...Dec 2014 03:14 GMT) The Pedagogical Possibilities of Covering Gilman’s Wallpaper Karla J. Murphy In his introduction to The Pedagogical Wallpaper, Jeffrey Andrew Weinstock notes how the pedagogical diversity of Charlotte Perkins Gilman’s “The Yellow Wall-Paper” prompted him to collect essays for this book. He goes on to explain that “given the ubiquity of the text within various academic settings, I was also struck by the absence of attention to the text within pedagogical contexts. Despite the large (and steadily growing) body of criticism to the story, very little of it explicitly addresses its importance as a tool to facilitate learning or various ways in which to make use of the text in the classroom” (3). As a collection, Weinstock’s The Pedagogical Wallpaper contains informed, detailed, and diverse analysis that attempts to shore up the absence of “pedagogical possibilities” concerning Gilman’s transgressive short story (9). Among the contributors are a MOO space specialist, a Gilman scholar, a queer theorist, an existentialist, a formalist, and several reader/student-response theorists. Because each essayist presents a distinct critical perspective on Gilman’s text, each essay is likewise concerned with “how the narrative teaches and how to teach the narrative” (5). Thus, it seems to me that Weinstock’s The Pedagogical Wallpaper resonates with Pedagogy’s conviction that teaching is central to our work as scholars and educators, no matter what our particular perspective...
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...Culturally Responsive Teaching: Bridging the Gap Michael Warren University of Texas at El Paso Culturally Responsive Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing the achievement gap created by the absence of cultural awareness. The concept of cultural awareness may be simply defined as an understanding and awareness of the diversity in the classroom (Villegas & Lucas, 2002); however, such a simplistic definition does not recognize the many dimensions involved in the pedagogy of culturally responsive teaching, which for students includes seeing germane links between subject matter and lessons and their experiences outside the context of the classroom and how those links influence what and how they learn. The purpose of this literature review is to examine the many facets that make up the term Culturally Responsive Teaching (CRT) and the impact and implications implementing such a broad concept may have on the education system. While the literature discusses several topics connected to CRT, I will confine this review to the following: (1) CRT Background/Definition (2) The methods of study, the participants involved and the significance...
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...This document is for reference & educational purposes only. Reproduction or/and copying are not authorized. Any anti-plagiarism software will flag this document or its sections as unoriginal. Coping and Resiliency Skills in African American Urban Youths Introduction Growing up with a limited understanding of how to regulate emotions and cope in the face of ubiquitous urban blight, severe socio-economic hardship, and systemic racism is difficult for many urban youths. Resiliency is a term that is frequently associated with urban youths, especially if we consider the fact that according to the U.S. Census data in today’s America approximately one third of this population group lives in urban areas (Census, 2000). Given a steady increase in the numbers of low-income children living in urban areas, efforts to understand this particular phenomenon are critical. In this context, it is important not only to examine the negative (e.g.: drug abuse, violence, etc.) but also the positive self-regulatory skills (e.g.: athletics, education, creativity, dance, poetry, etc.), which urban youths employ as coping mechanisms. Another concomitant question that needs to be explored is how urban youth exercise positive self-regulatory skills under different circumstances and in specific contexts. This study specifically examined the phenomenon of coping and resiliency skills in African American urban youths growing up in the developmental contexts of various environmental stressors...
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...was designed to develop the skills required to improve students’ comprehension of narrative text through the use of the Question Answer Relationships (QAR) comprehension strategy. The focus was primarily on assessing students’ improvement in Reading Comprehension after learning a comprehension strategy and also to determine students’ willingness to apply the/a newly learnt strategy for comprehension tasks in a grade five classroom. As a result, the researcher will include the aforementioned strategy for all comprehension lessons that will be taught during the six week period which has been allotted. The researcher will keep track of all events during this period by way of journal entries for the purpose of reflection, record keeping and referral for follow-up lessons. An end of term exam will be designed accordingly and administered to students. Looking at the results of the post-test, even the weakest students showed a remarkable improvement in reading comprehension. Throughout the investigation students seem to be enjoying the activities and fully participating in all tasks. In conclusion the use of Question Answer Relationship comprehension strategy is a reliable asset for improving students’ reading comprehension of narrative text. Schools and teachers specifically should seek to include such a strategy in their reading comprehension lessons to assist students’ understanding of narrative texts. Acknowledgments I would like to thank the many persons who rallied around...
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...Instructional Setting and Content Area Apison Elementary School is a K-5 school located in Chattanooga, TN. Approximately 600 students attend Apison from kindergarten to 5th grade. As a rural community, students come from a variety of socioeconomic backgrounds. The school is flanked by two large, primarily wealthy neighborhoods that account for a large number of Apison students. However, according to the National Center for Education statistics [NCESC] (2014), almost 40% of students qualify for free or reduced lunch. Many of the families with lower income own small farms in this rural community. Even with the diversity of students’ socioeconomic backgrounds, Apison consistently does well on standardized state tests. 72% of their students scored...
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...The Real Ebonics Debate What Should Teachers Do? By Lisa Delpit The "Ebonics Debate" has created much more heat than light for most of the country. For teachers trying to determine what implications there might be for classroom practice, enlightenment has been a completely non-existent commodity. I have been asked often enough recently, "What do you think about Ebonics? Are you for it or against it?" My answer must be neither. I can be neither for Ebonics or against Ebonics any more than I can be for or against air. It exists. It is the language spoken by many of our African-American children. It is the language they heard as their mothers nursed them and changed their diapers and played peek-a-boo with them. It is the language through which they first encountered love, nurturance and joy. On the other hand, most teachers of those African-American children who have been least well-served by educational systems believe that their students' life chances will be further hampered if they do not learn Standard English. In the stratified society in which we live, they are absolutely correct. While having access to the politically mandated language form will not, by any means, guarantee economic success (witness the growing numbers of unemployed African Americans holding doctorates), not having access will almost certainly guarantee failure. So what must teachers do? Should they spend their time relentlessly "correcting" their Ebonics-speaking children's language so that it might...
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...Teacher Work Sample Performance Prompt Teaching Processes Standards and Indicators Scoring Rubrics Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itq Prompt for Teacher Work Sample THE VISION Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: • The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives, plan instruction, and assess learning. • The teacher sets significant, challenging, varied, and appropriate learning goals and objectives. • The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction. • The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts. • The teacher uses on-going analysis of student learning to make instructional decisions. • The teacher uses assessment data to profile...
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...Lin Manuel-Miranda: A Progressive Voice for History History is frequently the bane of many students’ academic careers. To some, history is arid, nothing more than the tedious repetition of events long passed. The somniferous lectures and dense readings found in the history classroom further serve to perpetuate the myopic perception of history as stale and purposeless. Through the medium of the stage, Lin-Manuel Miranda challenges this attitude with an impeccable tone of drama, introspection, and spontaneity, breathing new life into the carcass of historical narratives by grounding Hamilton’s story in the universal aspirations and struggles of mankind. Lin weaves together his boundless excitement for telling Hamilton’s story with...
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...Chapter II Back ground study What is Fraternity?-The term fraternity, often colloquially shortened to "frat," generally refers to all-male or mixed-sex student organizations at a college or university; the female-only equivalent is usually called a sorority, a word first used in 1874 at Gamma Phi Beta at Syracuse University. Before this, societies for either gender were called "fraternities." To this day, some women's organizations prefer to be called "women's fraternities." Outside North America, they are also referred to as "student corporations," "academic corporations," or simply "corporations." Fraternities and sororities often use the Greek alphabet to depict their name. There are usually various initiation rituals for new member before he or she is accepted into the organization and entitled to the benefits that come with that particular fraternity or sorority. These can include a close knit group of friends, access to on campus parties, job placements after school with fraternity or sorority alumnus, and residing in the chapter house—housing usually given to them by the college or university. The name of this type of organization implies that the members live and relate to each other as siblings, brothers or sisters, in a familial relationship. Indeed, one's student peers are like one's siblings, and many of these organizations specifically treat new members as younger brothers or sisters. However, in the fraternity or sorority there...
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...good for the U.S. legal system and could have changed the outcome for Aileen Wuornos. In this paper I will discuss what third wave feminism is, then I will discuss what feminist criminology is and how it applies to the Aileen Wuornos case, and lastly I will show that with advanced studies into the field of feminist criminology, odds of severe crimes committed by women could decrease. The third wave of feminism is not easily describable. However, it can be framed by saying that it is a movement that continues to advance the women’s rights agenda of the second wave (Zimmerman et al. 77). Unlike the second wave which was intended to give a voice to all women, the third wave tends to reflect more on the individual. By focusing on personal narratives, responsible choices, and by individual level political activism, the third wave gives us the idea that anyone, not just straight, privileged white woman can identify themselves as feminist and be accepted. (Zimmerman et al. 78) It is the idea that feminists do not need to rely on well-known leaders to promote change because all individuals are capable of encouraging it. Because of this individualistic...
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...School Vouchers: Equality in Education It is no secret that education has become a necessity for a promising, secure and stable future in today’s economy. Education is a great enabler and equalizer, it forces individuals to reach above and beyond and tap into unlimited potential. It has become the engine to social mobility, the avenue to better and more meaningful work by forming more opportunities for families and communities. Boutselis (2015) study found the following: people with college degrees vote more, divorce less, smoke less and the list goes on. Take the two together – personal development and social mobility – and education is an incredible force for good. In many ways, it is critical to the American narrative of self-improvement, merit and mobility. (p.1). It is apparent that for most individual’s education is a key detriment of a quality life. Nevertheless, it should be noted that our economic system perpetuates that a quality education is not a right it is a privilege. A privilege which children who grow up in low-income families are constantly repudiated. Research indicates significant disparities in the quality of education that students growing up in poverty receive in correlation to their peers who grow up in financially stable households. In attempt to offer a solution to this disparity, legislation introduced the concept of school vouchers to serve as resolution to the progressing disparities in our educational system. Essentially, these school vouchers...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
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...Cover page The cover page must provide your full details, including name, surname, student number, contact details, module name, the subject that you are teaching, mentor teacher’s details and mentor lecturer’s details. Also indicate the WIL session (i.e. First semester, 2 nd semester, etc. with specific dates) School details Name and contact details of the school, details of school principal, number of learners in the school, type of the school etc. School timetable Copy of the Life Sciences Caps document Outline of personal teaching philosophy (maximum two pages) A teaching philosophy statement is a narrative that includes: your conception of teaching and learning a description of how you teach justification for why you teach that way The statement can: demonstrate that you have been reflective and purposeful about your teaching communicate your goals as an instructor and your corresponding actions in the classroom point to and tie together the other sections of your portfolio Section 2: Lesson plans [25 marks] You are expected to plan and present at least one (1) Life...
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...COLUMBUS STATE COMMUNITY COLLEGE English Department Summer Quarter 2012 COURSE AND NUMBER: ENGL 102–Essay and Research CREDITS: 3 CLASS HOURS PER WEEK: 3 LAB HOURS: 0 PREREQUISITES: A grade of "C" or higher in ENGL 101, Transfer Credit for 101, or Proficiency Credit CONTACT INFORMATION: English Department Phone: 614-287-2531 English Department Fax: 614-287-5375 Instructor: Bo Clary Office: Nestor Hall 325 Mailbox: Nestor Hall 420 Email:rclary@cscc.edu Office Hours: by appointment ** Students must use Columbus State email addresses when contacting their instructors. I will reply, whenever possible, within two business days to any emails that require a response. Assignments should not be submitted via email unless special permission is given by the instructor on a given assignment. All assignments are provided on your course schedules. DESCRIPTION OF THE COURSE: ENGL 102 is a continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively...
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...Americans do not know about their culture in Africa, “… their images, symbols, lifestyles, and manners [become] contradictory and thereby destructive to personal and collective growth and development” (p. 1). Asante further states that, “such ignorance leads to annihilation”. African American children need to be part of an educational system that recognizes their abilities and culture, draws upon their strengths, and incorporates them into the [teaching and] learning process (Baratz and Baratz in Hales, 1997, p. 4)....
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