Werk At Play: Exploring The Creative Play Of A Graduate Student Writer To Reimagine Graduate Writing In The Humanities,
2022
George Mason University
Werk At Play: Exploring The Creative Play Of A Graduate Student Writer To Reimagine Graduate Writing In The Humanities, Michelle Lafrance, Jay Hardee
The Journal of the Assembly for Expanded Perspectives on Learning
This nontraditional essay poses the imaginative possibilities of fostering creative, intellectual play in graduate classes in the Humanities. Exploring the case study of a vlog produced by a student in a graduate seminar, the essay traces how the hybrid, multimodal writing—writing that meshes the digital conventions of creative and scholarly genres—in the course enabled this student to “reimagine” the purpose and stock moves of effective “scholarly” writing as the student blended voices, identities, and genres in his work. Creative play can be understood as an important pedagogical tool that allows graduate students to resist coercive and exclusionary processes of socialization, …
“Weaving All Of Them Together”: How Writing Majors Talk About Creative Writing,
2022
Texas Tech University
“Weaving All Of Them Together”: How Writing Majors Talk About Creative Writing, T J. Geiger
The Journal of the Assembly for Expanded Perspectives on Learning
The labels “creative” and “creative writing” serve several purposes in the discourses of undergraduate writing majors. In a study of students in two writing major programs, students often exerted significant effort to negotiate among diverse writing experiences and to integrate different understandings of writing. Their efforts mirror scholars’ conversations about negotiation and integration at the level of curricula and programs. Writing majors in this study raised issues relevant to the well-established curricular domains of theoretical knowledge, professional expertise, and civic action. They explained their insights using a mix of idiosyncratic, institutional, and disciplinary language that frequently relied on forms of …
The Pandemic Forces Us Back To Our Roots: Book Reviews Introduction,
2022
Trinity College
The Pandemic Forces Us Back To Our Roots: Book Reviews Introduction, Irene Papoulis
The Journal of the Assembly for Expanded Perspectives on Learning
Book Reviews Introduction
Can We Flourish?,
2022
Shepherd University
Can We Flourish?, Christy Wenger
The Journal of the Assembly for Expanded Perspectives on Learning
Teachers and students alike can agree on one shared truth of this past academic year: it was tough. Even though many of us found our way back into classrooms, sometimes masked and sometimes not, Covid continued to present new hurdles to our tried-and-true active teaching methods. Students struggled to keep up with the social and emotional demands of the face-to-face classroom after so many pandemic interruptions over the past two years, and teachers struggled to foster engagement and make meaningful learning gains in their classes. I met weekly with the instructors in my writing program to talk through classroom engagement …
Back Matter,
2022
Long Island University
Back Matter, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Back Matter
An Encomium For Community College Students In Five Scenes,
2022
Community College of Baltimore County
An Encomium For Community College Students In Five Scenes, James Gallagher
The Journal of the Assembly for Expanded Perspectives on Learning
Books start arriving at my apartment by the boxful. As part of the committee judging the CCCC Outstanding Book Contest, I am inundated with books, and I am excited to get down to reading them. I feel like a graduate student all over again, reading things I would never read if I weren’t “made” to (New Materialisms, anyone?). Most of the books excite me and make me think about how I can move forward as a teacher of first year writing. Some of them hurt my brain. Some of them annoy me.
Review Of Pars In Practice: More Resources And Strategies For Online Writing Instructors, Jessie Borgman And Casey Mcardle, Editors,
2022
University of Tennessee, Knoxville
Review Of Pars In Practice: More Resources And Strategies For Online Writing Instructors, Jessie Borgman And Casey Mcardle, Editors, Madeline Crozier
The Journal of the Assembly for Expanded Perspectives on Learning
The charge that “we are all online writing instructors” should resonate with any composition instructor who has taught during the Covid-19 pandemic (Borgman and McArdle 3). This exigent universal truth gives rise to the compilation of this volume. The well-timed collection builds on Borgman and McArdle’s co-authored book Personal, Accessible, Responsive, Strategic: Resources and Strategies for Online Writing Instructors, which earned the 2020 Computers and Composition Distinguished Book Award and introduced the PARS approach to online writing instruction—Personal, Accessible, Responsive, Strategic.
Review Of Creativity And The Paris Review Interviews: A Discourse Analysis Of Famous Writers’ Composing Practices By Rhonda Leathers Dively,
2022
Tennessee State University
Review Of Creativity And The Paris Review Interviews: A Discourse Analysis Of Famous Writers’ Composing Practices By Rhonda Leathers Dively, Heidi M. Williams
The Journal of the Assembly for Expanded Perspectives on Learning
Only by fate and fortune would an apprentice receive the opportunity to review the work of a master. Nearly 14 years after sitting as a doctoral student in her Creativity Theory course, I am pleased to review Dr. Ronda Leathers Dively’s text, Creativity and The Paris Review Interviews: A Discourse Analysis of Famous Writers’ Composing Practices. Dively has written and published on the topic of Creativity Theory since the late 90s and is notably one of the pioneers for applying Creativity Theory in the composition and expository writing classrooms.
Review Of Teaching The Way: Using The Principles Of The Art Of War To Teach Composition By Steven T. Nelson,
2022
Coastal Carolina University
Review Of Teaching The Way: Using The Principles Of The Art Of War To Teach Composition By Steven T. Nelson, Christian Smith
The Journal of the Assembly for Expanded Perspectives on Learning
First, an admission, or perhaps a confession: my enthusiasm for teaching composition has been waning in the last year or two. I don’t know if it was the pandemic coupled with the resulting year on Zoom or the cumulative effect of teaching writing for the last decade and a half, but somewhere along the way it became a different experience. All too often after grading or having a lesson plan fall flat, I would repeat the first two lines from Geoffrey Sirc’s underappreciated review article, “Resisting Entropy,” when he says “Teaching writing is impossible. You have ten to fifteen weeks …
Contributors To Jaepl, Vol. 27,
2022
Long Island University
Contributors To Jaepl, Vol. 27, Wendy Ryden
The Journal of the Assembly for Expanded Perspectives on Learning
Contributors
Review Of Creativity And Chaos: Reflections On A Decade Of Progressive Change In Public Schools, 1967-1977 By Charles Suhor,
2022
University of Maine, Portland
Review Of Creativity And Chaos: Reflections On A Decade Of Progressive Change In Public Schools, 1967-1977 By Charles Suhor, Stan Scott
The Journal of the Assembly for Expanded Perspectives on Learning
In the title of Charles Suhor’s engaging memoir, the words progressive, change, and creativity—even chaos—will I suspect light fires of the imagination for many progressively inclined teachers and other readers. That goes all the more for those of us who lived through the upheavals and exciting breakthroughs of the late ‘60s and ‘70s, who may also have fought battles, like the ones recounted by Suhor, on behalf of our own students and children, to bring progressive changes to schools and colleges. As a former professor of English and philosophy and co-chair (with my friend and colleague Irene Papoulis) of the …
Review Of Self+Culture+Writing: Autoethnography For/As Writing Studies, Rebecca Jackson And Jackie Grutsch Mckinney, Editors,
2022
Western Michigan University
Review Of Self+Culture+Writing: Autoethnography For/As Writing Studies, Rebecca Jackson And Jackie Grutsch Mckinney, Editors, Amanda E. Scott
The Journal of the Assembly for Expanded Perspectives on Learning
This volume brings together a compendium of works that explore autoethnography and its emerging applications. A qualitative approach that first appeared in the social sciences, autoethnography has recently gained traction within other disciplines over the last two decades, including rhetoric and composition studies. However, due to its theoretically and methodologically amorphous qualities, over the years researchers have struggled to firmly define autoethnography, especially as the field continues to evolve. Still, many within writing studies have championed the method and now understand it as a recursive tool for studying “the relationship between self and other and all of its dimensions” (Kafar …
Exploring The Level Of Engagement Of Capstone Students In An Active Learning Center,
2022
University of Massachusetts Boston
Exploring The Level Of Engagement Of Capstone Students In An Active Learning Center, Carol Ann Sharicz
Instructional Design Faculty Publications
This study provides a qualitative exploration of the level of engagement of Capstone students attending course meetings in an Active Learning Center (ALC) during their own respective semester at a public research university in the Boston area. A design-based research methodology was employed to study innovative learning environments encompassing learning in context. Study results uncovered three themes regarding the impact of the learning space on students’ perceptions of learning and levels of engagement; revealed that one particular tool, the use of small white boards, encouraged deep thinking and reflection; and indicated that the ALC provided a highly collaborative experience.
Mediating Language Fluency Development: An Action Research Study In A High-School Ap Chinese Second-Or-Foreign-Language Task-Based Language Teaching Classroom,
2022
University of San Francisco
Mediating Language Fluency Development: An Action Research Study In A High-School Ap Chinese Second-Or-Foreign-Language Task-Based Language Teaching Classroom, Jing Liang
Doctoral Dissertations
Fluency development is critical in language learning; however, the teacher’s role as a mediator in a learner’s fluency development rarely has been explored in Task-Based Language Teaching (TBLT) classrooms. This study investigated how a teacher, as the human mediator who can be certain that stimuli in the learning environment will be available and benefit the learners, implemented mediation under the guidance of Mediated Learning Experience (MLE) theory in aiding learners’ speaking cognitive and utterance fluency development in one AP Chinese high-school TBLT classroom in the Bay Area. MLE theory, developed by psychologist Reuven Feuerstein, provided a mediation framework for this …
Information And Communications Technology Integration In Bahamian Public High School Biology Classrooms,
2022
Walden University
Information And Communications Technology Integration In Bahamian Public High School Biology Classrooms, Cynthia Carmen Johnson
Walden Dissertations and Doctoral Studies
More research on information and communications technology (ICT) use for teaching and learning is needed, particularly since the almost global transition from traditional face-to-face to virtual classrooms forced by the COVID-19 pandemic. The problem addressed in this current qualitative project study was the reported challenges experienced by teachers integrating ICT into the delivery of the biology curriculum in Bahamian public high school classrooms. The purpose of the study was to explore the biology teachers’ ICT integration into their virtual classrooms during the COVID-19 pandemic. The study was grounded in the technological pedagogical and content knowledge conceptual framework. Three research questions …
Tech-Savvy Educators’ Perceptions Of Using Smartphones For Self-Directed Professional Development,
2022
Walden University
Tech-Savvy Educators’ Perceptions Of Using Smartphones For Self-Directed Professional Development, Matinga E. Ragatz
Walden Dissertations and Doctoral Studies
The proliferation of the smartphone has encouraged educators, particularly the tech savvy, to seek personalized learning options in lieu of the absence of individualized professional development (PD) offerings provided by their academic institutions that are not based on short-term whole group instruction. Although smartphone use has attracted the attention of researchers, not much has been examined about how educators use the device to enhance their learning. The purpose of this generic qualitative study was to investigate the perceptions of tech-savvy educators regarding smartphone use for informal self-directed PD. The conceptual framework of the study was the 3 x 3 model …
Elementary Teacher Perceptions Of Blended Learning In The Digital Classroom,
2022
Walden University
Elementary Teacher Perceptions Of Blended Learning In The Digital Classroom, Sarah Cummings
Walden Dissertations and Doctoral Studies
Blended learning is an instructional model in which instruction is delivered using a combination of traditional teaching methods and online learning materials such as digital textbooks, virtual textbooks, and teacher-made videos. The problem was that elementary teachers in local schools were not implementing blended learning as intended by the school’s improvement plan. The purpose of this study was to examine the perspectives of elementary teachers in Grades 3-5 who have experience using blended learning. The framework for the study is the complex adaptive blended learning system (CABLS) because it helps examine the blended learning elements and the changes that result …
Elementary Special Education Teachers’ Perception On Technology Adoption In The Shift To Online Learning,
2022
Walden University
Elementary Special Education Teachers’ Perception On Technology Adoption In The Shift To Online Learning, Samuel Sykes
Walden Dissertations and Doctoral Studies
Elementary special education teachers are required to provide online learning instruction to students with disabilities as schools are navigating through the COVID -19 pandemic with a lack of information as to how to do so successfully. The purpose of this basic qualitative study was to explore the perceptions of elementary special education teachers in a school district in the southeastern United States on their pedagogical and technology concerns regarding the shift to online learning for students with disabilities. This study’s conceptual framework was based on Roger’s diffusion theory and concerns-based adoption model. The research questions addressed elementary special education teachers’ …
Elementary Teacher Experiences Regarding Use Of Technology In The Western Pacific Islands,
2022
Walden University
Elementary Teacher Experiences Regarding Use Of Technology In The Western Pacific Islands, Lynn Ordonez Mendiola
Walden Dissertations and Doctoral Studies
In the Western Pacific Islands School District (WPISD), technology standards were last developed and adopted in 2008. These standards have not been revisited or revised. The problem is that teachers are expected to use the latest educational technology, but technology standards are not current for preparing students for the 21st century workforce. The purpose of this basic qualitative inquiry was to explore how elementary teachers use current classroom technologies to address 21st century skills as mandated by the WPISD, despite having outdated technology standards. The Technological Pedagogical Content Knowledge (TPACK) framework guided the study in order to integrate pedagogy, content, …
A View From Somewhere: Situating The Public Problem In Creative Writing Workshops,
2022
University of Nebraska - Lincoln
A View From Somewhere: Situating The Public Problem In Creative Writing Workshops, Erika Luckert
The Journal of the Assembly for Expanded Perspectives on Learning
This essay is an effort to better situate the creative writing workshop in the diverse perspectives of its participants, by drawing on parallels between critiques of the writing workshop and critiques of the idealized public sphere. Habermas’s idealized public sphere has been critiqued for privileging dominant identities, much as creative writing workshops have been critiqued for privileging white writers like me. In this essay, I begin by listening to the critiques and testimony of BIPOC writers, which reveal that workshops are hegemonic spaces that reproduce and magnify racist, sexist, and classist systems. By reading these testimonies in conversation with critiques …
