Education Commons^™

Constructed Patriotism; Shifting (Re)Presentations And Performances Of Patriotism Through Curriculum Materials, Nina Hood, Marek Tesar

Occasional Paper Series

What does it mean to be patriotic? How are notions of patriotism (re)presented and performed in curriculum materials? In attempting to answer these questions, we contend that it is necessary to move beyond the word patriotic as an isolated concept to explore it in relation to specific temporal, geographic, political, economic, and institutional contexts. Patriotism, or to be patriotic, is conceptualized and means something quite different—and manifests differently—in different eras and in different countries.

We utilize curriculum materials and documents as a lens through which to explore different conceptions and manifestations of patriotism as they pertain to the education of …

Sharing Our Stories: A Personal Narrative Literacy Curriculum For Grades 3-5, Casey Adler

Graduate Student Independent Studies

This thesis began out of my curiosity about the ways to set up a classroom to best support growing readers and writers. As my exploration into literacy continued, I decided to create a personal narrative unit with several foundational literacy skills, strategies, and practices for students to develop. With variety, authenticity, and modeling as the key pillars in planning, alignment to skills and standards will be embedded in genuine literacy experiences. The choice to engage in a genre study of personal narrative was due to its developmental appropriateness, potential for community building, and opportunity to share a range of stories. …

A Case For Child Life Specialists To Be Trauma-Informed, Kathleen Romano

Graduate Student Independent Studies

According to The National Child Traumatic Stress Network [NCTSN] (2003), “trauma occurs when a child experiences an intense event that threatens or causes harm to his or her emotional and physical well-being”. Roughly one in four children will experience a traumatic event before the age of sixteen. Due to the prevalence of traumatic events, it is necessary for healthcare professionals to know and understand the implications these experiences may have for children and their families. Child life specialists, who are a part of the interdisciplinary team in hospitals, provide a unique perspective with their knowledge of child development and coping. …