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Articles 1 - 30 of 554
Full-Text Articles in Teacher Education and Professional Development
Shining Lights: The Power Of Students As Storytellers, Marisa A. Johns
Shining Lights: The Power Of Students As Storytellers, Marisa A. Johns
Art of Teaching Thesis - Written
Weall have stories waiting to be told, and this thesis intends to explore the ways in which we as educators can support children as innate storytellers and nurture a love of storytelling. Storytelling f irst emerges through imaginative play during early childhood, and lends itself to the development of literacy skills they can later use to tell their stories. The continuation of play-based learning for upper elementary students is necessary in maintaining their original voice and imagination alive in their storymaking. Along with oral and written stories, we have to embrace dramatic arts and visual storytelling as mediums for students …
Reflections Of “Use Of Comics In Social Studies Education” Course: The Opinion And Experiences Of Teachers, Genç Osman İlhan, Maide Şin
Reflections Of “Use Of Comics In Social Studies Education” Course: The Opinion And Experiences Of Teachers, Genç Osman İlhan, Maide Şin
SANE journal: Sequential Art Narrative in Education
It is well known that a quality teacher education is necessary for qualified education. Teachers must be well-trained in multiple areas and have an open-minded structure. They must develop strategies based on the lesson and students, which needs effective material development and use. The materials to be used could be prepared by others and can be incorporated into the classroom setting or teachers could design and present them to students, which is essential for the quality of instruction. When a teacher creates and effectively employs instructional materials, his/her self-confidence will increase and teaching will be enriched and made easier. Comics …
Methodologizing Transnationality: Relational Writing As Collective Inquiry, Sun Young Lee, Minhye Son, Taeyeon Kim, Jin Kyeong Jung, Soo Bin Jang
Methodologizing Transnationality: Relational Writing As Collective Inquiry, Sun Young Lee, Minhye Son, Taeyeon Kim, Jin Kyeong Jung, Soo Bin Jang
Department of Educational Administration: Faculty Publications
How can we take transnationality as a space of in-betweenness to generate new possibilities, moving beyond geographically bounded spans between countries? This article presents five authors’ collective inquiry on transnational positionalities, which we practiced through the relational, transformative, and reflective writing of the self in a community space. We staged the collaborative writing into two processes: the emergent process of thematic writing and the relay writing. Interweaving “I” and “we” voices that cannot be captured through categorical thinking, our collaborative quest resists normative identity politics, proposing writing as a method of collective inquiry for the nuanced understanding of the transnationality …
Living Library Assignment Description, David Wolff, Hannah Andrews, Kim Ballew, Alexis Durman, Macayla Mcclure, Lexi Nowlin, Rachel Pace, Brecca Peter, Lauren Shinn
Living Library Assignment Description, David Wolff, Hannah Andrews, Kim Ballew, Alexis Durman, Macayla Mcclure, Lexi Nowlin, Rachel Pace, Brecca Peter, Lauren Shinn
Open Educational Resources - Teaching and Learning
The goal of this assignment is for preservice teachers to articulate their WHY. Having a strong ‘why’ can help you figure out ‘how’. In the case of resilience, if one knows why they are doing what they are doing, why they want or desire something, or why they are on this planet at this given time, they are likely to feel more confident about their purpose as well as have a core belief to rely on to overcome adversity and move towards their goals. We all have a story. Our stories are valuable and worthy to be heard. This assignment …
Front Matter - Jaepl - Volume 28, Wendy Ryden
Front Matter - Jaepl - Volume 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Front Matter
Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine
Why Moffet Matters Now, Stephen Lafer, Jonathan M. Marine
The Journal of the Assembly for Expanded Perspectives on Learning
James Porter Moffett (1929–1996) was a ground-breaking teacher, author, and theorist of language learning who had a profound impact on the fields of English Education, Language Arts, Composition, and Educational Psychology in the mid to late 20th century and was the first member of the Assembly for Expanded Perspectives on Learning (AEPL). In the inaugural Moffett’s Corner, Steve Lafer and Jonathan Marine discuss how they came together, why they wanted to start this column, and what they hope to accomplish.
Jaepl - Volume 28, Wendy Ryden
Jaepl - Volume 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Full Issue of The Journal of the Assembly for Expanded Perspectives on Learning Volume 28.
Table Of Contents - Jaepl - Volume 28, Wendy Ryden
Table Of Contents - Jaepl - Volume 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Table of Contents
Connecting Introduction - Reciprocal Engagement And Imperfect Pedagogy, Christy I. Wenger
Connecting Introduction - Reciprocal Engagement And Imperfect Pedagogy, Christy I. Wenger
The Journal of the Assembly for Expanded Perspectives on Learning
Connecting Introduction - Reciprocal Engagement and Imperfect Pedagogy
English 101, Naomi C. Gades
English 101, Naomi C. Gades
The Journal of the Assembly for Expanded Perspectives on Learning
Poetry: English 101
Sessional Spa Time, Amber Moore
Sessional Spa Time, Amber Moore
The Journal of the Assembly for Expanded Perspectives on Learning
Poetry: Sessional spa time
Contributors To Jaepl, Vol. 28, Wendy Ryden
Contributors To Jaepl, Vol. 28, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
List of contributors and biographies for JAEPL, Volume 28.
Back Matter, Wendy Ryden
Back Matter, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Back Matter
Public Narratives, Storytelling, And Trust: A Case Study In A Stem-Based Writing Program, Jeff Gagnon
Public Narratives, Storytelling, And Trust: A Case Study In A Stem-Based Writing Program, Jeff Gagnon
The Journal of the Assembly for Expanded Perspectives on Learning
In recent years, a growing body of scholars have argued that narrative storytelling is an effective and necessary science communication tool for the education of undergraduate STEM students. This research comes at a time when many in the public are becoming distrustful about science, scientists, and scientific communication. However, questions remain about which genre and style of narratives are most effective at building trust among STEM communicators and public audiences? My essay answers this question through a case study of narrative communication in my first-year writing classes. I analyze my attempts to teach STEM students that “public narratives,” a genre …
Rethinking Science Communication: The Need For Dialogic, Transdisciplinary Collaboration, Julia Kiernan
Rethinking Science Communication: The Need For Dialogic, Transdisciplinary Collaboration, Julia Kiernan
The Journal of the Assembly for Expanded Perspectives on Learning
Rethinking Science Communication: The Need for Dialogic, Transdisciplinary Collaboration
Science Storytelling Beyond The Dramatic Arc: Narrativity And Little Red Schoolhouse Principles In Science Communication, Daniel A. Newman
Science Storytelling Beyond The Dramatic Arc: Narrativity And Little Red Schoolhouse Principles In Science Communication, Daniel A. Newman
The Journal of the Assembly for Expanded Perspectives on Learning
Narrative is widely recommended for improving science communication, yet the main approach to science storytelling is limited and limiting, advocating fixed dramatic arcs and the ideal of narrativehood, the absolute quality of being a coherent narrative. Neglected by this approach, I argue, are the finer grained linguistic patterns that give texts local narrativity, the quality of being narrative in a scalar, adjectival sense. I harmonize narrativity with the well-established principles of clear technical writing developed by Joseph Williams, then demonstrate how these principles might be used and taught through a comparative reading of several texts discussing a single topic in …
Embedding The Scientists: Civic Issues As Context For Teaching And Learning, Heather Lettner-Rust, Alix Dowling Kink, Edward Kinman, Joellen Pederson, Phillip Poplin
Embedding The Scientists: Civic Issues As Context For Teaching And Learning, Heather Lettner-Rust, Alix Dowling Kink, Edward Kinman, Joellen Pederson, Phillip Poplin
The Journal of the Assembly for Expanded Perspectives on Learning
We teach science as a path to meaningful civic engagement in a participatory democracy and as a path that should be open to all; our concern lies in how the next generation of young citizens1 address challenging civic issues both by applying science to other contexts—public and civic—as well as communicating science to others—peers and the public. To that end, our article seeks to explain an interdisciplinary capstone course for our general education program that we developed to promote and support science learning and science communication by teaching in the context of important civic issues.
Addressing Gaps In Science Competencies: Incorporating Science Communication Into Existing Classes, Amy J. Hawkins, Melissa Rowland-Goldsmith, Nicole C. Woitowich
Addressing Gaps In Science Competencies: Incorporating Science Communication Into Existing Classes, Amy J. Hawkins, Melissa Rowland-Goldsmith, Nicole C. Woitowich
The Journal of the Assembly for Expanded Perspectives on Learning
Regardless of which career path a scientist decides to take, they must be able to communicate effectively with broad audiences. As such, science communication training has become an essential component of STEM professional development. While multiple national scientific societies have articulated the need to address these skills as in fundamental training, few undergraduate scientific training programs have formally addressed this in their degree programs. Here we present an innovative approach to teach this skill set by blending an online science communication course with existing curricula in the biomedical sciences. Online content from the American Society for Biochemistry and Molecular Biology …
Part 1: Creating Scientist-Citizens Through A Writing Minor, Melissa Carrion, Ed Nagelhout
Part 1: Creating Scientist-Citizens Through A Writing Minor, Melissa Carrion, Ed Nagelhout
The Journal of the Assembly for Expanded Perspectives on Learning
Part 1: Creating Scientist-Citizens through a Writing Minor
Aepl Members Respond To Lynn Z. Bloom’S Recipe1, Lynn Bloom, Bruce Novak, Geri Deluca, Libby F. Jones, Jeffrey Seizer, Elizabeth Vickers
Aepl Members Respond To Lynn Z. Bloom’S Recipe1, Lynn Bloom, Bruce Novak, Geri Deluca, Libby F. Jones, Jeffrey Seizer, Elizabeth Vickers
The Journal of the Assembly for Expanded Perspectives on Learning
AEPL Members Respond to Lynn Z. Bloom’s Recipe
Getting Beyond “Craap”: Scientific Literacy In Fyw And Wad, Erica Duran, Lauren M. Springer
Getting Beyond “Craap”: Scientific Literacy In Fyw And Wad, Erica Duran, Lauren M. Springer
The Journal of the Assembly for Expanded Perspectives on Learning
While first-year writing (FYW) programs often bear the responsibility for teaching students to write across the disciplines (Downs and Wardle), too often students restrict the concepts learned in FYW to the humanities, or even worse, a single class. Moreover, students frequently complete research assignments in FYW which restrict them to scholarly or peer-reviewed sources, hindering their ability to learn how to assess popular sources. This can be especially problematic with scholarly STEM sources, which are laden with unfamiliar technical terms. Although the writing and research skills learned in FYW are often intended to be interdisciplinary, FYW faculty have opportunities to …
Negotiating Scientific Identity And Agency: Graduate Student Perspectives On A Public Communication Of Science Course, Lilly Campbell
Negotiating Scientific Identity And Agency: Graduate Student Perspectives On A Public Communication Of Science Course, Lilly Campbell
The Journal of the Assembly for Expanded Perspectives on Learning
Drawing on interviews with nine graduate science students, this article explores perspectives on a Public Communication of Science (PCS) course designed to help students translate their research for a public talk given at a local town hall. I first outline the history of the student-run course and then discuss three course components—public rhetoric of science; improvisation; and audience awareness. Within each component, I describe one student’s particular experience with the course. I describe how students transferred rhetorical lessons from the course to their academic writing but could also transfer rigid views of communication from their scientific work back into their …
Part 2: Learning To Communicate About Science: Writing About (Science) Writing And The First-Year Writing Requirement, David Gerstle, Sarah Seeley, Marc Laflamme
Part 2: Learning To Communicate About Science: Writing About (Science) Writing And The First-Year Writing Requirement, David Gerstle, Sarah Seeley, Marc Laflamme
The Journal of the Assembly for Expanded Perspectives on Learning
Part 2: Learning to Communicate About Science: Writing About (Science) Writing and the First-Year Writing Requirement
Coastal Communications: Teaching Civic Scientific Literacy In English And Environmental Science And Resource Management Classes, Stacey Anderson, Kiki Patsch
Coastal Communications: Teaching Civic Scientific Literacy In English And Environmental Science And Resource Management Classes, Stacey Anderson, Kiki Patsch
The Journal of the Assembly for Expanded Perspectives on Learning
Named after the national park that lies just off of our Ventura County shores, California State University Channel Islands draws faculty who are committed to integrating the coast into their teaching and research. This context has inspired our interdisciplinary collaboration as teacher-scholars who hail from separate departments (English and Environmental Science and Resource Management). Our work together is designed to amplify civic scientific literacy in our classrooms as a means of elevating discourse on the growing challenges that threaten our coastal communities.
Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin
Storying Science: Preparing Stem Students To Engage With Discipline-Specific And Public Audiences Through The Ted(X) Genre, Erica M. Stone, Sarah E. Austin
The Journal of the Assembly for Expanded Perspectives on Learning
Communicating about science with public audiences is becoming increasingly important for STEM students, both during their studies and once they enter a specific scientific workplace. Using two different general education writing courses as case examples, one at Middle Tennessee State University and one at the United States Air Force Academy Preparatory School, this article offers a model for how the rhetorical structure of the TED(x) presentation genre can be used to prepare STEM-focused students to better engage with non-expert audiences. Through narrative reflection and assignment examples, we build on Joshua Schimel’s framework for communicating science and provide a replicable model …
Weaving Science Communication Training Through An Undergraduate Science Program With A Focus On Accessibility And Inclusion, Adina Silver, Zoya Adeel, Tim Li, Abeer Siddiqui, Alexander Hall, Sarah L. Symons, Katie Moisse
Weaving Science Communication Training Through An Undergraduate Science Program With A Focus On Accessibility And Inclusion, Adina Silver, Zoya Adeel, Tim Li, Abeer Siddiqui, Alexander Hall, Sarah L. Symons, Katie Moisse
The Journal of the Assembly for Expanded Perspectives on Learning
Science communication training can help scientists engage diverse audiences with the promise and process of science, helping to strengthen science literacy and preserve public trust in science. But not all scientists have access to such training. To address this shortfall, we have embedded a suite of science communication courses in the Life Sciences Program, the largest undergraduate science program at McMaster University in Hamilton, Ontario. A foundational course focuses on making science accessible through inclusive language and media, while more advanced courses emphasize the importance of understanding and centering the values, beliefs, questions, and critiques of audiences, and using narratives …
Depaul Digest
DePaul Magazine
College of Education Professor Jason Goulah fosters hope, happiness and global citizenship through DePaul’s Institute for Daisaku Ikeda Studies in Education. Associate Journalism Professor Jill Hopke shares how to talk about climate change. News briefs from DePaul’s 10 colleges and schools: Occupational Therapy Standardized Patient Program, Financial Planning Certificate program, Business Education in Technology and Analytics Hub, Racial Justice Initiative, Teacher Quality Partnership grant, Intimate Partner Violence and Brain Injury collaboration, School of Music Career Closet, Sports Photojournalism course, DePaul Migration Collaborative’s Solutions Lab, Inclusive Screenwriting courses. New appointments: School of Music Dean John Milbauer, College of Education Dean Jennifer …
Teaching Mathematics With Poetry: Some Activities, Alexis E. Langellier
Teaching Mathematics With Poetry: Some Activities, Alexis E. Langellier
Journal of Humanistic Mathematics
During the summer of 2021, I experimented with a new way of getting children excited about mathematics: math poetry. Math can be a trigger word for some children and many adults. I wanted to find a way to make learning math fun—without the students knowing they’re doing math. In this paper I describe some activities I used with students ranging from grades K-12 to the college level and share several poem examples, from students in grades two to eight.
Book Review: Kumar, Ashwani. (Ed.). (2022). Engaging With Meditative Inquiry In Teaching, Learning, And Research: Realizing Transformative Potentials In Diverse Contexts. New York, Ny: Routledge., Giovanni Rossini Phd
Book Review: Kumar, Ashwani. (Ed.). (2022). Engaging With Meditative Inquiry In Teaching, Learning, And Research: Realizing Transformative Potentials In Diverse Contexts. New York, Ny: Routledge., Giovanni Rossini Phd
Journal of Contemplative and Holistic Education
Book Review of following text:
Kumar, Ashwani. (Ed.). (2022). Engaging with Meditative Inquiry in Teaching, Learning, and Research: Realizing Transformative Potentials in Diverse Contexts. New York, NY: Routledge.
Pause And Possibility: Pre-Service Teachers’ Perspectives On Creative Writing Clubs, Stephanie Altier
Pause And Possibility: Pre-Service Teachers’ Perspectives On Creative Writing Clubs, Stephanie Altier
Honors Projects
Creative writing clubs can enrich the lives of writers and facilitators. These clubs provide many opportunities to enrich their members’ academic, social, and personal development (Clifton, 2022; Siskel & Jacobs, 2011; Lawton, 2021). This project uses a focus-group study of five pre-service Integrated Language Arts teachers to explore the teachers' perspectives on advising creative writing clubs. Their insight informs a web-based teacher resource, Creative Writing Club Hub. Major findings are that participants harbor low self-efficacy towards creative writing and that the most effective method for encouraging them to advise these clubs may be to create a creative writing community …