Arts and Humanities Commons^™

Promoting Self-Regulated Learning And Intrinsic Motivation In The Middle School Choral Classroom Through E-Portfolio Assessment: A Qualitative Instrumental Case Study, Melissa Legge Mauck

Doctoral Dissertations and Projects

The purpose of this qualitative instrumental case study was to examine the perceptions and experiences of middle school students who exhibit self-regulated learning and intrinsic motivation as they utilize e-Portfolio assessment in chorus. The theoretical framework for this study was Deci and Ryan’s self-determination theory, which defines intrinsic and extrinsic sources of motivation with three psychological needs being met: competence, relatedness, and autonomy. Students who were engaged in various levels of a middle school choral program were selected as participants using purposeful sampling. Data were collected through field notes generated during individual interviews, observations, and focus group discussions with selected …

The Residual Effects Of The Coronavirus Pandemic On Student Recruitment And Retention In Upper Secondary Performing Arts Ensembles: A Case Study, John W. Wilkerson

Doctoral Dissertations and Projects

When the Coronavirus Pandemic made its way into the United States in 2020, the Center for Disease Control and Prevention (CDC) recommended that all schools pivot to an online learning format as the country entered a lockdown in March 2020. The Coronavirus Pandemic made it harder for music educators to retain and recruit students into their upper secondary ensemble programs. The purpose of the proposed study is to determine that it is plausible that the residual effects of the Coronavirus Pandemic had an effect on the retention and recruitment of the band, choir, and orchestra programs of the George Bush …

Exploring The Impact Of Workshops And A Mini-Project In Student Teachers Becoming Qualitative Researchers, Junjun Muhamad Ramdani, Elih Sutisna Yanto, Melisa Sri, Rahmat Djunaedi

The Qualitative Report

Drawing on Vygotsky's "space framework" (Harré, 1984; Mostofo & Zambo, 2015), this article reports the findings of our action research project that examined student teachers' beliefs and behavior changes while completing a qualitative research project. Our research question was, "to what extent do student teachers change their beliefs and behaviors about qualitative research (QR) after participating in a two-workshop series of qualitative designs in language classrooms and doing a mini-project?" The participants of this study were eight student teachers at an Indonesian university, and the research data was collected through questionnaires and interviews. The study's findings show that student teachers …

2022-07-15 Message From The President, Morehead State University. Office Of The President.

Staff Congress Records

A message sent on July 15, 2022 by the President of Morehead State University to the campus community regarding upcoming events and administrative personnel changes over the past few months.

Not So Simple, Hanna Deutsch

Graduate Medical Education Research Journal

No abstract provided.

A Comparison Of Nebraska Urban, Rural, And Reservation Schools' Readiness To Achieve Nebraska State Music Standards, Amber E. Knight

Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performances

Every person has a unique perspective through which the concept of music education is filtered, and for good reason: music classrooms and programs across the United States are very different. Programs are dissimilar in everything from tangible items, such as facilities and available teaching materials, to foundational frameworks, including curriculum and program philosophy. Local geographical and cultural contexts contribute to the dissimilarity of music programs across the United States, and even those within the same region or state. The purpose of this study was to examine the commonalities and differences in school climate and access to resources among urban, rural, …

Assessing The Practical Cybersecurity Skills Gained Through Criminal Justice Academic Programs To Benefit Security Operations Centers (Socs), Lucy Tsado, Jung Seob "Scott" Kim

Journal of Cybersecurity Education, Research and Practice

Private-sector and public-sector organizations have increasingly built specific business units for securing company assets, reputation, and lives, known as security operations centers (SOCs). Depending on the organization, these centers may also be referred to as global security operations centers, cybersecurity operations centers, fusion centers, and corporate command centers, among many other names. The concept of centralized function within an organization to improve an organization’s security posture has attracted both the government and the private sectors to either build their own SOCs or hire third-party SOC companies.

In this article, the need for a multidisciplinary approach to cybersecurity education at colleges …

"Dear Stanford: You Must Reckon With Your History Of Sexual Violence" By Seo-Young Chu, Seo-Young J. Chu

Publications and Research

In 2000 a Stanford professor raped me. My rape is now older than I was. (I’m still not as old as he was.) The more time passes the more I’m struck by Stanford’s apathy and fecklessness about sexual violence. I wrote a letter asking Stanford to stop compounding the abuse and to reckon with its rape culture. This letter—including the “Incomplete Compilation of Links to Sources Documenting Stanford’s History of Sexual Violence, in Chronological Order”—should be mandatory reading for administrators, faculty, students, alumni, and stakeholders at both Stanford and CUNY. #MeToo #MeTooAcademia

Scenario Specification Structuring Effective Collaborative Communication, James Lipuma, Cristo Leon, Kamiya Patel

STEM for Success Resources

Dr. James Lipuma, a faculty member in the Humanities and Social Sciences department, Cristo Leon (PhD. Graduate Student) director of research at NJIT College of Science and Liberal Arts, and Kamiya Patel CEO-President at Lyra have a new article entitled “Scenario specification structuring effective collaborative communication”.

A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond

Teaching/Writing: The Journal of Writing Teacher Education

The author, an eminent scholar and practitioner of writing teaching methods, reflects on the growth and development of the community and scholarship of writing teacher education and highlights several key trends as discussed in this issue.

Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin

Teaching/Writing: The Journal of Writing Teacher Education

This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …

Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben

Teaching/Writing: The Journal of Writing Teacher Education

This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then …

The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson

Teaching/Writing: The Journal of Writing Teacher Education

This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.

(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan

Teaching/Writing: The Journal of Writing Teacher Education

This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as …

Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner

Teaching/Writing: The Journal of Writing Teacher Education

What's possible in a teaching writing methods class? In this essay, the author provides a descriptive portrait of the undergraduate secondary writing methods course she teaches, focusing on five specific learning outcomes: teacher writing identities, knowledge of writer's craft, grammatical awareness and an understanding of linguistic justice/injustice, writing workshop methodology, and genre-based unit and lesson planning. Course readings, assignments, and work samples are included.

Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai

Teaching/Writing: The Journal of Writing Teacher Education

In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to …

Teaching Writing As A Metacognitive Process, Heather Fox

Teaching/Writing: The Journal of Writing Teacher Education

In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to …

The Collaborative Evolution Of The Writing Teacher Educator And The Methods Course, Christina Saidy, Nicole Nava, Ginette Rossi

Teaching/Writing: The Journal of Writing Teacher Education

In this article, we describe a collaborative approach to preparing graduate students for teaching the methods class at our university. We document the approach to preparation, our connections to the methods course itself, the tensions in the methods course that we identified in working together, and the important choices about and modifications we made to the course based on the tensions we identified. Our collaborative approach to preparing and planning for the methods class gave us a deep understanding of our context and unique challenges as we evolved the course.

Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean

Teaching/Writing: The Journal of Writing Teacher Education

This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.

On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

When The Lion Learns To Write: A Counterstory About A Doctoral Student's Qualitative Research Project, Martín Alberto Gonzalez

Chicano/Latino Studies Faculty Publications and Presentations

This essay utilizes critical race theory composite counterstorytelling to tell a story about Alberto, a first-generation Xicano doctoral student who is presenting his dissertation research proposal to his qualitative research class. Through Alberto’s character, I discuss my complicated process of designing and conducting a research study. Specifically, I reflect on why I decided to study the experiences of Mexican, Mexican American, and Xicanx students in higher education, why I used critical race theory, Latinx/a/o critical race theory, and critical race spatial analysis as theoretical frameworks, why I utilized critical collaborative ethnography as my research approach, and why I chose counterstorytelling …

Toybox: A New Approach For Auxiliary Percussion Instruments At The Beginning Level, Spencer Craig Jones

LSU Doctoral Dissertations

Currently, there exist little materials to introduce elementary students to auxiliary percussion instruments. There is a need for the creation of more instructional material for this age group that provides pedagogy descriptions for the instruments as well as playing examples. The purpose of this project is to create a method book that provides pedagogy examples for auxiliary percussion instruments while also providing playing examples to use.

Black Educology Mixtape Vol. 1, Black Educology Producers

Black Educology Mixtape "Journal"

No abstract provided.

Call* For Tracks And Creative Works The Black Educology Mixtape Vol. Ii: It’S A Weird Time To Be Black, Black Educology Producers

Black Educology Mixtape "Journal"

No abstract provided.

Go Good: Reading, Mapping, And Teaching The Territory Through Space And Time, Christin Washington

Black Educology Mixtape "Journal"

Go Good will take the form of a digital memorial, incorporating short stories, voice notes, music, and photographs, among other fragmented artifacts, to honor mythical life, death, and spiritual afterlife. It will borrow from the transnational account of a Guyanese woman who travels with, hides, and passes along her spiritual possessions. Reliant on affect and memory, this digital altar aims to swell the imagination, encounter new worlds, and restructure the frames placed around control, materiality, home, and humanity. This song offers reflections on the beginning of the production process of a forthcoming digital research project. While this song is a …

Black Magic: A Collective Of Lived Experience, Janise “Jay” Powell

Black Educology Mixtape "Journal"

Anti-Blackness is a pandemic that plagues societies across the world and across histories filled with the murder of Black lives, spirits, and dreams. Yet, throughout it all, Black folx have found strength and been leaders of resistance, radicalization, self-emancipation, and liberation. Black Magic is a collection of tracks that Powell has formed in relation to critical race theory and the ways in which Black folx have found solidarity, liberation, freedom, and healing in a world that seeks to destroy them. Utilizing short stories told through spoken-word poetry, Powell shares her experiences and the experiences of those who she has been …

“What Do You Suggest That I Do Next?”: The Rival Geographies Of Ellen Irene Diggs, Constance Holden

Black Educology Mixtape "Journal"

This biographical essay tells the story of Dr. Ellen Irene Diggs (1906–1998), a Black woman anthropologist who specialized in African diasporic cultural and historical studies. Best known for her work with the heralded scholar W. E. B. Du Bois, Dr. Diggs was a writer, traveler, and educator who imagined an inclusive, expansive, and representative historical canon that captured the breadth and depth of Black politics and cultures. This essay argues that in so doing, Dr. Diggs charted a “rival geography” that challenged the dominant narratives of the academy. Building on the work of Stephanie Camp in her examination of rival …

“Bad Taste In Movies”: Hacking Films As A Site Of Praxis For Black Embodiment, Eghosa Obaizamomwan-Hamilton, Andre Carter, Noah Morton

Black Educology Mixtape "Journal"

During a time of racial unrest and a hyperfocus on inclusion and representation, three Black scholars from different time zones met on Zoom to discuss recent movies. Initially, our conversation revolved around the role of the representation of Black people in film and contentious arguments about the quality of Marvel’s Black Panther. We shifted toward a more analytical trend when we began to interrogate how the world of cinema has attempted to take progressive steps regarding representation, such as moving away from obvious racialized tropes. Essentially, we concluded that the industry has yet to address its deeper and prevailing flaws …

The Cypher, Eghosa Obaizamomwan-Hamilton, Andre Carter, Noah Morton, Gertrude Jenkins, Brian A. Davis

Black Educology Mixtape "Journal"

The Black Educology Mixtape is a collective of Black people working to amplify and empower Black educational voices. Black Educology goes beyond the scope of academia to recognize the movers and shakers of emancipatory movements. We imagine this mixtape as a vehicle toward revolution. To that extent, this album informs, confers, and collaborates with educational voices across the Black diaspora. Our scope and sequence focuses on the past, present, and future of Black education, which has been historically and systemically caught in the underbelly of western education. Black Educology is an open-access mixtape that moves beyond academic articles to feature …

The Message Design Of Raiders Of The Lost Ark On The Atari 2600 & A Fan’S Map, Quick Start, And Strategy Guide, Miguel Ramlatchan, William I. Ramlatchan

Distance Learning Faculty & Staff Books

The message design and human performance technology in video games, especially early video games have always been fascinating to me. From an instructional design perspective, the capabilities of the technology of the classic game consoles required a careful balance of achievable objectives, cognitive task analysis, guided problem solving, and message design. Raiders on the Atari is an excellent example of this balance. It is an epic adventure game, spanning 13+ distinct areas, with an inventory of items, where those hard to find items had to be used by the player to solve problems during their quest (and who would have …