Curriculum and Social Inquiry Commons^™

Social Change And Social Reality: Some Implications For Social Studies, Patricia Minuchin

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Discusses social change and current realities, focusing on the immediate social environment, the modern family, the children themselves, and some implications for the social studies curriculum.

Front Matter, Bank Street College Of Education

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

Must Schools Hinder Education?, Lorraine Monroe

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

A brief essay which explores the differences between schooling and education.

Front Matter

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

Review: A Pedagogy Of Powerful Communication: Youth Radio And Radio Arts In The Multilingual Classroom, Jillian M. Belanger

Journal of Media Literacy Education

In this review of Dana Walker's 2014 book A Pedagogy of Powerful Communication: Youth Radio and Radio Arts in the Multilingual Classroom, Jillian Belanger recounts the project's four main aims of media production, community engagement, student confidence, and language development, and offers insight to what made Walker's work engaging English Learners with youth radio production a success, including recommendations for how her findings might be replicated in other environments.

Web-Based Media Literacy To Prevent Tobacco Use Among High School Students, Jane S. Phelps-Tschang, Elizabeth Miller, Kristen R. Rice, Brian A. Primack

Journal of Media Literacy Education

Facilitator-led smoking media literacy (SML) programs have improved media literacy and reduced intention to smoke. However, these programs face limitations including high costs and barriers to standardization. We examined the efficacy of a Web-based media literacy program in improving smoking media literacy skills among adolescents. Sixty-six 9th grade students participated in a Web-based SML tobacco education program based on health behavior theory. Pre- and post-test assessments demonstrated statistically significant changes in the primary outcome of total SML as well as each of the individual SML items. However, there were inconsistent changes in other theory-based outcomes including attitudes and normative beliefs.

How To Con Your Teacher, Bernice M. Wilson

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.

The "Concept Teaching" Game: A Rationale, Hal Melnick

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Teachers recognize the importance of motivation in successful children's learning and are looking for approaches to mathematics teaching that promote strong, positive feelings toward the subject. Thus, learning games have once again become part of the instructional repertoire.

The Value Of Re-Reading...Again And Again, Bernice M. Wilson

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the importance of allowing children to re-read their favorite books.

The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the two major objectives of the Fisher-Landau program at Dalton: 1. To achieve early identification of specific learning abilities in otherwise intellectually gifted children in order to help them compensate for and thereby forestall some of their difficulties and academic defeats earlier in their school careers, and 2. to improve the effectiveness with which schools are able to meet the educational and developmental needs of learning-disabled children.

The Master Teacher: A Personal Reflection, Carol Hillman

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.

The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.

Front Matter

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

No abstract provided.

Review Of Education For Empire: American Schools, Race, And The Paths Of Good Citizenship, Brianna Lafoon

Department of History - Faculty Scholarship

No abstract provided.

Course-Based Science Research Promotes Learning In Diverse Students At Diverse Institutions, Nancy L. Staub, Lawrence S. Blumer, Christopher W. Beck, Veronique A. Delesalle, Gerald D. Griffin, Robert B. Merritt, Bettye Sue Hennington, Wendy H. Grillo, Gail P. Hollowell, Sandra L. White, Catherine M. Mader

Biology Faculty Publications

Course-based research experiences (CREs) are powerful strategies for spreading learning and improving persistence for all students, both science majors and nonscience majors. Here we address the crucial components of CREs (context, discovery, ownership, iteration, communication, presentation) found across a broad range of such courses at a variety of academic institutions. We also address how the design of a CRE should vary according to the background of student participants; no single CRE format is perfect. We provide a framework for implementing CREs across multiple institutional types and several disciplines throughout the typical four years of undergraduate work, designed to a variety …

Model Lessons About Geography And Teaching With Primary Sources, Mary Arnold, Tabitha M. Richards, Helen Peynado, Licinia Stoian, Emily Pahlke, Alison Norton, Melanie A. Mays, Deidre Pribula, Deborah Jones, Mason Mahaffie, Emily Veale, Kerry Zambrano, Scott Bailon, Elena Kavanaugh, Stephanie Burns, Delia Wallis

Instructional Materials

Model Lessons for Teaching with Primary Sources to use with The Student Atlas of Oregon.

Representations Of Power: A Critical Multimodal Analysis Of U.S. Ceos, The Italian Mafia And Government In The Media, Theresa Catalano, Linda R. Waugh

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In September 2008, the collapse of the bank Lehman Brothers led to a financial crisis and the worst recession since the Great Depression of the 1930s, threatening the entire global financial system. Some of the effects of the crisis included evictions, foreclosures and high and prolonged unemployment. Despite the fact that bankers and corporate executives are widely known to bear much of the blame for the crisis (“The origins of the financial crisis,” 2013), very few have actually been convicted of any crime. In addition, recent investigations of the relationship between the New York Federal Reserve and banks such as …

The Notion And Practice Of Reputation And Professional Identity In Social Networking: From K-12 Through Law School, Roberta Bobbie Studwell

Faculty Scholarship

No abstract provided.

A Conspiracy To Resurrect Life And Social Justice In Science Curriculum With Henrietta Lacks: A Play, Dana Compton Mccullough

College of Graduate Studies: Theses & Dissertations

This dissertation is a theoretical inquiry into alternative pedagogies that challenge current standardized practices in the field of science education. Building upon a wide array of work, such as philosophy and history of science (Haraway, 1989, 1991,1997, 2000, 2007; Harding 1991, 1998; Latour, 1987, 1991/1993, 1991; Rheinberger, 1992, 2010; Serres, 1982/2007,1991/1997, 2010/2012), curriculum studies and science curriculum (Appelbaum, 2001, 2010; Barone, 1990, 2000; Blades, 1997, 2001; Calabrese-Barton, 2003, 2011; Cartwright, 1999; Doll, 1993; Grumet, 1999; He, 2003,2008, 2009,2013; Lather, 1997,2007,2010; Schubert, 1986, 2009; Schwab, 1978; Weaver, 2001, 2004, 2010, 2015); and playwriting (Brody, 2011; Innes, 2002; and Mighton, 1987, 1988), …

Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 38, Winter 2016), Center For Gifted Studies, Tracy Inman Editor

Gifted Studies Publications

No abstract provided.

Reconsidering Virtue, John M. Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

Re-appropriating the Aristotelian concept of virtue in composition classes could become the means of transforming the polarized state of public discourse in America.

Being There: Mindfulness As Ethical Classroom Practice, Paula Mathieu

The Journal of the Assembly for Expanded Perspectives on Learning

Incorporating mindfulness practices in teacher training for writing programs is supported by disciplinary scholarship in composition, spiritual writing, and research in neuroscience.

Jaepl, Vol. 21, Winter 2015-2016, Joonna Smitherman Trapp, Brad Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Fond Farewells: Judy Halden-Sullivan and Helen Walker

SPECIAL SECTION: RHETORIC AND ETHICS

John M. Duffy - Reconsidering Virtue

Lois Agnew - Why Rhetoric and Ethics? Revisiting History/Revising Pedagogy

Paula Mathieu - Being There: Mindfulness as Ethical Classroom Practice

Scott Wagar - Composition as a Spiritual Discipline

Erec Smith - Buddhism’s Pedagogical Contribution to Mindfulness

Peter H. Khost - “Alas, Not Yours to Have”: Problems with Audience in High-Stakes Writing Tests and the Promise of Felt Sense

TEACHING AND LEARNING

Sheri Rysdam & Lisa Johnson-Shull - Introducing Feedforward: Renaming and Reframing Our Repertoire for Written Response

Mark Noe - Autoethnography …

Buddhism’S Pedagogical Contribution To Mindfulness, Erec S. Smith

The Journal of the Assembly for Expanded Perspectives on Learning

Considering the rhetorical elements in the Buddhist text “The True Aspect of All Phenomena” opens the possibility of teaching students a more mindful approach to writing.

Why Rhetoric And Ethics? Revisiting History/Revising Pedagogy, Lois Agnew

The Journal of the Assembly for Expanded Perspectives on Learning

Coupling rhetoric and ethics has helped create a coherent undergraduate writing major in one of the nation’s first free-standing composition programs.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Composition As A Spiritual Discipline, Scott Wagar

The Journal of the Assembly for Expanded Perspectives on Learning

Analyzing a widely-read history of composition yields clear elements associated with the contemporary definition of spirituality.

“Alas, Not Yours To Have”: Problems With Audience In High-Stakes Writing Tests And The Promise Of Felt Sense, Peter H. Khost

The Journal of the Assembly for Expanded Perspectives on Learning

Expanding the applications of “felt sense” can help students become more aware of audience—a corrective to the a-rhetorical effects of standardized testing and the Common Core Standards.

Book Reviews, Julie Nichols, Peter Fields, Walter L. Reid, Jeffrey H. Taylor, Warren Hatch

The Journal of the Assembly for Expanded Perspectives on Learning

Julie Nichols - Reading Ethically

Peter Fields - Gregory Marshall. Shaped by Stories: The Ethical Power of Narratives. Notre Dame, IN: U of Notre Dame P., 2009

Walter L. Reed - Gregory, Marshall. Teaching Excellence in Higher Education, ed. Melissa Valiska Gregory. NY: Palgrave Macmillan, 2013

Jeffrey H. Taylor - Musgrove, Laurence. Local Bird. Beaumont, TX: Lamar U Press, 2015

Warren Hatch - Lynch, Tom, Cheryll Glotfelty, Karla Armbruster. The Bioregional Imagination—Literature, Ecology, and Place. Athens, GA: U of GA Press, 2012

Introducing Feedforward: Renaming And Reframing Our Repertoire For Written Response, Sheri Rysdam, Lisa Johnson-Shull

The Journal of the Assembly for Expanded Perspectives on Learning

Categorizing instructor comments on student drafts leads writing center researchers to argue for the need to reframe our professional discussion on instructor response, based on the concept of “feedforward.”