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Articles 1 - 30 of 99
Full-Text Articles in Education
Maine Literature 101: A Course For High School Seniors, Courtney Hawkes
Maine Literature 101: A Course For High School Seniors, Courtney Hawkes
Electronic Theses and Dissertations
In various schools across the state of Maine are teachers devoting their classroom time to exploring the rich history of Maine. At the high school level, many schools now offer at least an elective course in “Maine Studies” and Maine state standards require that local history is covered to a certain extent in high school history. Missing from these courses, however, is a study of Maine’s literature. Literature puts a realistic face to the events of history in a way that helps students see through the eyes of the people from that time period. Literature reveals internal emotions and conflicts …
Final Ma Portfolio, Jessica Goodman
Final Ma Portfolio, Jessica Goodman
Master of Arts in English Plan II Graduate Projects
A Final Portfolio submitted to the English Department of Bowling Green State University in partial fulfillment of the requirements for the degree of Master of Arts in the field of English with a specialization in English teaching. The first project is a syllabus for a course on American protest literature. The second project is a five-week major assignment plan focusing on identity and rhetorical writing choices. The third paper is a theory and practice synthesis of empowering literacy alongside a checklist for teachers who wish to include empowering literacy in their classrooms. Finally, the fourth item is a revision (re-vision) …
Reflection Through Revision: A Master's Portfolio, Laura Hoebing
Reflection Through Revision: A Master's Portfolio, Laura Hoebing
Master of Arts in English Plan II Graduate Projects
This document is a compilation of four essays centered around a theme of reflection and teaching English at a high school level. The essays include pedagogical research on reflective writing, teaching grammar, and standards-based grading in a junior high curriculum, as well as an analytical research essay on the role of the police in two contemporary domestic noir novels.
Cross-Curricular Writing In Mathematics For Comprehension, Kirsten Stowell
Cross-Curricular Writing In Mathematics For Comprehension, Kirsten Stowell
Honors Theses
Even though the idea of implementing writing in a mathematics classroom is far from new and the benefits from doing so are hardly nonexistent, this concept is often not found in modern secondary mathematics classrooms. Writing about mathematics allows students to organize and communicate their thinking, gain a better conceptual understanding of mathematical topics, develop a stronger sense of mathematical procedure, move beyond surface-level thinking, and place abstract ideas into context. Writing can also be used by teachers as a formative assessment to explicitly determine if students are struggling conceptually or procedurally in a mathematics classroom to then adjust instruction …
Promoting Student Success: Bilingual Education Best Practices And Research Flaws, Lillian Fassero
Promoting Student Success: Bilingual Education Best Practices And Research Flaws, Lillian Fassero
Senior Honors Theses
This paper first determines the benefits which bilingual education offers and then compares transitional, dual-language, and heritage language maintenance programs. After exploring the outcomes, contexts, and practical implications of the various bilingual programs, this paper explores the oversight in most bilingual studies, which assess students’ syntax and semantics while neglecting their understanding of pragmatics and discourse structures (Maxwell-Reid, 2011). Incorporating information from recent studies which question traditional understandings of bilingualism and argue that biliteracy requires more than grammatical and vocabulary instruction, this paper proposes modifications in current research strategies and suggests best practices for transitional, dual-language, and heritage maintenance programs.
Becoming The Story In The Joyful World Of "Jack And The Beanstalk"., Kathryn F. Whitmore
Becoming The Story In The Joyful World Of "Jack And The Beanstalk"., Kathryn F. Whitmore
Kathryn Whitmore
This article looks into the world of pretend to understand how the invitation to move, to take risks, and to become the story of Jack and the Beanstalk afforded three- to five-year-old children a means to be more than their usual selves. It describes a ten-week process drama residency studied in two preschool settings: first in three classrooms in a rural Head Start school and one year later in two classrooms in an urban Reggio-inspired child development center. The focus is on the compelling effect of engaging preschoolers’ bodies in movement and pretend, particularly for three children who presented what …
Moving Interpretations : Using Drama-Based Arts Strategies To Deepen Learning About The Diary Of A Young Girl., James S. Chisholm, Kathryn F. Whitmore, Ashley L. Shelton, Irina V. Mcgrath
Moving Interpretations : Using Drama-Based Arts Strategies To Deepen Learning About The Diary Of A Young Girl., James S. Chisholm, Kathryn F. Whitmore, Ashley L. Shelton, Irina V. Mcgrath
Kathryn Whitmore
Three drama-based arts strategies enhanced middle grades teachers’ and students’ engagement with Anne Frank’s diary and historical circumstances.
Reading And Critiquing : An Analysis Of Talk About Strong Books For Girls., Renita Schmidt, Amanda Thein, Kathryn F. Whitmore
Reading And Critiquing : An Analysis Of Talk About Strong Books For Girls., Renita Schmidt, Amanda Thein, Kathryn F. Whitmore
Kathryn Whitmore
In exploring what makes strong books for girls, these authors begin by looking at their critical conversations with each other.
16th Century Shakespeare And 21st Century Students, Sheridan Lynn Steelman
16th Century Shakespeare And 21st Century Students, Sheridan Lynn Steelman
Dissertations
Drawing on examples from the author’s and colleagues classrooms, this dissertation shows how an historical approach to teaching Shakespeare, drawing on primary documents from the period, opens meaningful interpretations, issues and questions for secondary students. Chapter One reviews current pedagogical approaches to teaching Shakespeare, close reading, reader response, and performance to set forth the rationale for teaching Shakespeare using primary documents. Chapter Two highlights ninth grade students studying Romeo and Juliet and includes classroom stories about engagement with documents about gender, sexuality, violence, and potions. Chapter Three describes two general English 11 classes and their successes and challenges with Hamlet …
You're A Genius All The Time: Analyzing The Effectiveness Of Kerouac's Spontaneous Prose On Empowering English Language Learners, Robert Casas
Theses and Dissertations
The engineer of the Beat Movement, Jack Kerouac, began his writing career as an ELL. Kerouac’s Spontaneous Prose helped him navigate through language acquisition to establish rhetoric in English, and empowered other Beat Writers to expressively develop their thoughts. Spontaneous Prose can also help other ELLs develop their own rhetorical agency. For ELL writers, writing in English often makes them feel disenfranchised, disempowered, and discouraged. However, Spontaneous Prose as a pedagogical tool empowers ELL writers to begin the process of transculturally repositioning themselves in using writing as a form of rhetorical expression. This study investigates the pedagogical effectiveness of Spontaneous …
Young Adult Literature And Empathy In Appalachian Adolescents, Kelsey R. Kiser
Young Adult Literature And Empathy In Appalachian Adolescents, Kelsey R. Kiser
Electronic Theses and Dissertations
Based on recent research concluding that fiction can increase empathy, this project examines how multicultural young adult literature may encourage empathy in Appalachian adolescents. Empathy encourages prosocial behaviors, but evidence suggests that young adults’ ability to empathize has declined in recent decades. In addition, Appalachia in particular is still a relatively homogenous region as it is majority white, protestant Christian, and heteronormative. Because of this, young adults in Appalachia may encounter few diverse perspectives in real life; multicultural young adult literature can provide diverse perspectives with which teenagers can empathize in a region where they might not have similar opportunities …
Final Ma Portfolio, Annelise Mason
Final Ma Portfolio, Annelise Mason
Master of Arts in English Plan II Graduate Projects
This portfolio contains papers on Urban Education and teaching speakers of African American Language/ African American Vernacular English. As the capstone to my Masters in English with a Specialization in Teaching, I have chosen four papers to revise and resubmit: “Intertwining Narratives: Stories of the I-280 Bridge Collapse,” “Reshaping Attitudes: Tailoring Urban Education to fit the African American Student,” “The Study of Language in a Multi-Dialectical Classroom,” and “Youth Acquisition and Ownership Is Crucial Language Vitality.” "Intertwining Narratives" is a report on the I-280 bridge collapse in Toledo. "Reshaping Attitudes" is an explanation of some best practice in urban education. …
Essay Writing Instructional Lexicon And Semantic Confusion, Amir Kalan
Essay Writing Instructional Lexicon And Semantic Confusion, Amir Kalan
Amir Kalan
“Introduction,” “body,” and “conclusion” are the most accessible words in the instructional lexicon for ESL writing teachers when they want to describe the structure of a typical five-paragraph persuasive or argumentative essay or its shorter variations for standardized tests such as TOEFL and IELTS. They are frequently employed to refer to the three tiers of the hamburger essay in textbooks, on classroom boards, and in YouTube tutorials.
Not surprisingly, English learners also might give you the same words if asked what the main components of an essay are. Like ESL teachers, students usually use the same terms or their equivalents …
Adolescent Literacy And Collaborative Inquiry, Rob Simon, Amir Kalan
Adolescent Literacy And Collaborative Inquiry, Rob Simon, Amir Kalan
Amir Kalan
In a teacher education classroom in Toronto, groups of middle school students, teacher candidates, and university researchers, members of our research collaborative, the Teaching to Learn Project (Simon et al., 2014; Simon & the Teaching to Learn Project, 2014), discuss projects developed from curricula they coauthored for Art Spiegelman’s graphic novel Maus: A Survivor’s Tale (1986). Maus documents Spiegelman’s father’s recollections of the Holocaust and the author’s own struggles to come to terms with what it means to be the child of a Holocaust survivor.
Youth and teachers involved in the Teaching to Learn Project collectively worked through what historian …
Teaching Anglo-American Academic Writing And Intercultural Rhetoric: A Grounded Theory Study Of Practice In Ontario Secondary Schools, Amir Kalan
Amir Kalan
This qualitative research project is a grounded theory study of the experiences of five EAL (English as an additional language) academic writing instructors with intercultural rhetoric. Following the academic conversation about contrastive/intercultural rhetoric, this investigation explores narratives of classroom practice in Ontario secondary schools in order to underline L2 writing activities that are sensitive to intercultural rhetoric. This paper includes explanations of the phenomenon of intercultural rhetoric as identified by the interviewed instructors and lists practical strategies employed by the participants. These strategies are organized in three categories: (1) strategies that use the potential of students’ first languages and mother …
Asking The Tough Questions: Teaching Literature And Nonfiction Through Critical Literacy To Recapture Our Voices, Agency, And Mission, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Asking The Tough Questions: Teaching Literature And Nonfiction Through Critical Literacy To Recapture Our Voices, Agency, And Mission, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Conference Presentations
Exploding the Myth of Mental Illness
Disrupting Notions Of Stigma While Empowering Voices: Examining Language Identity, Mental Illness, And Disability Through Young Adult Literature, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Disrupting Notions Of Stigma While Empowering Voices: Examining Language Identity, Mental Illness, And Disability Through Young Adult Literature, Elsie L. Olan, Wendy Farkas, Kia Jane Richmond
Conference Presentations
Presenter Two will share new research on young adult literature which features characters with mental illness. She will describe strategies for using texts such as Your Voice is All I Hear (2015), Thirteen Reasons Why (2007), and The Impossible Knife of Memory (2014) to analyze and critique representations of mental illness in young adult literature. Drawing on research by Koss & Teale (2009) and Richmond (2014), this presenter will help session attendees interrogate “the power of language choices” and “become empowered to confront the stigma associated with mental illness and confront bullying” (p. 24).
“She’S Definitely The Artist One”: How Learner Identities Mediate Multimodal Composing, James S. Chisholm, Andrea R. Olinger
“She’S Definitely The Artist One”: How Learner Identities Mediate Multimodal Composing, James S. Chisholm, Andrea R. Olinger
Faculty Scholarship
Multimodal composing can activate literacy practices and identities not typically privileged in verbocentric English classrooms, and students’ identities as particular kinds of learners (e.g., “visual artist”) may propel—or limit—their engagement in classroom work, including in multimodal composing. Although researchers have studied the ways multimodal projects can evidence literacy learning and have argued that identity is negotiated, improvisational, and hybrid, they have offered few sustained analyses of the processes by which identities evolve during and across multimodal composing tasks. By examining how students position themselves and one another as particular kinds of learners over time, researchers can better understand the ways …
Review Of Laura Engel And Elaine Mcgirr, Eds., Stage Mothers: Women, Work, And The Theater, 1660-1830, Kristina Straub
Review Of Laura Engel And Elaine Mcgirr, Eds., Stage Mothers: Women, Work, And The Theater, 1660-1830, Kristina Straub
ABO: Interactive Journal for Women in the Arts, 1640-1830
Stage Mothers is a collection of essays that complicate the binary between female professional and domestic mother, contributing to theater history and the history of female professionalization and maternity.
Review Of Kathryn E. Davis, Liberty In Jane Austen's Persuasion, Stephanie Russo
Review Of Kathryn E. Davis, Liberty In Jane Austen's Persuasion, Stephanie Russo
ABO: Interactive Journal for Women in the Arts, 1640-1830
No abstract provided.
Review Of Heteronormativity In Eighteenth-Century Literature And Culture, Kevin Bourque
Review Of Heteronormativity In Eighteenth-Century Literature And Culture, Kevin Bourque
ABO: Interactive Journal for Women in the Arts, 1640-1830
No abstract provided.
Wwabd? Intersectional Futures In Digital History, Tonya L. Howe
Wwabd? Intersectional Futures In Digital History, Tonya L. Howe
ABO: Interactive Journal for Women in the Arts, 1640-1830
WWABD: What would Aphra Behn—world traveler and spy, playwright and poet of scandal, innovator of novelistic forms—do, were she to imagine a future for digital humanities in period-specific scholarship? This essay outlines a vision for the DH section of Aphra Behn Online: An Interactive Journal for Women in the Arts, 1640-1830. In particular, I see three important and interrelated places for development: theorizing the feminized labor of digital recovery, editing, and textual preparation; offering thoughtful and feminist approaches to digital pedagogy that are specific to the work we do in the period; and critically assessing the absences in existing …
Highest Form Of Public Scholarship, Cynthia Richards
Highest Form Of Public Scholarship, Cynthia Richards
ABO: Interactive Journal for Women in the Arts, 1640-1830
No abstract provided.
Women, Gender And The Arts: Intersections, Differences And Connections, Mona Narain
Women, Gender And The Arts: Intersections, Differences And Connections, Mona Narain
ABO: Interactive Journal for Women in the Arts, 1640-1830
No abstract provided.
What's In A Name? New Vision For Abo, Laura Runge
What's In A Name? New Vision For Abo, Laura Runge
ABO: Interactive Journal for Women in the Arts, 1640-1830
Introduction to the new vision statements for the journal.
Therapy Through Writing: Herstory Writers Workshop, Nicole Guillet, Paola Guzman
Therapy Through Writing: Herstory Writers Workshop, Nicole Guillet, Paola Guzman
Post & Beyond
This semester we have had the privilege of getting involved in the Herstory
Writers Workshop, which is a civic engagement internship prevalent across
many colleges and Universities on Long Island. Herstory’s mission statement
advertises that we “bring unheard voices into the public arena, transforming
lived experiences into written memoirs powerful enough to change hearts,
minds and policy.” Our program here at LIU Post partners Pioneer
students with high school students from Westbury High School, who come
together right here at LIU every Thursday to share and listen to each other’s
stories. Through writing our own personal narratives we highlight social …
Burning In New Mexico, Tasha A. Vice
Burning In New Mexico, Tasha A. Vice
Reading Faculty Publications
No abstract provided.
High School Girls”: Women’S Higher Education At The Louisville Female High School, Amy J. Lueck
High School Girls”: Women’S Higher Education At The Louisville Female High School, Amy J. Lueck
English
Nineteenth-century women gained access to significant higher education opportunities under the auspices of the urban, public high school (as well as at seminaries, academies, normal schools, and other variously named institutions) even when they did not matriculate into colleges proper. Women made great strides in all forms of higher education in the last half of the nineteenth century, but particularly in high schools and academies; while remaining underrepresented in colleges until 1978, women constituted a majority of graduates from high schools as early as 1870. This trend held true both nationally and in the local context of Louisville, where women …
Conflict And Struggle : The Enemies Of Preconditions Of Basic Writing?, Min-Zhan Lu
Conflict And Struggle : The Enemies Of Preconditions Of Basic Writing?, Min-Zhan Lu
Min-Zhan Lu
No abstract provided.
Professing Multiculturalism : The Politics Of Style In The Contact Zone., Min-Zhan Lu
Professing Multiculturalism : The Politics Of Style In The Contact Zone., Min-Zhan Lu
Min-Zhan Lu
No abstract provided.