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Articles 1 - 30 of 2361
Full-Text Articles in Educational Methods
Impact And Utilization Of Asl Lab Spaces In University Settings, Nathan J. Dutra, Michele Vincent
Impact And Utilization Of Asl Lab Spaces In University Settings, Nathan J. Dutra, Michele Vincent
Journal of Interpretation
American Sign Language (ASL) is a challenging yet rapidly growing language taught at both secondary and higher education levels. Despite its increasing popularity, there is limited literature on utilizing ASL labs as learning centers. This quantitative study examines the implementation of a new ASL lab at a large four-year university in California. It investigates the factors influencing participation, the motivations behind students' involvement, and their perceptions of the lab's effectiveness. Results indicate significant associations between course modality, instructor influence, and lab participation. The study suggests that ASL labs function as cultural and educational spaces that promote visibility of Deaf culture …
Decentring Philosophical Education In African Tertiary Education: Integrating Global Perspectives In The Classroom, Isaac Mutelo
Decentring Philosophical Education In African Tertiary Education: Integrating Global Perspectives In The Classroom, Isaac Mutelo
Comparative Philosophy
The philosophical discourse has been dominated by Western perspectives, an approach that continues to influence curriculum design and delivery in higher education. The historical dominance of the Western philosophical canon in university curricula has contributed to the marginalisation of other equally significant philosophical traditions from Africa, Latin America, Asia, and Indigenous cultures. This approach has contributed significantly to the narrow and limited scope and relevance of philosophy as an academic field globally. Rather than advocating for the dominance and superiority of the Western-centred curriculum, this paper acknowledges the centrality of integrating global philosophical perspectives in the philosophy curriculum and discourse …
Engaging Intercultural Philosophy In The Classroom: A Methodological Proposal, Gloria Luque Moya
Engaging Intercultural Philosophy In The Classroom: A Methodological Proposal, Gloria Luque Moya
Comparative Philosophy
The exclusion of non-Western philosophies from university curricula has been a persistent feature of academic philosophy, both in the United States and Europe. This marginalization reflects an enduring assumption that philosophy is a uniquely Western enterprise, originating in ancient Greece and developed exclusively within European traditions. This article challenges that assumption by arguing that the teaching of intercultural philosophy is not merely a pedagogical issue, but an urgent necessity in the context of globalization and cross-cultural exchange. Focusing on the limited presence of non-Western philosophical traditions in Spanish university programs, the article first analyzes the structural asymmetry in the historiography …
Teaching China Beyond Eurocentrism: Intercultural Pedagogy And The Case Of The República Del Reino De La China By Jerónimo Román Zamora, Miriam Diaz Belizon
Teaching China Beyond Eurocentrism: Intercultural Pedagogy And The Case Of The República Del Reino De La China By Jerónimo Román Zamora, Miriam Diaz Belizon
Comparative Philosophy
Interdisciplinary approaches to teaching China in Western academic contexts often reproduce Eurocentric frameworks that reduce Chinese philosophical and cultural traditions to subordinate objects of analysis. This article proposes an alternative model grounded in intercultural philosophy and the Filosofías del Sur, arguing that China should be approached not as a distant object of representation, but as an epistemic interlocutor capable of transforming philosophical education. The article develops this argument through the recovery of the República del Reino de la China, included in the 1595 edition of Repúblicas del Mundo, as a key example of early intercultural mediation from the European South. …
Tracing The Philosophy Of Toleration Through An Intercultural Lens: Theory, Challenges, And Educational Implications, Xianzhe Hui
Tracing The Philosophy Of Toleration Through An Intercultural Lens: Theory, Challenges, And Educational Implications, Xianzhe Hui
Comparative Philosophy
Toleration is usually defined as a permissive attitude toward disagreement or dislike concerning diverse beliefs and practices. In philosophical education, toleration is emphasized both theoretically and in the way teachers and students practice it. Scholars and philosophers are familiar with the connotations and justifications of toleration attributed to Enlightenment philosophers. Toleration has often been regarded as a uniquely Western idea or virtue, rooted in the European Enlightenment values of individual rights and freedom of thought. Recently, however, this viewpoint has been challenged by scholars, who argue that the approaches to diversity in non-Western intellectual traditions should be taken into consideration. …
Intercultural Questioning: Teaching Report On A Question-Oriented Pedagogy In Teaching Chinese Philosophy, Sai Hang Kwok
Intercultural Questioning: Teaching Report On A Question-Oriented Pedagogy In Teaching Chinese Philosophy, Sai Hang Kwok
Comparative Philosophy
Language and cultural barriers pose major obstacles to teaching Chinese philosophy to Western philosophy students. Without a cultural and linguistic background, students often struggle to read the original Chinese philosophical texts. Translation also involves issues of interpretation that are difficult to be settled in undergraduate-level courses. To address this situation, this paper introduces a question-oriented pedagogy called “intercultural questioning”. Instead of aiming at a comprehensive understanding of the entire Chinese philosophical tradition, the question-oriented pedagogy reveals the implicit assumptions in one’s conceptual frameworks and unexamined questions in Western philosophy through the East-West dialogue. Students can obtain philosophical insights from Chinese …
Objectives And Methods Of Teaching Intercultural Philosophy: Introduction, Zaida Espinosa Zarate, Mario Wenning
Objectives And Methods Of Teaching Intercultural Philosophy: Introduction, Zaida Espinosa Zarate, Mario Wenning
Comparative Philosophy
No abstract provided.
Developing A Learner-Centered Teaching Routine, Hyeeun Jang
Developing A Learner-Centered Teaching Routine, Hyeeun Jang
Journal of Humanistic Mathematics
This paper shares my story of developing, from Fall 2022 to Spring 2025, a learner-centered teaching routine for my undergraduate mathematics courses. I use four steps: an opening question, a short mini lecture about meaning, structured small group work, and a short end-of-class exit check, at times supported by quick visuals in Mathematica and, when useful, Python. Instead of relying on extended traditional lectures, the routine emphasizes collaborative problem solving and invites students to articulate and check their reasoning together. I used this routine mainly in my elementary statistics classes, but also in calculus and linear algebra. The evidence I …
A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue], Susanna Benko
A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue], Susanna Benko
Teaching/Writing: The Journal of Writing Teacher Education
ABSTRACT: This reflective essay uses Taylor Swift's Eras Tour as a conceptual framework for examining thirteen years of teaching a writing methods course for preservice teachers. Drawing on longitudinal reflection, I identify four distinct pedagogical eras in my practice, each representing shifts in how I conceptualize what preservice teachers need to learn about teaching writing and how clinical experiences shape that learning. Through this extended reflection, I argue that meaningful pedagogical change becomes visible only across time, not semester-to-semester. Key insights include the sustained centrality of writing practice in methods courses and the influence of institutional changes on course design. …
"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan
"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan
Teaching/Writing: The Journal of Writing Teacher Education
This article shares the findings of a qualitative study that engaged ten writing teacher educators from across the United States in interviews, curriculum submission, and a mapping practice to explore the ways that they perceive and enact the teaching of the writing methods course within dynamic and complex settings. Using a conceptual framework of borderlands of practice to gain insight into the discourses and value systems that surround the course, findings revealed the overlapping domains that impact the preparation of teachers in the field of writing, the key values that guide the way that participants approach their teaching, and the …
Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed
Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed
Teaching/Writing: The Journal of Writing Teacher Education
In this article, three writing teachers, one a writing teacher educator, reflect on how the writing methods course has shaped their work as teachers and helped them build community and identify resources to adapt to new teaching contexts and challenges.
Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa
Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa
Teaching/Writing: The Journal of Writing Teacher Education
Written in two voices, we reflect on our journeys as teachers of writing and teacher educators shaped by transformative mentoring in literacy methods courses at Arizona State University and community embedded learning at William T. Machan School. Weaving together sociocultural and translanguaging theories, we explore how being invited to write from our lives reshaped our identities as writers and educators. In our work, we draw on strength-based approaches to teaching writers that centers voice, meaning making, multilingualism, and funds of knowledge. In the midst of an increase in the use of a scripted curriculum, we argue for reclaiming writing as …
Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects, Elsie L. Olan Dr., M.Priscilla Develder
Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects, Elsie L. Olan Dr., M.Priscilla Develder
Teaching/Writing: The Journal of Writing Teacher Education
Writing workshop methods courses introduce teachers to foundational practices for teaching writing, yet their long-term influence on teacher identity and instructional decision-making often remains underexamined. This co-authored narrative explores how experiences within a graduate-level writing workshop shaped the pedagogical development of two educators: a professor who designed and facilitated the course and a former graduate student who went on to teach English Language Arts (ELA) in both elementary and higher education settings. Drawing on a 60-hour shadowing experience, the narrative analyzes classroom observations, reflective writing, and dialogic exchanges to illuminate three central themes: resonance, resilience, and effects that demonstrate how …
Strengthening Our Pedagogy Together: A Methods Instructor And Her Former Student Partner To Promote Agency In The Secondary Writing Classroom [Special Issue], Michael Rojas, Kate Sjostrom
Strengthening Our Pedagogy Together: A Methods Instructor And Her Former Student Partner To Promote Agency In The Secondary Writing Classroom [Special Issue], Michael Rojas, Kate Sjostrom
Teaching/Writing: The Journal of Writing Teacher Education
In many English classrooms today, writing instruction is reduced to templates and formulas, robbing students of agency, voice, and transferable skills. This article describes a collaboration between a writing methods course instructor and one of her former students bent on proving that what they believe makes for solid writing instruction—a sometimes messy process involving choice and authentic purpose and audience—works. Documenting development of a new secondary writing course and a project to introduce the course’s methods to pre-service teachers, the authors recount barriers they encountered, strategies they developed for overcoming them, and issues they are still grappling with. In the …
“Ummm I Don’T Know If I Took A Writing Methods Course”: Learning From In-Service Teachers Revisiting The Methods Course, Christina Saidy, Isabelle Alize Meza, Talia Baca
“Ummm I Don’T Know If I Took A Writing Methods Course”: Learning From In-Service Teachers Revisiting The Methods Course, Christina Saidy, Isabelle Alize Meza, Talia Baca
Teaching/Writing: The Journal of Writing Teacher Education
In this article two teachers and their writing methods professor explore the challenges of the traditional methods course. In sharing the teachers’ experiences of retaking the methods course, they argue for the need to consider ways that practicing teachers can revisit the methods course to develop sustainable practices for the teaching of writing in secondary schools.
The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas
The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas
Teaching/Writing: The Journal of Writing Teacher Education
This article examines how secondary English teachers understand and implement writing pedagogy in their classrooms years after completing a writing methods course. Through reflective interviews and written responses from teachers in their fifth through seventh years of practice, we explore the tensions between pedagogical ideals learned in teacher preparation and the institutional pressures of contemporary schooling. Key themes include the influence of standardized testing on writing instruction, the challenge of maintaining process-oriented approaches amid curriculum standardization, and the ways teachers adapt their methods course learning to their specific school contexts.
What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross
What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross
Teaching/Writing: The Journal of Writing Teacher Education
This co-authored piece examines how the writing methods course impacts teaching and thinking about writing through the lenses of a writing methods professor and a former student/current teacher. In writing and thinking together we found that a mutual grounding in liberatory education, using writing as a tool for social action and critical thinking, and teaching writing as a political act we see how the writing methods course and the relationships built through writing create a basis for future decision making and inspiration in the high school classroom.
Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly
Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly
Teaching/Writing: The Journal of Writing Teacher Education
In this article, a teacher educator and two early-career teachers reflect on a Teaching Writers methods course the teachers took as part of their teacher education program. In the course, the two teachers developed their own writer identities and took part in a writing community. The teachers discuss ways they have brought those experiences into their classrooms and adapted the experiences for their students and contexts.
“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo
“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo
Teaching/Writing: The Journal of Writing Teacher Education
In this dialogic essay, a teacher educator and two early career teachers discuss the influence of a writing methods course on their pedagogy in practice. The conversation focuses on a digital testimonio task that instilled values the early career teachers continue to bring to their teaching, including an expanded conception of what counts as writing and a critical, humanizing approach to literacy education. Moreover, the challenges they experienced as preservice teachers when composing a digital text helped them to see the value of a scaffolded writing process, demonstrating the value of experiential learning. While the digital testimonio project itself was …
From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer
From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer
Teaching/Writing: The Journal of Writing Teacher Education
This study investigates the written feedback practices of secondary English Pre-Service Teachers (PSTs) to understand how their values regarding "good" writing influence their comments on student work. Through analysis of feedback on 10th-grade writing samples and value-sorting surveys, the study examines their feedback tendencies and the links with their values. Findings indicate a significant shift over the semester from a directive, deficit-based "corrector" stance to a facilitative, asset-based "reader" stance. The data suggests that when PSTs lack specific metalinguistic language, they default to generic advice or mechanical correction. However, when instructed to align their feedback with their core writing values, …
Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton
Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton
Teaching/Writing: The Journal of Writing Teacher Education
This article examines the Concept Exploration Essay assignment in a writing studies course that encourages PSTs to explore and question writing theories as they connect to their own experiences and understandings. The focus of the course is to develop an understanding of the self as a writer and as a future writing teacher through practical application of composition theory. Students are invited into the Burkean Parlor and enter the conversation as scholars. The students explore, question, and trouble complex writing theories in a dialogic classroom. PSTs leave the course empowered with the knowledge they can allow their future students the …
Introduction: Echoes, Effects, And Resonance: Examining The Writing Methods Course, Elizabeth Thackeray Nelson, Erinn Bentley, Jonathan E. Bush
Introduction: Echoes, Effects, And Resonance: Examining The Writing Methods Course, Elizabeth Thackeray Nelson, Erinn Bentley, Jonathan E. Bush
Teaching/Writing: The Journal of Writing Teacher Education
No abstract provided.
Fifteen Years Of Open-Access, Feminist Editing And Beyond: Laura L. Runge Transitions From Editor-In-Chief To Co-Director Of Abo Editorial Board As Of Abo Vol. 16, No. 1, Kelly Plante
ABO: Interactive Journal for Women in the Arts, 1640–1830
This is an editor's note thanking Laura L. Runge for her more than 15 years service as the founding editor of ABO. The current editors thank Laura for her foundational work and we commit to carry on her editorial vision.
Retrospective: The Burney Centre, Mcgill University, 1945-2024, Peter Sabor
Retrospective: The Burney Centre, Mcgill University, 1945-2024, Peter Sabor
ABO: Interactive Journal for Women in the Arts, 1640–1830
The origins of McGill University’s Burney Centre go back to 1945, when Joyce Hemlow was appointed to McGill’s Department of English. After publishing a major biography of Frances Burney in 1958, Hemlow initiated what she termed the Burney Project: a research centre devoted to producing scholarly editions of the journals and letters of Burney and her father, the music historian Charles Burney. The Frances Burney edition was completed, in 25 volumes, in 2019; five volumes of the Charles Burney edition have appeared to date, with a sixth and final volume to follow. Joyce Hemlow was succeeded as Director of the …
A Review Of The South Central Society For Eighteenth-Century Studies (Scsecs) Annual Conference (Pinehurst, Nc 19-21 February 2026), Laura Runge-Gordon
A Review Of The South Central Society For Eighteenth-Century Studies (Scsecs) Annual Conference (Pinehurst, Nc 19-21 February 2026), Laura Runge-Gordon
ABO: Interactive Journal for Women in the Arts, 1640–1830
A conference review for the South-Central Society for Eighteenth-Century Studies conference held in Pinehurst, North Carolina February 19-21, 2026. The conference was organized by SCECS President Catherine Parisian and featured the keynote speaker Peter Radford.
A Review Of Willow White's Feminist Comedy: Women Playwrights Of London (University Of Delaware Press, 2024), Mattie Burkert
A Review Of Willow White's Feminist Comedy: Women Playwrights Of London (University Of Delaware Press, 2024), Mattie Burkert
ABO: Interactive Journal for Women in the Arts, 1640–1830
A review of Willow White's Feminist Comedy: Women Playwrights of London by Mattie Burkert.
A Review Of Karen Bloom Gevirtz 'S The Apothecary's Wife (University Of California Press, 2024), Annika Mann
A Review Of Karen Bloom Gevirtz 'S The Apothecary's Wife (University Of California Press, 2024), Annika Mann
ABO: Interactive Journal for Women in the Arts, 1640–1830
A review of Karen Bloom Gevirtz's The Apothecary's Wife by Annika Mann.
Teaching Evelina With Digital Humanities, Hilary Havens
Teaching Evelina With Digital Humanities, Hilary Havens
ABO: Interactive Journal for Women in the Arts, 1640–1830
Digital humanities, an interdisciplinary field that applies digital methodologies and technologies to the humanities, is an excellent lens through which to approach the eighteenth century. I integrate digital humanities tools and workshops alongside primary source readings in all of my eighteenth-century British literature classes to help students better understand those texts and the world in which they were created. In my upper-level undergraduate class on late eighteenth-century literature, I teach four digital humanities tools to students, two of them (StoryMapJS and Voyant) in connection with Frances Burney’s Evelina (1778). These tools train students how to uncover historical and geographic contexts …
Teaching Frances Burney's Evelina With Netflix’S Bridgerton, Willow White
Teaching Frances Burney's Evelina With Netflix’S Bridgerton, Willow White
ABO: Interactive Journal for Women in the Arts, 1640–1830
This pedagogical essay explores strategies for teaching Frances Burney's first novel Evelina (1778) through comparison with Netflix's popular series Bridgerton. The essay demonstrates how Bridgerton's widespread popularity has renewed interest in Georgian literature and provides an engaging and accessible entry point for undergraduate students to explore Evelina's themes of social anxiety, gender, and coming of age.
Teaching A Stand-Alone Course On Burney, Lorna J. Clark
Teaching A Stand-Alone Course On Burney, Lorna J. Clark
ABO: Interactive Journal for Women in the Arts, 1640–1830
This essay outlines a stand-alone course on Frances Burney, suggesting that she offers a good entry point into eighteenth-century studies. Given that she wrote in so many genres—novels, plays, journals, and letters—such a course avoids the narrowness which often marks a single author course. In twelve weeks, the course studied ten works: four novels, five plays (three comedies and two tragedies) and a selection of journals and letters. The latter describes well-known figures in Burney’s social and literary networks in eighteenth-century London and leads to discussion of techniques of the epistolary, of diary-writing and of women’s life-writing. Burney’s novels are …