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 effectively?”
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 Media and Communications Studies PhD program, Laura Wilson and Matthew McKeague, recently published a new textbook titled
for the New Millennium.
The 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.
This 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.
The 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.
The 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, Ed.).
In 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 alone.
She 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.
The chapter also includes a section with practical suggestions for teaching these two tenses in the English classroom.
Literacy 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.
Each 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.
In addition, the book features classroom case studies to demonstrate effective differentiated instructional techniques.
Literacy Instruction is available at Amazon.com and
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.
The book is a collection of 16 beginning teacher narratives written by IUP English Education Program graduates, coupled with Kerr and Norris’s commentary and analysis.
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.
More 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.