Professor Rick Kemp (Department of Theater and
Dance) recently published the Routledge
Companion to Jacques Lecoq. Routledge “Companions” are
internationally distributed prestige reference works that
comprehensively and authoritatively address a significant topic in a
field or discipline.
Kemp has been working for three years on curating, writing, and
editing the content of the book. Collaborating with Mark Evans of
Coventry University, UK, he commissioned contributions from leading
practitioners, teachers, and scholars worldwide as well
as writing chapters and introductory material.
The book is a guide to the work of Jacques Lecoq, an influential
figure in contemporary theater who founded an international school in
Paris in 1956 that has attracted over 5,000 students from around the
world and continues to flourish under the direction
of his successors.
Corporeal, dynamic, evocative and both disciplined and playful,
Lecoq’s teaching has had a profound and extensive influence on Western
theater in the second half of the 20th century and the early part of the
21st century. This book captures the significance
of that lived experience in the working lives of graduates of his
school and many of the people who have been affected by his pedagogy in
different ways. It also places the training in a wider context of
influences and theatrical trends by: describing
Lecoq’s antecedents, influences, and practice; giving first-hand
accounts of how key aspects of his pedagogy have inspired graduates of
the school; considering his influence within performance trends of the
period; and reporting on the wide and vibrant
diaspora of companies, practitioners, and teachers who have put his
principles into practice.
Courtney McLaughlin, PhD, NCSP, associate professor, recently
published an article on school psychologists’ use of social networking sites
(SNS) in a prominent school psychology publication called Communiqué.
McLaughlin states in the article that while engaging in SNS
presents a variety of ethical obstacles, such as maintaining professional
boundaries, posting personal pictures, etc., the good outweighs the bad in that
social networking sites can aid in professional self-promotion, professional
advocacy, and presentation of information regarding new assessments, problems
in the field, job openings, and more.
It is claimed that the overwhelming majority of school
psychology practitioners and faculty are regularly engaged in social
networking; therefore, McLaughlin explains that the language of whether or not
these sites should be used is not “don’t use” but rather “how do we use them
She explains that, for school psychologists, it is important
that they review and become aware of the SNS policies of their school district.
Trainers of school psychology have a responsibility to teach their students
about the benefits and cautions associated with using these tools.
This article was published in the January/February 2017
edition of Communiqué. Communiqué is the bi-monthly newsletter
published by the National Association of School Psychologists.
Department of Educational
and School Psychology
Mary Beth Leidman, along with doctoral candidate T.J. Brown
and two graduates of the Communications Media and Instructional Technology PhD
program, Laura Wilson and Matthew McKeague, recently published a new textbook
titled Scriptwriting Systems
for the New Millennium.
book is designed to guide novice writers through the specifics of various genre
and skill sets necessary to create publishable, creative product, which can
lead to real marketability in varying media.
is the first time a collaboration between Communications
Media faculty and students
has resulted in a book.
David Piper, professor and chair of the Human Resources and Employment Relations program at
Indiana University of Pennsylvania, recently unveiled the latest edition of a
book designed as a guide for leaders in education.
book, titled Pennsylvania
School Business: A Guide for Educational Administrators (4th ed.), serves
as a foundation text for superintendent and principal eligibility certification
programs as well as for financial management and budgeting, administrative
organization, business operations, legal requirements, and support services
concerning school districts in Pennsylvania.
text also functions as a go-to source of information for current and aspiring
leaders in the field of education while covering the skills and knowledge
essential to effective execution of administrative duties.
Lilia Savova, Department of English, had a chapter
on “Teaching Past Simple Versus Past Progressive” accepted for publication in
the forthcoming Encyclopedia
of Teaching English (Liontas,
this chapter, she situates these two tenses within two discussion frameworks,
namely “tense-as-time” and “tense-as-aspect.” She explains that, traditionally,
the emphasis on discussing and teaching tenses has been on their relation to
time. She further points out that such time-centered explanations may be
confusing because of the complexity of the tense-time relationship, especially
given the fact that both the past simple and the past progressive tense belong
to the same time segment, i.e., the past. She emphasizes that the temporal
markers locating actions in the past are not sufficient to differentiate their
different uses through the examination of the verb’s external characteristics
suggests that a better way to differentiate between the uses of these two
tenses would be within the “tense-as-aspect” framework, because aspect, which
focuses on the verb’s internal characteristics, analyzes the nature of those
actions as they happen and as they are perceived.
chapter also includes a section with practical suggestions for teaching these
two tenses in the English classroom.
Center Director Julie Ankrum published the book Differentiated Literacy
Instruction: Assessing, Grouping, Teaching. The book offers pre-service and
in-service teachers the background and foundational skills they will need to
understand, plan for, and achieve effective differentiated literacy instruction
in their classrooms, based on individual student needs.
chapter from Differentiate Literacy Instruction provides
essential information about how to analyze and synthesize data from
assessments, use the information for grouping students, and then plan and
implement differentiated instruction.
addition, the book features classroom case studies to demonstrate effective
differentiated instructional techniques.
Literacy Instruction is available at Amazon.com and
through Routledge: Ankrum,
J.W. (2017). Differentiated literacy instruction: Assessing, grouping,
teaching. New York: Routledge.
Jo-Anne Kerr and Linda Norris (English Department)
published Thinking Like a Teacher: Preparing New Teachers for Today's
Classrooms with Rowman & Littlefield in August 2017.
book is a collection of 16 beginning teacher narratives written by IUP English
Education Program graduates, coupled with Kerr and Norris’s commentary and
Like a Teacher was created to be used in secondary methods
courses and for novice teachers to foster the development and understanding of
ways of thinking about teaching (dispositions) that can help teachers navigate
the uncertainties and vagaries of today's learning environments.
information about Thinking Like a
Teacher is available on the publisher’s website.
In her new book, Narratives
of East Asian Women Teachers of English: Where Privilege Meets Marginalization,
Gloria Park, English Department has written a powerful narrative of how six
women experienced their lives alongside their desire to overcome the
challenging and empowering nature of the English language.