Education Commons^™

Q&A: Christian, Committed, And Called: An Interview, Linda Gray

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

After teaching in a Christian University for more than 40 years, three professors who are retiring and have received emeritus status reflect on how students have changed over the decades and how they—as professors—have had to adapt to meet the needs of an ever-changing student body. The three professors were asked four questions: (1) how have students changed during the last four decades, (2) how have the professors adapted to meet the changing needs of students, (3) what was one unexpected thing each professor learned once they started teaching, (4) what advice do the professors have for those still teaching …

Developing Vocabulary Of Efl Learners Through Short-Stories, Umida Khamroeva

Mental Enlightenment Scientific-Methodological Journal

It is irrefutable that vocabulary plays an important role in the academic life of EFL learners. This is because foreign language learners' lack of vocabulary significantly impairs other language skills. Therefore, teaching and learning vocabulary in a foreign language classroom is a very important place. In doing so, a variety of methods and strategies are used to develop the vocabulary of EFL learners. However, the success of the methodology, strategy, or material used will depend on the nature of the material and the EFL learner's perception of that methodology, strategy, and material. In that regard, this thesis seeks to investigate …

Fun With Grammar, Beena Anil

Teacher India

Activity-based learning can help students to learn grammar. Dr Beena Anil shares practical tips.

Teaching About The Politics Of Religion And Social Change, Dean Johnson

Philosophy Faculty Publications

No abstract provided.

Dwelling In The Ruins: Recovering Student Use Of Metaphor In The Posthistorical University, Daniel P. Richards

English Faculty Publications

This article argues that the field of Rhetoric and Composition has long harnessed the active potential of metaphor to change its own practices but has considerably overlooked student use of metaphor--a particularly urgent oversight given the metaphorical battleground that constitutes the discourse of contemporary higher education. Using this exigency, the article 1) explains how a more thorough reading of Lakoff and Johnson's popular work on metaphor theory can re-energize Rhetoric and Composition to be more inclusive of student experiences in classroom coverage of metaphor and 2) offers imaginative but concrete pedagogical approaches and activities aimed at facilitating student learning of …

Rethinking Combined History Departments: An Argument For History And Anthropology, Ageeth Sluis, Elise Edwards

Ageeth Sluis

Many opportunities for more integrated teaching that better capture the interdisciplinary nature of contemporary scholars' work and better achieve the aims of liberal arts education still remain untapped, particularly at smaller schools where combined departments are often necessary. The disciplinary boundaries between history and sociocultural anthropology have become increasingly blurred in recent decades, a trend reflected in scholarly work that engages with both fields, as well as dual-degree graduate programmes at top U.S. research universities. For many scholars, this interdisciplinarity makes sense, with the two disciplines offering critical theoretical tools and methods that must be used in combination to tackle …

Rethinking Combined History Departments: An Argument For History And Anthropology, Ageeth Sluis, Elise Edwards

Elise M. Edwards

Many opportunities for more integrated teaching that better capture the interdisciplinary nature of contemporary scholars' work and better achieve the aims of liberal arts education still remain untapped, particularly at smaller schools where combined departments are often necessary. The disciplinary boundaries between history and sociocultural anthropology have become increasingly blurred in recent decades, a trend reflected in scholarly work that engages with both fields, as well as dual-degree graduate programmes at top U.S. research universities. For many scholars, this interdisciplinarity makes sense, with the two disciplines offering critical theoretical tools and methods that must be used in combination to tackle …

Acts Of Courage: Leaping Into Mindful Music Teaching, Cathy Benedict, Patrick K. Schmidt

Music Education Publications

The authors explore the idea of courage in the classroom focusing on two populations of teachers: pre-service undergraduate students and in-service teachers. They articulate their own paths toward their own understandings of facilitating and recognizing acts of courage and share how their educational and pedagogical experiences have led them to think differently about the opportunities of doing and being differently as teachers.

Student-Centered, Interactive Teaching Of The Anglo-Saxon Cult Of The Cross, Christopher R. Fee

English Faculty Publications

Although most Anglo-Saxonists deal with Old English texts and contexts as a matter of course in our research agendas, many of us teach relatively few specialized courses focused on our areas of expertise to highly-trained students; thus, many Old English texts and objects which are commonplace in our research lives can seem arcane and esoteric to a great many of our students. This article proposes to confront this gap, to suggest some ways of teaching a few potentially obscure texts and artifacts to undergrads, to offer some guidance about uses of technology in this endeavor, and to help fellow teachers …

The Writing Is The Wall: Expanding The Means Of Communication With Multimodal Approaches To Teaching Composition, Matthew Williams Schering

All Student Theses

As the paradigm of communication shifts into the digital realm, it seems only logical that instructors’ pedagogical approaches to teaching writing should shift as well. Though there is still much merit to teaching tradition approaches to composition, are there more modern methods that could be employed to teach communication in a contemporary setting? This thesis shall examine the role that new media can play in a multimodal composition course, as new media seems to be the most effective way to teach rhetorical communication skills in a modern setting. By looking at new media elements, such as podcasts, wikis, and images, …

Though This Be Madness, Yet There Is Method In’T: Using Graphic Shakespeare Texts To Create Meaningful Engagement In The High School Classroom, Eric Kallenborn

All Student Theses

This thesis covers the attempt to successfully motivate and connect with high school students by giving them the option of reading a graphic form of Hamlet instead of the original text. This research was conducted to not only dispel the myth that comics and graphic novels are juvenile and adolescent but to also explain the benefits of such texts to educators and administrators.

For this research, 10^th graders were assigned Hamlet and were allowed to select the graphic text over the traditional text, allowing for student buy-in from the selection. Students also took part in a project that …

The Silent Lesson, John Hilton Iii

Faculty Publications

One day during my second semester as a part-time seminary teacher, a student named Mindy came into class and asked, “Brother Hilton, are we going to do a silent lesson this year?” When I told her that I had never heard of a silent lesson, she said, “Brother Kirkham just taught a silent lesson, and I heard it was really awesome. You should ask him how to do it.” Wanting to be a good seminary teacher, I approached Brother Kirkham and asked him to teach me about silent lessons. He obliged, and I began regularly using them in a variety …

Is Spanish Pragmatic Instruction Necessary In The L2 Classroom If Latin American Speakers Of Spanish Take On American English Pragmatic Norms Once Prolonged Exposure In The United States Occurs? A Study On Refusal Strategies, Jeremy W. Bachelor, Lydia Hernandez

Faculty Scholarship – Spanish

As educators of foreign and second languages debate the most efficient methods of implementing pragmatic instruction in the L2 classroom, is it possible that Spanish pragmatic instruction is not necessary if American Spanish pragmatic norms are no different than American English norms? The present investigation studies the pragmatic norms in refusal strategies of speakers of Latin American Spanish who have had little exposure to English, speakers of Latin American Spanish who have spent over two years in the United States, and native speakers of American English. The study found that the Spanish speakers who had spent over two years in …

Teaching Lower Laryngeal Position With Emg Biofeedback, Adam Kirkpatrick, John R. Mclester

Faculty and Research Publications

The authors explore new and innovative ways to teach singers how to maintain the lower laryngeal position while singing - a component of classical singing technique that many consider essential to achieving a vibrant, focused, and resonant tone.

Understanding Arts-Based Methods In Managerial Development, Steven S. Taylor, Donna Ladkin

Faculty Articles

With the rising use of arts-based methods in organizational development and change, scholars have started to inquire into how and why these methods work. We identify four processes that are particular to the way in which arts-based methods contribute to the development of individual organization managers and leaders: through the transference of artistic skills, through projective techniques, through the evocation of "essence," and through creating artifacts such as masks, collages, or sculpture, a process we call "making." We illustrate these processes in detail with two case examples and then discuss the implications for designing the use of arts-based methods for …

The Medieval Writing Workshop, Alex Mueller

Alex Mueller

If we compare elementary and secondary school classrooms today with their grammar school predecessors of the Middle Ages, we might find few similarities. The terrifying image of the medieval schoolmaster, seated in a chair with his birch in hand, ready to strike supplicant schoolboys for incorrect answers, does not match our more recent and comforting portrait of the teacher who circulates throughout the classroom and nurtures students through a student-centered curriculum. Yet, as an educator trained as both a medievalist and a high school English teacher, I am regularly provoked by the affinities I discover in medieval and modern pedagogies, …

Thinking Before We Leap: Examining The Implications Of Critical Thinking, Deliberative Practice And Research Designs For Music Education, Cathy Benedict (Kassell)

Music Education Publications

No abstract provided.

Office Of Teacher In Times Of School Reform, John Van Dyk

Pro Rege

No abstract provided.

Biography And The Curriculum, Daniel R. Denicola

Philosophy Faculty Publications

In recent years many critics have written of the pervasive dehumanization and possible rehumanization of education. Plighting their troth to the autonomy and integrity of the human person, these commentators scour the educational landscape in search of policies and practices that depersonalize. They have often attacked teaching methods and the social and institutional situation in which teaching is undertaken; a few errant knights have even assailed the enterprise of teaching itself. Less often has curriculum content been questioned, and when it has been, the critics were usually concerned about "irrelevance." There is, however, another way in which the curriculum is …

The Use Made By Lds Institute Instructors Of Statements And Messages Of The Modern Prophets In Answering Current Issues Of Importance To College Students, Gale J. Brimhall

Theses and Dissertations

This study was designed to evaluate the L.D.S. institute instructors use of statements made by leaders of the Church of Jesus Christ of Latter-day Saints. These leaders have instructed Church school teachers to teach what the prophets have said and not the teachers own ideas or views on doctrine.

The data from this study show the following: (1) Approximately twenty per cent of instructor responses in selecting the stated principles of the Church on a current issue are incorrect; (2) The ability of the instructors to recognize prophet's statements from non-prophet's statements is seventy-three per cent; (3) Over ninty per …