Digital Commons Network^™

Yeats, The Nobel Prize, And The Labor Of Writing, Marjorie Howes

International Yeats Studies

No abstract provided.

Introduction: Yeats And The Nobel Prize, Charles I. Armstrong, Joakim Wrethed

International Yeats Studies

No abstract provided.

Volume 9, Issue 1, Full Issue

International Yeats Studies

No abstract provided.

Volume 40, Issue 1

Journal of Rural Social Sciences

No abstract provided.

Investigating Appalachian Medical Students’ Perceived Supports And Inhibitors To Their Aspirations Using Habitus And Capital, Jason Hedrick, Erin Mchenry-Sorber

Journal of Rural Social Sciences

This study examined Appalachian medical student aspiration facilitators and impediments. Using semi-structured interviews from ten medical students, findings were analyzed with habitus, and cultural and social capital, with an emphasis on Appalachia as place. Parents established postsecondary expectations early. Family circumstances were influential, including relatives in healthcare, or attending private school. Success with STEMM and haphazard healthcare interactions stoked further interest. However, families approached medical school from a risk narrative, reconsidering what was a part of their child’s imagined future. Physician interactions often provided mixed guidance and resulted in students questioning their career trajectory. Findings confirm and highlight the value …

Patterns And Representation In Play-Based Learning: A Systematic Meta-Synthesis Of Empirical Studies In K-13+ Settings, Steph Dean, Julianne A. Wenner

Publications

This systematic review provides a comprehensive meta-synthesis that examines empirical research on the implementation of play-based learning in formal educational settings. The review aims to identify patterns in the enactment of play-based learning, including its representation across academic disciplines, methodologies, grade levels, geographic contexts, and key indicators of play—choice, wonder, and delight. A comprehensive search across nine databases yielded 1,475 studies, of which 87 met stringent inclusion criteria: empirical, K-13+ formal settings, and an intentional learning objective tied to play. We extracted data from each study and used thematic synthesis to analyze patterns across multiple dimensions. Findings indicate that play-based …

March 2025 Full Issue, Faye O'Reilly

NASIG Newsletter

No abstract provided.

Only Skin Deep Ai Lifestyle Accounts Influencing Political Discourse, Leland Fecher, Patrick Warren, Kylie Gilbert, Ella Murray, Miles Rockow, Jonathan Joon-Hyung Yoo

Media Forensics Hub Creative Inquiry Reports

Inauthentic political influence in American politics has been a prominent topic since the 2016 presidential election, and its features have shifted over time in response to platform countermeasures, feature adoption, and technological change. In this report we explore a small network of AI-empowered accounts posing as models, jewelry sellers, and artists that are espousing a particular partisan view, likely in an effort to engage specific online communities. This report includes a detailed description of the network and the topics in which the network regularly engages. We then discuss the possible effects this has on the American zeitgeist in the moments …

Bridging The Knowledge Gap: Professional Development Connecting Educators And Caregivers Of Multilingual Learners, Mihaela Gazioglu, Emily Howell, Rebecca Kaminski, Victoria Pennington, Nicole Ferguson-Sams, Kavita Mittapalli, Amlan Banerjee

Publications

Purpose – The purpose of this paper is to examine the professional growth of a cohort of teachers working with multilingual learners (MLs) during an MEd program and their recommendations for the development of a literacy course for ML caregivers. In addition, this study explores whether the school district capacity supports teacher growth, as reflected through district representatives’ feedback.

Design/methodology/approach – This design-based research study, informed by the culturally relevant pedagogy and dual capacity building frameworks, explores 30 in-service K-12 teachers and 11 district representatives. Data were collected through semestrial surveys and research logs over two years using mixed methods. …

From Awareness To Action: Caregivers’ Roles In Multilingual Learners’ Literacy Development, Mihaela Gazioglu, Lindsey W. Rowe, Emily Howell, Victoria Pennington, Nicole Ferguson-Sams, Kavita Mittapalli, Amlan Banerjee

Publications

This design-based research study, grounded in the theoretical framework of dual capacity building, explored the impact of a literacy course on multilingual learners’ caregivers, focusing on their knowledge and self-efficacy in supporting their children’s literacy development. Findings revealed a collaborative process between caregivers and researchers, where caregivers contributed insights into their learning needs and influenced the course’s development and implementation. At the end of the course, caregivers’ average self-efficacy score showed a statistically significant 21% increase, while their knowledge ratings increased by 15%. Beyond academic support, the course significantly increased caregivers’ confidence in navigating school systems, understanding school procedures, and …

Profile Of Amy Tureen, Vision Speaker At The 40th Annual Nasig Conference, Christian Burris

NASIG Newsletter

No abstract provided.

Multilingual Learners' Digital Book Composing: Examining Circulation Of Translingual, Multimodal Resources In An Elementary Classroom, Lindsey W. Rowe, Victoria Pennington

Publications

Multilingual learners (MLs) often attend English-medium schools in the U.S. An important area of research is understanding how teachers can support MLs’ literacy practices, such as translingual composing, in these contexts. This paper draws on theories of translanguaging and multimodality to explore the semiotic choices of second graders as they engaged in digital book composing following instruction that invited translanguaging. Specifically, we ask: 1) What multimodal, translingual resources did students initially deploy when invited to use their full semiotic (including linguistic) resources to compose texts? And 2) How were these semiotic resources used across time, resulting in students’ creation of …

Light In The Darkest Places: Analyzing News Coverage Of A U.S. Immigrant Detention Center, Stephanie M. Madison, Mikel W. Cole, Susan Cridland-Hughes

Publications

Immigrants remain one of the most disempowered groups within the United States. Drawing on critical media literacy research that focuses on power dynamics and positioning, this article addresses ways the news media reports on immigrants and immigrant detention centers. We conducted a critical content analysis of 180 articles on one specific location, Stewart Detention Center (SDC), to demonstrate variability in newspaper reporting on several levels, including frequency, geographic location, and context. Our first research question explored changes in reporting over time, and our second research question considered differences in reporting by geographic level. Our third research question examined differences in …

Metacognition And The 5cs Of Positive Youth Development Programs: A Review Of Metacognitive Interventions, Omolola A. Odejimi, Leslie F. Clark

Journal of Youth Development

Positive youth development (PYD) programs have increased positive outcomes for adolescents, however research on the underlying change processes in these programs remains limited. The 5Cs (Competence, Confidence, Character, Caring and Connection) of PYD are a framework of desirable outcomes for youth programs. Change to metacognition is proposed as a mechanism by which PYD programming accomplishes these outcomes. This review describes findings from metacognitive interventions with PYD-relevant outcomes in adolescents aged 10-24. Fifteen electronic databases were searched using keyword phrases related to “metacognitive intervention” and “adolescents”. Seventeen studies met inclusion criteria. Included studies addressed 2 of the 5 goals of PYD …

Evolution Of Teachers’ Perspectives On Family Engagement: Building Dual Capacity For Multilingual Learners, Lindsey W. Rowe, Hazel Vega, Emily Howell, Katie M. Crook, C C. Bates, Kavita Mittapelli, Amlam Banerjee

Publications

Family engagement in multilingual learner education offers benefits associated with improved academic performance, stronger parent-teacher communication, and more inclusivity of cultural and linguistic diversity. Responding to calls for professional development that enables teachers to meaningfully involve families, this paper draws from surveys and course assignments to examine how teachers expanded their perceptions about the incorporation of multilingual learner families in a graduate program. We conclude by discussing implications for teacher professional development with specific attention to how teachers can integrate multilingual learner families.

Clemson University Board Of Trustees, Educational Policy Committee, 2025 February 6, Clemson University Board Of Trustees

Minutes

No abstract provided.

Evolution Of Teachers’ Perspectives On Family Engagement: Building Dual Capacity For Multilingual Learners, Hazel Vega, Emily Howell, Lindsey W. Rowe, Katie M. Crook, C. C. Bates, Kavita Mittapalli, Amlan Banerjee

Publications

Family engagement in multilingual learner education offers benefits associated with improved academic performance, stronger parent-teacher communication, and more inclusivity of cultural and linguistic diversity. Responding to calls for professional development that enables teachers to meaningfully involve families, this paper draws from surveys and course assignments to examine how teachers expanded their perceptions about the incorporation of multilingual learner families in a graduate program. We conclude by discussing implications for teacher professional development with specific attention to how teachers can integrate multilingual learner families.

Multilingual Voices: Transforming Professional Development Based On Student Perceptions Of Literacy Learning, Nicole Ferguson-Sams, Emily Howell, Rebecca Kaminski, Mihaela Gazioglu, Victoria Pennington

Publications

Acknowledging student perceptions of academic learning has been shown to increase the effectiveness of classroom instruction. However, existing research on multilingual learners (MLs) often focuses on their pedagogical and linguistic needs, overlooking their perceptions of literacy learning. This research, part of a large-scale, design-based research (DBR) project, explores MLs' perceptions of literacy learning to increase the capacity of instruction through professional development to classroom teachers in a high-needs school district. Using grounded theory coding, we analyzed MLs' responses from a self-efficacy survey to gain insight into their perceptions of literacy learning. Those findings were used to inform DBR modifications, including …

More Bookman Than Bookerite: William Stanley Braithwaite And Poetic Stereotypes, Susanna Ashton

Publications

William Stanley Braithwaite (1878–1962) began his life with printed words as a printer’s apprentice with Ginn and Company in Massachusetts. Unlike Benjamin Franklin, Walt Whitman, William Dean Howells, and Mark Twain, all of whom began their meteoric literary careers by typesetting, Braithwaite’s rise was thwarted by the cultural stereotyping around race. It isn’t surprising, therefore, that throughout his career as anthologizer, publisher, poet, critic, and Boston Evening Transcript columnist, William Stanley Braithwaite used his facility with type to inform valuations of narrative and language with an eye not to race-blind aspects of literature, but to ways race might be recognized …

Common Data Set 2024-2025, Clemson University

Common Data Sets

No abstract provided.

Multicultural Perspectives On Building Instructional Capacity For Multilingual Learners: Synergy Of Teachers, Community Members, And Academics, Mihaela M. Gazioglu, Emily W. Howell, Lindsey W. Rowe, Victoria Pennington, Nicole C. Ferguson-Sams, Kavita Mittapalli, Amlan Banerjee

Publications

This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address the needs of multilingual students’ caregivers. The findings underscore the importance of a holistic approach to professional development and highlight the multicultural perspectives that academics can discover by involving both community stakeholders and teachers in promoting impactful practices for multilingual learners.

Notes On Contributors

International Yeats Studies

No abstract provided.

A Review Of Lady Gregory’S Early Irish Writings, 1883–1893 Edited By James Pethica, Anna Pilz

International Yeats Studies

No abstract provided.

Adding In Commentary: One Word-Hoard, Two Periods, Three Clusters, Four Dimensions: A Yeats Knowledge Site, Warwick Gould

International Yeats Studies

No abstract provided.

Envisioning A Yeats Poetry Digital Archive, Rob Doggett

International Yeats Studies

No abstract provided.

What Is To Be Done? The Mystical Nihilisms Of Yeats’S Where There Is Nothing, The Unicorn From The Stars, And The Hour-Glass, Stephen Cheeke

International Yeats Studies

No abstract provided.

Translation As A Tool For Interpretation: Hebrew-Language Translations Of Yeats’S “The Second Coming”, Irina Ruppo

International Yeats Studies

No abstract provided.

“The Invulnerable Tide”: Water, Nation, And Nature In Yeats, Nels C. Pearson

International Yeats Studies

No abstract provided.

Volume 8, Issue 1

International Yeats Studies

No abstract provided.

Multicultural Perspectives On Building Instructional Capacity For Multilingual Learners: Synergy Of Teachers, Community Members, And Academics, Mihaela Gazioglu, Emily Howell, Lindsey W. Rowe, Victoria Pennington, Nicole Ferguson-Sams, Kavita Mittapalli, Amian Banerjee

Publications

This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers’ approaches to designing and adapting a literacy course to address the needs of multilingual students’ caregivers. The findings underscore the importance of a holistic approach to professional development and highlight the multicultural perspectives that academics can discover by involving both community stakeholders and teachers in promoting impactful practices for multilingual learners.