Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (3)
- Social and Behavioral Sciences (2)
- Teacher Education and Professional Development (2)
- Agricultural and Resource Economics (1)
- Art Practice (1)
-
- Art and Design (1)
- Arts and Humanities (1)
- Australian Studies (1)
- Cognitive Psychology (1)
- Cognitive Science (1)
- Communication (1)
- Creative Writing (1)
- Curriculum and Instruction (1)
- Curriculum and Social Inquiry (1)
- Digital Humanities (1)
- Educational Methods (1)
- Educational Psychology (1)
- Educational Technology (1)
- English Language and Literature (1)
- Feminist, Gender, and Sexuality Studies (1)
- Film and Media Studies (1)
- Fine Arts (1)
- Gifted Education (1)
- Language and Literacy Education (1)
- Legal Studies (1)
- Linguistics (1)
- Medicine and Health Sciences (1)
- Philosophy (1)
- Physical Sciences and Mathematics (1)
- Institution
- Publication
- Publication Type
Articles 1 - 7 of 7
Full-Text Articles in Education
Beyond Brutality: Addressing Anti-Blackness In Everyday Scenes Of Teaching And Learning, Karen Zaino, Jordan Bell
Beyond Brutality: Addressing Anti-Blackness In Everyday Scenes Of Teaching And Learning, Karen Zaino, Jordan Bell
Northwest Journal of Teacher Education
While scenes of incredible and troubling violence, such as that of Black children handcuffed or brutalized by school security officers, have sometimes been leveraged to highlight the anti-Blackness endemic in schools, Saidiya Hartman’s (1997) book Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America suggests that we must also attend to scenes in which terror can hardly be discerned to identify and unravel the subtle threads of anti-Blackness that pervade contemporary schooling. That is this paper’s aim: to look beyond the scenes of spectacular suffering and to locate the pervasiveness of anti-Blackness in the mundane routines of teaching and …
An Argument For Affective Inquiry, Brian Kelley
An Argument For Affective Inquiry, Brian Kelley
New Jersey English Journal
This article presents an argument for integrating affective inquiry into the curriculum. Affective inquiry is envisioned as a methodology through which students a) interrogate their emotional responses to social/textual phenomena and b) analyze emotions as social constructs. Practical examples demonstrating how affective inquiry supports students’ literary reading are provided.
A Case Of Misalignment Of Reasoning, Affect, And Performance In The Transition-To-Proof, V. Rani Satyam
A Case Of Misalignment Of Reasoning, Affect, And Performance In The Transition-To-Proof, V. Rani Satyam
Journal of Mathematics and Science: Collaborative Explorations
Learning how to prove is known to be difficult for undergraduate students. Understanding students’ growth in the multiple arenas that make up proving is crucial for supporting them. Across four interviews over a semester, I examine one student who showed growth in his reasoning but whose proofs were still incorrect, yet he showed high levels of positive affect including confidence throughout. Investigating this single-subject case serves as an example of the interplay between development and performance. The question of whether we can say this student is a better prover than before––fundamentally, how to weigh reasoning versus affect versus performance––motivates the …
Visualising Anthropocene Extinctions: Mapping Affect In The Works Of Naeemah Naeemaei, Linda Williams
Visualising Anthropocene Extinctions: Mapping Affect In The Works Of Naeemah Naeemaei, Linda Williams
Animal Studies Journal
While many writers have advocated the importance of narrative as a means of engaging with the problem of extinction, this paper considers what the qualities of visual aesthetics bring to this field. In addressing this question, the discussion turns to the problem of the ethical limits of art raised by Adorno and takes a theoretical turn away from posthumanism to consider how visual responses can redirect attention back to human agency. The focus of visual analysis is on five paintings by the contemporary Iranian artist Naeemeh Naeemaei. Neither exclusively Western nor overtly internationalist in their approach, these artworks refer to …
A Story Of Bodying In Science Education, Christie C. Byers, Maria F.G. Wallace
A Story Of Bodying In Science Education, Christie C. Byers, Maria F.G. Wallace
Faculty Publications
In poetic dialogue with BecomingAlivewithinScienceEducation(Research):ThinkingwithLifeHistory(ies),BodiesandStickiness, stories of bodying and body(ies) of work are playfully explored.
The Effect Of News Format And Personal Relevance On Affect, Sophia R. Morrow, Hannah M. Hood-Johnson, Brianna L. Scandell, Matthew P. Newman, Grace E. Fink
The Effect Of News Format And Personal Relevance On Affect, Sophia R. Morrow, Hannah M. Hood-Johnson, Brianna L. Scandell, Matthew P. Newman, Grace E. Fink
UReCA: The NCHC Journal of Undergraduate Research & Creative Activity
Research titled The Effect of News Format and Personal Relevance on Affect by Sophia R. McMorrow, Hannah M. Hood-Johnson, Brianna L. Scandell, Matthew P. Newman, and Grace E. Fink in UReCA: The NCHC Undergraduate Journal of Research and Creative Activity, 2021, pages 25-52.
Abstract
Considering the ubiquitous news coverage of COVID-19, it is important to examine the relationship between news consumption and affect, an important aspect of mental health. This study examined how news format and personal relevance influence affect. Participants watched 15 minutes of news clips or read their text transcriptions, which had either high personal relevance (e.g. COVID-19 …
Examining The Relationship Between Confusion And Learning: A Descriptive Meta-Analysis, Dara L. Mcweeney, Aaron Y. Wong, Caitlin Mills
Examining The Relationship Between Confusion And Learning: A Descriptive Meta-Analysis, Dara L. Mcweeney, Aaron Y. Wong, Caitlin Mills
Honors Theses and Capstones
Previous research into confusion and learning neglects to investigate how this relationship varies when faced with impact factors such as multiple types of affect and learning measurements, learning environment, or grade level. Moreover, past research also reports di-verse effect size values for this relationship, making the correlation ambiguous. As such, the current research seeks to reconcile these nuances between confusion and learning through a meta-analytic approach. In this analysis, it was found that there was no relationship between confusion and learning gains, or in the subgroup analysis of grade level. Since only one impact factor, grade level, was analyzed, it …