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Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editor's Message.

Book Reviews, Judy Halden-Sullivan, Ken Delucca, Brad Lucas, Timothy Shea, William Archibald

The Journal of the Assembly for Expanded Perspectives on Learning

Book Reviews

Judy Halden-Sullivan - Practices in Mindfulness

Ken DeLucca - Schoeberlein, Deborah and Suki Sheth. Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who Teaches Anything. Boston: Wisdom Publications, 2009.

Brad Lucas - MacDonald, Elizabeth, and Dennis Shirley. The Mindful Teacher. New York: Teachers College Press, 2009.

Timothy Shea - VanDeWeghe, Richard. Engaged Learning. Thousand Oaks, CA: Corwin, 2009.

William Archibald - Cummings, Robert E. Lazy Virtues: Teaching Writing in the Age of Wikipedia. Nashville, TN: Vanderbilt UP, 2009

Connecting, Helen Walker, Grace Feuerverger, Gesa E. Kirsch, Betsy Newmeyer, Anita Voelker, Allison Brimmer, Debbie Axelrod, Margo Wilson, Catherine M. Nelson, Liang Zhao

The Journal of the Assembly for Expanded Perspectives on Learning

Connecting

Helen Walker - Growing Up

Grace Feuerverger - Mandy

Gesa E. Kirsch - A Teaching Success or Failure?

Betsy Newmeyer - My RIF’d Life

Anita Voelker - Will’s Story

Allison Brimmer - Elitist White Lady Who Tries Too Hard

Debbie Axelrod - Dear Professor

Walker Margo Wilson - Burnishing the Bruises

Catherine M. Nelson - Jimmy

Liang Zhao - Lead by Example

The Forgiveness Classroom: Bringing Together Students From Both Sides Of The Walls Through Deep Listening, Ruth Henderson

The Journal of the Assembly for Expanded Perspectives on Learning

This essay describes a forgiveness course taught in prisons and on college campuses. The course served as a bridge for Endicott College students and inmates from the Maine Correctional Center at Windham, highlighting how deep listening may reduce violence and promote understanding.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Back matter.

The Evolution Of A New College Course In Behavior Management: A Case Study In Collaboration And Compromise, Richard L. Mehrenberg Ph.D.

Electronic Journal for Inclusive Education

This article describes the development of a new behavior management course for both elementary and special education pre-service teachers at a Pennsylvania college. The evolution of the course is detailed through a four stage process:(a) identifying stakeholders, (b) defining priorities, (c) content collaboration, and (d) reaching a compromise. The study concludes with a discussion of what yet needs to be accomplished and strategies for implementation.

Response To Intervention: Right On Track, Charmion B. Rush, Nicole Dobbins Ph.D., Stephanie A. Kurtts Ph.D.

Electronic Journal for Inclusive Education

The purpose of response to intervention, or RTI, is founded on the premise that, with data-based decision making and evidence- based practices, children who otherwise may have been identified with a mild educational disability will receive early instructional intervention and thus have the opportunity to remain with their peers in general education settings. For RTI to be successful, educational professionals need to have the core building blocks for implementation. A comprehensive RTI plan integrates academic interventions with behavioral supports to catch struggling learners early. Identification models that include RTI may lead to better achievement and behavior outcomes for all students. …

Inclusive Practices In Tennessee: An Investigation Of Co-Teaching In Middle Tennessee Schools, Vance L. Austin Ph.D.

Electronic Journal for Inclusive Education

With the advent of Inclusion (circa 1992) predicated on the principle of the “Least Restricted Environment” (USDOE, 2003) and the recent “No Child Left Behind” legislation, schools and school districts around the country began educating students with disabilities in general education classrooms. Arguments for and against the efficacy of this practice flourished among teachers and researchers alike. Nevertheless, state education and local education agencies (SEAs and LEAs) adopted the recommended initiative and began to institute inclusive practices within most of their schools. This service delivery change created a dilemma for the general education teachers who considered themselves unprepared for the …

Unlv Magazine, Matthew K. Jacobsen, Holly Ivy De Vore, Lisa Arth, Cate Weeks, Greg Lacour, Tony Allen, Afsha Bawany, Barbara Cloud, Gian Galassi, Phil Hagen, Karyn S. Hollingsworth, Michelle Mouton, Erin O'Donnell

UNLV Magazine

No abstract provided.

Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris

Teacher Education

A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …

Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable

Teacher Education

Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …

Effective Inclusion Practices, M. Alyssa Barnes Ph.D.

Electronic Journal for Inclusive Education

This study examines effective instructional practices, which support the inclusion of students with special needs. Eight teacher and administrator participants completed interviews about their experiences working in a full-inclusion environment. In addition, the research includes narratives based on observations from the school. The findings summarize five practices essential in successful inclusive environments. These strategies include assessing the whole child, performance-based assessments, and use of visuals, specifically graphic organizers, and collaboration. Finally, the data demonstrate the idea that all of these practices benefit students with and without disabilities.

Creating A Warm And Inclusive Classroom Environment: Planning For All Children To Feel Welcome, Jessica L. Bucholz Ed.D., Julie L. Sheffler

Electronic Journal for Inclusive Education

The type of classroom environment that a teacher creates and encourages can either increase or decrease a student's ability to learn and feel comfortable as a member of the class. The classroom environment should do as much to foster cooperation and acceptance as the teaching methods that the teacher uses. This article describes a number of methods to help teachers plan for and create a classroom that welcomes and supports all children.

Language Module, April Dixon

Electronic Journal for Inclusive Education

A study of children with learning disabilities and of children without provides a clear picture of the acquisition of language development of children. Language skills are generally typical of children at different age levels who do not have diagnosed learning disabilities. Language skills of the learning disabled are generally atypical due to constraints placed on the child during critical learning periods by the disability. Analyzation of the data in this study shows a correlation between Attention Deficit Hyperactivity Disorder and language development in young children. Strategies can be implemented by classroom teachers to enhance the acquisition of language.

Clarifying Research Synthesis On Inclusion: Using The Inclusion Definition Instrument (Idi), Kimberly Rombach Ph.D.

Electronic Journal for Inclusive Education

Synthesizing research on inclusive education is essential to developing a wide-scoped view of knowledge that has been gathered from previous studies. There are key components central to the practice of inclusive education that need to be revealed to fully understand the context of inclusive classrooms. This article distinguishes the need for contextually defining inclusion and introduces the Inclusion Definition Instrument (IDI) that can assist researchers to better identify specific characteristics of the context of their studies on inclusion.

Voices Of Classroom Managers: Their Realities Of Full Inclusion, Oi Yee Monica Ratcliff Ph.D.

Electronic Journal for Inclusive Education

The purpose of this qualitative study was to explore the perspectives of the three regular education teachers about full inclusion practice in a metropolitan elementary school. This study was intentionally designed as a participatory and constructivistic inquiry. Through the process of classroom observations, participant observations and in-depth interviews, this study was attempted to answer three research questions: (1) What are the perceptions of regular education teachers who participate in the full inclusion program? (2) What are their perceptions about student learning? and (3) What are the advantages and disadvantages of full inclusion? Findings revealed three themes that were related to …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Spring/Summer 2009 Edition of The Electronic Journal for Inclusive Education. The conversation concerning inclusion continues to reflect and international representation. However in this edition we have a number of voices unique to this culture and this perspective.

Kimberly Rombach of State University of New York College in Cortland provides a synthesis of the research concerning inclusive education. Additionally, the article introduces an Inclusion Definition Instrument (IDI) to help researchers identify specific characteristics of inclusion aid in their research.

Norma S. Blecker, Richard Stockton, and Norma J Boakes of Stockton college of New Jersey survey both general and …

Implementation Of Inclusive Education In Brunei Darussalam: Review Of Possible Implications For School Counselors, Lawrence Mundia Ph.D.

Electronic Journal for Inclusive Education

The paper looked at the provision of counseling services to students in government schools after the implementation of inclusive education in Brunei Darussalam. The creation of the Special Education Unit and the Division of Counseling and Career Guidance (both in the Ministry of Education) to coordinate the respective services was a welcome decision in the right direction. Inclusion, however, may have expanded the role of school counselors in many ways and possibly brought other unforeseen problems. Thirteen identified and selected factors that may impact negatively on the work of school counselors under inclusion are discussed. In addition it was observed …

"Welcome To Holland: Characteristics Of Resilient Families Raising Children With Severe Disabilities", Thomas Knestrict Ed. D., Debora Kuchey Ph.D.

Electronic Journal for Inclusive Education

This descriptive study sought to examine the resiliency factors families developed when faced with the challenges of raising a child manifesting a severe disability. The study compares and contrasts how families managed the additional responsibility and stress of raising a child with special needs. The study seeks to identify, the key characteristics present in resilient families allowing them to not just survive but thrive.

The study found that there is relationship between resilience and Socio Economic Status (SES). The study also found that having the time and the ability to reflect was key to reconfiguration, which is seen as crucial …

Guiding Principles For Educational Programming, Randy L. Seevers Ph.D.

Electronic Journal for Inclusive Education

This article presents the outcome of a reflective study where pre-service teachers created visual representations of principles that guide their teaching in the inclusive classroom. Based on evaluations and reflections of the activity, results suggest that creating the visual representations served as an effective tool in helping pre-service teachers recognize and support children with disabilities in the inclusive classroom. Examples of the completed projects are included.

Saying Yes To Freestyle Volunteering: Doubting And Believing, Judy Lightfoot

The Journal of the Assembly for Expanded Perspectives on Learning

My formerly academic interest in Peter Elbow's work developed fresh relevance a few years ago after a member of my family was diagnosed with schizophrenia. To volunteer "outside the box" with individuals who suffer from mental illness or homelessness, I needed a skeptic's doubt as well as an enthusiast :S belief But the first step was believing.

Reflections From A Grateful Guest Edit, Peter Elbow

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Jaepl, Vol. 15, Winter 2009-2010, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Peter Elbow - Reflections from a Grateful Guest Editor

Sheridan Blau - Believing and Doubting as Hermeneutic Metbod: Reading and Teaching Paradue Lost

Tim Doherty - Lessons from tbe Believing Game

Anne Ellen Geller - The Difficulty of Believing in Writing Across the Curriculum

Shelly Sheats Harkness, Catherine Pullin Lane, Sue Mau, Amber Brass - The Believing Game in Mathematics: Stories in a Discipline of Doubt

Judy Lightfoot - Saying Yes to Freestyle Volunteering: Doubting and Believing

Clyde Moneyhun - Believing, Doubting, Deciding, Acting

Irene Papoulis - A Refiection on Habitual Belief and Habitual Doubt

Stephanie Paterson - Friday …

The Difficulty Of Believing In Writing Across The Curriculum, Anne Ellen Geller

The Journal of the Assembly for Expanded Perspectives on Learning

What would happen if we tried to consider writing-acrossthe- curriculum work through the lens of Peter Elbows methodological believing? If we were to believe that every faculty person in the university is a writer, thinks about writing, and teaches writing in his or her own way, what virtues would we find that doubting leads us to disqualify?

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editor's Message.

Believing And Doubting As Hermeneutic Method: Reading And Teaching Paradise Lost, Sheridan Blau

The Journal of the Assembly for Expanded Perspectives on Learning

Using a variation on Peter Elbow's believing game, I help students discover the degree to which Milton in Paradise Lost succeeds in his explicit attempt to justify God's ways to man and in that success also offers us an account of human happiness and misery that is psychologically sophisticated, spiritually illuminating, entirely rational, and supremely wise as a guide to living a humanly satisfying life. Such an approach to Paradise Lost also fosters an experience of the text through which many students undergo a modern version of the spiritual transformation and enlightenment that Milton explicitly aimed to make possible for …

Before Belief: Embodiment And The “Trying Game”, Donna Strickland

The Journal of the Assembly for Expanded Perspectives on Learning

I use my experience of teaching "Mindful Writing" to reflect on the pre-cognitive act of "trying out" new ideas. It seems that there's an important piece of the believing game that happens before the cognitive act of belief and that involves the body as much as the mind.

Reviews, Julie J. Nichols, Charles Suhor, Edward Sullivan

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Julie J. Nichols - Meaning and The Evolution of Consciousness: A Retrospective on the Writing of Owen Barfield

Charles Suhor - The Great Transfonnation: The Beginnings of Our Religious Traditions

Charles Suhor - The Chalice and the Blade

Edward Sullivan - The Art of Learning: An Inner Journey to Optimal Performance

Believing, Doubting, Deciding, Acting, Clyde Moneyhun

The Journal of the Assembly for Expanded Perspectives on Learning

I used Peter Elbow's believing and doubting games and cooked up two games of my own, to structure a first-year writing class aimed at teaching students to read and reason critically. The first new game has been hinted at by Elbow himself: the deciding game, in which students used their exercises in believing and doubting to make up their minds about a topic. The second new game, which my students called the living game, asked them to extend their intellectual decisions into the world and take or recommend actions based on them. This was all enacted through a series of …

Friday Writes: An Exercise In The Believing Game, Stephanie Paterson

The Journal of the Assembly for Expanded Perspectives on Learning

I introduce the basic principles for the practice of proprioceptive writing and describe the experience and outcomes of incorporating this ungraded writing into three undergraduate compostion classes. I offer this as a case study of a writer, teacher, and reflective practitioner emboldened by Peter Elbow's believing game, and I point out some of the intellectual and pedagogical discoveries that emerged in my fourteen-week experiment.