Education Commons^™

Females And Footnotes: Excavating The Genre Of Eighteenth-Century Women’S Scholarly Verse, Ruth Knezevich

ABO: Interactive Journal for Women in the Arts, 1640-1830

Throughout the eighteenth century, the genre of women’s poetry heavily annotated with editorializing commentary (a genre I term “scholarly verse”) became increasingly prevalent. Such poetry presents an ironic reversal of conventions of gender and authority by incorporating the literal margins of the page: the female voice commands the majority of the page, while the masculine voice of empiricism, authority, and scholarly reason is pushed to the margins. This essay offers a distant reading of the range of annotations women poets provided, in order to begin new conversations about the ways women’s poetry served as a site of and structure for …

Contextualizing Information Literacy: Why “Why” Makes All The Difference, Wendy Doucette

Georgia International Conference on Information Literacy

Graduate students require the same base knowledge of information literacy as undergraduates, but are less likely to receive in-class instruction. Rather than considering them as external, theoretical signposts or goals, this presentation will discuss the value of situating the ACRL Information Literacy Standards and Framework into the real-life graduate student experience. Explaining what it means to have membership in the academic community leads directly to a deeper understanding of scholarly dialogue, authority and peer review. This grounding leads to an understanding of ownership, copyright, and plagiarism. This high-level overview of the scholarly research process allows students to comprehend their own …

Studying Teacher Education, Brenna Bohny, Monica Taylor, Sa Qwona S. Clark, Susan D’Elia, Graziela Lobato-Creekmur, Stephanie Brown Tarnowski, Sara Wasserman

Department of Teaching and Learning Scholarship and Creative Works

Through a self-study methodology, six doctoral students and a professor examine how our semester long doctoral level class became a transformative space for all participants. We investigate how each individual was able to participate in the construction of a powerful and meaningful learning community, which led to a re-visioning of ourselves as women and teacher educators. Feminist pedagogy and positioning theory provide a guiding framework for both the class and our own reflective research. Our findings include, but are not limited to, showing how negotiating the curriculum led to a doctoral class becoming a safe space and how this negotiation …

Words Matter: Discourse And Numeracy, Samuel L. Tunstall

Numeracy

Here I discuss elements of critical discourse analysis (CDA) and their importance in relation to quantitative literacy (QL). Through an overview of theory, synthesis of research, and examples, I argue that the discursive nature of textbooks has a nontrivial impact on students' mathematical dispositions - an important component of QL. In particular, texts are a means of disseminating the culture of mathematics, one which has a tendency to paint mathematics as esoteric and male-dominated. Such a characterization has profound implications for the numeracy community, one of which is that we cannot assume that changes in curriculum are sufficient for effecting …

Greek Tragedies: Oedipus The King And Antigone (Grade 10), Amy R. Thomson, Heather M. Patillo

Understanding by Design: Complete Collection

This is a four-week unit that introduces Greek tragedy using Sophocles’ Oedipus the King and Antigone. The unit explores the elements of Greek tragedy to include the scene of suffering, the unities of time, place, and subject, and catharsis. The unit focuses on the literary elements of dramatic irony, archetype, and the motifs of blindness, and fate vs. free will.

The writing focus of the unit is expository emphasizing the idea of justice and decision-making. Students will use non-fiction texts such as Martin Luther King’s Letter from Birmingham Jail, the Patriot Act of 2001, and the Freedom Act …

Relationship-Based School & Classroom Management, Ryan Lucas, Matt Teegarden

National Youth Advocacy and Resilience Conference

Participants will learn about the four roles of relationship-based classroom and school management in working with students of all ages. Additionally, participants will have the opportunity to reflect on previous interactions with students (some that went well and some that didn't go so well), learn which role is their strength ("go-to" role), and identify the role with which they need peer support. This presentation is given lecture style with encouraged audience participation and includes plenty of laughter, practical applications, and"just-in-time" ideas to implement the very next day.