Educational Methods Commons^™

“We Sing Too:” Pedagogical Approaches For Listening To Children In Indigenous Picturebooks, Rachel Stubbs, Anja Dressler Araujo, Kari Dressler, Jadyn Fischer-Mcnabb, Aubrey Hanson, Erin Spring

Occasional Paper Series

This article explores how storytelling, particularly through picture books, facilitates learning across boundaries of age, culture, gender, and education. In this article, we emphasize the value of picture books in integrating Indigenous oral traditions into the classroom, highlighting how these texts foster a reciprocal relationship between listener and storyteller. By focusing on the act of listening, our article argues that Indigenous picture books require active participation and decentering of the individual, positioning listeners as part of a larger collective. This article also underscores the importance of viewing children as active, responsible, and agential members of their communities, aligning with Indigenous …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

The Furious Flower Poetry Center: Teaching The Worlds Of Black Poetry To High School Students, Mary Beth Cancienne Phd, Hermione Dewitt, Zoe Mcdowell, Kaleigh D. Phelps, Liz Shanks James Madison University

Virginia English Journal

This article titled The Furious Flower Poetry Center: Teaching the Worlds of Black Poetry to High School Students features lesson plans that high school English graduate candidates wrote in a high school English methods course after participating in the decennial Furious Flower Poetry Conference in September of 2024 at James Madison University. High School poetry lessons featured are based on the poetry of Gwendolyn Brooks, Jericho Brown, Nikki Giovanni, Sophia Elhillo, DaMaris B. Hill, Darrel Alejandro Holnes, and Yalie Kamara. Poetic themes and craft taught and discussed in the lesson plans include identity, language, culture, hope, symbolism, tone, diction, and …

Extracting From The Extracurriculum: Using Extracurricular Composition Practices To Bring Purpose, Voice, And Engagement Back To The English Classroom, Grace N. Ellis

Department of English: Dissertations, Theses, and Student Research

This thesis explores how principles and practices from extracurricular literacy spaces and the extracurriculum as a whole can inform and revitalize the secondary English classroom. In response to growing student disengagement, apathy, and disconnection, particularly within highly standardized and product-focused classrooms, this argument investigates how programs such as the Nebraska Writers Collective’s All Writes Reserved program and the University of Nebraska–Lincoln’s Young Writer Camp model authentic engagement, identity exploration and development, and rhetorical agency through creative, student-centered writing practices. Drawing from composition theory, educational research, and experiential data from Nebraska-based writing initiatives, the thesis argues that incorporating choice, safe-risk taking, …

A Teacher, A Supervisor, An Undefined Self, Alexa Muse

The Qualitative Report

This article follows the experiences and reflections of an American high school English teacher while evolving a single tenth grade memoir and grammar unit into a published student-led research project over the span of 3 years. As a partner piece, this article supplements my students’ published project, titled “A Teacher, a Tutor, a Friend,” that explores ChatGPT and student perspectives through a thematic discourse analysis under the framework of Figured Worlds (Holland et al., 1998); as their teacher-turned-supervisor, I found that preparing 10th grade students—now called the Lexington Student Research and Publication Collaborative—to grapple with such complex material was a …

Teaching Engaging Grammar Instruction In The High School English Classroom, Emily A. Erlbacher

Journal of Curriculum, Teaching, Learning and Leadership in Education

Grammar is a fundamental component in the content area of English Language Arts. Having a strong foundation in grammar is a critical stepping stone to writing clearly and communicating with success. Despite its importance, grammar is historically not the most engaging topic for high school students. My study, consisting of a seven week action plan involving the ninth graders in an English Language Arts classroom, sought to recognize this disengagement and work to combat it in order to improve students’ writing capabilities. More specifically, the purpose of my action research was to evaluate different grammar instructional strategies recommended in existing …

Threading The Needle: Teaching Critical Reading And Writing In The Age Of Ai, Emily A. Durham, Andrea A. Berta

Humanities

All instructors--but particularly instructors who must teach students specific disciplinary ways of reading and writing--face a difficult position with AI. Students will need to use AI in collegiate and professional writing, but using AI for assignments can hinder critical thinking skills crucial to analyzing and correcting AI output. This presentation demonstrates three practices from our developmental English classrooms: a critical reading and writing summary assignment, AI-resistant rubrics, and an exercise to help students evaluate AI-generated suggestions on how to review their work. These activities are designed to help students develop crucial AI-literacy skills to help them succeed in an increasingly …

Literary Homeplace As A Site Of Knowing And Healing, Shamonique Hassell

College of Graduate Studies: Theses & Dissertations

The concept of literary homeplace serves as a locus of rhetorical healing for Black women, emphasizing their lived experiences and creative expressions as forms of resistance and restoration (Collins, 1986; hooks, 1990; Nettles, 2001). The labor of Black women within families, churches, and artistic endeavors contributes to the cultivation of a collective consciousness surrounding oppression and healing (Edwards, 2010; Carey, 2016; Morrison, 1992). Building upon hooks’ (1990) notion of homeplace, this dissertation examines how Black women foster spaces characterized by care, dignity, and resilience (Hersey, 2022; Tate, 1984). Using personal narrative and articulating Black women’s voices, I position homeplace as …

Reading With Aunt Bunty: Intergenerational Feminism And Eighteenth-Century Studies, Alison Conway

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

This essay asks: what might an intergenerational reading practice look like for feminist critics working in eighteenth-century studies? What could be learned from reading the political and institutional conditions that have shaped reading practices, past and present, in relation to each other? I consider, here, the case of Q.D. Leavis. Reading Leavis, as well as other women who studied at Cambridge in the early twentieth century, shows me how profoundly I have been shaped by Virginia Woolf’s characterization of the university and literary history’s marginalization of women writers. What would it mean to consider the eighteenth century through the lens …

A Review Of Glenn Mcgillivray's Actors, Audiences, And Emotions In The Eighteenth Century: Communities Of Sentiment, Semane Parsons

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

A Review of Glen McGillivray's book Actors, Audiences, and Emotions in the Eighteenth Century: Communities of Sentiment (2023).

A Review Of Maeve E. Kane's Shirts Powdered Red: Haudenosaunee Gender, Trade, And Exchange Across Three Centuries, Melissa Adams-Campbell

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

A review of Shirts Powdered Red: Haudenosaunee Gender, Trade, and Exchange across Three Centuries, by Maeve Kane

“Strange And Unusual Things”: Teaching The Speculative Fiction Of Margaret Cavendish, E Mariah Spencer

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

Margaret Cavendish, a prolific author and natural philosopher, defies categorization with her multifaceted contributions to literature and philosophy. While she is recognized for her groundbreaking work in various academic fields, her literature also resonates within the realms of science fiction, weird fiction, and speculative genres. This essay explores innovative approaches to teaching Cavendish's work, particularly within the realm of speculative literature, using an interdisciplinary lens. Drawing on perspectives including monster theory and the concept of the abject, students are prompted to critically engage with Cavendish's texts. By examining themes such as the monstrous, the supernatural, and the occult, students uncover …

Teaching Margaret Cavendish Through The Lens Of Scientific Anti-Realism, Kevin Lower

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

Margaret Cavendish (1623-1673) only began receiving sustained attention by historians of philosophy in recent decades, but she is being rapidly integrated into the early modern philosophical canon. This essay explores one dimension of teaching Cavendish that presents difficulties for introductory philosophy students: her criticisms of experimental philosophy. Section one explains how I integrate Cavendish into the narrative of my course, identifying both historical and thematic strategies for including her in introductory philosophy courses. Section two describes methods for teaching Cavendish’s natural philosophy and identifies a pedagogical challenge to presenting her criticisms of experimental philosophy. In their first exposure to Cavendish, …

An Argumental Discourse Before All: An Approach To Teaching Cavendish, Jonathan L. Shaheen

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

Cavendish directs readers of Observations upon Experimental Philosophy to begin engaging her work through "An Argumental Discourse." In this piece, I describe a way of thinking about the structure of that piece and how to understand two of its major moments in relationship to standardly taught material. The first moment is the dilemma about how inanimate matter is moved, with its response centered on treating a horse and its rider as a paradigm example of causation. The article shows how the argument involves Cavendish's conceptions of causation, minds, bodies, and mind-body interaction. The second moment has to do with the …

Jumping Pens And Historical Vertigo: Teaching Cavendish In The Twenty-First Century, Anne M. Thell

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

"Jumping Pens" considers "historical and epistemological vertigo" as a useful pedagogical rubric for teaching the works of Margaret Cavendish (1623-73) in contemporary university classrooms. Specifically, it looks back across more than a decade of teaching Cavendish in diverse settings in order to show how exciting this author can be for students who are just starting out in the discipline of literary studies. As this essay argues, Cavendish can make us all better, more self-aware instructors, while also developing critical and historical acumen in our students.

Concise Collections: Teaching Margaret Cavendish, Part Ii, E Mariah Spencer, Tiffany Potter

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

The Winter 2024 edition of ABO continues the Concise Collections on Teaching series, centering on Margaret Cavendish, Duchess of Newcastle (1623–1673), an "also/and" author whose expansive work defies singular categorization. Cavendish’s prolific corpus engages with a wide array of subjects, from materialism and scientific anti-realism to gender, education, and cognition. Her writings bridge both literary and philosophical traditions, blending speculative fiction with critiques of mechanistic science, particularly through her explorations of weird fiction and proto-scientific thought.

Photo-Feminists: The Inter-Textual Discussion Of Eighteenth-Century Periodical Frontispieces, Karenza Sutton-Bennett

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

The visual afterlife of the two frontispieces from the first volume of Eliza Haywood’s periodical, The Female Spectator (1744-46) promotes the argument that middling women should be allowed to learn the same proto-disciplinary topics that men studied by representing how women could include both amusements and informal learning in between their duties as wives and mothers. The Female Spectator’s frontispiece, the emblem to Frances Brooke’s The Old Maid (1755-56), the frontispiece to Charlotte Lennox’s The Lady’s Museum (1760-61) and the 1789 frontispiece to The Lady’s Magazine (1770-1847) have the common element of the image of Minerva to visually continue the …

Reflecting On Shakespeare’S Accessibility And Relevance In A Chinese University: The Case For Translanguaging And A Genai-Proficient Educator, Therese P. Abonales

Journal of English and Applied Linguistics

This paper reflects on the implementation of an approach that integrates Generative AI (GenAI), specifically the Chinese GenAI model Wenxi Yiyan (also known as Ernie Bot in English), along with translanguaging into the teaching of Shakespearean literature and language instruction.The approach, tested with a group of third-year English majors at Jimei University (JMU), Xiamen, China, using Sonnet 116 as the primary topic, leveraged Wenxin Yiyan using both Chinese and English, to enhance pedagogical strategies, simplifying complex Shakespearean language, instead of mere translation, to make it more accessible and engaging for Chinese English majors. This paper begins by exploring Shakespeare's relevance …

Diverse Possibilities Of Shakespeare: Teaching Twelfth Night Through A Queer Lens, Julia Ritzler

Honors Projects

This project seeks to understand the ways in which Queer Theory can be applied to secondary language arts education to enhance students' understanding of identity and gender in literature. For the purposes of this project, Shakespeare’s Twelfth Night is being used as a case study text. This project includes a thorough analysis of Twelfth Night through a queer lens, a literature review of Queer Theory and educational pedagogy, a block plan and related instructional and assessment materials, a rationale for the block plan, and project limitations and implications for future research. By analyzing scholarly texts and applying the theories within …

Front Matter - Jaepl - Volume 29, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Front Matter. List of Board of Directors and List of Editors.

Introduction: The Confusion Of In-Between, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Introduction to Volume 29 of JAEPL. The Confusion of In-Between by JAEPL Editor, Wendy Ryden.

Remembering James Moffett: An Interview And Dialogue With Sondra Perl, Sheridan Blau, Sondra Perl

The Journal of the Assembly for Expanded Perspectives on Learning

Teachers reading these descriptions of Moffett’s teaching are likely to find in them models they too will be inspired to adapt for use in their own writing classrooms, wherever they teach.

Moffett's Corner Introduction, Stephen Lafer, Jonathan M. Marine

The Journal of the Assembly for Expanded Perspectives on Learning

In this special edition of Moffett’s Corner, Sheridan Blau, former Professor of Practice in the teaching of English at Teachers College, Columbia University interviews the noted composition theorist Sondra Perl in order to solicit her memories of the late James Moffett.

Scholarship As A Source Of Innovation/Inspiration, Curtis Porter

The Journal of the Assembly for Expanded Perspectives on Learning

Introduction to Book Reviews: Scholarship as a Source of Innovation/Inspiration

Creative Reading: Using Poetic Inquiry In Research And Teaching, Clancy Ratliff, Abdullah Al Musayeb, Barja Islam, Mithila Mumtaz, Rosol Otear, Simon Richard, Noah Smith, Nuzhat Tarannum, Allyssa Veney

The Journal of the Assembly for Expanded Perspectives on Learning

Creative Reading: Using Poetic Inquiry in Research and Teaching:

Essay and Poetry.

Strom, Kathryn J. And Adrian D. Martin. Becoming-Teacher: A Rhizomatic Look At First-Year Teaching. Sense Publishers, 2017, 138 Pages., Iwona Ionescu

The Journal of the Assembly for Expanded Perspectives on Learning

Becoming-Teacher: A Rhizomatic Look at First-Year Teaching - A Review

Adare-Tasiwoopa Ápi, Sierra And Nathan K. Silva. Gamification In Higher Education: A How-To Instructional Guide. Routledge, 2024, 252 Pages., Willa Swift Black

The Journal of the Assembly for Expanded Perspectives on Learning

Gamification in Higher Education: A How-to Instructional Guide - A Review

Table Of Contents - Jaepl - Volume 29, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Table of Contents - JAEPL - Volume 29

Indisposed To Write: Teaching A Visceral Poetics, Miriam L. Atkin

The Journal of the Assembly for Expanded Perspectives on Learning

This essay begins from the premise that acts of thinking and writing are shaped immanently by corporeal need. Accordingly, my aim is to sketch a vision of composition pedagogy that acknowledges the moves and modulations of the thinking body. The route I take to get there explores four works of critical prose that mobilize form and content toward a radical re-orientation of body-in-space and body-in-writing. These texts—by Eleni Stecopoulos, Robert Kocik, William James, and Eli Clare—are to varying degrees experimental, demonstrating a manner of textual difficulty that signals the visceral difficulty implied in any act of writing. What follows is …

Contributors To Jaepl, Vol. 29, Wendy Ryden

The Journal of the Assembly for Expanded Perspectives on Learning

Contributors to JAEPL, Vol. 29