Curriculum and Social Inquiry Commons^™

Connecting, Helen Walker, Andrew Statum, Vic Kryston, Jie Li, Dominique Zino, Joonna Smitherman Trapp

The Journal of the Assembly for Expanded Perspectives on Learning

Connecting - Helen Walker

Andrew Statum - The Question

Vic Kryston -Conflict Resolution

Jie Li - Teaching with Accent

Dominique Zino - Space

Joonna Smitherman Trapp - Composition Class 7:45 AM

Lessons From The Believing Game, Tim Doherty

The Journal of the Assembly for Expanded Perspectives on Learning

My essay reflects on different lessons I have learned in using the believing game to promote deliberative dialogue in first-year writing courses. I have learned that it helps not to be in a hurry: spending enough preparation time with students thinking about belief itself, listening to students' stories and sense of attachment to beliefs, and playing the game repeatedly. I also explore the believing game as a mode of play, especially the fruitful way that role-play can be integrated into the believing game.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

The Believing Game In Mathematics: Stories In A Discipline Of Doubt, Shelly Sheats Harkness, Catherin Pullin Lane, Sue Mau, Amber Brass

The Journal of the Assembly for Expanded Perspectives on Learning

Many people view mathematics as a discipline of certainty and rigidity. Answers are either right or wrong, and, when they are wrong, it is easy to play the doubting game. We invite readers into our mathematics classrooms as we story our attempts to play the believing game. We provide a lens into how we suspended our own logic, assumptions, and interpretations until we first tried to "unpack, " understand, and honor our students' logic, assumptions, and interpreta· tions. Within our individual stories, elements of tension, surprise, and wonder emerged as collective themes.

A Reflection On Habitual Belief And Habitual Doubt, Irene Papoulis

The Journal of the Assembly for Expanded Perspectives on Learning

Some people are habitual "believers" while others are habitual "doubters." I' m a believer, but doubting others helps me believe myself I explore the idea that examining our individual habitual relationships with believing and doubting helps us think better and relate better to others and to ourselves.

A Highly Incomplete Bibliography, Peter Elbow

The Journal of the Assembly for Expanded Perspectives on Learning

I’m nervous to include this because I’ve not read a lot of these books and articles, and the whole thing is so inadequate for such a large topic. Many are titles I’ve jotted down for when I “have time.” But the list also includes a few suggestions from the authors in this issue, though this list mostly doesn’t duplicate the valuable Works Cited sections they’ve put with each of their essays. I’m risking the amateur quality of this enterprise in hopes that it can help others to pursue an important issue. (At the end, I’ve listed my various essays about …

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

K-12 Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

Teacher Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).

Parental Attitudes Regarding Inclusion Of Children With Disabilities In Greek Education Settings, Kokaridas Dimitrios, Vlachaki Georgia, Zournatzi Eleni, Patsiaouras Asterios

Electronic Journal for Inclusive Education

The purpose of this study was to examine parents’ attitudes toward inclusion of their children with disabilities in general education and to associate their perspectives with parent variables (e.g. education) and child variables (e.g. age, severity of disability). The sample consisted of parents (51 mothers, 68 fathers) of children with disabilities, residing in Thessaly region. Each parent completed the Attitude Toward Inclusion/ Mainstreaming'' scale (Leyser and Kirk, 2004), composed of 18 items selected and adapted for parent respondents that assess scores for the factors of benefits, satisfaction, teacher ability and inclusion support, and child rights. The results of the study …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Winter/Spring edition of The Electronic Journal for Inclusive Education. The journal continues to attract the voices of researchers from an international perspective. Within this edition we have research from around the globe as well as one article of exemplary graduate student work and a poem from a nurse finishing her training as a school nurse.

From the University of Hawaii Manoa, Dr. Drue E. Narkon and Rhonda Black address the question pre-service teachers’ confidence in teaching reading to struggling readers kindergarten through third grade.

From the University of Zimbabwe, Dr. Crispen Dirwai investigates the need for different …

It's A Matter Of Timing: Laying The Foundation For Successful Preschool To Kindergarten Transitions, Kathleen Winterman Ed.D.

Electronic Journal for Inclusive Education

Children with special needs receive a myriad of services within the early childhood preschool setting. For most children, the child’s parents coordinate this process. Under the IDEA, schools are charged with planning for and facilitating the transition of children with disabilities from one educational setting to the next. A smooth transition plan should be developed to maximize the benefits of an effective preschool program in kindergarten. This article addresses the procedures for a fluid transition from preschool to kindergarten for students with disabilities discussing parental roles and critical aspects of the transition timeline.

A Treasured Gift, Christine A. Glasgo R.N.

Electronic Journal for Inclusive Education

A poem written by Christine A. Glasgo.

Pre-Service Teachers' Confidence In Teaching Reading Acquisition Skills To Struggling Readers And Readers In General, Drue E. Narkon Ph.D., Rhonda S. Black

Electronic Journal for Inclusive Education

Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants’ perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, …

The Social Participation Of Young Children With Developmental Disabilities In Inclusive Early Childhood Programs, Sue Walker Ph.D., Donna Berthelsen

Electronic Journal for Inclusive Education

The study reports an analysis of the social integration of six focus children with developmental disabilities in four preschool programs and their relative competences in relation to the typically developing children in the early childhood programs. For the 85 children in the preschool programs, including the children with developmental disabilities, peer acceptance was measured with sociometric interviews; social competence was rated by teachers; and observations of play activities and social engagement were made during four free play periods. A social constructivist analysis focuses on how learning was supported in the settings and implications are drawn about how opportunities for learning …

The Believing Game Or Methodological Believing, Peter Elbow

The Journal of the Assembly for Expanded Perspectives on Learning

Three arguments why we need the believing game: to help us find flaws in our thinking, to help us choose among competing claims, and to achieve goals that the doubting game neglects.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

The Rhetoric Of Empathy: Ethical Foundations Of Dialogical Communication, Nathaniel Teich

The Journal of the Assembly for Expanded Perspectives on Learning

Peter Elbow's "Believing Game" can function as an ethical strategy and can be understood in terms of humanistic rhetorical traditions from Martin Buber to Carl Rogers and Michael Polanyi.

Jaepl, Vol. 14, Winter 2008-2009, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Peter Elbow - The Believing Game or Methodological Believing

Nathaniel Teich - The Rhetoric of Empathy: Ethical Foundations of Dialogical Communication

Mary Rose O'Reily - Splitting the Cartesian Hair

Patricia Bizzell - Faith-Based World Views as a Challenge to the Believing Game

Gina Briefs-Elgin - Lessons With the Mystics: Refreshing Our Vision in Mid/Late Career

Gesa E. Kirsch - Creating Spaces for Listening, Learning, and Sustaining the Inner Lives of Students

Sue Hum - The Persuasiveness of Pleasure: Play, Reciprocity, and Persuasion in Online Discussions

Reviews

Brad E. Lucas - Teaching Multi writing: Researching and Composing with Multiple Genres, …

Creating Spaces For Listening, Learning, And Sustaining The Inner Lives Of Students, Gesa E. Kirsch

The Journal of the Assembly for Expanded Perspectives on Learning

This essay explores what it takes to "create a space in the classroom that allows students the freedom to nourish their inner lives," an issue raised by Mary Rose O'Reilly in Radical Presence. The author draws on work in composition studies, education, and her own teaching practices to illustrate the importance of creating such spaces.

Lessons With The Mystics: Refreshing Our Vision In Mid/Late Career, Gina Briefs-Elgin

The Journal of the Assembly for Expanded Perspectives on Learning

This paper explores surprising and restorative responses to mid/late career burnout from the perspective of four of the world's great Eastern mystical traditions: Hinduism, Sufism, Zen, and Kabbalah.

The Persuasiveness Of Pleasure: Play, Reciprocity, And Persuasion In Online Discussions, Sue Hum

The Journal of the Assembly for Expanded Perspectives on Learning

This essay explores the role of pleasure in facilitating diverse modes of rhetorical participation in online discussion.

Faith-Based Worldviews As A Challenge To The Believing Game, Patricia Bizzell

The Journal of the Assembly for Expanded Perspectives on Learning

Elbow's "Believing Game" may help to make room in the academy for religious frames of mind, which encompass particularly dense networks of ideas and emotions.

Reviews, Brad E. Lucas, Heidi Estrem, Yufeng Zhang, William Fitzgerald

The Journal of the Assembly for Expanded Perspectives on Learning

Brad E. Lucas - Teaching Multi writing: Researching and Composing with Multiple Genres, Media, Disciplines, and Cultures

Heidi Estrem - CoUege Writing and Beyond: A New Framework for University Writing Instruction

Yufeng Zhang - Reading Chinese Fortune Cookie: The Making of Chinese American Rhetoric

William FtizGerald - Geographies of Writing: Inhabiting Places and Encountering Difference

Connecting, Helen Walker, Louise Morgan, Danielle Sahm, Laurence Musgrove, Rae Ann Derosse, Joonna Smitherman Trapp, Beverly Faxon

The Journal of the Assembly for Expanded Perspectives on Learning

Connecting - Helen Walker

Louise Morgan - Email about the Ego

Danielle Sahm - The Poet Rewritten

Laurence Musgrove - People Get Ready

Rae Ann De Rosse - Authority Issues

Joonna Smitherman Trapp - The Importance of Being Ernie

Beverly Faxon - Why I Read Them Poetry

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Splitting The Cartesian Hair, Mary Rose O'Reilley

The Journal of the Assembly for Expanded Perspectives on Learning

The "Believing Game," at its deepest level, protects a space where students and teacher can contemplatively ponder what they will choose to love.

Hiv/Aids: Can We Get Any Lessons From Assessment In Zimbabwe Education?, Crispen Dirwai Ph.D.

Electronic Journal for Inclusive Education

HIV/AIDS is such a traumatizing experience not to be left to the medical fraternity alone, but to education as well. In the quest for a sustainable reduction in HIV prevalence rates in Less Developed Countries (LEDCs), a revisit on the role of inclusion of HIV in assessment is perceived crucial. There is no doubt HIV/AIDS is still claiming lives many in sub Saharan Africa, teachers and their students included hence the need for different platforms from which the issue can be talked about. Down playing the power of educational measurement in behavioral change is quite an unfortunate omission in itself. …

Physical And Verbal Strategies Peers Use To Facilitate The Social Inclusion Of Friends With Autism Spectrum Disorders, Kathleen Winterman Ed.D., Victoria Zascavage Ph.D.

Electronic Journal for Inclusive Education

The purpose of the this study was to examine the impact that Responsive Classroom methodology had on the social inclusion of two elementary students with ASD in a public school setting. Varieties of educational programs to support students with ASD are in vogue; however, few investigate the influence the peers have on students’ motivation and desire to interact within an inclusive environment. This study, conducted over the course of a school year within two public elementary schools in the Midwest, explored how peer supports shaped by Responsive Classroom methodology provide the scaffolding students with ASD required to become part of …

Effective Reading Instruction Strategies For Students With Significant Cognitive Disabilities, April Scruggs

Electronic Journal for Inclusive Education

Reading is the cornerstone of instruction for all students regardless of their ability level because it sets the foundation for future progress and success in virtually all other facets of life (Kliewer & Landis, 1999). Recent legislation and research has suggested that we should be more successful in teaching every student to read (Brower, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006).

There are various strategies that educators use to teach reading in a typical classroom setting. However, these strategies are not always the same in special education classrooms, especially in terms of teaching students with significant cognitive disabilities. Browder et al. …

Strategic Directions For Gettysburg College, June 2007, President's Office

Reports from the President’s Office

Gettysburg is a college deeply rooted in the American experience. It was born of democratic values, strong optimism, and the firm conviction that only a liberal arts education fully awakens and prepares people to live purposeful lives as citizen leaders. Our founders were champions of freedom and liberty, progressive thinkers, and staunch believers in the power of the liberal arts to prepare leaders to meet the challenges of our young nation.

Those beliefs were tested on the fields that surround our campus where a century and a half ago men gave their lives in a battle that defined our nation’s …