L. D. Pitt
A Mathematician's Overview Of The Virginia Elementary Mathematics Specialist Program, L. D. Pitt
Journal of Mathematics and Science: Collaborative Explorations
This article discusses the mathematics component of the Mathematics Specialist master's degree program in the "Virginia Mathematics Specialist Project" (VMSP). It includes my personal views on the significant mathematical knowledge and skills that Mathematics Specialists need, the mathematics that is taught in the Mathematics Specialist courses, and my thoughts on what appear to be the substantial mathematical abilities and aptitudes that are required by successful Mathematics Specialists in their work. The interpretations I present are highly personal and are undoubtedly dependent on my personal history, a short description of which is given (see Appendix A).
A Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors, J. Reyes
A Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors, J. Reyes
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Coaching: One Mathematics Specialist's Story, C. B. Doyle
Coaching: One Mathematics Specialist's Story, C. B. Doyle
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Reflections On What You Have Learned: A Rapporteur's Report On Virginia's "What We Have Learned Symposium", D. B. Erchick
Reflections On What You Have Learned: A Rapporteur's Report On Virginia's "What We Have Learned Symposium", D. B. Erchick
Journal of Mathematics and Science: Collaborative Explorations
In this Rapporteur's Report on Virginia's "What We Have Learned Symposium" about a statewide Mathematics Specialist program, I discuss emergent topics resulting from presentations and discussion at the Symposium. Topics include defining Mathematics Specialists and coaches, addressing mathematics content in the program, providing ongoing support for Specialists and coaches, and supporting principals. I also provide suggestions, discuss absences in the program, and comment on cautions in revision and needs in dissemination.
‘Image’ / ‘I’ / ‘Nation’: A Cultural Mash-Up, Matthew Sutherlin, Amy Counts
‘Image’ / ‘I’ / ‘Nation’: A Cultural Mash-Up, Matthew Sutherlin, Amy Counts
Journal of Social Theory in Art Education
The term Un(precedent)ED conjures ‘images’ that have never been seen before in education. Too often in the classroom we focus on the classification of objects and practices. The metaphysical question “what is?” is important only in that it must be continually revisited. Through continual re-visitation, the question becomes “what can it be?” Unfortunately, the process of becoming through imagination is a practice that is often relegated to childish whimsy. Un(precedent)ED practice requires the (re)imaging of the current apparatus of education. Precedent is a standard or model that comes before a particular event or moment; components, such as sound, written text, …
Decolonizing Development Through Indigenous Artist-Led Inquiry, Christine Ballengee-Morris, James Sanders, Debbie Smith, Kryssi Staikidis
Decolonizing Development Through Indigenous Artist-Led Inquiry, Christine Ballengee-Morris, James Sanders, Debbie Smith, Kryssi Staikidis
Journal of Social Theory in Art Education
In this article four university art educators explore theories of self-determination and describe decolonizing, approaches to research that are built on mutual trust. As researchers we recognize that (re)presenting the stories of others—especially across international and transcultural boundaries—is both problematic and an ethical challenge. We acknowledge the risks that participants assume when sharing their stories, and follow the culturally sensitive strategy of having collaborating indigenous artists lead the research.
The Journal Of Social Theory In Art Education
The Journal Of Social Theory In Art Education
Journal of Social Theory in Art Education
No abstract provided.