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Articles 1 - 10 of 10
Full-Text Articles in Education
Review Of The Bluestocking Archive, Emory Women Writers Resource Project, And Women’S Travel Writing, 1780-1840: A Bio-Bibliographical Database, Megan Peiser
ABO: Interactive Journal for Women in the Arts, 1640-1830
Review of The Bluestocking Archive, Emory Women Writers Resource Project, and Women's Travel Writing 1780-1840.
Review Of Sigrund Haude And Melinda S. Zook, Eds, Challenging Orthodoxies: The Social And Cultural Worlds Of Early Modern Women: Essays Presented To Hilda L. Smith, Emma Major
ABO: Interactive Journal for Women in the Arts, 1640-1830
This article reviews Sigrun Haude and Melinda S. Zook, eds, Challenging Orthodoxies: The Social and Cultural Worlds of Early Modern Women: Essays Presented to Hilda L. Smith.
Review Of Joellen Delucia, A Feminine Enlightenment: British Women Writers And The Philosophy Of Progress, Nicole Pohl
Review Of Joellen Delucia, A Feminine Enlightenment: British Women Writers And The Philosophy Of Progress, Nicole Pohl
ABO: Interactive Journal for Women in the Arts, 1640-1830
Review of JoEllen DeLucia's A Feminine Enlightenment: British Women Writers and the Philosophy of Progress, 1759-1820.
Review Of Rivka Swenson, Essential Scots And The Idea Of Unionism In Anglo-Scottish Literature, 1603-1832, Rhona Brown
Review Of Rivka Swenson, Essential Scots And The Idea Of Unionism In Anglo-Scottish Literature, 1603-1832, Rhona Brown
ABO: Interactive Journal for Women in the Arts, 1640-1830
Review: Rivka Swenson, Essential Scots and the Idea of Unionism in Anglo-Scottish Literature, 1603-1832
“I Know You Want It”: Teaching The Blurred Lines Of Eighteenth-Century Rape Culture, Emily J. Dowd-Arrow, Sarah R. Creel
“I Know You Want It”: Teaching The Blurred Lines Of Eighteenth-Century Rape Culture, Emily J. Dowd-Arrow, Sarah R. Creel
ABO: Interactive Journal for Women in the Arts, 1640-1830
“‘I Know You Want It’: Teaching the Blurred Lines of Eighteenth-Century Rape Culture” is a collaborative pedagogical article that addresses the problem of so-called “post-feminism” in the contemporary college classroom by way of a comparative approach to eighteenth-century literature. Specifically, we contextualize and compare the early and late work of Eliza Haywood with current cultural debates and events in order to demonstrate not only the relevance of Haywood and eighteenth-century writers like her, but the importance of continuing the feminist conversation. The article provides texts, readings, and discussion points for consideration, as well as links to relevant contemporary issues and …
Females And Footnotes: Excavating The Genre Of Eighteenth-Century Women’S Scholarly Verse, Ruth Knezevich
Females And Footnotes: Excavating The Genre Of Eighteenth-Century Women’S Scholarly Verse, Ruth Knezevich
ABO: Interactive Journal for Women in the Arts, 1640-1830
Throughout the eighteenth century, the genre of women’s poetry heavily annotated with editorializing commentary (a genre I term “scholarly verse”) became increasingly prevalent. Such poetry presents an ironic reversal of conventions of gender and authority by incorporating the literal margins of the page: the female voice commands the majority of the page, while the masculine voice of empiricism, authority, and scholarly reason is pushed to the margins. This essay offers a distant reading of the range of annotations women poets provided, in order to begin new conversations about the ways women’s poetry served as a site of and structure for …
Action Research By Practitioners: A Case Study Of A High School’S Attempt To Create Transformational Change, Jeffrey Glanz
Action Research By Practitioners: A Case Study Of A High School’S Attempt To Create Transformational Change, Jeffrey Glanz
Journal of Practitioner Research
Using a single case study design, this article describes the work of a participant researcher to assist a group of five high school teacher practitioners in reflecting on their teaching practices. Participants in this study attempted to apply action research to better understand the impact of their teaching approach (i.e., primarily lecture) on student learning as well as on their own styles of teaching. Work with these teachers was part of a larger effort to improve overall instructional quality in the school in the areas of teaching, curriculum professional development, and supervision. The article describes efforts of the participant researcher …
Review Of Sarah Raff, Jane Austen's Erotic Advice, Danielle Spratt
Review Of Sarah Raff, Jane Austen's Erotic Advice, Danielle Spratt
ABO: Interactive Journal for Women in the Arts, 1640-1830
A book review of Sarah Raff's Jane Austen's Erotic Advice.
Parts Of The Whole: Teaching Quantitative Reasoning In The Predator-Prey Model, Dorothy Wallace
Parts Of The Whole: Teaching Quantitative Reasoning In The Predator-Prey Model, Dorothy Wallace
Numeracy
The classical predator-prey equations are in nearly every differential equations text and mathematical biology text. Usually they are presented fait accompli, leaving the student to analyze them or play with a computer program. Here we show that the process of fully understanding where these equations come from and how they are derived provides numerous opportunities to teach or reinforce quantitative reasoning skills necessary to future scientists. This example is used to invoke logic, systems thinking, causal reasoning, understanding functions of one or more variables, quantities versus rates of change, proportional reasoning, unit analysis, and comparison to data.
Using Think-Aloud Protocols To Uncover Misconceptions And Improve Developmental Math Instruction: An Exploratory Study, Charles Secolsky, Thomas P. Judd, Eric Magaram, Stephen H. Levy, Bruce Kossar, George Reese
Using Think-Aloud Protocols To Uncover Misconceptions And Improve Developmental Math Instruction: An Exploratory Study, Charles Secolsky, Thomas P. Judd, Eric Magaram, Stephen H. Levy, Bruce Kossar, George Reese
Numeracy
Deficiencies in education continue to escalate around the world. The focus on outcomes assessment has narrowed instructional research and curriculum evaluation to standardized testing in certain subject areas. A prototype for a quantitative literacy assessment instrument was developed with the goal of diagnosing student misconceptions of basic mathematics content and changing instructional practices to undo the misconceptions by applying cognitive psychological theory. Two hundred thirty-eight basic math high school students and 209 remedial community college students in New Jersey and New York were administered the instrument, which had been based on coded data from think-aloud protocols. The instrument asked students …