1,354 research outputs found
Language as an Identification Resource in Secondary English Teacher Preparation: An Analysis of Discourses
No full textTeaching, Learning, and Diversity
Language as an Identification Resource in Secondary English Teacher Preparation:
An Analysis of Discourses
Frank Blake Tenore
Dissertation under the direction of Professors Kevin M. Leander and H. Richard Milner, IV
The topic of the research presented here was teacher educators’ and teacher candidates’ talk as an identification resource in the coursework of an undergraduate and Master’s level secondary English teacher preparation program. Two research questions framed this study: What identity constructions of English teacher are available in the discourses of secondary English teacher preparation? How are the discourses and available identifications transformed through language use in course meetings? Participants in the study were two English teacher educators, twenty teacher candidates enrolled in two secondary English methods courses at a mid-sized, private, urban university, and five teacher candidates who agreed to participate in interviews and one focus group. Qualitative methods for data collection and analysis were used including semi-structured interviews, classroom observations with video- and audio-recording, constant comparative analysis, and discourse analysis. Findings were that participants’ talk was connected to prominent Discourses in the fields of English education and teacher education. Talk in the courses created specific identification opportunities for teacher candidates. Teacher candidates accepted, rejected, and transformed the available identifications through specific language use and genres of talk. Findings from this study have implications for structures and practices in teacher education and contribute to theory building of how teacher candidates become teachers who identify, or not, with particular conceptions of English teacher.
Approved_________________________________________ Date__________
Kevin M. Leander, Ph.D.
Approved_________________________________________ Date__________
H. Richard Milner, IV, Ph.D
The Meaning and Practice of Dialogue: An Ethico-Onto-Epistemological Re-Reading and Exploration of Bakhtinian Dialogue
No full textIn this dissertation, I approach questions of classroom dialogue in ethico-onto-epistemological terms, that is, in terms of how interlocutors jointly co-author themselves, each other, and the world in more or less optimal ways. Drawing primarily on Bakhtin’s early ethical thought, which has been largely ignored in education research, I articulate a framework for attuning to the ethical “dimensions” of dialogue, namely answerability, responsiveness, and capacitation, which refer, respectively, to how we speak from our own unique perspective, attend and respond to the Other, and render the Other capable of further and better responses in the ongoing dialogue. I then use this framework to analyze, evaluate, and reimagine instances of classroom discussions about controversial and potentially polarizing issues which I facilitated. In the course of this analysis, I develop concepts such as “presencing,” a term that refers to the way interlocutors are not simply present but are “presenced” in particular ways in the process of responding to each other. I also consider how interlocutors’ responses are influenced by their various senses of the “genre” of classroom discussion, which can be in tension with each other. Ultimately, I argue that interlocutor’s “relational becoming” (i.e., how they presence and become presenced to each other) coevolves with their “generic becoming” (i.e., what they consider themselves to be doing together), and use these lenses to imagine how classroom discussions, teacher responses to student comments in particular, might change in order to afford more ethical relations
Improvising Toward Vitality Through Teaching: Considering Hull House, Teacher Education, and English Language Arts
No full textThis three-paper dissertation explores the teaching of dramatic improvisation (“improv”)—either improv itself, or improv integrated with other instructional goals—in three different contexts: in an after-school program at Jane Addams’ Hull House, in a Master’s-level teacher education course, and in a ninth-grade English Language Arts class of multilingual newcomer immigrant students. Through an interpretive historical analysis, the first paper presents the ways that social worker and theater educator Viola Spolin taught improv in her Creative Recreational Theatre program as a form of social group work: by employing democratic teaching methods, emphasizing shared recreational experiences, and eliciting the participation of local communities. These findings provide an important re-contextualization of Spolin’s work in relation to her original instructional desires and intentions, and locates her improv pedagogy with respect to its original context and participants. The second paper presents findings from an autoethnographic study of the author’s experiences co-teaching the University teacher education course “Improvisational Teaching” with professional theatrical improvisers. Through a form of analysis attentive to the affective experiences of a group, I (the author) trace the experiences of two focal student participants of moving towards and away from a sense of greater attunement with respect to the classroom group, and my own felt experiences in relation. This work expands upon the growing line of research exploring affective and embodied experiences in teacher education by presenting findings concerning the ways members of teacher education course came to feel more or less connected to the group in real time. The third paper reports upon my experiences of instructing three classroom groups of multilingual students classified as English Learners through an innovative pedagogical approach that leveraged improv activities towards English Language Arts (ELA) learning objectives in a public high school. I report upon the ways that my theorizing and pedagogy shifted over the course of the year while seeking to adaptively affirm and respond in-the-moment to students’ shifting expressions of energetic intensity
Symposium on Writing and Discipline: iSearch 2.0
No full textIncludes descriptive metadata provided by producer in MP3 file: "The Writing Studio - Podcasts - Symposium on Writing and Discipline: iSearch 2.0." By Vanderbilt University. A panel discussion held as part of the Vanderbilt Writing Studio's Writing and Discipline Symposium, Mar. 19-20, 2009. Members of the Department of Teaching and Learning of Peabody College discuss the "iSearch paper," providing a theoretical foundation for rethinking research and demonstrating specific strategies for teaching composition. Emily Bigelow, Nathan Phillips, Jasmine Ma, Blaine Smith, Erin VanDeWater, Walt Colt, and Tara Alvey are featured, and the panel is chaired by Kevin Leander
The curious and neglected soft-bodied meiofauna: Rouphozoa (Gastrotricha and Platyhelminthes)
No full textGastrotricha and Platyhelminthes form a clade called Rouphozoa. Representatives of both taxa are main components of meiofaunal communities, but their role in the trophic ecology of marine and freshwater communities is not sufficiently studied. Traditional collection methods for meiofauna are optimized for Ecdysozoa, and include the use of fixatives or flotation techniques that are unsuitable for the preservation and identification of soft-bodied meiofauna. As a result, rouphozoans are usually underestimated in conventional biodiversity surveys and ecological studies. Here, we give an updated outline of their diversity and taxonomy, with some phylogenetic considerations. We describe successfully tested techniques for their recovery and study, and emphasize current knowledge on the ecology, distribution, and dispersal of freshwater gastrotrichs and microturbellarians. We also discuss the opportunities and pitfalls of (meta)barcoding studies as a means of overcoming the taxonomic impediment. Finally, we discuss the importance of rouphozoans in aquatic ecosystems and provide future research directions to fill in crucial gaps in the biology of these organisms needed for understanding their basic role in the ecology of benthos and their place in the trophic networks linking micro-, meio-, and macrofauna of freshwater ecosystems.Julian P.S. Smith III was supported bygrant P20GM103499 (SC INBRE) from the National Institute of
General Medical Sciences, National Institutes of Health; Niels
Van Steenkiste and Brian Leander were supported by grants
from the National Science and Engineering Research Council of
Canada (2019-03986) and the Hakai Institute; Maria Balsamo
and Loretta Guidi were supported by Scientific Research grants
from the Italian Ministry of University (MIUR, 2019). The
authors are grateful to Dr. Rick Hochberg for the free and open
sharing of his ideas concerning feeding guilds in gastrotrichs,
and to Dr. Seth Tyler for pointing us to historical literature on
microturbellaria as parasites and hosts.Balsamo, M (corresponding author), Univ Urbino, Dept Biomol Sci, Urbino, Italy.
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Coded to smithereens and danced to abstraction: forms of affect in the industry of research
No full textNo abstract available
Zimmerman - Leander M. Zimmerman
No full textA.B.; A.M., 1887; Phi Beta Kappa; Philomathaean. Entered Preparatory, 1878. Grad. Gettysburg Seminary, 1887; D.D., Susquehanna U., 1901. Born Aug. 29, 1860, or August 22, 1861, Manchester, Md. Parents, Henry and Leah. Brother of J.Z., class of 1873. Lutheran clergyman: Baltimore, Md., 1887-1925; pastor-emeritus, Christ Church, Baltimore, Md., 1925- . Member, Home Miss. Bd., 1899-1908; pres. of Deaconess Bd.; past pres. of Md. Synod; director, Gettysburg Seminary, 1909- ; past pres., Baltimore Min. Assoc. Author: Paths That Cross; Yvonne; Sparks; Cordelia; Dot; Echoes from Battlefield; For Love's Sake; Reminiscences; The Gospel Minister; and many booklets on social and religious subjects. Address: Burlington Hotel, Washington D.C
"It's Much:" Teacher Collective Sensemaking and Affective Experience with Mandated Literacy Curriculum
No full textThis dissertation is an ethnographic study of teachers’ sensemaking and experience with
literacy curriculum and reform policy while planning. It was implemented with a rhizomatic
approach which frames planning meetings as potential events and considers the plans,
understandings, feelings and possibilities that emerge and endure through them. Analysis reflects the literacy planning of a second-grade team over the course of a school year. While a variety of data was generated and collected , the analyses reported in this dissertation all connect to formal and informal planning meetings, which were the only video-recorded interactions of the study. Analysis was conducted with a variety of discourse-analytic, post-structrual, and participatory approaches around the teaching team's sensemaking and experience with planning and curricula, and the identities, concepts, and capacities that endured beyond them. Findings traced discursive
strategies employed during planning, how curricula and present and past policies constrained sensemaking, and narrowed but contested identities and capacities that emerged
A genre theory perspective on digital storytelling
No full textIn this dissertation, I drew on analytical frames found in genre theory to examine digital
storytelling as a cultural practice with historically developed genre features, practices, and structures. A central concern was to examine how genre mediated ongoing discursive work. I conducted interviews with designers and facilitators from four socially influential programs of digital storytelling to understand the cultural practice as simultaneously durable and dynamic. Attending to a corpus of facilitator-nominated digital stories, I developed genre-informed discourse analytical methods to explore how locally manifested genre features embodied ideological orientations, institutional pressures, and individual intentions. Analysis of ethnographic data allowed me to describe the four programs as dialectically connected to each other through a shared meaning potential they drew from and added to. In the mean time, each program developed temporarily stabilized genre practices in response to contingent social, cultural, institutional, and personal needs and intentions. Digital stories manifested genre features that indexed collective ideological and experiential knowledge. I suggest that we treat temporality as one dimension of genre features
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