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Articles 1 - 21 of 21
Full-Text Articles in Education
“Light Athletics” Socio-Economic Dissonance In Post-Revolution Ukraine, John Ballif, Daniel Barney
“Light Athletics” Socio-Economic Dissonance In Post-Revolution Ukraine, John Ballif, Daniel Barney
Journal of Undergraduate Research
In the wake of Ukraine’s Euromaidan revolution in 2014, Ukraine has struggled to reconcile its deep-rooted sense of tradition with increasingly westernized aims. After deposing authoritarian president, Viktor Yanokovich, the Ukrainian people now experience a cultural identity crisis paralleled only by the aftermath of the collapse of the Soviet Union. This is an urgent narrative that has received little attention from Western media and academia. In the summer of 2016, I spent three months documenting, with photographs, the socio-economic implications of Ukraine’s revolution. My findings, both photographs and short essays, were then sorted, edited, and contextualized in the making of …
Nceca Presentation, Lindsey Jensen, Tara Carpenter
Nceca Presentation, Lindsey Jensen, Tara Carpenter
Journal of Undergraduate Research
Tara Carpenter and I traveled to Portland and led a discussion with about 50 people at the National Ceramic Education Association. We researched the trend of unskilled ceramic artwork that has been happening in the art world lately. Conceptual work that is done by someone who has no real knowledge of ceramics is more prevalent in galleries than skilled ceramic art. Ceramics is in a weird place between art and craft and often times schools get caught in the middle. We e-mailed and interviewed 30 teachers on their opinions of this topic as well as how they incorporate conceptual art …
Walking In Iceland: The Relationship Between Human Physical Limits And Our Sublime Experience In The Landscape, Kathy Bill, Daniel T. Barney
Walking In Iceland: The Relationship Between Human Physical Limits And Our Sublime Experience In The Landscape, Kathy Bill, Daniel T. Barney
Journal of Undergraduate Research
I remember being obsessed with walking my last year of high school. I would wake up early once a week and start to walk the same path the city bus would take with the hope of one day being able to walk the whole way without having to take the bus. I would walk alone. No music. Just me and my thoughts. The pace of life seemed to slow down as the sun would rise. I noticed things I had never seen before. I was more aware of my body. I was more aware of nature and what it had …
The Relationship Between Secondary Education Funding And Successful Graduation And Job Placement, Stephen Hunasker, Ana Kuphunzitsa, Dr. Donald Baum
The Relationship Between Secondary Education Funding And Successful Graduation And Job Placement, Stephen Hunasker, Ana Kuphunzitsa, Dr. Donald Baum
Journal of Undergraduate Research
How much would it cost to send a single student to secondary school for a year? In Malawi it is a mere $300, that comes up to less than a $1 a day to go, yet it is common for these families to be living on less than a dollar a day1. This research that was conducted on the ground in Malawi looks at how effective and beneficial a scholarship that completely paid for the schooling of certain children would be. The study utilizes a causal-comparative research design to compare the educational experiences and outcomes of two student groups – …
Teacher’S Use Of Technology In A Preschool/Kindergarten Setting, Maudi Mckell Sundrud, Jennifer Wimmer
Teacher’S Use Of Technology In A Preschool/Kindergarten Setting, Maudi Mckell Sundrud, Jennifer Wimmer
Journal of Undergraduate Research
Teacher’s Use of Technology in a Preschool/Kindergarten Setting Mentor: Jennifer Wimmer, Teacher Education As a response to the increase of technology in society, the education system has pushed for greater technology integration in schools. Schools across the nation have invested in technology intended to help students learn more effectively the skills and strategies they may need to be competitive members of this technological society. From this, the question emerges: while funds are being allocated for technology, how often and when do teachers use the technology in their classroom?
Free Speech On College Campuses: Constitutional Rights In Context, Rhett Hunt, Brian Ridd
Free Speech On College Campuses: Constitutional Rights In Context, Rhett Hunt, Brian Ridd
Brigham Young University Prelaw Review
Although college campuses across the United States are characterized by and regarded for the diversity of their students, arguments over political preference can lead to riots and violence. As these riots and violence escalate, the right to free speech is also threatened. Constitutional understanding should be taught to all students in higher education in order to dissolve this threat to free speech.
Undocumented Immigrants And The Us Professional Licensing Problem, Madeleine Truman
Undocumented Immigrants And The Us Professional Licensing Problem, Madeleine Truman
Brigham Young University Prelaw Review
The number of illegal immigrants to the United States continues to rise each. Many individuals are blocked from citizenship and its subsequent opportunities by a broken system. Undocumented early arrivals, such as DACA recipients and DREAMers, though currently not targeted for deportation, are prevented from succeeding in their chosen field due to an immigration status they did not choose. Like their native born counterparts, they should have the same right to work in a professional field if they prove themselves to be as equally qualified in all aspects barring immigration status.
With Liberty And Education For All: Using Law To Depoliticize Public Policy In Education, Zach Simons, Brady Earley
With Liberty And Education For All: Using Law To Depoliticize Public Policy In Education, Zach Simons, Brady Earley
Brigham Young University Prelaw Review
In the United States, a correlation exists between receiving a poor education and living in poverty. Education funding is designed in such a way that it leaves poor communities disadvantaged with less funding and fewer educational opportunities for children. This unfortunate disparity means that inequality exists across the US in education opportunities. Education ought to be a constitutionally protected right in the United States. This paper explores the benefits of amending the constitution in order to ensure quality education as a right afforded to all children. Furthermore, this paper develops a proposal for an act to provide financial incentives to …
Thinking About Access: Five Propositions, Robert V. Bullough Jr.
Thinking About Access: Five Propositions, Robert V. Bullough Jr.
Brigham Young University-Public School Partnership Occasional Papers
No abstract provided.
Editorial Introduction, Grant Eckstein, Betsy Gilliland
Editorial Introduction, Grant Eckstein, Betsy Gilliland
Journal of Response to Writing
We are thrilled to introduce and welcome you to our fourth volume year of Journal of Response to Writing. This is the seventh installment of the journal, and we are encouraged by JRW’s growing readership and increasing dissemination of scholarship internationally. As we continue to offer a shared venue for practitioners and researchers of English composition, second language writing, foreign language writing, and writing center studies, we hope that you will kindly share this open-access, online resource with your colleagues and students who are interested in issues of response to writing. In this issue, we are pleased to introduce a …
Peer Reviews And Graduate Writers: Engagements With Language And Disciplinary Differences While Responding To Writing, Kate Mangelsdorf, Todd Ruecker
Peer Reviews And Graduate Writers: Engagements With Language And Disciplinary Differences While Responding To Writing, Kate Mangelsdorf, Todd Ruecker
Journal of Response to Writing
Although peer review as a method of writing response has been examined extensively, only limited research exists on peer review at the graduate level. This study examines graduate students’ peer review interactions in a writing workshop in which first- and second-language students from different disciplines were enrolled. The researchers focused on how students engaged with language and disciplinary differences as they peer-reviewed. Data were collected from two separate writing workshop classes over two semesters and included video recordings, observation notes, writing samples, and end-of-semester surveys. The researchers found that some students could provide only limited assistance when working with peers …
Second Language Teachers’ Written Response Practices: An In-House Inquiry And Response, Joseph J. Lee, Farzaneh Vahabi
Second Language Teachers’ Written Response Practices: An In-House Inquiry And Response, Joseph J. Lee, Farzaneh Vahabi
Journal of Response to Writing
This in-house inquiry explores the response practices of a group of L2 writing teachers in our specific program to gain a better understanding of these teachers’ feedback practices and to bring about purposeful change within our local context. Data consist of 4,313 electronic feedback (e-feedback) items given by six writing teachers to 36 L2 students on six writing tasks in a first-year writing course for international students. Using Ene and Upton’s (2014) e-feedback framework, each feedback instance was coded for feedback target, directness, explicitness, charge, and location. Although some variations exist, results show that these teachers overwhelmingly focused on form …
The Genre Of Teacher Comments From Hard Copy To Ipad, Jennifer Grouling
The Genre Of Teacher Comments From Hard Copy To Ipad, Jennifer Grouling
Journal of Response to Writing
Although scholars have advocated for new technologies for responding to student work, there has been little study of how commenting style varies across types of technologies. Using a combination of artifact analysis and interviews, this study shows how the comments of five writing instructors varied between hard-copy and iPad-collected papers. Comments were coded for focus and mode based on previous work by Straub and Lunsford (1995). The overall focus, mode, and length of comments remained consistent across types of technology. In addition, the genre of the end comment (Smith, 1997) remained consistent and appeared unaffected by technology use. However, participants …
A Conversational Approach: Using Writing Center Pedagogy In Commenting For Transfer In The Classroom, Elizabeth Busekrus
A Conversational Approach: Using Writing Center Pedagogy In Commenting For Transfer In The Classroom, Elizabeth Busekrus
Journal of Response to Writing
While some studies suggest that teachers’ written comments help students transfer writing skills across contexts (Wardle, 2007), the literature on feedback’s role in the transfer process has yet to be fully explored. Research has indicated that feedback that is intentional, specific, and reflective benefits students’ writing growth and the transfer process. To rethink this process of providing feedback, this article discusses how writing center principles can be applied to commenting for transfer in first-year composition and writing-intensive courses. Writing centers offer an individualized, student-centered, conversational approach to learning. Universities have incorporated the writing center into the classroom through writing fellows …
Editorial Introduction, Betsy Gilliland, Grant Eckstein
Editorial Introduction, Betsy Gilliland, Grant Eckstein
Journal of Response to Writing
We are pleased to share with you our latest issue of the Journal of Response to Writing. Although not intentionally planned, this issue’s three feature articles all explore the affective dimensions of response, considering both learners’ and instructors’ views on aspects of response practice. The authors point out that just as important as examining what happens when responding is knowing how the people involved experience response. We are pleased to welcome back JRW’s founding editor, Dana Ferris, whose article “‘They Say I Have a Lot to Learn’: How Teacher Feedback Influences Advanced University Students’ Views of Writing” presents the findings …
“They Said I Have A Lot To Learn”: How Teacher Feedback Influences Advanced University Students’ Views Of Writing, Dana Ferris
“They Said I Have A Lot To Learn”: How Teacher Feedback Influences Advanced University Students’ Views Of Writing, Dana Ferris
Journal of Response to Writing
This study examines the relationship between students’ memories of teacher feedback and these students’ writing and attitudes toward and enjoyment of writing. More than 8,500 survey responses were collected from advanced undergraduate students in a large university writing program. A question about the characteristics of teacher feedback received by student respondents was examined both quantitatively and qualitatively. Second, responses to a different survey question about students’ attitudes toward writing were statistically compared with their reported memories of teacher feedback. Responses to the teacher feedback and writing attitudes questions from different student subgroups (analyzed by first language backgrounds and by when …
Student Perceptions Of Dynamic Written Corrective Feedback In Developmental Multilingual Writing Classes, Kendon Kurzer
Student Perceptions Of Dynamic Written Corrective Feedback In Developmental Multilingual Writing Classes, Kendon Kurzer
Journal of Response to Writing
In this project, I investigated student perceptions of dynamic written corrective feedback (DWCF), a specific method of providing accuracy feedback, in developmental writing classes for multilingual students. Via a quasi-experimental design using treatment and control sections of a developmental writing program’s three levels, I collected and contrasted survey data from a total of 145 students. I then interviewed three students (one international and two generation 1.5) representing a range of perceptions of DWCF. Participants generally appreciated and valued DWCF, especially as a complement to a grammar textbook, and students of classes that used DWCF reported higher scores on most survey …
Affective Tensions In Response, Nicole I. Caswell
Affective Tensions In Response, Nicole I. Caswell
Journal of Response to Writing
This article reports on a study focused on understanding the relationship between teachers’ emotional responses and the larger contextual factors that shape response practices. Drawing from response and emotion scholarship, this article proposes affective tensions as a way for understanding the tug and pull that teachers experience between what they feel they should do (mostly driven from a pedagogical perspective) and what they are expected to do (mostly driven by an institutional perspective) in a contextual moment. The case study of Kim, a community college instructor, offers an analysis of two affective tensions that emerged from her think-aloud protocol (TAP): …
Online Peer Review Using Turnitin Peermark, Mimi Li
Online Peer Review Using Turnitin Peermark, Mimi Li
Journal of Response to Writing
Online peer review has been increasingly implemented in composition and second language classes. This article reports on a pedagogical practice in which students used the Turnitin PeerMark tool to conduct peer response in a first-year writing class. In this study, students drew on multiple PeerMark functions (i.e., commenting tools, composition marks, and PeerMark questions) and provided feedback on their peers’ summary and response papers. In addition to students’ positive attitude toward the use of PeerMark revealed in the interviews, analyses of archived PeerMark records suggest that students provided constructive feedback in multiple aspects and that the majority of peer comments …