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Effectiveness Of A Metacognitive Shopping Intervention For Adults With Intellectual Disability Secondary To Down Syndrome, Katherine V. O'Neill, Sharon A. Gutman

The Open Journal of Occupational Therapy

Background: The purpose of this study was to examine the effects of a metacognitive strategy-training intervention on the shopping performance of adults with intellectual disability secondary to Down syndrome.

Method: A single subject ABA design across six participants was employed and included a 2-week baseline data collection period, followed by an 8-week intervention phase, and a 2-week follow-up data collection period 1 month after intervention end. Time, frequency, and level of assistance required by the participants to demonstrate targeted shopping skills were measured during baseline, intervention, and follow-up probe phases.

Results: As a group, the participants experienced …

Experience Of Stigma Post Incarceration: A Qualitative Study, Rebecca Sinko, Tina Deangelis, Bernadette Alpajora, Josephine Beker, Ilyse Kramer

The Open Journal of Occupational Therapy

Background: Minimal attention has been given to the perspectives and experiences of individuals post incarceration regarding stigma and its impact on reintegration and occupational engagement. This research aimed to understand how stigma is experienced among individuals who were formerly incarcerated and its influence on occupational engagement, specifically social participation, work, and school occupations. This research also examined the role of occupational therapy as an intervention in addressing stigma from the perspectives of individuals who were formerly incarcerated to inform practice and mitigate the influence of stigma.

Method: Interviews were conducted with 10 participants of a work rehabilitation program for people …

New Directions In Early Modern English Drama: Edges, Spaces, Intersections, Aidan Norrie, Mark Houlahan

Late Tudor and Stuart Drama

New Directions in Early Modern English Drama examines some of the people, places, and plays at the edge of early modern English drama. Engaging with topics such as child actors, alterity, sexuality, foreignness, and locality, this volume demonstrates that the people and concepts long seen as on the edge of early modern English drama made vital contributions both within the fictive worlds of early modern plays, and without, in the real worlds of playmakers, theatres, and audiences.

Growing And Learning As A Student, Teacher, And Artist, Lauren Johnson

Teaching/Writing: The Journal of Writing Teacher Education

Notes on the process of creating the unique cover designs for the special issue of Teaching/Writing: The Journal of Writing Teacher Education, 'Writing Teacher Education in Extraordinary Times'

What Covid-19 Is Teaching Me About Writing, Rebekah J. Buchanan

Teaching/Writing: The Journal of Writing Teacher Education

This is a narrative piece for the special edition, Writing Teacher Education in Extraordinary Times. It addresses my work with English Education candidates, student teachers, and first-year writing students.

Bringing Out The Best Of Leaders, Teachers, And Students In The Midst Of Covid-19: Lessons Learned From Russell County, Alabama, Adam Kilcrease Phd

Teaching/Writing: The Journal of Writing Teacher Education

The COVID-19 pandemic of 2020 caused negative effects related to the economy, families, and the public education sector; however, one system in Russell County emerged from the pandemic with stories to share. The purpose of this article was to describe an effective School Closure Plan related to the COVID-19 pandemic in Russell County, Alabama. Guided by the system's superintendent, leaders, teachers, students, and guardians joined forces to navigate the unfamiliar roads of the health crisis while providing continued opportunities for students to learn in virtual and blended formats. With a focus on critical standards outlined by the Alabama State Department …

Critical Thinking During A Pandemic, Cheryl Comeau-Kirschner

Teaching/Writing: The Journal of Writing Teacher Education

This article explores how a sudden shift to distance learning created unique challenges in a co-requisite course for English language learners. Focusing on critical thinking and advanced ESL composition during the COVID-19 Pandemic required course adjustments and a new way of thinking about how to teach and learn in unprecedented times.

Teaching Reading-Writing Connections Online To Pre-Service Teachers In A Children’S Literature Course, Treavor Bogard

Teaching/Writing: The Journal of Writing Teacher Education

This account of transitioning a children’s literature course to remote learning during the Covid-19 pandemic describes the use of digital service learning and instructional scenarios to develop pre-service teachers’ knowledge of teaching writing craft across literary genres.

New Possibilities For Field Experiences: Learning In Practice In A University Writing Center, Michelle Fowler-Amato

Teaching/Writing: The Journal of Writing Teacher Education

In this article, I discuss an initiative to support preservice and practicing English language arts teachers in their growth as teachers of writers through a field experience in a university writing center. In addition, I highlight how I modified these plans when our campus transitioned to online teaching and learning in response to the COVID-19 Pandemic. Demonstrating how teachers grew, despite the challenges we faced, I argue the importance of teacher educators considering new possibilities for field-based teaching learning, particularly during a time in which preservice teachers may have limited access to learning in practice in K-12 schools.

When Everything Changes Over Night: What We Learned From Teaching The Writing Practicum In The Era Of Covid-19, Christina Saidy, Thomas Sura

Teaching/Writing: The Journal of Writing Teacher Education

In this article, two university-level writing teacher educators describe their experiences in the Spring 2020 as they abruptly moved their spring practica and first-year writing courses to emergency remote teaching online. The authors share takeaways and guiding principles that emerged from the shift to emergency remote teaching that can be applied in similar contexts and beyond.

Keeping Things Going: Reflections On Teaching “Teaching Writing” Online, Emily S. Meixner

Teaching/Writing: The Journal of Writing Teacher Education

What does it mean to “keep things going online” in an undergraduate teacher education course on teaching writing? In this article, a teacher educator describes how, in consultation with her students, she adapted a secondary English methods course on teaching writing to teach it online. While highlighting and celebrating what worked, she also reflects on lessons learned and teaching questions that continue to persist.

Looking Forward, Looking Back: Reflections On Values And Pedagogical Choices During Covid-19, Susanna L. Benko

Teaching/Writing: The Journal of Writing Teacher Education

In this reflective essay, the author describes teaching a writing pedagogy course for secondary English education students during the Covid-19 pandemic. The author describes two different bodies of literature – ethics of care and high leverage practices -- and reflects how these concepts guided her pedagogical decision making when moving her class online on a short timeline.

Body Of Work, Ben Gunsberg

Teaching/Writing: The Journal of Writing Teacher Education

This essay offers a college English teacher's account of transitioning from face-to-face to web-based instruction during the Coronavirus pandemic of 2020.

Puerto Rican English Teachers’ Perception Of Student Resilience In Extraordinary Times, Elenita Irizarry Ramos

Teaching/Writing: The Journal of Writing Teacher Education

This qualitative study documents how Puerto Rican English teachers innovated and adapted their teaching of writing in the aftermath of Hurricane María, ongoing earthquakes, political unrest, and COVID-19. In 2019, The still recovering- from two hurricanes, which killed more than 3,000 people- the Puerto Rican population was hit with leaked text messages that allegedly evidenced offensive jokes - about the government’s relief response- between then governor, Dr. Ricardo Roselló, members of his cabinet, and lobbyists. This resulted in mass protests that lead to the politician’s resignation during the summer of 2019. In early January, earthquakes rocked the island amassing uncountable …

Writing And Adapting Instruction During The Time Of Covid-19, David Premont

Teaching/Writing: The Journal of Writing Teacher Education

Writing and teaching writing during the early parts of the Covid-19 pandemic presented a number of challenges. This article explores a few challenges and possibilities to address the teaching of writing.

Socially Distant But Digitally Connected: How One Online Literacy Teacher Educator Responded To The Covid-19 Pandemic, Robert A. Griffin

Teaching/Writing: The Journal of Writing Teacher Education

In this perspectives piece, the author, a literacy education teacher educator, discusses his struggles several years earlier to adapt and transfer a conceptually dense face-to-face course to an online format—a struggle with which many of his colleagues who were faced with transferring their courses to an online format in light of the COVID-19 and institutional closings could identify. He describes how he organized his online course, including the design of the modules and assignments along a scaffolded, simple-to-complex structure. The challenges during this pandemic are especially pronounced for teacher educators who have less experience with online teaching. The author envisions …

Experiential Learning In The Covid-19 Era: Challenges And Opportunities For Esol Teacher Educators, Carolina Pelaez-Morales

Teaching/Writing: The Journal of Writing Teacher Education

Spring 2020, or the COVID-19 pivot, will be forever remembered as the semester that took educators by surprise. The challenges educators faced were numerous and they varied extensively depending on different variables like student level, subject, institutional support, among others. This article chronicles the journey of a Teaching English to Speakers of Other Languages (TESOL) educator teaching a TESOL methodologies course that used experiential learning in the form of classroom observations and reflections. Through vignettes of her experiences and those of her students, as they navigated the challenges of completing field-work during the COVID-19 pandemic, the educator discusses areas of …

An Evolution Of Writer's Notebooks: Authenticity And The Power Of Writing In A Pandemic, Alex Ellison, Sarah Hochstetler

Teaching/Writing: The Journal of Writing Teacher Education

This article narrates how one assignment, the writer’s notebook, evolved when a writing methods course shifted online in response to COVID-19. In offering their early observations and selected reflections from course colleagues on the use of the notebooks, the authors emphasize the power of writing and echo the necessity of authentic writing assignments, especially when the commitment to these always-important values is disrupted.

Alternative Delivery Methods: A Reflection On The Semester That Almost Wasn't, Joshua J. Anderson

Teaching/Writing: The Journal of Writing Teacher Education

As educators we are by our very nature self-reflective practitioners. The COVID-19 pandemic of 2020 forced many of us to reconsider our approaches to remote learning, and this narrative describes my experiences with alternative delivery methods of instruction during the past two months. It is my hope that others can learn from both my successes and my failures. I encourage all educators to thoughtfully examine what they have experienced during this unprecedented time and consider how the lessons learned can positively influence their instructional approaches and readiness moving forward. The narrative begins by contextualizing my background, programs, classes, and institution. …

Building Online Writing Community Through Other-Oriented Lenses In An Era Of Crisis, Kristin A.K. Sovis

Teaching/Writing: The Journal of Writing Teacher Education

This narrative describes how an undergraduate writing teacher educator’s personal response to the COVID-19 pandemic influenced her approach to working with writing methods students. The piece outlines her process for supporting students’ social-emotional and academic needs as the classroom community’s work shifted from face-to-face class meetings and K-5 clinical placements to the online space. Important to this process is building on the course's previously covered course content to re-imagine with students the approaches, routines, and procedures for the now online-only writing community.

Failure, Flexibility, And (Self-)Forgiveness: Authentic Modeling Through Distance Instruction, Brandie L. Bohney

Teaching/Writing: The Journal of Writing Teacher Education

After adjusting her writing methods course for distance learning due to coronavirus restrictions, an experienced teacher but early-career teacher educator gets a difficult and important reminder about what failure in the classroom feels like. Using this failure as an opportunity, she chooses an honest and vulnerable approach to readjusting the course and finds that the strategy serves both her and her students well.

Being Kind To Ourselves And Our Students In Times Of Crisis, Bailey Herrmann, Jessica Gallo

Teaching/Writing: The Journal of Writing Teacher Education

The authors share pieces of their conversations about teaching in a time of COVID-19 and suggest that we are all just doing the best we can.

Not Quite The End Of The World: Two Student Teachers Grappling With Covid-19, Katie Alford

Teaching/Writing: The Journal of Writing Teacher Education

This article shares the experiences of two student teachers as they traversed the complex and unknown world of COVID-19. It highlights the lessons they learned and how they supported student writers in their classroom in unique ways as a result of e-learning.

Modeling Adaptive Expertise Together, James E. Fredricksen, Amber Warrington

Teaching/Writing: The Journal of Writing Teacher Education

In this piece, we reflect on our pedagogical responses during the Covid-19 semester as we taught many of the same students in two different undergraduate courses in our English teaching program, namely Teaching Writers in Secondary ELA Classrooms and Assessing Readers and Writers in Secondary Classrooms. We apply the "adaptive expertise" framework to guide our reflections.

Tell Your Story… Share Hope, Nicole Sieben

Teaching/Writing: The Journal of Writing Teacher Education

This manuscript emphasizes the practice of storytelling in writing teacher education, particularly how it applies to encouraging graduate methods students and undergraduate college students to tell their stories amidst a pandemic that upended their semesters and for many, their lives. In this piece, a writing instructor examines the effectiveness of inviting students to provide feedback on their level of comfort with the change of instructional mode from face-to-face to remote instruction and with their level of concern/comfort in the current life circumstances. By way of example, the piece shares a specific poetry writing assignment that engaged students in storying their …

Writing Teacher Educators Share Their Pandemic Stories: Innovations, Reflections, Narratives, And Beyond, Jonathan E. Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

Introduction and overview of the Teaching/Writing special issue

College Of Arts And Sciences: July 2020, College Of Arts And Sciences

College of Arts and Sciences news

• Arts and Sciences dean named a distinguished woman in higher education
• WMU researchers creating national database of religious response to COVID-1
• From grading to wading, student finds success shifting academic focus to follow passion
• WMU Alumni Association Board Welcomes New Members
• Wetland projects test waters to restart research at WMU
• Unmasking the stigma surrounding face coverings
• Taboo topics course uses dialogue to break through barriers

Back Matter, Medieval Feminist Forum, V.56, No.1, Summer 2020

Medieval Feminist Forum: A Journal of Gender and Sexuality

No abstract provided.

Boethian Variations: Musical Thought In Sir Orfeo, Troilus And Criseyde, And Robert Henryson’S Orpheus And Eurydice, Joshua T. Parks

Masters Theses

This study approaches three poems from the late medieval British Isles—the Middle English Breton lay Sir Orfeo, Geoffrey Chaucer’s Troilus and Criseyde, and Robert Henryson’s Orpheus and Eurydice—through the lens of medieval music theory. The most important authority for medieval music theorists was the late antique philosopher Boethius, who held to a Neoplatonic philosophy of music that valued reason, theory, and contemplation of the music of the spheres. Later medieval theorists cited Boethius extensively while also adapting his thought to suit their own purposes. In particular, the early fourteenth-century French theorist Johannes de Grocheio, influenced by Aristotle, departed …

Can’T Stop: The Effects Of High-P Sequencing On Fluency And Retention, Andrew R. Smith

Masters Theses

Precision teaching has led to successful outcomes in both training and education. Past research has shown that by using flashcard techniques such as SAFMEDS in ratebuilding exercises, one can expect expert levels of performance and retention of learned material by practicing for a minute a day. Fluency training using SAFMEDS could prove invaluable in businesses that wish to train their employees using cost and time efficient methods. However, recent research has shown that the SAFMEDS sequence may not quickly build accurate rates of responding in earlier sessions, or reliably lead to high levels of retention. High probability (high-p) sequences can …