Education Commons^™

Teaching Language Variation In The Classroom: Strategies And Models From Teachers And Linguists, Michelle D. Devereaux, Chris C. Palmer

Chris C. Palmer

The Real World Of Teaching In Hadrian’S Virtual Villa, Lynne A. Kvapil

Lynne A. Kvapil

Toward A Cleaner Whiteness: New Racial Identities, David Ingram

David Ingram

The article re-examines racial and ethnic identity within the context of pedagogical attempts to instill a positive white identity in white students who are conscious of the history of white racism and white privilege. The paper draws heavily from whiteness studies and developmental cognitive science in arguing (against Henry Giroux and Stuart Hall) that a positive notion of white identity, however postmodern its construction, is an oxymoron, since whiteness designates less a cultural/ethnic ethos and meaningful way of life than a pathological structure of privilege and narrowminded cognitive habitus.

Making Latin Concrete: Strategies For Teaching Latin Through Material Culture, Patrick Beasom, Lynne. Kvapil

Lynne A. Kvapil

We decided to address the issue of incorporating archaeology and material culture into classes devoted to Latin literature last spring, while Patrick was teaching Latin and Lynne was teaching Roman Civilization. Both of us were confronted with the danger of losing the interest of students who once had a burning desire to learn about the ancient world. Our aim is to offer up some suggestions for ways that, through collaboration between specialists in philology, history, and archaeology, we can keep the Classical world dynamic and relevant.

Teaching Archaeological Pragmatism Through Problem-Based Learning, Lynne. Kvapil

Lynne A. Kvapil

This article outlines the application of problem-based learning, or PBL, to a freshman-level course in Aegean prehistory. The project described demonstrates how PBL can be used to tap into college-level students’ natural curiosity about the ancient world while training them to use practical, broadly applicable writing and research skills.

The Nature Of Science: A Perspective From The Philosophy Of Science, Juli T. Eflin, Stuart Glennan, George Reisch

Stuart Glennan

In a recent article in this journal, Brian Alters (1997) argued that, given the many ways in which the nature of science (NOS) is described and poor student responses to NOS instruments such as Nature of Scientific Knowledge Scale (NSKS), Nature of Science Scale (NOSS), Test on Understanding Science (TOUS), and others, it is time for science educators to reconsider the standard lists of tenets for the NOS. Alters suggested that philosophers of science are authorities on the NOS and that consequently, it would be wise to investigate their views of current NOS tenets. To that end, he conducted a …

Deviance As Pedagogy: From Non-Dominant Cultural Capital To Deviantly Marked Cultural Repertoires, Ezekiel J. Dixon-Román

Ezekiel J Dixon-Román

Structured Abstract

Background/Context: Pierre Bourdieu’s concept of cultural capital has been employed extensively in sociological, educational, and anthropological research. However, Bourdieu’s conceptualization of cultural capital has often been misread to refer only to “high status” or dominant cultural norms and resources at the cost of overlooking the meaningful and productive practices of non-dominant and marginalized cultural communities.

Focus of Study: By re-conceptualizing Cohen’s politics of deviance, this paper leans on post-structuralist thinkers to develop a conceptualization of the cultural repertoires of marginalized communities, hereafter referred to as deviantly marked cultural repertoires, that places at the center labeled practices of deviance. …

Dialogue, Selection, Subversion: Three Approaches To Teaching Women Writers, Karen Gevirtz, Martha Bowden, Jonathan Sadow

Karen Bloom Gevirtz

No abstract provided.

Modeling The Writing Assignment On Literature, Charlie Sweet, Hal Blythe

Hal Blythe

Charlie has been teaching his junior-level American Lit Survey II for 36 years, but last summer after reflecting on the course with Hal, he decided to try a new way of teaching students to write. He set up critical writing communities in his class and then he created one for himself in order to model a particular writing skill.

Place A La Litterature Dans Le Cours De Conversation!, Corinne Etienne, Sylvie Vanbaelen

Sylvie Vanbaelen

Au niveau universitaire, la plupart des programmes de francais offrent un cours que l'on peut classer sous l'appellation generique de "cours de conversation" ("Conversational Skills", "French for Oral Communication, etc.). Si le but de ce cours est clair: ameliorer les competences communicatives orales des apprenants, son contenu est par contre tres ouvert. Dans ce type de cours, la "conversation" prend souvent appui sur l'exploitation de documents authentiques et permet ainsi aux apprenants d'approfondir leurs connaissances culturelles. Cette bipolarite: developpement des competences de communication orale et decouverte de la culture nous semble tout a fait appropriee. On peut cependant regretter l'absence …

Curriculum, Pedagogy, And Teacherly Ethos, Marshall W. Gregory

Marshall W. Gregory

In considering how curriculum and teaching influence education, it is revealing to note that most faculty members treat curriculum the way bankers treat investments. They generally spend much time, planning, and careful thought on curricular matters-reasoning here, analyzing there, relying on experience, and carefully considering both the long-term and short-term dividends of knowledge - but when it comes to teaching, many faculty members operate less like bankers and more like barnstormers, flying by the seat of their pants and guiding themselves primarily by instinct or by repeating whatever worked yesterday.

Enabling Teaching, Enabling Learning: How Does Staff Development Fit The Educational Technology Landscape?, Geraldine E. Lefoe, I. Olney, A. Herrington

Geraldine Lefoe

The New Technologies: New Pedagogies Project is a nationally funded project to support the use of mobile learning in higher education to support student learning. We explore the staff development process of this larger project, where academics in a Faculty of Education investigate new pedagogies that are required to meet the needs of millennial learners. The staff development process addressed the need for staff to own and use mobile technology in their professional and personal contexts in order to think differently about engaging their students in pedagogically sound ways. We identified four key actions for participants which contributed significantly to …

The Online Theology Classroom: Strategies For Engaging A Community Of Distance Learners In A Hybrid Model Of Online Education, Brent A. R. Hege

Brent A. R. Hege

The key to success in online education is the creation and sustenance of a safe and vibrant virtual community. In order to create such a community instructors must pay special attention to the relationship between technology and pedagogy, specifically in terms of issues such as course design, social presence, facilitation of sustained engagement with course material, specially tailored assignments, and learner expectations and objectives. Several strategies for accomplishing this goal are presented here based on the author’s experiences teaching second career students in hybrid introductory theology courses at a mainline denominational seminary.

Modernist Pedagogy At The End Of The Lecture: It And The Poetics Classroom, Alan Filreis

Alan Filreis

Describes a modernist pedagogy based on the end of the lecture as we know it and a convergence of poetics, universities and the rise of digital media.

Keeping Mason's 'Shiloh' C.R.I.S.P., Charlie Sweet, Hal Blythe

Charlie Sweet

As Kansas foreshadowed for us in "Dust in the Wind" (1978), "nothing lasts forever but the earth and sky." This past year the two of us have transitioned from teachers into our new roles as co-directors of the university's Teaching & Learning Center, but we have still spent a lot of time in the classroom-as observers. One of our unit's services is assessing the classroom presentation of instructors, especially that of new faculty, and we have been overwhelmed by one major pedagogical problem shared by over 90% of the teachers. In short, no matter the discipline, a common problem stands …

Learning To Transgress: Embedded Pedagogies Of The Gothic, Jan Wellington

Jan Wellington

No abstract provided.

Keeping Mason's 'Shiloh' C.R.I.S.P., Charlie Sweet, Hal Blythe

Hal Blythe

As Kansas foreshadowed for us in "Dust in the Wind" (1978), "nothing lasts forever but the earth and sky." This past year the two of us have transitioned from teachers into our new roles as co-directors of the university's Teaching & Learning Center, but we have still spent a lot of time in the classroom-as observers. One of our unit's services is assessing the classroom presentation of instructors, especially that of new faculty, and we have been overwhelmed by one major pedagogical problem shared by over 90% of the teachers. In short, no matter the discipline, a common problem stands …

Using Knowledge Surveys And Tests To Teach Literature: Do We Assess And Make Asses Of Ourselves, Charlie Sweet, Hal Blythe

Charlie Sweet

Even before the end of the twentieth century, literature teachers were under a great deal of pressure to join the assessment movement, but recently the screws have been tightened, this time by the federal government through the six regional accrediting agencies.

Using Knowledge Surveys And Tests To Teach Literature: Do We Assess And Make Asses Of Ourselves, Charlie Sweet, Hal Blythe

Hal Blythe

Even before the end of the twentieth century, literature teachers were under a great deal of pressure to join the assessment movement, but recently the screws have been tightened, this time by the federal government through the six regional accrediting agencies.

Modeling The Writing Assignment On Literature, Charlie Sweet, Hal Blythe

Charlie Sweet

Charlie has been teaching his junior-level American Lit Survey II for 36 years, but last summer after reflecting on the course with Hal, he decided to try a new way of teaching students to write. He set up critical writing communities in his class and then he created one for himself in order to model a particular writing skill.

What Do We Really Want To Teach In Alice Munro's 'Walker Brothers', Charlie Sweet, Hal Blythe

Charlie Sweet

No matter how long or often we teach a course, in order to keep ourselves fresh, to provide a challenge, and to adapt to the shifting academic environment, we like to change the syllabus. Next semester, to include more contemporary and non-USA Americans in our Introduction to American Literature II survey, we're adding Alice Munro's "Walker Brothers Cowboy."

What Do We Really Want To Teach In Alice Munro's 'Walker Brothers', Charlie Sweet, Hal Blythe

Hal Blythe

No matter how long or often we teach a course, in order to keep ourselves fresh, to provide a challenge, and to adapt to the shifting academic environment, we like to change the syllabus. Next semester, to include more contemporary and non-USA Americans in our Introduction to American Literature II survey, we're adding Alice Munro's "Walker Brothers Cowboy."

The Mini-Casebook--Easy As Pie, Charlie Sweet, Hal Blythe

Hal Blythe

Presents a casebook on the song "American Pie" that considers how to define the parameters of short narrative. Describes the creation of an end-of-term cumulative writing project that the authors have successfully employed for the last decade. Discusses how they put together a casebook that teaches the necessary research skills.

The Mini-Casebook--Easy As Pie, Charlie Sweet, Hal Blythe

Charlie Sweet

Presents a casebook on the song "American Pie" that considers how to define the parameters of short narrative. Describes the creation of an end-of-term cumulative writing project that the authors have successfully employed for the last decade. Discusses how they put together a casebook that teaches the necessary research skills.