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Articles 1 - 30 of 205
Full-Text Articles in Educational Methods
Creating Safe(R) Classrooms: Trauma-Informed Teaching Practices In Higher Education, Shannon Pappas, Nolan Bowers, Lili R. Romann
Creating Safe(R) Classrooms: Trauma-Informed Teaching Practices In Higher Education, Shannon Pappas, Nolan Bowers, Lili R. Romann
Journal of Communication Pedagogy
Trauma is a public health issue, with effects being increasingly harmful for adolescents. While instructors cannot control how students respond to trauma, they can work to create traumainformed teaching practices to support student learning and safety. Based on the principles of trauma-informed pedagogy, this manuscript details how safety, trustworthiness and transparency, choice, collaboration, and empowerment can be implemented in higher education communication courses. Additionally, a sixth principle, responding to the current climate, is introduced. Currently, instructors are grappling with supporting vulnerable students and answering to those in power. These practices offer insights into classroom adaptations to assist instructors in these …
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.
‘It’S A Win-Win Situation’— Cultivating University & School Partnerships, Emily Wisniewski, Kelly Virgin, Pauline Skowron Schmidt
‘It’S A Win-Win Situation’— Cultivating University & School Partnerships, Emily Wisniewski, Kelly Virgin, Pauline Skowron Schmidt
Teaching/Writing: The Journal of Writing Teacher Education
This qualitative case study examines Writing Zones, a fifteen-year university–high school partnership that embeds preservice English teachers in secondary classrooms as writing mentors. Drawing on surveys from 20 preservice teachers and eight high school teachers, along with follow-up interviews, the study explores perceptions of preparation, support, and program impact. Findings highlight Writing Zones as a mutually beneficial model that enhances student writing through individualized support while providing authentic, field-based learning for preservice teachers. However, effectiveness was conditional, shaped by mentor preparedness, clarity of roles, communication, and scheduling. The study underscores the importance of intentional training, sustained relationships, and institutional alignment …
Dismantling Future Writing Teachers’ English-Only Assumptions: Composing Videos To Learn The Value Of Linguistic And Cultural Inclusion, Ann N. Amicucci
Dismantling Future Writing Teachers’ English-Only Assumptions: Composing Videos To Learn The Value Of Linguistic And Cultural Inclusion, Ann N. Amicucci
Teaching/Writing: The Journal of Writing Teacher Education
This article presents the results of a study of 12 students’ video composing assignments and accompanying reflections in which students, all of whom were future writing teachers enrolled in an undergraduate TESOL course, examined how well public spaces acknowledged and included multilingual individuals. Students’ videos and reflections demonstrated that the assignment dismantled these future writing teachers’ assumptions that multilingual writers learn best in an English-only environment but perpetuated perceptions of languages as discrete rather than intertwined. Findings are discussed within the context of scholarship on writing teacher education and English-only policy and practice in the U.S.
Who We Are, How We Teach: Writing Teacher Identity In The Secondary Ela Classroom, Danielle Alexander
Who We Are, How We Teach: Writing Teacher Identity In The Secondary Ela Classroom, Danielle Alexander
Teaching/Writing: The Journal of Writing Teacher Education
The journal submission guidelines stated not to include an abstract.
Ethically Integrating Ai In Occupational Therapy Education: Enhancing Learning And Practice For The Future, Amy Sadek, Sabrina Gowette
Ethically Integrating Ai In Occupational Therapy Education: Enhancing Learning And Practice For The Future, Amy Sadek, Sabrina Gowette
The Open Journal of Occupational Therapy
Artificial intelligence (AI) has been around since the 1950s and is gaining traction in higher education and among health care professions. In this era of technology, it is imperative we equip both educators and students to have tech centric skills to support learning, improve efficiency, and enhance skills. Faculty and students alike need to be able to understand the ethics behind using digital information, such as that from AI tools and sources. As educators and students become more reliant on technology, and specifically AI, it is imperative not to lose the human connection in education. Educators are an integral part …
The Impact Of Test-Optional Policy On Private College Admissions During The Covid-19, Anna Kye, Meng-Jia Wu
The Impact Of Test-Optional Policy On Private College Admissions During The Covid-19, Anna Kye, Meng-Jia Wu
Journal of College Access
The COVID-19 pandemic disrupted many aspects of higher education, including college admissions processes. Since 2020, numerous universities and colleges have adopted test-optional policies, allowing applicants to decide whether to submit standardized test scores. Although such policies have been in place at some institutions since 1998, research on their associations with student diversity and enrollment patterns has produced mixed findings. The widespread adoption of test-optional policies during the pandemic presents an opportunity to further examine their role in admissions. This study draws on admission data from a four-year, nonprofit, private university in the Midwest and uses logistic regression to explore patterns …
Journal Of Communication Pedagogy, Complete Volume, 2025
Journal Of Communication Pedagogy, Complete Volume, 2025
Journal of Communication Pedagogy
No abstract provided.
Climate Change Denial Messages As Post-Truth, David H. Kahl Jr., Ahmet Atay
Climate Change Denial Messages As Post-Truth, David H. Kahl Jr., Ahmet Atay
Journal of Communication Pedagogy
Post-truth messages are hegemonic forms of communication intentionally designed to create false narratives that perpetuate power and marginalize others. These messages make differentiating fact from fiction difficult. Students are especially susceptible to believing and internalizing post-truth messages due to their high level of interaction with social media and the neoliberal period in which they have been raised. One type of post-truth message that has become especially prevalent is climate change denial messages that advance a neoliberal agenda. This article will apply tenets of critical communication pedagogy (CCP) as a means by which to recognize messages that deny climate change as …
Critical Communication Pedagogy At The End Of The World, Tyler S. Rife
Critical Communication Pedagogy At The End Of The World, Tyler S. Rife
Journal of Communication Pedagogy
This essay draws upon my experiences teaching the undergraduate course, “Communication at the End of the World,” to argue for an approach to critical communication pedagogy (CCP) contextualized by and reflexively responsive to planetary-scale ecological crises. I outline how five commitments have come to guide my classroom’s explorations through our topic of “end-times” communication: (1) Anthropocentrism and speciesism participate in the maintenance of social hierarchy; (2) environmental justice and social justice are intimately entangled projects; (3) ecological crisis is (re)made concrete, embodied, proximal, and implicative; (4) critique of language involves critique of humanism and humanist historicization; and, (5) ecologically just …
Spanish Education: Teaching Philosophy Learned From Best Practice And Student And Teacher Engagement., Olivia Anderson
Spanish Education: Teaching Philosophy Learned From Best Practice And Student And Teacher Engagement., Olivia Anderson
Honors Theses
This honors thesis investigates best practices for teaching Spanish in K–12 settings by conducting qualitative interviews with Spanish teachers at the elementary, middle, and high school levels. The study focuses on identifying effective strategies and classroom activities that promote student engagement and language proficiency while examining how teachers continue to develop professionally. Conscious of the American Council on the Teaching of Foreign Languages’ (ACTFL) Five C’s—Communication, Cultures, Connections, Comparisons, and Communities—the research highlights communication as the central pillar of language learning. Through detailed classroom examples, such as “Mapa del Martes,” student-created cooking videos, and Kagan Strategies, the thesis illustrates how …
Personal Narrative As Pedagogy: A Model For Socially Responsive Narrative-Based Education In Occupational Therapy, Johnna Belkiewitz, Sally Wasmuth
Personal Narrative As Pedagogy: A Model For Socially Responsive Narrative-Based Education In Occupational Therapy, Johnna Belkiewitz, Sally Wasmuth
The Open Journal of Occupational Therapy
The practice of occupational therapy relies on the collection and analysis of life narratives to provide responsive client-centered care. As developing holistic practitioners, occupational therapy students are taught to consider these shared stories within a larger context of historical and societal systems by acknowledging such factors as social determinants of health. Case studies are a frequently used tool to teach these skills; however, evidence supports that the identities of these educational stories’ authors can influence which perspectives are shared and, ultimately, impact developing occupational therapists’ perpetuation of or opposition to existing systems of oppression. Critical Race Theory and qualitative methodology …
Picturing The Teaching Of The Holocaust: A Narrative Case Study Of Four English Language Arts Teachers Who Teach The Holocaust, Shelley L. Esman
Picturing The Teaching Of The Holocaust: A Narrative Case Study Of Four English Language Arts Teachers Who Teach The Holocaust, Shelley L. Esman
Dissertations
This qualitative narrative case study was designed to examine the pedagogical choices of four English Language Arts teachers who teach the Holocaust. This study shares the “picture” of the four English language arts teachers from Michigan, Indiana, and Florida. Data collected through interviews and curricular documents were analyzed in connection to each of the teacher’s identities and rationales for teaching the Holocaust. This study highlights each teacher’s process of becoming a Holocaust teacher and describes how each teaches the content of the Holocaust in grades fifth to tenth. It uncovers the common dispositions of these four teachers. It shares the …
Computational Modeling In A Calculus-Based Physics Lab: Students’ Problems And Successes In Physics 2060, Abigail Sophia Flowers
Computational Modeling In A Calculus-Based Physics Lab: Students’ Problems And Successes In Physics 2060, Abigail Sophia Flowers
Masters Theses
In the past few decades, computational modeling skills have become essential for students who want to pursue careers in physics or engineering. This issue of how to incorporate these skills into students' learning has become an important one because students in these degrees are already required to take several cognates outside of their chosen major. In 2018, Western Michigan University’s physics department decided to take on this issue by reformatting their introductory calculus-based physics labs to include computational modeling within the labs. The labs were first run in the Fall of 2018 and then were improved in spring 2019. When …
Critical Media Literacy: Taking Steps To Understand And Implement (In First-Year Composition Courses), Kevin Shank, Lara Searcy
Critical Media Literacy: Taking Steps To Understand And Implement (In First-Year Composition Courses), Kevin Shank, Lara Searcy
Teaching/Writing: The Journal of Writing Teacher Education
This article considers ways to advance critical media literacy (CML) in English language arts spaces, particularly first-year composition. Due to the growing need for critical media literacy, authors outline two steps — first, taking steps toward understanding CML and second, sharing resources to help educators integrate more critical media literacy into the field of English language arts. The authors created and share a Media Text Complexity Rationale (https://bit.ly/MediaTextComplexityRationale) that can guide educators in text selection, along with three other related resources to help teachers understand and implement CML during instructional design.
Five Secondary Teachers’ Developing Identities As Teachers Of Digital Writing, Brad Jacobson
Five Secondary Teachers’ Developing Identities As Teachers Of Digital Writing, Brad Jacobson
Teaching/Writing: The Journal of Writing Teacher Education
The negotiation of teacher identity has been identified as a particular challenge for literacy teachers in the context of technological change and expanding beliefs about writing. This research project uses “identity” as an analytic tool to understand five secondary teachers’ development as teachers of digital writing. Following similar research on teacher development and identity (Lee, 2013), this study examines teacher identity in relation to discourse (how teachers talk about themselves) and practice (how they perform their identities in their work), with attention to how identification is influenced by and through social and cultural factors. Findings show that these teachers’ embrace …
The Embedded Scaffolded Writing Mini-Course (Teswmc): An Approach To Improve Teacher Candidates’ Writing Skills And Attitudes, Vicky Giouroukakis Ph.D., Laurie Bocca
The Embedded Scaffolded Writing Mini-Course (Teswmc): An Approach To Improve Teacher Candidates’ Writing Skills And Attitudes, Vicky Giouroukakis Ph.D., Laurie Bocca
Teaching/Writing: The Journal of Writing Teacher Education
High-quality academic writing is critical to student success in graduate-level education courses and professional advancement in our field. The Embedded Scaffolded Writing Mini-Course (TESWMC) was designed to both improve teacher candidates’ skills in writing critically and effectively and to positively influence teacher candidates’ attitudes towards writing. The 7-week mini-course was taught by the teacher educator/researcher as a “push-in” into a semester-long graduate Education course. The mini-course also served as a pilot study to determine its efficacy. Both quantitative and qualitative data were collected and analyzed. Data revealed that teacher candidates reported that their writing skills and attitudes towards writing improved. …