Teacher Education and Professional Development Commons^™

Front Matter, Alice G. Brand (Editor)

The Journal of the Assembly for Expanded Perspectives on Learning

Editor's Message

The prospect of bringing off a new journal is character building, I have come to believe—particularly when it is published only once a year and by a fledging organization. The Journal of the Assembly for Expanded Perspectives on Learning (JAEPL) had to be good, very good, especially the inaugural issue. That this was the first issue also meant, I hoped, that readers would tolerate mistakes. Surely, mistakes could be corrected with the next issue. But on second thought, that was a long year away.

Nonetheless, I celebrate the occasion of the inaugural issue of JAEPL. …

Strictly Ballroom? Dancing Along The Borders Of Movement And Writing, Tim Doherty

The Journal of the Assembly for Expanded Perspectives on Learning

Multiple intelligences are exercised when movement and writing intersect in the composition curriculum.

Emotional Implication: Performing Within Emotional Gaps, Kristie S. Fleckenstein

The Journal of the Assembly for Expanded Perspectives on Learning

The role of emotional implication is a process by which writers leave and fill emotional gaps within a text, thus creating their readers, text worlds, and themselves.

Mental Imagery, Psychology, And Rhetoric: An Examination Of Recurring Problems, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

The parallel debates on mental imagery in contemporary psychology and classical rhetoric have led to its marginal status in composition studies.

Mastery: Or, Where Does True Wisdom Lie?, Martha Goff Stoner

The Journal of the Assembly for Expanded Perspectives on Learning

Zen philosophy and contemporary physics heighten awareness of wisdom as a process not a product.

The Found Play: Learning And Teaching The Value Of Interpretive Reading And Writing, Randi Patterson, Kim Jernigan

The Journal of the Assembly for Expanded Perspectives on Learning

The "found" play is designed to make explicit the interpretive strategies that students use in everyday life, in a literary work, and in critical reading and writing.

Jaepl, Vol. 1, Winter 1995-1996, Alice G. Brand (Editor)

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Mary C. Doane. Writing Reality: Constructivism, Metaphor, and Cosmology. Two philosophies of metaphor are contrasted in constructing discourse and reality.

Derek Owens. Earthworm Hermeneutics. As an alternative to recent misreadings of boundary politics, a more responsible, outsider pedagogy needs to be cultivated.

Tim Doherty. Strictly Ballroom? Dancing Along the Borders of Movement and Writing. Multiple intelligences are exercised when movement and writing intersect in the composition curriculum.

Ellen W. Kaplan. The Subversive Play: Using Play, Dream, and the Body in the Classroom. The as-if world of play brings body-centered knowledge into the expressive writing class. …

The Subversive Element Of Play: Using Play, Dream And The B Ody In The Classroom, Ellen W. Kaplan

The Journal of the Assembly for Expanded Perspectives on Learning

The as-if world of play brings body-centered knowledge into the expressive writing class.

A Plea For Re-Form: Aesthetics In The Writing Classroom, Anne Mullin

The Journal of the Assembly for Expanded Perspectives on Learning

The emphasis on meaning and ideas should be refocused on form as an important aesthetic element in writing.

Writing Ritual And The Cultural Unconscious: The Great Mother Archetype In The Composition Classroom, Cramer Cauthen

The Journal of the Assembly for Expanded Perspectives on Learning

Jungian theory and feminist epistemology can be synthesized through their mythopoetic ways of making knowledge.

Writing Reality: Constructivism, Metaphor, And Cosmology, Mary C. Daane

The Journal of the Assembly for Expanded Perspectives on Learning

Two philosophies of metaphor are contrasted in constructing discourse and reality.

Images At The Heart Of Things: The Writer's Unconscious Speaking, Hildy Miller

The Journal of the Assembly for Expanded Perspectives on Learning

Two case studies depict ways in which mental imagery from a Jungian perspective influences writing.

Subjectivity And Academic Discourse: Apples, Cupcakes, And Beige, Frances Jo Grossman

The Journal of the Assembly for Expanded Perspectives on Learning

The relationship between intentional autobiographical reference and academic research yields a discourse called the writer-scholar's story of knowing.

Back Matter, Alice G. Brand

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Reviews, Zoe Keithley, Gerd Bräuer, Larry Anderson, Deborah F. Van Hoorn, Susan Becker

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Zoe Keithley. The Peaceable Classroom. (Mary Rose O'Reilley, 1993).

Gerd Bräuer. Presence of Mind: Writing and the Domain Beyond the Cognitive. (Alice G. Brand and Richard L. Graves, Eds., 1994).

Larry Anderson. A History of the Mind: Evolution and the Birth of Consciousness. (Nicholas Humphrey, 1992).

Deborah F. Van Hoorn. Writing from the Inner Self. (Elaine Farris Hughes, 1994).

Susan Becker. Reclaiming the Tacit Dimension: Symbolic Form in the Rhetoric of Silence. (George Kalamaras, 1994).

Earthworm Hermeneutics, Derek Owens

The Journal of the Assembly for Expanded Perspectives on Learning

As an alternative to recent misreadings of boundary politics, a more responsible, outsider pedagogy needs to be cultivated.

Nsu Master's Programs In Speech-Language Pathology Catalog 1994–1995 (Includes Application And Admission Forms), Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Thelma Flanagan, Thelma Flanagan, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Thelma Flanagan was involved in child nutrition programs in the State of Florida from the 1930s until her death in 2001. She was a strong advocate in the national drive for professionalism in food services. She became the Florida School Food Service Director in 1943, served as school lunch consultant to the USDA, was President of the American School Food Service Association 1949-1950, served as Chairman of the Southern States Work Conference Committee, and was the author of numerous publications regarding school feeding programs.

Toward A Sustainable Maine : The Politics, Economics, And Ethics Of Sustainability, Richard Barringer (Ed.)

Maine Collection

Toward A Sustainable Maine : The Politics, Economics, and Ethics of Sustainability

Richard Barringer, editor, Professor Emeritus at the University of Southern Maine

Edmund S. Muskie Institute of Public Affairs, University of Southern Maine, Portland, Maine, 1993.

The proceedings of a conference presented at Bowdoin College on March 19 and 20, 1993, by the Edmund S. Muskie Institute of Public Affairs at the University of Southern Maine, and by the Natural Resources Council of Maine. Ellen Baum, conference organizer.

Contents; Foreword by Richard Barringer / Welcome by Everett Carson / Global, Canadian, and Maine Perspectives / Sustaining Our Natural and …

National Trends In Programming, Preparation, And Staffing Of County Level Cooperative Extension Service Offices As Identified By State Extension Directors, David M. Agnew, Richard Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to examine the trends in delivery of Extension programs and the staffing of field-based positions throughout the United States. With a belier understanding of the trends in programming and staffing of field offices, a more effective preservice or inservice education program can be developed to address the needs.

Perceptions Of Agribusiness Leaders Toward Agricultural Education In Nebraska, G. Blezek, Roy D. Dillon

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of the study was to determine the perceptions of agribusiness leaders with regard to Agricultural Education in the State of Nebraska. More specifically, the objectives were to:

1. Determine perceptions of the skills, attitudes and knowledge that should be taught in Nebraska's elementary and secondary schools to prepare students for their future in agriculture
2. Determine perceptions of funding levels for agricultural education in Nebraska.
3. Determine perceptions of the need for a name change for vocational agriculture in Nebraska's secondary schools.
4. Determine perceptions of where various agricultural knowledge, skills, and attitudes should be taught at the elementary, junior high, and …

Agribusiness Skills Required By Agriculture Students As Perceived By Nebraska -Vocational Agriculture Instructors And Agribusiness Managers, David R. Spotanski, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to identify agribusiness skills required by a student for entry level employment in Nebraska agribusinesses. The specific objectives were:

1. To determine agribusiness skills perceived to be required for employment, by Nebraska agribusiness managers and vocational agriculture instructors,
2. To determine differences between the perceived importance of selected skills required for employment in an agribusiness, by Nebraska vocational agriculture instructors and agribusiness managers.

Attitudes Of Nebraska Superintendents, Principals, And Vocational Agriculture Instructors Regarding Tne Delivery Of Adult Education Through Secondary Programs, Michael F. Adelaine, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to determine the attitudes held by Nebraska superintendents, principals, and vocational agriculture instructors about the delivery of adult agricultural education programs within the public secondary school system. The specific objectives identified for investigation were to:

1. Determine if differences principals, and vocational agricultural education, in attitudes exist among superintendents, agriculture instructors toward adult agricultural education.
2. Determine if differences in attitudes exist between administrators (superintendents and principals) and vocational agriculture instructors toward adult agricultural education.
3. Determine the preferred agency or organization (extension, community colleges, etc.) for delivery of adult education as perceived by superintendents, principals, and …

National Profile Of Agricultural Teacher Educators And State Supervisors Of Vocational Agriculture By Mbti Preference Type, Richard M. Foster, James T. Horner

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study was to provide a national preference type profile of professionals employed in teacher education and state supervision an effort to explain similarities and differences, and to promote increased understanding and communication between these groups and their clientele. Specific objectives were to:

1. Determine preference type and temperament type of teacher educators and state supervisors in agricultural education.
2. Compare preference type and temperament type of teacher educators and state supervisors with that expected from the general population.
3. Compare temperament type of teacher educators and state supervisors by AATEA region.
4. Compare temperament type of teacher educators and …

Factors Limiting Vocational Agriculture Student Participation In Supervised Occupational Experience Programs In Nebraska, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study was to identify factors limiting student participation in supervised occupational experience (SOE) programs in Nebraska, as perceived by Nebraska vocational agriculture instructors. Specific objectives included:

1. Identify SOE-related characteristics of Nebraska vocational agriculture instructors.
2. Determine the Importance of selected school district, vocational agriculture, economic, student, and social factors in limiting student participation in SOE.
3. Determine differences among factors limiting student participation in SOE by length of contract, number of SOE on-site instructional visits per year, hours employed, in addition to vocational agriculture duties and years of teaching experience.

The Identification And Prioritization Of Tasks Of Vocational Agriculture Instructors As Perceived By State Supervisors, Teacher Educators, And Vocational Agriculture Instructors In Nebraska, Allen G. Blezek

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Purpose of the Study

The study was conducted to determine what vocational agriculture instructors, teacher educators and state supervisors in vocational agriculture perceived as being the task priorities of Nebraska vocational agriculture instructors.

Specifically, the major objectives were to:

1. Identify the major tasks of Nebraska vocational agriculture instructors.
2. Prioritize major tasks of Nebraska vocational agriculture instructors as perceived by state supervisors, teacher educators and vocational agriculture instructors.
3. Compare priority rating of tasks by state supervisors, teacher educators, and vocational agriculture Instructors.

Personality-Type Differences Of Students And Faculty And Their Effect On Student Achievement, Leverne Barrett

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

There is an increasing int rest among agricultural educators to find ways to improve instruction and learning. Within the last 10 years considerable attention has been given tot he effects of personality type on teaching and learning. Nearly 700 studies have been completed, but few have involved students of agriculture. Lawrence (1982) has stated that one of the greatest problems of American education today is the failure to recognize the unique learning needs of differing personality types.

An Assessment Of Microcomputer Competencies Needed By Vocational Agriculture Instructors In Nebraska And Iowa, W. Wade Miller, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

In order to provide effective preservice and inservice instruction to vocational agriculture teachers, certain baseline data are necessary. It was the intent of this study to: a) identify specific microcomputer competencies needed by vocational agriculture instructors and to make comparisons by state, size of vocational agriculture department, and years of teaching experience; b) identify barriers that may impede the use of microcomputers; and c) assess the current status of microcomputer usage in Nebraska and Iowa vocational agriculture programs.

Factors Indicating Voag/Ffa Program Quality As Perceived By Idaho Voag Instructors And Principals, Richard M. Foster, Louis E. Riensenberg

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

In public school education, as in private industry, a difference of opinion may exist between management and production about the quality of activities inherent in an occupation. The high school principals and vocational agriculture teachers in our public school systems are certainly no exception. Both have the common goal of making the vocational program within the school district the highest quality possible. In order to develop a high-quality vocational agriculture program, these two individuals must not only communicate with one another what they think are the most important and highest quality activities in which the vocational agriculture teacher should participate, …

Changing Negative Attitudes Of Elementary Children Toward The Aged Through Positive Interaction And Aging Education Within The School Curriculum, Mary Emily King

UNF Graduate Theses and Dissertations

Children develop attitudes at an early age, both positive and negative. Negative attitudes toward the aged can be changed through direct contact between the elderly and through aging education within the curriculum. Children have negative attitudes toward the elderly and the aging process. Direct contact can change these views by providing interaction between children and the elderly while aging education can bring about an awareness of the aging process and of the aged. With aging being an inevitable and important part of being human, it is necessary as well as important for educators to help children develop positive attitudes toward …