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Full-Text Articles in Education
Christian Graduate Programs: Transformational, Not Transactional, Steve Holtrop
Christian Graduate Programs: Transformational, Not Transactional, Steve Holtrop
Pro Rege
No abstract provided.
Reinventing Translation: Toward A Common Language For Scholar-Practitioners, Ann Kowal Smith, Karen R. Nestor
Reinventing Translation: Toward A Common Language For Scholar-Practitioners, Ann Kowal Smith, Karen R. Nestor
Engaged Management ReView
Translation starts in one language, and converts to a second. But it doesn't change the languages or the people who "speak" them. We propose – instead of translation – the joint development of theory and practice that becomes a common language – a common language of a community of scholar-practitioners. This paper describes the work of two scholar-practitioners committed to addressing a pressing problem of practice: the educational attainment and skills required for positive outcomes in the 21st century workplace. This paper considers the original design and implementation of an innovative, theory-based workplace learning initiative (Books@Work) and, arising from this …
The Theatre Missionary: Exploring The Early Career Teaching Experiences Of Theatre Educators Through Artistic Inquiry, Robert Andrew Strickland
The Theatre Missionary: Exploring The Early Career Teaching Experiences Of Theatre Educators Through Artistic Inquiry, Robert Andrew Strickland
Educational Studies Dissertations
For educators entering a fine arts classroom for the first time the transition can be quite difficult. Fine arts teachers are often the only specialists in their subject area at a school, placing them in a new situation without a mentor to guide them through the process. The difficulties can be exacerbated by the ideological, financial, and social marginalization of the arts in many schools. Despite the challenges faced by new fine arts educators, little research has focused specifically on their transitions into K-12 classrooms. To explore these transitional experiences this study was guided by the research question: How do …
The Museum Paradox : The Co-Existence Of Narrative Structure And Audience Advocacy, Barbara Cohen-Stratyner
The Museum Paradox : The Co-Existence Of Narrative Structure And Audience Advocacy, Barbara Cohen-Stratyner
Graduate Student Independent Studies
This paper is concerned with narrative structures and adult learning in history and art museums that were established between 1870 and 1930, although the discussions of structure and exhibition development can be useful for any cultural institution that displays artifacts. Within the large field of study on cultural institutions and their role in adult cognitive change, the focus is placed on narrative exhibition structures that allow the museums to present information and artifacts to an adult audience without the intervention of live staff members or docents.