Digital Commons Network^™

Westbound, Genevieve Nicolow

Honors Theses

Westbound is a twenty-five chapter novella that aims to demonstrate ways in which creative writers can use climate fiction to overcome psychological barriers to act on climate change. The narrative follows Cassie, a character loosely based on a relative of its author, living in a future version of the United States that has been ravaged by climate change and its indirect consequences.

In the novella, Cassie and her mother Nia set out on a cross-country road trip as a climate disaster looms. The narrative explores their relationship and that with Cassie’s estranged father, the implications of projected ecological changes under …

Let’S Talk Fluency: Elementary Educators’ Perceptions Of The Impact And Implementation Of Fluency Instruction Within The Leveled Literacy Intervention Framework, Megan L. Michalczak

Dissertations

This study was warranted to thoroughly understand general and special education teachers’ perceptions of the implementation of Leveled Literacy Intervention (LLI) within Tier II and Tier III of a Multi-tiered System of Support (MTSS) while focusing on reading fluency instruction. Using a mixed methods approach, this study described the impact of LLI on student outcomes in reading fluency, as well as examined the integrity of LLI implementation within Tier II and Tier III through descriptive statistical analysis of student achievement data and a document review of intervention records. In addition, through the use of inductive thematic analysis of observations and …

Objectively Determining The Language-Related Communication Challenges For In-Flight Operations, Fehime Utkan

Dissertations

Communication breakdowns between pilots and air traffic controllers (ATCs) have been identified as primary factors in fatal airplane accidents (Wu et. al., 2019; Bauh & Stolzer, 2018; Ritter, 1996; Eurocontrol, 2011). Although there are various aspects that have affected communication efficiency, language-related issues have been mostly associated with transmissions involved in serious incidents, especially in multicultural flight environments (Sexton & Helmrich, 2000). More than 2,000 people have died in accidents where miscommunication was a primary factor (Bauh & Stolzer, 2018; Patty, 2016). By the year of 2025, the air transportation system is projected to become more complex, and the volume …

Acculturation, Psychological Well-Being And Substance Use Behaviors In Asian Indian Americans, Sonia Y. Amin

Dissertations

The American population is becoming more diversified with increases in the number of immigrants and refugees entering the country. These new Americans bring distinct cultural values, traditions, and worldviews. With this diversity, an important need has arisen to better understand the interplay of culture, physical, and mental health concerns that affect specific racial and ethnic populations. This increase in knowledge and awareness will aid in the development and provision of culturally-sensitive mental health services. The stress of immigration and the multifaceted sociocultural and psychological adaptations involved in adjusting to living in a new country with a Eurocentric dominant culture can …

Are They Ready? Implementing 21st-Century Learning Skills Integration Into Indonesia Science Instruction, Esty Haryani

Dissertations

Science and technology education are essential subjects for achieving the desired workforce skills for the 21st century (Bybee & Fuchs, 2006). In 2017, Indonesia adopted the 21st century learning and innovation framework into its national curriculum to address the demand to improve students’ readiness for the complexity of the future whether for the work environment or in their personal lives. This learning and innovation skills framework focuses on the development the skills of creativity and innovation, critical thinking and problem solving, collaboration, and communication, known as the 4Cs. However, there is little knowledge on the integration of these skills into …

English Language Learners And Cultural Responsivity In The Art Classroom, Jessica Wycoff

Masters Theses

English Language Learners are a heterogeneous population of students that face social, emotional, and academic obstacles as they assimilate into a new culture while learning new subjects in a new language. In this study, I discuss the educational, social, and emotional needs of English Language Learners (ELLs) in PK-12 education and offer strategies to support kindergartener’s social and cultural identity while improving their language and academic skills in the unique environment of the art classroom.

Schools’ Civil Rights Obligations To English Learners: Leadership Perceptions On Key Issues, Pamela R. Schwallier

Dissertations

English Learners (ELs), who now represent nearly 10% of all K-12 public school students, 4.8 million of who speak over 400 different languages and dialects, continue to lack equitable educational opportunities as demonstrated through gaps in achievement outcomes, poor graduation rates, and identified systemic barriers related to the intersectionality of language, culture, race, and racism (Crump, 2014; DeMatthews & Izquierdo, 2017; Menken & Solorza, 2015; Morita-Mullaney, 2018; National Clearinghouse for English Language Acquisition [NCELA], 2015, 2018). This quantitative study captured over 800 K-12 educational leaders’ perspectives, via an anonymous electronic survey, on key issues regarding equitable programs for ELs that …

Novice Second-Career Teachers: Experiences And Meaning-Making Of The Transition Process, Paula Dennisse Núñez Del Rosario

Dissertations

The world we live in is in constant change. During change, people focus on the observable part of what is not there anymore and what has come in its place, not being conscious of the adaptation process that underlies the change: the transition. The transition is a process that has different phases and the development of the process is differentiated depending on the individual. Transition is also directly related to the type of experience. Although circumstances differ among individuals, it is possible to say that there are some common aspects in terms of challenges faced by all novice teachers, both …

Providing Head Start Services Amid A Global Pandemic: A Mixed Methods Explanatory Study Of Capacity, Resources, And Support, Kelly L. Vigants

Dissertations

The COVID-19 pandemic altered education in dramatic ways including immediate building closures and the implementation of virtual instruction. In March of 2020, Michigan faced a statewide shutdown on all non-essential travel as Michiganders were ordered to “Stay Home. Stay Safe.” Head Start began to provide remote services to families and students. Head Start lead teachers were charged with using virtual methods to teach their students. With little direction in the beginning and many unknowns, Head Start lead teachers used innovative methods to promote family engagement.

This study used a mixed method, explanatory sequential design to evaluate the most effective methods …

Dismemberment In The Medieval And Early Modern English Imaginary: The Performance Of Difference, Frederika Bain

Late Tudor and Stuart Drama

The medieval and early modern English imaginary encompasses a broad range of negative and positive dismemberments, from the castration anxieties of Turk plays to the elite practices of distributive burial. This study argues that representations and instances of bodily fragmentation illustrated and performed acts of exclusion and inclusion, detaching not only limbs from bodies but individuals from identity groups. Within this context it examines questions of legitimate and illegitimate violence, showing that such distinctions largely rested upon particular acts’ assumed symbolic meanings. Specific chapters address ways dismemberments manifested gender, human versus animal nature, religious and ethnic identity, and social rank. …

Whose Sword? Materiality, Gender Subversion And The Fairy Women Of Middle English Romance, Jane Bonsall

Medieval Feminist Forum: A Journal of Gender and Sexuality

Though frequently steeped in elements of fantasy and featuring idealised or supernatural characters, Middle English romances are, at their core, concerned with the practicalities of material wealth and status among the gentry and aristocracy. This persistent concern with wealth and materiality is manifested in dramatic ways in some of the Middle English romances figuring magical women. In Melusine, Sir Launfal, and Partonope of Blois, the control of masculine-gendered objects of material wealth – and signifiers of chivalric identity – is given to the fairy ladies, rather than their knightly paramours. In their manipulation and control of these material symbols of …

Distaff As Weapon In The Margins Of Two Late-Thirteenth-Century Arthurian Romance Manuscripts, Emily Shartrand

Medieval Feminist Forum: A Journal of Gender and Sexuality

The marginal art of two late-thirteenth-century Arthurian romance manuscripts from French-Flanders are rife with motifs depicting violent battles. One such motif is that of a mounted joust between a knight and a woman. The knight is weaponless, but the woman wields a distaff, a tool used to spin wool or flax, as a lance in order to penetrate the knight. By contextualizing this motif with the text of the Vulgate Arthur, as well as the socio-political moment within which the manuscripts were produced, this article seeks to investigate how its inclusion could direct certain interpretations of the narratives in accompanies.

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

Medieval Feminist Forum: A Journal of Gender and Sexuality

No abstract provided.

Introduction: New Approaches To Medieval Romance, Materiality, And Gender, Amy Burge, Morgan Boharski, Jane Bonsall, Lydia Hayes, Danielle Howarth, Vanessa Wright

Medieval Feminist Forum: A Journal of Gender and Sexuality

No abstract provided.

Like Looking In A Mirror: A Material Reading Of The Sisters In Galeran De Bretagne, Morgan Boharski

Medieval Feminist Forum: A Journal of Gender and Sexuality

This article explores the story of Fresne from Renaut’s early thirteenth-century romance of Galeran de Bretagne and, moreover, the often overlooked story of her twin sister Flourie. In Marie de France’s version of the tale, the lai of Le Fraisne, the focus is on the character of Fresne, rather than her twin sister who is rarely mentioned in favour of encouraging the ultimate success of Fresne in winning the handsome knight at the end of the tale. However, inextricably linked to the success of Fresne is the failure of Flourie, and in Renaut’s romance, the reader is allowed a …

Fabricated Muslim Identity, Female Agency, And Cultural Complicity: The Imperial Project Of Emaré, Amy Burge, Lydia Kertz

Medieval Feminist Forum: A Journal of Gender and Sexuality

Extant in only one mid-fifteenth-century manuscript, the Middle English romance Emaré has nevertheless captivated modern scholars and readers. The majority of studies have focused on the text’s material culture, centred on the description of a luxurious cloth that takes up 10% of the poem. A recent global turn in medieval studies has consistently highlighted the role of medieval Europe in defining and supporting imperial projects, simultaneously challenging the Eurocentrism of medieval studies and the supposed neutrality of medieval European culture. This article brings Emaré into conversation with material culture and postcolonial critique to investigate the imperial politics of the text. …

Textiles, Gender, And Materiality: A Response, Bettina Bildhauer

Medieval Feminist Forum: A Journal of Gender and Sexuality

This response outlines the predominant current conceptions of gendered materiality in contemporary theory (such as Karen Barad’s development of Judith Butler’s thought) and in medieval studies (such as work by Caroline Walker Bynum). It identifies and expands upon four themes from the two articles in the section that are pertinent to the descriptions of textiles and other material objects in a wider range of medieval texts and current medievalist scholarship: 1) the idea that textiles and other material things can have biographies; 2) the idea that textiles are today (but not necessarily in medieval writing) perceived as connective networks; 3) …

Making It Through The Wilderness: Trees As Markers Of Gendered Identities In Sir Orfeo, Danielle Howarth

Medieval Feminist Forum: A Journal of Gender and Sexuality

Wood was an essential material in the Middle Ages, but trees – and human relationships with them – are too often ignored. Using trees as a lens through which to view medieval romance can provide us with a new perspective on the genre, on medieval gender norms, and on human relationships with the material non-human. This article focusses on the trees in the Middle English Sir Orfeo in order to interrogate how Orfeo’s identity is linked to trees and wooden objects. Although Orfeo’s harp is the most obvious wooden marker of his identity, the ympe-tree in Orfeo and Herodis’s orchard, …

"The Best A Man Can Be": Subverting Masculinity’S Excess(Es) In Medieval Texts, Liz Herbert Mcavoy

Medieval Feminist Forum: A Journal of Gender and Sexuality

This response piece situates the articles in the section within current trends in the study of medieval masculinities – including the reclamation of the “femfog” and scholarly work by Carolyn Dinshaw, Jack Halberstam and Mads Ravn – and within current discourse of what it means to “be a man” in popular culture, citing the 2019 Gillette advert “We Believe: The Best Men Can Be” and the “Time’s Up” and “Me Too” feminist movements. The response identifies a performative display of gender – termed ‘psuedomedieval masculinity’ – which borrows from medieval culture to ‘medievalise’ modern toxic masculinity. Using Halberstam’s idea of …

Objectifying Love: Ladies And Their Tokens, Saints And Their Relics In Chrétien De Troyes, Lydia Hayes

Medieval Feminist Forum: A Journal of Gender and Sexuality

Relics are powerful signifiers of the relationship between humanity and the divine because they allow humans to physically touch a part of a saint’s body or an extension of the saint’s body. This type of symbolism may also be found in the relationship between ladies and knights in Chrétien de Troyes’ Arthurian romances, when a part of the lady’s body (her hair, for example) or an object that once belonged to the lady is touched by the knight. The objects that represent these ladies provide their knights with some form of power at crucial stages in the romances, usually encouraging …

Possession, Production, And Power: Reading Objects In The Material Field, Anne E. Lester

Medieval Feminist Forum: A Journal of Gender and Sexuality

This response piece explores the revival of interest in materiality and the relationship between medieval material culture and gender. Offering a rich and extensive overview of the study of materiality and gender, including a new definition of the “material field” drawing on Bourdieu, the piece specifically discusses how objects obtain their value and meaning within medieval texts, including Arthurian romance literature. The response argues that material objects give a woman power and control, outlining how this is evident through objects within texts and in material production, as evidenced in the section’s articles. The response piece poses – and offers some …

Blogging In Elementary Classrooms: Mentoring Teacher Candidates’ To Use Formative Writing Assessment And Connect Theory To Practice, Diane R. Collier, Tiffany L. Gallagher

Teaching/Writing: The Journal of Writing Teacher Education

This paper presents a collaborative approach to professional learning in which classroom teachers mentored teacher candidates to connect theory and practice through formative assessment to improve students’ writing. Professional learning sessions pairing the teachers and teacher candidates occurred in each of the fall and winter semesters in two years of this project. Data were collected at these sessions and during focus group debriefings. The findings are themes related to: lines of communication and levels of collaboration; teachers’ pedagogical decisions about blogging and writing in their classrooms; classroom teachers and teacher candidates enacting formative writing assessment in the blogging platform; the …

Examining Elementary Teachers’ Feelings Of Self-Efficacy As Writers: Do The Writing Samples Tell More Compelling Stories?, Elizabeth Bifuh-Ambe

Teaching/Writing: The Journal of Writing Teacher Education

Teaching writing to elementary students can be a difficult instructional task for many teachers, due to the complexity of the writing process and the variety of skills that students must demonstrate to be considered proficient writers. Because quality instruction is highly predictive of students’ achievements, teachers need to feel competent in various subject-specific disciplines. This mixed-methods study examines the role of professional development in fostering elementary teachers’ writing proficiency, and improving their feelings of self-efficacy as writers. Results indicate that it is difficult for teachers whose students struggle with writing to feel confident in their own writing abilities.

(De)Valuing Multimodality: Exploring One Teacher-Writer’S Uneven Development In A Multimodal Composition Course, Mike P. Cook, Brandon Sams

Teaching/Writing: The Journal of Writing Teacher Education

This paper examines the learning experiences and identity development of one ELA pre-service teacher (Elise) in a multimodal composition course. The authors rely on single-case study methods to understand Elise’s multimodal compositions and reflections across the semester. This inquiry asks: a) In what ways does a multimodal literacy course influence PSTs' views of and positions on multimodal literacy instruction? b) What influence does a course focused on multimodal literacy/composing have on the identity development of ELA/writing teachers? c) What prior experiences and understandings facilitate or prevent PSTs uptake of multimodal concepts? Findings detail 1) how Elise at once valued and …

What Writing Processes Do Teacher Candidates Use? Findings From A Think-Aloud Protocol, Tracy Linderholm, Amanda Wall, Xiaomei Song, Whitney Carter

Teaching/Writing: The Journal of Writing Teacher Education

The objective of this study was to examine changes in teacher candidates’ writing processes and writing quality while enrolled in a writing-enriched course that was part of a college of education’s teacher education program. Participants in the study were enrolled in an introductory middle grades course that focused on pedagogical methods in general. A modified think-aloud method was used to collect data on ten teacher candidates’ writing processes as they responded to a writing prompt, once at the beginning of the semester and then again at the end. Data examined were the final product of writing, writing processes used in …

Building Writing Identities: Integrating Explicit Strategies With Authentic Writing Experiences To Engage At-Promise Writers, Robert A. Griffin, Morris R. Council Iii, Tamra W. Ogletree, Jennifer K. Allen, Bethany L. Scullin

Teaching/Writing: The Journal of Writing Teacher Education

The message of what constitutes good writing instruction, though promulgated for decades, has not always nor consistently trickled down to P–12 schools, where writing instruction is often focused on preparing students for success on standardized tests and where prescriptive and formulaic approaches to teaching writing are prevalent. Part of the reason for this might be that teachers are not always familiar enough with authentic writing experiences that adequately engage all learners. As scholars in the fields of literacy and special education, respectively, the authors combine their collective expertise to address this concern. They offer skills-based tools and strategies that can …

Connecting Our Pedagogical Questions And Goals: An Exercise For Writing Teacher Development, Jessica Rivera-Mueller

Teaching/Writing: The Journal of Writing Teacher Education

In this article, the author argues writing teachers can more fully inquire into their questions about teaching writing by paying closer attention to the ways their goals for teacher development shape their engagement in pedagogical inquiry. To explain these connections and illustrate these possibilities, the author shares findings from a narrative-inquiry study that examined the development of pedagogical inquiry in the lives of four teachers of writing. Using the participating teachers’ shared goals for teacher development, the author demonstrates how writing teachers can reflect upon the development of pedagogical inquiry, stretch themselves to practice other aspects of pedagogical inquiry, and …

Preservice English Teachers’ Evolving Conceptions Of 21st-Century Writing, Amber Jensen

Teaching/Writing: The Journal of Writing Teacher Education

This study used stimulated-recall interviews throughout four secondary English preservice teachers’ (PSTs) semester-long student teaching internships to examine how critical teaching moments shaped their evolving conceptions of 21st-century writing. The article first describes the participants’ collective definitions of features and experiences of 21st-century writing in the ELA classroom, focusing specifically on how they understood digital and multimodal composition. It then examines two case studies that demonstrate how PSTs’ teaching experiences destabilized, challenged, and contradicted their emerging definitions. Findings suggest that English educators may engage PSTs in conceptualizing nuanced and flexible 21st-century writing pedagogies as they construct field experiences as reflective …

Reaching Across The High School-College Divide To Represent The Other: A Meta-Analysis Of The Literature, Jessica R. Campbell

Teaching/Writing: The Journal of Writing Teacher Education

Starting from the question of how high school and college writing teachers and teacher educators understand and represent what happens in each others' spaces, this meta-analysis establishes a baseline taxonomy of the ways in which we cross the divide. Combing through literature published in representative high school and college English professional journals since the introduction of the Common Core State Standards (CCSS) in 2010, this analysis finds five thematic clusters of how writing instructors understand and represent each other across the high school-college divide: (a) document analysis of the CCSS and the Framework for Success in Postsecondary Writing; (b) studies …

The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck

Teaching/Writing: The Journal of Writing Teacher Education

The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …