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Full-Text Articles in Adult and Continuing Education and Teaching
An Autoethnography Journey: Social And Emotional Learning In A Post-Covid Classroom, April Edwards
An Autoethnography Journey: Social And Emotional Learning In A Post-Covid Classroom, April Edwards
Masters Theses
In this autoethnography journey, we explore the question, "What resources are available for teachers to use to guide SEL instruction, and how effective are those resources post-pandemic?" Post-COVID-19 pandemic, we noticed that our students needed more social interaction time in the classroom. Student behaviors increased alongside teacher frustration. Districts immediately began to see this struggle in the school systems and the growing concern from parents and teachers. Our children were not taught how to respectfully express their social and emotional needs due to the lack of opportunity to practice with others. During this study, we found that teachers …
Photovoice Gives Students A Voice, Lynne Meade
Photovoice Gives Students A Voice, Lynne Meade
TFSC Publications and Presentations
Students often struggle with ways to turn their experiences into meaningful stories. Photovoice is a way to use photography for positive social change and to help people tell their stories. I used Photovoice to help students process the uncertainty of moving back home when the university switched to remote in Spring 2020. Since I teach public speaking, I used those stories to teach public speaking skills as well.
For example, one prompt I used was “an unexpected use of something.” I showed them a small hand weight that I used as a doorstop. I took creative pictures of the weight …
Unspoken Barriers: An Autoethnographic Study Of Frustration, Resistance And Resilience, Rose M. Wake
Unspoken Barriers: An Autoethnographic Study Of Frustration, Resistance And Resilience, Rose M. Wake
The Qualitative Report
Immigration, cultural capital, cultural hybridity are the contributing players within my autoethnographic research as a second-generation daughter of southern Italian migrants from the post war era. This autobiography of my lived experience identifies contributing influences of arrested development within my educational and life trajectory and explores theoretical frameworks as key comparative indicators for my thwarted stages of psychosocial development. My identity and role as a female is further explored within the construct of a determined and culturally hybrid adolescence in an effort to answer research questions of identity and role confusion. My narratives situate my life as a daughter, student, …