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What Dragons and Hobbits (and teachers) have in common; Or the evils of hoarding: How Tolkien's The Hobbit informs classroom practice
No full textThis thesis explores how to teach literature in a way that relies on true internal\ud
cognition from students and values their unique responses and identities. This is\ud
accomplished through an analyzing the theme of power distribution in Tolkien's The\ud
Hobbit alongside the educational theories of Paulo Freire, Maren Aukerman, Louise M.\ud
Rosenblatt and Lawrence Sipe to present a more equitable distribution of power when\ud
teaching texts within a classroom. The literary analyses work with pedagogical analysis\ud
to outline four pedagogical principles that can be used to inform a potential unit on The\ud
Hobbit for a 6th grade Language Arts class
The Gold Standard and Education Intervention Research: A Consideration of Middle School Mathematics Interventions and a Particular Case
No full textThis thesis explores the benefits and drawbacks of various experimental designs, outcome\ud
measures, and specific methodological techniques in education intervention research. Through an\ud
analysis of nine top-tier journals in education, I describe which experimental designs and\ud
outcome measures are most commonly used in current middle school mathematics intervention\ud
research. Then, four case intervention studies with different experimental designs are closely\ud
examined. This discussion is juxtaposed with consideration of evaluation standards published by\ud
government agencies. Each study represents different discourses about the effectiveness of the\ud
intervention reported. Although the standards for intervention research no longer only promote\ud
randomized quantitative research, I consider how the "gold standard" could be further adapted to\ud
model strong, realistic intervention research practices in education settings
No Child Left Behind to the Every Student Succeeds Act: Teacher Preparation and its Re-Envisioned Role in Federal Policy
No full textThis thesis explores why policy provisions surrounding teacher preparation shifted\ud
between the two most recent iterations of The Elementary and Secondary Education Act: No\ud
Child Left Behind (NCLB) and The Every Student Succeeds Act (ESSA). Through an overview\ud
of political speeches and reports published by the United States Department of Education\ud
between 2000 and 2011, as well as an overview of the recent research on teacher preparation, the\ud
author attempts to situate the policy directives on teacher preparation in NCLB and the ESSA in\ud
a broader political context. The purpose of this form of analysis is to disentangle the ways in\ud
which political narratives, based on both empirical evidence and public opinion, can lead to\ud
specific policy directives. Political commentary from the United States Department of Education\ud
in the early 2000s, along with elements from NCLB itself could have been described as antiteacher\ud
preparation. In contrast, the provisions in the ESSA represented a renewed interest in\ud
teacher preparation as a means of achieving educational policy objectives. This shift was largely\ud
driven by findings from educational research in tandem with a narrative that painted teachers as\ud
integral to the educational system in the United States. Interestingly, though these two pieces\ud
turned policymaker's attention to teacher education when the ESSA was being formed, the\ud
legislation that followed reflected many of the past themes of NCLB, noticeably standards and\ud
accountability, which a large majority of the individuals involved in research on teacher\ud
education are weary of
Understanding Geometry to Teach Geometry
No full textMy thesis discusses the history and development of geometry, specifically Euclidean\ud
geometry. I used my personal experiences, observations, and research to learn more about the\ud
fundamentals of geometry. Greek mathematician, Euclid has had a significant impact on what we\ud
learn in geometry today in school. With his definition of geometry as an axiomatic system, there\ud
are missing pieces to geometry as a whole that is not limited to Euclidean geometry and the five\ud
Euclid postulates. Given that the parallel postulate has not been proven yet, there are\ud
non-Euclidean geometries that are just as valuable to our learning of the subject as Euclidean\ud
geometry. By understanding the basic history and development of geometry, educators can be\ud
better informed in their instruction of a geometry class
Humanizing Refugee Journeys
No full textThis week on War News Radio, Anna Weber interviews Jody Williams about the plight of refugees during the current European refugee crisis and the importance of seeing the crisis as a human crisis when continuing to find solutions
Ansar al-lslam Calls Mahmuda Aktar's Murder Impermissible, Condemns "Ploy" to Blame Jihadists
No full textPortending Mass Incarceration: Race, Modernity, and Rehabilitation at Eastern State Penitentiary After WWII
No full textIn its final decades of operation, a range of actors from scholars and prison reformers to prison administrators, staff, and incarcerated persons debated the rehabilitation program at Eastern State Penitentiary. Drawing on policy reports, archives of an inmate-produced magazine, and new oral histories, this paper shows that race and ideas of “modernity” influenced each group’s arguments and shaped experiences of rehabilitation for staff and inmates. Both race and modernity are essential to understanding how the American postwar period connects to the period of racialized mass incarceration which followed it
The Tale of a Tour: Solomon Mikhoels, Itzik Fefer, and the Soviet Encounter with American Jewry
No full textIn June 1943 Solomon Mikhoels and Itzik Fefer, members of the Soviet Jewish Anti-Fascist Committee, embarked on a tour of the United States and several other countries. The aims of the tour were to raise funds for the Red Army, and to improve American perceptions of the Soviet Union. Reactions to the tour in the American Jewish community can be gauged through coverage of the events in the American Jewish press. These publications represent a wide range of political viewpoints, contributing a variety of perspectives on the tour. Aside from newspapers, another major presence in the events of the tour was that of American Jewish organizations. Like the press, these each had a political agenda of their own, which added to the complexity of relationships within the American Jewish community, and relations with the Soviet Union. This work investigates the significance of the tour in the Soviet Union and the United States. In particular, it views the tour and discussions surrounding it as a point of entry into understanding the landscape of tensions animating American Jewry and its reckoning with the Soviet Union during World War II
