865 research outputs found
Libraries Can Go Green
No full textMy Turn essay on ways that libraries can be more environmentally responsible.not peer reviewedSubmitted by Laura Barnes ([email protected]) on 2009-04-09T17:52:22Z
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Previous issue date: 2008-10published or submitted for publicatio
Alice Miel and Democratic Schooling: An Early Curriculum Leader\u27s Ideas on Social Learning and Social Studies
No full textAlice Miel, a nationally prominent curriculum development scholar-practitioner at Teachers College of Columbia University for some three decades (1942-1971), frequently has been overlooked in research on the nature and evolution of the curriculum field and the progressive education movement. Furthermore, her contributions have been overlooked even as attention to women in the curriculum field and in educational history has risen. This study addresses this oversight.
Miel became a leading figure in the curriculum field largely on the basis of her progressive-era advocacy and practice of democratic social learning as a primary goal of schooling in the United States. This study explores major influences on her ideas, her understandings of democratic concepts and principles, and her application of these concepts and principles both in her own college classroom and in her research on childhood education. It also explores Miel\u27s notions of the elementary school social studies :urriculum and situates those notions within the context of the conventional wisdom of her day regarding a discipline-centered curriculum.
In a broader context, this study contributes to the body of curriculum history scholarship. According to Kliebard (1992), for example, curriculum history often deals with the relationship between social change and changing ideas and contains significant social and cultural artifacts of knowledge that have become embodied in the curriculum of schools. Davis (1976, 1977) characterizes curriculum history as a reflective enterprise for curriculum workers that contributes to their understanding of present courses of study and of the professional field by lending a framework for thoughtful deliberation of what the schools should teach. With these observations in mind, Miel\u27s work may be understood as both artifact of curriculum history and as mindful reflection, situated within a particular social and historical context, on democratic meanings and processes. Biographies of Caswell, Taba, Tyler, Schwab, Kilpatrick, Rugg, Bobbitt, Zirbes, Stratemeyer, and others have yielded significant insights. In addition, Seguel\u27s study of early curriculum leaders (1966) constitutes an important theoretical contribution to the field. The study of Miel\u27s life and work adds to this body of knowledge
El Concurso Artístico de la Raza Purhépecha: Identidad, tradición y modernidad en la fiesta de San Pedro Zacán, Michoacán
No full textTesis para optar por el grado de licenciatura en Etnología</p
Early English and French Lyrical Poetry: A Comparative Study
No full textSelf-revelation is the chief characteristic of lyric poetry,and for that reason it is, perhaps, more interesting than any other. A flashlight of intuition fuses emotion and idea and from the resulting union,secret and elusive,springs the lyric mood. Add to this latter a gift of expression, spontaneous, impassioned, and rhythmical, and the lyric is born, stamped with the individuality of the author,and bearing also a racial likeness to others of the same nation. For though personality may differ with individuality, though Shakespeare may evoke melodies very unlike those of Swinburne, and Chaucer's music may in no way resemble that of Wordsworth, yet through all there runs one note, one undertone, discernible by a sympathetic ear.ProQuest Traditional Publishing Optio
Environment, Women and Politics-perspectives on Canadian Environmentalism
No full textElizabeth May is an environmentalist, writer, activist, lawyer, and leader of the Green Part of Canada. Elizabeth became active in the environmental movement in the 1970s. She is a graduate of Dalhousie Law School and was admitted to the Bar in Nova Scotia and Ontario. She held the position of Associate General Council for the Public Interest Advocacy Centre prior to becoming Senior Policy Advisor to the federal minister of the Environment form 1986 until 1988. Elizabeth became Executive Director of the Sierra Club of Canada in 1989, a position she held until March 2006, when she stepped down to run for leadership of the Green Part of Canada. Elizabeth is the author of five books, including her most recent "How to Save the World in Your Spare Time, a manual for activists". Elizabeth holds two honorary doctorates, and the Elizabeth May Chair in Women's Health and the Environment at Dalhousie University was created in her honour. She has served on the boards of numerous organizations, including the International Institute for Sustainable Development and the National Round Table on Environment and Economy and is currently a member of the Earth Charter International Council Elizabeth became an Officer of the Order of Canada in 2005, and was recently elected as leader of the Green part of Canada
Fugue -Summer - Fall 2008 (No. 35)
No full textEditor's Note
Fugue's Seventh Annual Contest in Prose and Poetry Winners
Poetry-Selected by Mark Halliday
Lisa Bellamy, My Sweet Little Pigeons (1st Prize)
David J. Corbett, Letter to Dr. Goldberg (2nd Prize)
Carol Louise Munn, Getting Enough(Jrd Prize)
Fiction-Selected by Ann Pancake
Roger Sheffer, Driving School (1st Prize)
Margaret Zamos-Monteith, For Lack of Wood (2nd Prize)
Sage Marsters, Visual Goal.s (3rd Prize)
Gabriel Bravo, Camionautas
Justin Vicari, To a Young Poet
Albert Garcia, River Scent
Nancy White, Look Up
Guan Hanqin, I'm Not Old
(translated by Paul Watsky and Alex To)
Stephen Larson, Revenge
Daniel Polikoff, Dear William
Paul B. Roth, Nothing Gained
Judith Cody, Doorway to the Old Country
Charles Antin, The Intern
Elizabeth Earley, Lovingly, Your Sister
BJ Hollars, Still Life
Jenni Blackmore, My Titfer
Karen Babine, Water and What it Knows
JoAnn Beard, An Interview with Michael Lewis
Contributors' Notes Summer-Fall 2008, Vol. 35
Editors
Michael Lewis and Kendall Sand
Prose Editors
Andrew Millar and Jeff Lepper
Poetry Editor
Laura Powers
Advisory Board
Kim Barnes
Carolyn Forche
Charles Johnson
Elizabeth Altepeter
James Banks
Matt Bauman
Daniel Berkner
Molly Brock
Robert Campbell
Antonya Nelson
Sonia Sanchez
Robert Wrigley
Li-Young Lee
Staff
Bethany Maile
Scott Onak
Amanda Jane Pellett
Anne Pries
Deborah Ricks
Anna Vodicka
Faculty Advisor
Ronald McFarlan
Ladder to learning or stairway to stress: A study of grade 4 homework practices
No full textHomework receives a large amount of daily attention and concern worldwide in schools and in homes. However, very little research has been carried out at the elementary school level regarding homework practices. Through examination of present practices, in light of previous homework research, recommendations address more effective ways of extending learning at the elementary level.The current study was conducted to examine homework practices over a seven day period at the Grade 4 level. Specific foci of the study examined: (a) the amount of time students in Grade 4 spend on homework, (b) types of homework assigned, (c) amount of homework completed, (d) homework surroundings, (e) involvement of others in homework, (f) considerations given to individual differences, (g) policies and guidelines teachers adhere to when assigning homework, and (h) attitudes of students, teachers, and parents toward homework.A Teacher Homework Recording Form and a Parent Homework Recording Form, two instruments specifically designed for the study, were completed by teachers and parents. Also used were the Teacher Homework Survey, Student Homework Survey and Parent Homework Survey. (Abstract shortened by UMI.).Source: Masters Abstracts International, Volume: 40-04, page: 0828.Adviser: Xiufeng Liu
Strength and Order: Stories of Elizabeth Young and the Great Migration
No full textUniversity of Minnesota master's thesis. Fall 2011. Degree: Master of Liberal Studies. Advisor: Anita Gonzalez. 1 computer file (PDF), 1 videoThe author describes how she used academic research, family interviews, along with creative writing to evoke, conjure, her dead grandmother, whom she did not know, to life. The paper speaks about one's emotional truth, or subjective view, and how that can lead to family stories told often due to the emotional connection to the story.Young-Williams, Lori. (2012). Strength and Order: Stories of Elizabeth Young and the Great Migration. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/119975
Professor Attitudes and Beliefs about Teaching Evolution
No full textabstract: Teaching evolution has been shown to be a challenge for faculty, in both K-12 and postsecondary education. Many of these challenges stem from perceived conflicts not only between religion and evolution, but also faculty beliefs about religion, it's compatibility with evolutionary theory, and it's proper role in classroom curriculum. Studies suggest that if educators engage with students' religious beliefs and identity, this may help students have positive attitudes towards evolution. The aim of this study was to reveal attitudes and beliefs professors have about addressing religion and providing religious scientist role models to students when teaching evolution. 15 semi-structured interviews of tenured biology professors were conducted at a large Midwestern universiy regarding their beliefs, experiences, and strategies teaching evolution and particularly, their willingness to address religion in a class section on evolution. Following a qualitative analysis of transcripts, professors did not agree on whether or not it is their job to help students accept evolution (although the majority said it is not), nor did they agree on a definition of "acceptance of evolution". Professors are willing to engage in students' religious beliefs, if this would help their students accept evolution. Finally, professors perceived many challenges to engaging students' religious beliefs in a science classroom such as the appropriateness of the material for a science class, large class sizes, and time constraints. Given the results of this study, the author concludes that instructors must come to a consensus about their goals as biology educators as well as what "acceptance of evolution" means, before they can realistically apply the engagement of student's religious beliefs and identity as an educational strategy.Dissertation/ThesisMasters Thesis Biology 201
Women Write the U.S. West: Epistolary Identity in the Homesteading Letters of Elinore Pruitt Stewart, Elizabeth Corey, and Cecilia Hennel Hendricks
No full textabstract: ABSTRACT The early twentieth century saw changing attitudes in gender roles and the advancement of the "New Woman." Despite the decline in the availability of homesteading land in the US West, homesteading still offered a means for women to achieve or enact newfound independence, and the letters of Elinore Pruitt Stewart, Elizabeth Corey, and Cecilia Hennel Hendricks offer a varied view of the female homesteading experience. This dissertation focuses upon the functionality of epistolary discourse from early twentieth century homesteading women within a literary and historical framework in order to establish the significance of letters as literary texts and examine the methodology involved in creating epistolary identities. Chapter one provides background on the history of the letter in America. It also as introduces a theoretical framework regarding life writing, feminism, and epistolary discourse that inform this study, by scholars such as Phillipe LeJeune, Leigh Gilmore, Janet Altman, Julie Watson, and Sidonie Smith. Chapter two delves into the published letters of Elinore Pruitt Stewart and the way in which her writing, when situated within a US western literary framework, serves as a reaction to the masculine western hero. Chapter three considers the epistolary relationships evident in the letters of Elizabeth Corey and the construction of gender identity within epistolarity. Chapter four focuses upon Cecilia Hennel Hendricks and the historical and feminist context of her letters, with a particular emphasis upon the "love letter." The conclusion examines the progression of the letter in the twentieth century and forms of online discourse that can be directly linked to its evolution. Far from being simply a form of communication, these letters reveal the history of a time, a place, a people, function as narrative literary texts, and aid in developing identities. For readers and scholars they tell offer a glimpse into life for women in the early twentieth century and highlight the significance of letters as a literary form.Dissertation/ThesisPh.D. English 201
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