Wichita State University: Electronic Journals Hosted by University Libraries
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330 research outputs found
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Resilience in the Face of Traumatic Brain Injury in Jacqueline Woodson\u27s Before the Ever After
Full text linkThe author reviews the middle grades novel in verse Before the Ever After (2020) by Jacqueline Woodson, providing a brief summary, essential questions, and teaching ideas
Poetry Workshop Ideas
Full text linkPoetry is meant to be shared, to provide an emotional experience for readers. It is difficult to define and explain. In a workshop, one might begin with some basic generalizations about openness, how readers participate in its creation, how to some degree it involves magic, both for poet and reader. During a first workshop experience, the group might begin with a few general questions to begin to dig below the surface
Perspectives from the President
Full text linkKATE President Nathan Whitman, who doesn\u27t watch football, provides an analogy to the 2022-2023 school year using football terminology in an attempt to reflect on the state of education in Kansas. Will it be a touchdown or a fumble? Read on and find out
Strengthening Teacher Preparation: Addressing Perceptions of Behavior Management and Bilingual Learners during Field Experiences
Full text linkA large body of literature recognizes the many challenges teachers experience in the classroom. The research and subsequent article bring to light the concerns identified by undergraduate teacher candidates during a day-long field experience. The intention of the experience was to focus on literacy instruction; however, that was often overshadowed by classroom and behavior management concerns and questions. Reflections and discussions after the experience were dominated by the identified behavior and classroom management issues and concerns the teacher candidates noticed. Their post-experience reflections were so focused on them that the candidates were unable to process the literacy behaviors, instruction, and resources
MLA Citation Dissections
Full text linkThe author describes an instructional strategy that deepens students’ understanding of the elements of in-text and works cited page citation elements in an age of citation makers
Monumental Stories Found in We Deserve Monuments
Full text linkThe author reviews the young adult novel We Deserve Monuments (2022) by Jas Hammonds, providing a brief summary, historical and contemporary connections, and instructional strategies
Back on Track: Academic and Athletic Adventures in Growing Season by James V. Jacobs
Full text linkThe author reviews the young adult novel Growing Season (2023) by James V. Jacobs, providing a brief summary, teaching ideas, and a list of similarly-themed texts
Breaking a Century of Silence: A Historiography of the Tulsa Race Riot
Full text linkThe events of May 31 through June 1, 1921 had been obscured by a lack of official records and a culture of silence for the better part of a half-century. Thanks to the diligent work of amateur journalists and historians like Mary E. Jones Parrish, and civil servants like Maurice Willows of the American Red Cross, we have a historical record to work with. Writers like Ed Wheeler and Scott Ellsworth pioneered investigation into the riot, conducting Interviews and collating their findings into some of the first works dedicated to the act. Thanks to the efforts of Don Ross and the other members of the Oklahoma Commission to Study the Tulsa Race Riot of 1921, the prevailing narrative preserved by Parrish and Willows persisted into acceptance as the official story. Historians working during the commission drafted three distinct histories, built upon past work on the subject and serving different purposes: either to humanize the victims and perpetrators of the riot, make the case for reparations, or examine the context surrounding the riot\u27s remembrance in the city
Mining our Archives: Reflecting on Artifacts to Improve Writing Instruction
Full text linkBy carefully considering our past, we can better adjust our present to improve our future writing and instruction. This article features the reflections of a former high school English teacher and current undergraduate writing methods instructor along with three pre-service English teachers on writing-related artifacts from their personal archives. The co-authors present teaching principles they have developed after reflecting on which writing-related artifacts they\u27ve kept, why they\u27ve kept those artifacts, and what those artifacts suggest about how we should teach writing. Finally, the co-authors encourage both students and teachers to engage in a similar reflective process and productively dialogue with our writing pasts
Enhanced Vocabulary Instruction: Using Vocabulary to Teach More than Meaning
Full text linkWhile many students arrive to middle school lacking fundamental reading skills, traditional English language arts curriculum and methods fail to address the needs of struggling readers. In fact, secondary English teachers often focus on helping students understand texts without the students actually reading the texts rather than building students\u27 reading skills. In this article, the author shares a procedure for vocabulary instruction that also promotes phonemic and phonological awareness, phonics, spelling, and orthographic mapping