Dan Weinstein and Gloria Park’s ,
Dept. of English, article “Helping Students Connect: Architecting Learning Spaces for Experiential and Transactional Reflection” has been published in the November 2015 issue (volume 4, issue 3) of the Journal of Pedagogic Development.
David Wachob , assistant professor in the Department of Kinesiology, Health, and Sport Science,
published an article titled “Teacher Beliefs and Practices about Learning: Discrepancies in the Field” in the upcoming issue of the International Journal of Pedagogy and Curriculum.
The article reports on his research that measured public school teachers’ beliefs about the learning process, and the extent that those beliefs drive instructional decisions in the classroom. The results found strong correlations between teachers’ beliefs
about the learning process and their instructional strategies. Further analysis revealed significant differences in beliefs based on gender and instructional grade level of the teachers. Wachob also presented his research at the 21st International
Conference on Learning, held in New York City in summer 2014.
Crystal Machado and
DeAnna Laverick , from the Department of Professional Studies in Education, published the article “Technology
Integration in K-12 Classrooms: The Impact of Graduate Coursework on Teachers’ Knowledge and Practice” in the Journal of Technology and Teacher Education (JTATE).
The article reports the findings of a year-long mixed methods study that examined the impact that a graduate course had on in-service teachers’ ability to integrate technology into their pedagogy.
JTATE is published by the Society for Information Technology and Teacher Education.
David Downing ’s,
Department of English, essay, “Ethical Conundrums: Institutional Pressure and Graduate Student Needs in the Era of Contingency,” will be
published in spring 2015 in the Modern Language Associations online journal, Profession.
This is an expanded version of his MLA talk in January 2014 for a session organized by the Committee on Academic Freedom and Professional Rights and Responsibilities.
Keri Kulik , assistant professor in the
Department of Kinesiology, Health, and Sport Science, published an article titled “Implementation of a Quality
Physical Education Program: Are Schools Meeting the Recommendations?” in the upcoming issue of the National Teacher
The Society of Health and Physical Educators (SHAPE) has developed specific guidelines for quality physical education, including recommendations for instruction time, teacher qualifications, and instructional facilities. The purpose of Kulik’s study was
to describe the ability of public high schools in Southwest Pennsylvania to meet these guidelines. Her results suggest that the study schools do not meet the specific criteria for physical education instruction time; however, the schools do have qualified
teachers and access to adequate facilities and thus meet these guidelines. To improve the quality of physical education in these schools, it may be necessary to identify potential barriers to offering quality physical education and to increase physical
activity time within the current physical education classes and allotted time. Kulik continues to conduct research in this area and had presented her results at national, regional and state level conferences.
Teacher Education Journal is a nationally refereed journal designed for educators in K-12, community college, and university settings. The goal of the National
Teacher Education Journal is to share educational research or innovative techniques from many different educational disciplines of education within the United States of America and the rest of the world.
Department of English, presented a paper titled “Freestyle Digitality: An Approach to Reading and Writing Through Text Transformation and
Improvisation” at the 2015 Computers and Writing conference held at the University of Wisconsin–Stout.
In his presentation, Weinstein described an approach to writing that promotes creativity by foregrounding linguistic play. The word freestyle in the title refers to Weinstein′s adaptation to conceptual writing of improvisational composing processes derived
from the writing routines of rap artists and supported by the capacity of computers to visually manipulate written text. In his talk, Weinstein also spoke to the relevance of meditation and contemplation as practices that support improvisation by
preparing writers to run with fresh ideas.
Laurel Black and Judith Villa of the
English Department spoke in May 2015 at Georgetown University at “Fighting Inequality: Class, Race, and Power: Joint Conference of the Labor
and Working Class History Association and the Working Class Studies Association.”
Their interactive presentation, titled “I’m Ashamed of my Privilege: Teachers, Students, and Level Playing Fields,” asked faculty from across the country to participate in an exercise designed to help them understand how social class affected their lives.
Participants discussed how their own social class experiences shapes their pedagogy.
Professor Gloria Park's,
Department of English, co-authored piece, "Exploring the Forms of Cultural Capital, Habitus, and Field in the Life Histories of Two West
African Teacher Candidates" will be published in an upcoming issue of Teacher
This paper captures the life histories of two West African pre-service teachers pursuing their education in the United States. Based on a larger study examining the life histories of 45 undergraduate pre-service teachers, these narratives focus specifically
on international student experiences in the United States. Grounded in Bourdieu's theory of habitus, capital, and field, the life histories of Bakar and Selma illustrate how their capital and habitus become contingent on the field(s) (i.e., sites,
time, and agents within a specific context) in which they are situated.
The narratives of Bakar and Selma captured their early educational experiences, teacher preparation practices, and future possibilities as they moved in and out of different fields where the exchange of capital occurred, which then led to restructuring
and/or de-valuerization of certain habitus.
The experiences of Bakar and Selma heighten our awareness of the capital and habitus deployed in a variety of contexts-fields in the United States and elsewhere. We conclude with some discussions around working with international teacher candidates.
Professor Gloria Park's,
Department of English, article, "Raising Awareness of Diversity and Social (In)justice Issues in Undergraduate Research Writing: Understanding
Students and their Lives via Connecting Teaching and Research" is published in volume 5, issue 1 of the Journal of Pedagogic Development in March 2015.
Inspired by my own experiences as an undergraduate writing student who did not see a connection between my life and the topics of the courses, this article details my first ventures into designing and teaching sections of a research writing class, entitled
Researching Writing: Raising Awareness of Diversity and Social Justice Issues within and Beyond our Lives. The purpose of this course was to promote issues of diversity and social (in)justice in a required liberal studies course. Interview data from
undergraduate women students who participated in this research writing course from 2009-2011 were explored in order to uncover their experiences in the class and understand what they found effective or ineffective. The findings indicated that most
of the students appreciated being able to choose their own research topic, and also found chunking parts of the research project more effective for understanding the research process. Although engaging students in research and course activities related
to controversial issues is difficult, there is a need for more liberal studies courses to incorporate topics related to diversity and social (in)justice.
Department of English, and Jocelyn Amevuvor’s invited co-authored piece, “‘If you learn about these issues, you′re going to learn...more
about yourself and things that you come in contact with every day’: Engaging undergraduate students in meaningful literacy in a research writing course” was published in volume 5, issue 2 of the Journal
of Pedagogic Development in July 2015.
Amevuvor is a graduate of the MA in TESOL program and is currently a program coordinator of the Skill Zone. Amevuvor has been instrumental in assisting with the preliminary analysis of the research project.
This study, part 2 of the article published in March 2015 (Volume 5, Issue 1), explores the experiences of undergraduate students enrolled in a required research writing class that focused on the topics of social (in)justice and diversity and which allowed
students to conduct their own empirical research. In order to investigate their experiences with the topics and with the empirical research project, we employed the use of interviews and analyzed the data by organizing it by themes. Short narrative
profiles of eight of the participants that we focus on for this study are provided. From the participants' experiences, we also explore two themes: students' engagement with social (in)justice in a required undergraduate writing course and incorporating
empirical research in a required research writing course. Finally, we provide implications for teaching and teaching writing.
Bitna Kim, Robert Stallings,
Alida Merlo and Arizona Wan-Chun Lin recently published an article titled
"Mentoring in Criminology and Criminal Justice Doctoral Education: Doctoral Coordinators' Perspectives" in the Journal of Criminal
Jung Colen of the
Developmental Studies Department and Yong S. Colen of the
Mathematical and Computer sciences Department, along with the co-author, Jinho Kim (Daegu National University of Education), publish
a paper titled "Elementary School Teachers Facilitation of Math Talk" in the fall issue of the Proceedings of the Jangjeon Mathematical Society in South Korea.
The paper presents an ethnographical approach to documenting two elementary school teachers math talk move facilitation. The vignettes of the classroom discussions between the students and teachers depict how they used the math talk move to interconnect
Math Talk Moves afford a community of learners frequent opportunities to articulate their mathematical thinking and to assess their peers' conjectures and conclusions. The presented moves are not unguided, aimless discourses. Rather, the moves serve as
an instructional tool to probe for student understanding and to scaffold their mathematical learning.