Teacher Education and Professional Development Commons^™

Teaching Big History, Richard B. Simon, Mojgan Behmand, Thomas Burke, Esther Quaedackers, Seohyung Kim, Kiowa Bower, Neal Wolfe, James B. Cunningham, Cynthia Taylor, Martin Anderson, J. Daniel May, Philip Novak, Debbie Daunt, Jaime Castner, Ethan Annis, Amy E. Gilbert, Anne Reid, Suzanne Roybal, Alan Schut, Cynthia Brown, Harlan Stelmach

Harlan Stelmach

Teaching Threshold 6: The Rise Of Homo Sapiens, Richard Simon, Mojgan Behmand, Thomas Burke, Esther Quaedackers, Seohyung Kim, Kiowa Bower, Neal Wolfe, James Cunningham, Cynthia Taylor, Martin Anderson, J. May, Philip Novak, Debbie Daunt, Jaime Castner, Ethan Annis, Amy Gilbert, Anne Reid, Suzanne Roybal, Alan Schut, Cynthia Brown, Harlan Stelmach

Cynthia Taylor

Teaching Big History, Richard B. Simon, Mojgan Behmand, Thomas Burke, Esther Quaedackers, Seohyung Kim, Kiowa Bower, Neal Wolfe, James B. Cunningham, Cynthia Taylor, Martin Anderson, J. Daniel May, Philip Novak, Debbie Daunt, Jaime Castner, Ethan Annis, Amy E. Gilbert, Anne Reid, Suzanne Roybal, Alan Schut, Cynthia Brown, Harlan Stelmach

Mojgan Behmand

Diversity In Times Of Austerity: Documenting Resistance In The Academy, David Moscowitz, Terri Jett, Terri Carney, Tamara Leech, Ann M. Savage

Terri M. Carney

What happens to feminism in the university is parallel to what happens to feminism in other venues under economic restructuring: while the impoverished nation is forced to cut social services and thereby send women back to the hierarchy of the family, the academy likewise reduces its footprint in interdisciplinary structures and contains academic feminists back to the hierarchy of departments and disciplines. When the family and the department become powerful arbiters of cultural values, women and feminist academics by and large suffer: they either accept a diminished role or are pushed to compete in a system they recognize as antithetical …

Pharmacy Practice: Integrating Faith, Learning, And Life, Kelly J. Wright

Kelly J. Wright, R.Ph., Pharm.D.

No abstract provided.

Gen Ms 30 Thurston/Corthell Collection Finding Aid, Megan Hendrix

Search the General Manuscript Collection Finding Aids

Description:

W.J. Corthell was the first principal of the Western State Normal School in Gorham, founded in 1878. The other collector may have been Marjorie Thurston, class of 1907. The Memorabilia consists of artifacts and photographs found in Special Collections.

Date Range:

1870s-1907

Size of Collection:

1 ft.

Esquisse D’Un Projet Épistémologique Pour La Science Politique Dans Une Afrique Post-Génocide, Mame-Penda Ba

Présence Francophone: Revue internationale de langue et de littérature

This article attempts to answer two main questions: “What does it mean to teach political science in an African university when oneself is African?” and “what social realities are we documenting (or should we document)?” As a political scientist, I came to ask myself these questions based on my encounter with the genocide of the Tutsi in Rwanda, and based on the questions that this major event had kindled in me. My encounter with the subject of “genocide” was in all respects an upheaval because I understood suddenly a large weakness in the way political science was taught at Université …

A Suryey Of Music Therapists' Use Of Music To Facilitate Reading Development In Children, Cynthia Cross

Masters Theses

This study utilized Naturalistic Inquiry methods to investigate how music therapists use music elements to impact reading development in school-aged children. Eleven Board-Certified Music Therapists were interviewed providing information regarding music therapy interventions, reading skills targeted, theoretical influences, and professional influences. Transcripts of interviews were analyzedto determine themes, coÍtmon use of language related to the subject, common perceptions, and techniques and uses for music to impact reading development. In general subjects did not report specifically using music elements to target reading behavior. Rather, most subjects identified reading objectives determined by classroom teachers and developed music interventions to accommodate those objectives. …

"We Can't Reclaim What We Don't Understand": Teachers' Perceptions Of Advocacy And Voice In A Rural Institute Of The National Writing Project, James Anthony Anderson

Graduate Theses and Dissertations

This study examines teachers' perceptions of advocacy and voice in a summer institute of the National Writing Project. The Rural Advocacy Institute, a first-time initiative through the Northwest Arkansas Writing Project, offered three weeks of professional development centered on rural education and teaching English language arts in rural public schools. The study is a grounded theory study; grounded theory forces the researcher to stay "close to the data," compare data sets, and use reflective writing to identify conceptual categories in the data. Data collection in the study included semi-structured interviews with six K-12 teachers participating in the Institute and twenty-seven …

Implementando La Educación Sexual Integral En El Conurbano: Interpretaciones, Practicas, Y Dificultades De Los Docentes De La Esi En La Escuela Secundaria / Implementing Integral Sexual Education In Grand Buenos Aires: Interpretations, Practices, And Difficulties Of High School Sexual Education Teachers, Alexcia Chambers

Independent Study Project (ISP) Collection

The enactment of Law 26, 150—Argentina’s national Integral Sexual Education (ESI) program—in 2006 gave all Argentine teachers the opportunity, and the responsibility, to teach sexual education in the classroom. Although it has been eight years since the passing of this national law, it has not been universally implemented, and high school teachers in Greater Buenos Aires have yet to receive training on the new curriculum. Analyzing the opinions and experiences of seven high school teachers in the Greater Buenos Aires area, this study seeks to show the reality of sexual education in the Argentine classroom today through the teacher’s eyes. …

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.

Remembering Evelyn, Lisa K. Miller

DLPS Faculty Publications

This is a Powerpoint presentation shown at the November 21, 2014 Evelyn Thurman Young Readers Book Award Luncheon held in the Kentucky Building at Western Kentucky University in Bowling Green, Kentucky. The travel slides were loaned to WKU Libraries by Miss Thurman's nephews, Jeff Newton and Steve Newton.

"You Can't Be Creative Anymore": Students Reflect On The Lingering Effects Of The Five-Paragraph Essay, Jennifer P. Gray

Teaching/Writing: The Journal of Writing Teacher Education

The five-paragraph essay continues to make headlines in composition and pedagogy journals and on teacher listservs. This long-cherished genre has been touted for teaching the basics to writers in college, and teachers often claim that it is the best foundation for solid essay writing. In contrast, there are numerous five-paragraph essay critics who claim that the essay is a “school-created thing” that has no real-world value and persists due to an enshrinement in textbooks as preparation for objective standardized testing. Regardless of the debate, one thing remains: there is little research on the essay from the students’ perspective. This essay …

A “Great Balancing Act:” Becoming Dexterous And Deft With New Literacies Pedagogy, Jill Mcclay, Shelley Stagg Peterson, Christine Portier

Teaching/Writing: The Journal of Writing Teacher Education

In response to recent mandates in literacy curricula, literacy teachers must integrate Web 2.0 and new literacies perspectives into their writing instruction. Such transitions in their pedagogy, however, are often accomplished without adequate support or opportunities for professional development. How do teachers approach the difficult task of changing their perspectives to take new literacies practices into account? This article traces the learning and pedagogical practices of five teachers who worked with the authors in a dual-sited action research study (one in a large urban district, one in a small rural district) for more than two years. We present two themes …

Learning To Develop A Culturally Relevant Approach To 21st Century Writing Instruction, Detra Price-Dennis, Molly Trinh Wiebe, Michelle Fowler-Amato

Teaching/Writing: The Journal of Writing Teacher Education

In a position statement, Beliefs about the Teaching of Writing (2004), NCTE outlines eleven broad principles to serve as a guide for teaching language arts. Among the key ideas in this document is the call for language arts teacher educators to consider how literacy courses can create opportunities for pre-service teachers to account for the multifaceted and multimodal world of literacy with students in K-12 settings. The purpose of this qualitative case study is to learn from the experience of one pre-service teacher during his language arts methods course. Drawing on a subset of data from two, our research team …

Asking And Understanding Questions: An Inquiry-Based Framework For Writing Teacher Development, Jessica Rivera-Mueller

Teaching/Writing: The Journal of Writing Teacher Education

Teachers develop when they critically examine the questions they ask about their work because questions make pedagogical beliefs visible and available for critical reflection and revision. In a standards-based educational climate—a time when writing becomes a set of measurable skills rather than a complex social practice—teachers may feel that a critical examination of their questions is (at best) a luxury or (at worst) a distraction to work they need to accomplish. Therefore, writing teacher educators may find it increasingly challenging to help teachers engage in reflexive inquiry. This essay describes a Deweyian-informed framework that shows how addressing inquiries and critically …

Co-Planning And Co-Teaching In A Summer Writing Institute: A Formative Experiment, Kelly Chandler-Olcott, Janine Nieroda, Bryan Ripley Crandall

Teaching/Writing: The Journal of Writing Teacher Education

This paper reports findings from a two-year formative experiment (Reinking & Bradley, 2008) investigating a summer writing institute for students entering ninth grade at an urban high school. The three-week program was staffed by both university researchers and teachers. In contrast to traditional summer school, it was intended as enrichment, not remediation, for a heterogeneous group of students, and a learning experience, not just a teaching opportunity, for practitioners. The pedagogical goals of the intervention were two-fold: 1) increase students’ writing engagement and skill, and 2) improve teachers’ capacity to teach writing to diverse student populations. Findings focused on co-teaching …

Navigating Collaborative Teaching Waters: Professors Go Back And Pre-Service Teachers Move Forward To Embody The Promise Of Story, Jill Adams, Kathleen Deakin, Gloria Eastman, Jay Arellano, Andrea Nieto, Eliza Spencer, Brianne Barber

Teaching/Writing: The Journal of Writing Teacher Education

A group of English education professors and secondary English education collaboratively planned a 3-week class for future high school freshmen in an academic summer camp held on our campus. Reflections of lessons learned from a variety of perspectives are shared.

Introduction: Building Bridges In Writing Teacher Education, Jonathan Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

This introduction discusses the editors' decision to support publications in both APA and MLA formats and also provides contextual introductions for all articles.

An Argument For The Great Divorce In The Public School Ninth Grade English Classroom, Taylor Isom

Senior Honors Theses

C. S. Lewis’s The Great Divorce (1946) can provide a useful supplement for ninth grade English instruction because of its quality as a literary work, the ideas it represents, its commentary on enduring human questions, and its connections to its historical context. At its core, the book reflects on recurring philosophical and religious ideas in a way that simultaneously links to and transcends its time. It also exhibits hallmarks of literary excellence, such as formal consistency and a comprehensive view of its themes. The Great Divorce’s skillful use of literary elements suits it for instruction, adapting form to purpose. …

Getting To The Stories: Research On Participant Perceptions Of Race- And Equity-Focused Professional Development, Kehaulani Haupu

Doctor of Education (EdD)

This qualitative research study explored participant perceptions of district-sponsored race-and equity-focused professional development, specifically as it applies to racial consciousness. This study utilizes Singleton’s (2006) Courageous Conversations About Race (CCAR) Protocol to examine participant perceptions of district race-and equity-focused professional development and its impact personally, professionally, and as members of an organization engaged in ongoing conversations about race and equity. Results showed that participants perceived a change in their racial consciousness as a result of participation in the district’s ongoing race-and equity-focused professional development. The study explored the results and its implications for education, specifically regarding participant perception of the …

Contradicting Conventional Wisdom: Women Presidents' Abilities To Forge Purposeful And Instrumental Relationships For Institutional Outcomes, Susan Amy Woollen

Theses and Dissertations

CONTRADICTING CONVENTIONAL WISDOM: WOMEN PRESIDENTS' ABILITIES TO FORGE PURPOSEFUL AND INSTRUMENTAL

RELATIONSHIPS FOR INSTITUTIONAL OUTCOMES

Susan A. Woollen

268 pages May 2015

There is a perception in the literature that women presidents are weak in the function of instrumental relationship building. The purpose of this qualitative study was to explore the practices developed and utilized by women presidents of 4-year institutions to identify and build relationships with key constituents whom they recognized as having resources that could lead to institution building and to learn how the presidents secured those resources.

Through an interview format, 12 presidents elaborated on the internal …

The Dominican Big History Summer Institute: A Story Of Collective Learning, Mojgan Behmand

Mojgan Behmand

No abstract provided.

University College Connection Fall 2014, Dennis K. George, Dean, Wendi Kelley, University College, Western Kentucky University

UC Publications

No abstract provided.

Reimagining Relationships Between High School And College In The Wonderful World Of Writing Centers, Tammy Conard-Salvo, Richard Severe, Bridget Carey, Collin Baker

Purdue Writing Lab/Purdue OWL Presentations

This panel presentation given at the 2014 International Writing Centers Assocation (IWCA) conference shows two ways that high school and college writing centers can intersect. The first presentation describes a partnership between a college and high school to form a “sister writing center.” The second presentation addresses shifting tutor identities when high school tutors go onto college. Both presentations identify direct and indirect relationships between high school and college writing centers, and attendees will be invited to share ideas about collaborating with high schools.

Democratic Teaching: An Incomplete Job Description, Rachel Bradshaw

Democracy and Education

The importance of public education in democratic states is almost beyond dispute. Too often, though, discussions of democratic education focus solely on policies and systems, forgetting the individual teachers who are ultimately responsible for educating future citizens. This paper attempts to illustrate just how complex and significant the role of teachers in a democratic republic can be.

How Service-Learning In Spanish Speaks To The Crisis In The Humanities, Terri Carney

Terri M. Carney

Service-learning is a transformational pedagogy with timely application to the teaching and learning of foreign languages. In our current climate of assessment outcomes, language study and the humanities more generally tend to be devalued and rendered invisible by utilitarian models of evaluation. Incorporating service-learning courses and experiences into the foreign language classroom provides real- world immersion for students in their local linguistic and cultural communities, satisfies teachers’ desires to connect teaching and research to local community issues, and allows departments to meet institutional and educational goals. Indeed, service-learning points us to new definitions of old concepts—such as the role of …

Interpreting, Stephanie Jo Kent

Doctoral Dissertations

What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and discount …

Improving Anti-Racist Education For Multiracial Students, Eric Hamako

Doctoral Dissertations

This dissertation explores how anti-racist education might be improved, so that it more effectively teaches Multiracial students about racism. A brief history of anti-racist education and a theory of monoracism – the systematic oppression of Multiracial people – provide context for the study. Anti-racist education in communities and colleges has supported U.S. social movements for racial justice. However, most anti-racist education programs are not designed by or for students who identify with two or more races. Nor have such programs generally sought to address Multiraciality or monoracism. Since the 1980s, Multiraciality has become more salient in popular U.S. racial discourses. …

Public Education And Teacher Understanding Of Dakota And Lakota Culture, Kiley Theede, Maggie Looft

Journal of Undergraduate Research at Minnesota State University, Mankato

This project was designed to collect and to share information in order to better prepare teachers of Native students. This study involved five in-depth, in-person interviews with Dakota and Lakota elders between 40 and 70 years old. Elders provided reflections on experiences of past generations, on their own educational experiences, on the preferred learning methods of Native students, and on their visions for teachers‟ practices and influences on Native children. Through grounded theory, data analysis was conducted to identify themes. Stories and comments from elders were organized around those themes. Future studies might include use of the videotaped interviews in …