1,735 research outputs found
Jill Mellick, August 29, 1948 - December 20, 2022
No full textJill Mellick, Ph.D. author, multi-media artist, Jungian psychologist and Professor Emerita, passed away December 20, 2022
Jill McCorkle, 30th Annual ODU Literary Festival
No full textJill McCorkle is the author of five novels and three story collections including Creatures of Habit, The Cheerleader, and Ferris Beach. Her work has appeared in Atlantic Monthly, Ploughshares, Best American Short Stories, The Southern Review, and New Stories from the South, among other publications. She has received the New England Book Award, the John Dos Passos Prize, and the North Carolina Award for Literature. Currently, McCorkle is on the faculty at North Carolina State University as the Lee Smith Writer in Residence
Author Meets Critics: Jill North, Physics, Structure and Reality
No full textCommentary and responses from 2022 Eastern APA book symposium for Jill North's Physics, Structure and Reality
Things long forgotten: a collection
No full textCollection of various fictional short works.M.A.by Jill ProtokowiczWilling sacrifice -- Another goddamn deal with the devil -- All around you -- Fanning the flames -- Marble suitors -- Frozen live
Jill Falconer
No full textPhotograph - Jill Falconer standing beside a Christmas Tree, Athabasca, Albert
Public Reading & Conversation with Jill Talbot
No full textJill Talbot is the author of The Last Year: Essays (Winner of Wandering Aengus Press Editor’s Prize, August 2023), as well as The Way We Weren’t: A Memoir and Loaded: Women and Addiction, a collection of personal essays. Her writing has appeared in literary journals such as AGNI, Brevity, Colorado Review, Diagram, Gulf Coast, Hotel Amerika, Lit Mag, River Teeth: A Journal of Narrative Nonfiction, and The Paris Review Daily and has been recognized seven times in TheBest American Essays annual series. She is Associate Professor of Creative Writing and a University Distinguished Teaching Professor at the University of North Texas
Assessment for learning as a participative pedagogy
No full textAfL practices observed in case studies in a North Queensland school were analysed from a sociocultural theoretical perspective. AfL practices of feedback, dialogue and peer assessment were viewed as an opportunity for students to learn the social expectations about being an autonomous learner, or central participant within the classroom community of practice. This process of becoming more expert and belonging within the community of practice involved students negotiating identities of participation that included knowing both academic skills and social expectations within the classroom. \ud
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This paper argues that when AfL practices are viewed as ways of enhancing participation, there is potential for learners to negotiate identities as autonomous learners. AfL practices within the daily classroom interactions and pedagogy that enabled students to develop a shared repertoire, joint enterprise and mutual engagement in the classroom communities of practice are described. The challenges for teachers in shifting their gaze to patterns of participation are also briefly discussed. \u
Affiliation, autonomy and assessment for learning
No full textAssessment for Learning (AfL) is an international assessment area of interest, yet, during 20 years of AfL research, the desired outcome of increased learner autonomy remains elusive. This article analyses AfL practices in classrooms as students negotiated identities as autonomous learners within a classroom community of practice. A sociocultural theoretical framework in formed the analysis of three case studies conducted in Queensland middle school classrooms. Key findings include the importance of the teacher–student relationship, viewing AfL as patterns of participation that develop expertise, and learner autonomy as a negotiated learner identity within each classroom context
Making space to learn through informal AfL interactions
No full textIf the purposes of Assessment for Learning (AfL) is to enable learners to develop expertise in evaluating and regulating the quality of their learning, then it is important to understand how teachers create the spaces for students to develop this ownership of their learning in their daily interactions. This paper compares how two teachers created quite different interaction spaces for effective AfL practices; one teacher, Rachel, through highly choreographed AfL interactions and the other teacher, Greg, through improvisational AfL routines
Edna St. Vincent Millay Sculpture
No full textBlack and white photograph of a bronze sculpture of poet Edna St. Vincent Millay, by Robert G. Willis, standing in Harbor Hill Park, Camden, Maine. The sculpture depicts Millay in period dress, standing upright with her head slightly turned and her hands holding a book behind her back. She gazes outward, over the waters of Camden Harbor. The figure is positioned on a roughly hewn stone pedestal with her name engraved at her feet. The background features grass, parked cars, and trees, providing a quiet, outdoor atmosphere. The sculpture was dedicated August 15, 1989. 1994. Jill Linzee, photograph. (See p16257-p16259.) (See NA4800.)
Save Outdoor Sculpture! (SOS!) (1990-1995) was a nationwide survey that ran from 1990-1995 documenting America’s outdoor sculpture. Established in 1990, SOS! helped educate local communities about America’s endangered sculptural heritage. The Maine Arts Commission was one of 106 organizations to participate in this survey.https://digitalcommons.library.umaine.edu/nafoh_gallery/1753/thumbnail.jp
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