bluuebunny/crossref_metadata_2025 huggingface dataset:
Power System Dynamic Stability Improvement with UPFC using LQR Technique
Authors:   Department of EN, Pranveer Singh Institute of Technology, Kanpur, India, Dubey Brijesh Kumar , Kesari Dr Achyut Narayan ,   Pranveer Singh Institute of Technology, Kanpur,, Gupta Ravi Kumar ,   Pranveer Singh Institute of Technology, Kanpur,, Singh Dr. N.K. ,   Director, RVIT, Bijnor, India
Published: November 2019

Many damping controller devices based on other techniques have been proposed time to time. For the study of the damping performance, it has been proposed a power systems model with ‘UPFC’ and power oscillation damping controller in the present article. The proposed controller performance has been studied under different simulation condition results and that also includes various loading condition, i.e., normal with 100 percent, under loading 80 percent and overloading with 120 percent at different operational points. Finally, a better result has been observed by using the proposed damping controlling device than earlier available existing devices. However, the result obtained by using Eigen value analysis is supported by the facts obtained by the settling time analysis and the analysis of simulation results.
Design and Analysis of Rural Water Supply System Using Loop 4.0 and Water Gems V8i for Nava Shihora Zone 1
Authors:   Civil Engineering Department, Faculty of Technology & Engg, The Maharaja Sayajirao University of Baroda, Vadodara, India., Mehta Vidhi N. , Joshi Dr. Geeta S. ,   Civil Engineering Department, Faculty of Technology & Engg, The Maharaja Sayajirao University of Baroda, Vadodara, India.
Published: November 2019

The study presents the hydraulic design and analysis of Rural Water Distribution System (WDS) for Nava shihora region of zone 1 of the state of Gujarat, India. Water supply distribution system is designed for this study for population estimated for future 30 years. LOOP 4.0 and Water Gems v8i software have been used and the results are compared to determine the economical size of pipes for water distribution system. The economical size of pipes of water supply distribution system is designed by considering the constraints; residual pressure at each node, velocity of flow in pipe, head loos in pipes, material of pipes, elevated service reservoir level, peak factor and available commercial pipe diameters. Further water distribution system has been analyzed for extended period simulation (EPS) for the present population scenario for intermittent water supply using Water Gems v8i. Further water supply system is analyzed the residual chlorine concentration at nodes and in the pipe links and also the total cost of water supply system of rural region is estimated.
PERBEDAAN KADAR GLUKOSA DARAH SEWAKTU MENGGUNAKAN SERUM DAN PLASMA EDTA
Authors: Nur Ramadhani Qurotul Aini , Garini Ardiya , Nurhayati Nurhayati , Harianja Sri Hartini
Published: November 2019

Latar Belakang: Pemeriksaan gula darah sewaktu digunakan sebagai pemeriksaan penyaring (screening) dan memantau (follow up) pada pasien Diabetes Mellitus. Bahan pemeriksaan kadar glukosa darah dapat menggunakan spesimen darah utuh, serum, dan plasma dengan antikoagulan heparin, EDTA, oksalat, dan fluoride. Perbedaan antara plasma dan serum terjadi karena pada serum tidak terbentuk fibrinogen dan beberapa faktor koagulasi lainnya, sedangkan plasma masih mengandung semua protein dan partikel antikoagulan yang dapat mempengaruhi pemeriksaan.Penelitian ini bertujuan untuk mengetahui perbedaan kadar glukosa darah sewaktu menggunakan serum dan plasma EDTA.

Metode: Jenis penelitian ini observasional analitik, desain potong lintang dan dilakukan di Balai Besar Laboratorium Kesehatan Palembang. Sampel penelitian ini adalah sebanyak 33 sampel,, jumlah sampel ditentukan dengan rumus Lemeshow. Pengambilan sampel menggunakan teknik sampling secara accidental sampling, hingga memenuhi kuota sampel penelitian.

Hasil: Hasil penelitian menunjukkan adanya perbedaan terhadap kadar glukosa darah menggunakan serum dan plasma EDTA dengan p value 0,001 (<ɑ 0,05) dengan nilai rata-rata pada serum adalah 100,3 mg/dL serta nilai rata-rata pada plasma EDTA adalah 113,5 mg/dL.

Kesimpulan: Nilai rata-rata hasil pemeriksaan kadar glukosa darah menggunakan spesimen serum adalah 91,8 mg/dL sedangkan rata-rata spesimen plasma EDTA adalah 97,2 mg/dL. Hasil uji statistik menyimpulkan ada perbedaan terhadap kadar glukosa menggunakan serum dan plasma EDTA.
Adapting Agile DevOps for Strategic Information Systems Development
Authors: KAGAI FRANCIS
Published: November 2019

Despite the continued evolution of information systems methodologies for more than three decades, the rates of software rejection and failure are still high. This paper investigates the technological environment as a major cause of such disruptions. Additionally, the paper evaluates Agile and DevOps as remedial methodologies for managing the adverse impact of technological disruptions. The main findings affirm both Agile and DevOps as methodologies that emanated from improvements or re-engineering of earlier methodologies. Further findings discern most methodologies; including agile and DevOps; as not strategically focused but appraise DevOps as the most progressive methodology towards this respect. Rather than re-invent the wheel and come up with a new methodology, a framework that aligns DevOps for use in strategic information systems development is proposed. Besides, a more realistic definition of operations is postulated to bolster the alignment.  Keywords software 
BİR HİDROLİK DERİN ÇEKME PRES MAKİNESİNİN PLC TABANLI BULANIK MANTIK KONTROLÜ VE ENDÜSTRİ 4.0 UYGULAMASI
Authors: AYDOĞDU Ömer , ÇATKAFA Ahmet
Published: November 2019

Bu makalede bir derin çekme pres makinesinin PLC
tabanlı bulanık mantık kontrolü gerçekleştirilmiştir. PLC ortamında Bulanık
Mantık Denetleyiciler için bulanıklaştırma, çıkarım işlemi ve durulaştırma
adımları ayrı bloklar olarak gerçekleştirilmiş, blokların program dâhilinde
yürütülmesi ile kontrol işlemi gerçekleştirilmiştir. PLC ortamında gerçekleştirilen
bulanık mantık kontrol programı, derin çekme pres makinasında uygulanmış ve
karşılaştırma amaçlı sonuçlar elde edilmiştir. Ayrıca hidrolik derin çekme pres
makineleri için Endüstri 4.0 kavramı incelenmiş, mevcut sistemlerle
karşılaştırılması yapılmış ve mevcut sistemlerin Endüstri 4.0’a uyumları ele
alınmıştır. Çalışmada, proje kapsamında iki farklı hidrolik derin çekme pres
makinesi ele alınmıştır. Bunlardan biri klasik olarak kontrol edilen AC motor
tahrikli sabit devir ve debide olan hidrolik güç ünitesi ile çalışan bir
prestir. Diğer makine ise servo motor tahrikli değişken debili hidrolik
pompanın bulunduğu hidrolik güç ünitesi ile çalışan sistemdir. Bu iki sistem
arasında belirli özellikler için kıyaslama yapılarak Endüstri 4.0 uyumu ve
üstünlüğü somutlaştırılmaya çalışılmıştır.
ÖSTEMPERLEME SICAKLIK VE SÜRESİNİN ÖSTEMPERLENMİŞ SÜNEK DÖKME DEMİRLERİN MİKRO YAPI VE SERTLİĞİNE ETKİSİ
Authors: ÖZTÜRK Emre , YILDIRIM Mehmet
Published: November 2019

Bu
çalışmada, östemperleme sıcaklık ve
süresinin östemperlenmiş sünek dökme demirlerin mikro yapı ve sertliğine etkisi
detaylı bir biçimde incelenmiştir. GGG-50
küresel grafitli dökme demirlere (KGGD) 950 °C’ de 2 saat östenitleme ısıl
işlemi uygulandıktan sonra 350 ve 320 °C sıcaklıklarda 90 ve 120 dakika süre
ile östemperleme yapılmıştır. Östemperleme işleminden sonra numunelerin faz
analizleri X-ışınları kırınım yöntemiyle, mikroyapıları ise optik mikroskop kullanılarak,
mekanik özellikleri ise Brinell sertlik testi ile incelenmiştir. Her iki
sıcaklık ve sürede östemperleme işleminden sonra karakteristik ösferrit ve
yüksek karbonlu östenitten oluşan östemperlenmiş sünek dökme demir mikro yapısı
elde edilmiştir. Östemperleme sıcaklığı azaldıkça ve süresi arttıkça
numunelerin sertliği artmıştır. Ayrıca, östemperleme süresinin artmasıyla
yüksek karbonlu östenitin karbon yüzdesi de artmıştır.
Bringing Mindfulness to the K-6 Classroom
Authors: Kurtzman Barbara
Published: November 2019

In this interview, elementary school teacher and mindfulness coach Barbara Kurtzman discusses how she brought mindfulness in the class, starting in Cycle 1 and then with the whole elementary school. Her interest in mindfulness began as a personal journey which she wanted to share with her students. She explains that taking only a few minutes a day helps her and her students to be more focused on the task at hand. She has found that her students also use mindfulness outside of her classroom. She finishes by giving advice to teachers who are interested in including mindfulness in their classrooms.
Disempowering Mindfulness: Reflections on Discovering the Veils of Power in Well-Being and Good Intentions
Authors: Carvajal Everardo
Published: November 2019

Despite the widespread popularity of mindfulness as a wellness intervention strategy across educational levels, its proponents are susceptible to countering the intended area of improvement. This article recounts the cumulative reflections of an educator and his attempts to implement mindfulness into high school classes at the Los Angeles County Jail. Beginning with a layout of the physical and social settings, the article examines the ways that unconsciously practicing mindfulness will counter and potentially negate the possible benefits of mindful practice.
Picturing (as) Resistance: Studying Resistance and Well-Being of Indigenous Girls and Young Women in Addressing Sexual Violence
Authors: Mitchell Claudia , Ezcurra Maria
Published: November 2019

The health and well-being of young people remains a critical issue. For Indigenous girls and young women in Canada and South Africa, the situation is exacerbated by high rates of sexual violence. The article draws on examples of artworks and close readings of several images of resistance produced by Indigenous girls and young women participating in a six-year study that seeks to address sexual violence in the two countries. Exploring resistance is an understudied area in relation to young people and well-being. Building on our visual research and fieldwork, we posit that the idea of “picturing (as) resistance” through the various participatory visual and arts-based tools is a promising area of investigation in relation to wellbeing.
smartEducation: Developing Stress Management and Resiliency Techniques
Authors: Ragoonaden Karen
Published: November 2019

smartEducation (Stress Management and Resiliency Techniques) is a mindfulness-based professional learning initiative positioned in a Faculty of Education of a Western Canadian university. Following similar evidence-based initiatives of mindfulness in education, the smartEducation curriculum comprises nine sessions offered in a variety of face-to-face, intensive, and blended formats. This renewal program supports the development of self-care techniques to cultivate personal and professional resilience through a greater understanding and control of breath, movement, and the physiology of emotions. The 20-hour program consists of eight two-hour sessions and a four-hour silent retreat. This article provides an overview of the research supporting mindfulness in education and presents the results of a pilot study conducted with preservice teachers enrolled in the smartEducation course.
Putting the Focus on Children as Deliverers of New Technologies
Authors: Bamford Anne
Published: November 2019

In this interview, professor and researcher Anne Bamford describes how she initially became interested in virtual learning via cyberbullying, particularly how image manipulation affects young people’s perceptions. Next, she discusses her European-wide study on “active 3D” in the classroom, which showed that the more control children took for their own learning, the better the results were. She argues that student involvement and engagement in implementing new technologies is critical for successful virtual learning in schools. Finally, she urges educators to “use the technology where it’s going to have the most impact” and not to “put it just for the sake of putting it in the curriculum.”
An Exploration of Artistic and Technological Symmetry
Authors: Papert Artemis
Published: November 2019

In this interview, biologist, artist, and shiatsu healer Artemis Papert describes how computational thinking can help people organize their thoughts in a more formal way. She discusses TurtleArt, a software that allows both children and adults to create two-dimensional static art images using geometry and coding as a medium. TurtleArt not only bridges the worlds of math and art, but is also easy to learn. She concludes by reading an excerpt from the article, “Teaching Children Thinking”— written in 1971 by her father Seymour Papert—as a still relevant starting point for where technology is heading.
Instilling Joy in a Digital Age
Authors: Shareski Dean
Published: November 2019

In this interview, digital consultant and author Dean Shareski talks about the fundamental aspects of authentic learning: joy, wonder, play, and community. He believes that technology can bring a sense of fun and curiosity to the classroom by allowing students to do things they couldn’t do before, like editing photographs or meeting a scientist from another part of the world. School communities can now share their innovations with the community at large and also with schools in different countries. Teachers, he says, should see themselves as artists and not be afraid to play and explore new opportunities. As final advice to teachers and parents, he suggests that we let kids be kids and experience the joy of childhood.
Texting to Motivate Language Learning: WhatsApp Group Chats and Near Peer Role Modeling (NPRM)
Authors: Gimranova Aliya , Nurmanova Madina , CohenMiller A. S.
Published: November 2019

During the Soviet era, the Kazakh language underwent harsh times and was on the brink of extinction from urban areas in Kazakhstan. Today, the country is paving its way towards reviving the language. This article details an effort to support Kazakh language learning in motivating secondary school students through the use of technology. Through the development of a small-scale project connecting university students as Near Peer Role Models (NPRM) with secondary school students, we used WhatsApp texting group chats as a means to encourage authentic communication in the Kazakh language and discovered five tangible results and suggested next steps.
Implementing a Digital Hub Strategy: Preservice Teacher and Faculty Perspectives
Authors: Hagerman Michelle Schira , Coleman Jessica
Published: November 2019

An education professor and a preservice teacher candidate describe their respective insights on the design and implementation of the first iteration of an open, web-based professional portfolio project. The student’s lived experience shows that for some, a Digital Hub can be a useful tool for curation, reflection, and networking; survey data suggests that not all students see value in this work, however. The pedagogical, programmatic, and research implications of this project are discussed.
Story as Pedagogy: A Reflective Commentary
Authors: Glesne Corrine , Pugach Marleen C.
Published: November 2019

This commentary seeks to encourage reflection upon learning and teaching through story. The authors illustrate ways they have used story in their teaching and what they perceive as the benefits of doing so. They explore how they learned through narrative as children and why they came to value it as a way of seeing and thinking. Then they consider how story disciplined their approaches to professional work before identifying specific narrative strategies used in teaching undergraduate and graduate students. The article concludes with suggestions about ways to better integrate narrative practices into teaching and learning.
The Design-Debrief: Using Storytelling to Connect Preservice Teacher Reflection With Design-Thinking
Authors: Baer Stephanie
Published: November 2019

As a teacher educator, I prepare preservice students for regular reflection about teaching and learning by incorporating design-thinking and storytelling. In order to facilitate more interactive reflection on students’ early teaching experiences, I developed the design-debrief—a classroom activity that asked students to story their teaching experience with first-graders using the design-thinking process. I make connections to how design-thinking and storytelling enabled a more complex and systematic way to approach teacher reflection.
A Rediscovery of Voice: The Story of Self Through a Qualitative Lens
Authors: Choudhury Sabina
Published: November 2019

The following article tells the story of how a qualitative research methods PhD course and the creation of a researcher portfolio helped to answer the sometimes elusive question of, “Who am I as a researcher?” and ultimately led to a rediscovery of voice. This story describes how using various modes of inquiry set the groundwork for my rediscovery of voice. This is my story. This is my story about voice. This is my story about how this PhD course provided the starting point to discover who I was as a researcher, and, more importantly, allowed me to reclaim my lost voice.
Short-Term Study Abroad: The Storied Experiences of Teacher Candidates From Japan
Authors: Douglas Scott Roy , Sano Fujiko , Rosvold Mark
Published: November 2019

The story extracts presented here reflect the experiences of five teacher candidates from Japan on a short-term study abroad program focusing on developing English-language skills while exploring Canadian culture and English-language teaching methods. Narrative inquiry techniques were employed to gather data related to the participants’ program experiences. These data were crafted into stories with participant input and review. The story extracts relate to intercultural interactions, First Nations culture, teaching methods, meals, and extracurricular activities. On reflection, the narrative inquiry process employed in this study worked as both a research and pedagogical tool to uncover meaningful program experiences.
Stories, Curriculum Making, and Tension as Support for Identity Shifts: A Narrative Inquiry
Authors: Jack-Malik Sandra
Published: November 2019

This research is nestled within Huber, Murphy, and Clandinin’s (2011) understanding of curriculum making as situated not only in schools, but also in homes and communities and at the intersections of all three. It also relies on Clandinin, Murphy, Huber, and Orr’s (2010) reconceptualization of tension as a space where educative experiences can occur. An autobiographical narrative inquiry into home, school, and community curriculum making, highlights an educator’s efforts to teach relationally while being wide-awake to how past experiences inform future ones. This inquiry brings to life tension-filled moments and, in so doing, creates a space to know teachers as curriculum makers at home, at school, and in the community. It also suggests one of the values of autobiographical narrative inquiry is the safe space it creates to empathically enter the world of others. Mostly it encourages the reader to think about curriculum making as sentient, ever changing, and as an available support as teachers struggle to sustain their practices.
Teachers Storying Themselves Into Teaching: Comics as an Emergent and Relational Form of Research
Authors: LeBlanc Natalie , Irwin Rita L.
Published: November 2019

In this article, we explore two comics that were produced in a province-wide teacher mentorship initiative in British Columbia, Canada. Comics-based research, undertaken through a collaborative approach, underscores the potential for this kind of research to highlight teacher stories and methodologically engage in an artistic collaboration within a research team. We use this opportunity to discuss how the mentoring project brought to our awareness the importance of sharing teachers’ stories among peers, as teachers came together to study their professional practices.
Listening to Our Students: THEIR Stories
Authors: Roessingh Hetty
Published: November 2019

Storytelling in the classroom has long been recognized for its many benefits, especially as a bridge from orality to literacy. With the changing demographic landscape present in current elementary classrooms across Canada and internationally, storytelling reaps additional benefits for promoting the goals of inclusion among diverse learner profiles. This article provides an updated literature review reflecting these shifting instructional mandates, offers practical ideas for using storytelling in the contemporary classroom, and provides an illustrative sample of a co-constructed story between student and teacher, highlighting the many ways in which storytelling benefits all learners.
My Sister’s Voice: Guiding My Hope as a Teacher and Teacher Educator for Teaching and Learning
Authors: Stoddart-Morrison Remonia
Published: November 2019

Schools are relational places where the meeting of characters, stories, experiences, and understandings move about each other daily. In the busyness of school life, time is usually not taken to listen to, observe, and share the stories and experiences of others; to shift from a condition of moving about to a place where we are walking alongside. The narratives provided here are reflections on my experiences of my time in school as student, teacher, and administrator. I write these to honor my sister’s voice and the many voices that fueled my hope as a teacher and teacher educator for teaching and learning.
Using a Narrative Tool to Help Quebec English-Speaking Students Produce Personal Histories of Belonging
Authors: Zanazanian Paul , Popa Nathalie
Published: November 2019

This article introduces Jörn Rüsen’s concept of narrative competence as a useful pedagogical framework for operationalizing a remedial narrative tool designed to help make room for Quebec’s English-speaking minority in the teaching of school history. Developed through empirical research and representing a schema-like narrative structure, the Narrative Template Tool’s aim is to assist students to produce and validate personal (his)stories of belonging through conducting original historical research. To counter the dangers of indoctrination, the tool moreover employs a feature of the orientation component of narrative competence—use-of-history—as a means of helping students account for their emerging perspectives.
Articulating Ideas and Meaning Through the Use of Comics
Authors: Sousanis Nick
Published: November 2019

In this interview with author and educator Nick Sousanis, he discusses his PhD dissertation, which was written and drawn entirely in comic book form and later published by Harvard University Press under the title “Unflattening.” He describes how he proceeded with the idea of producing a dissertation in comic form and the support he received from his professors. He strongly believes that it is possible to convey complex ideas in comic form and that the form itself draws people in. He also shares what he learns from his students—often non-drawers—and gives examples of innovative work produced by them.
The First Peoples Principles of Learning: An Opportunity for Settler Teacher Self-Inquiry
Authors: Hanson Kelly
Published: November 2019

In 2016, the province of British Columbia introduced a redesigned K-6 curriculum. Undergirding this plan is the learning philosophy, the First Peoples Principles of Learning. This paper is written from the perspective of a settler teacher as she engages in self-study research to develop her understanding of the curricular plan. The author describes her emerging self-awareness as opening to a deeper understanding of her Euro-American worldview, cultural narratives that maintain gaps between settler teachers and First Peoples perspectives, and how ongoing self-inquiry is a way to improve as an educator.
Working With Avatars and High Schoolers to Teach Qualitative Methods to Undergraduates
Authors: Murphy Kristin M.
Published: November 2019

Learning to conduct qualitative research is a complex endeavor. In this article, I introduce mixed reality simulations as a scaffolded learning tool to support student mastery of learning and knowing how to conduct qualitative research. Like flight simulators used to train airline pilots prior to flying an actual airplane, mixed reality simulations provide active practice opportunities to interact with avatars in order to practice newly learned skills. I discuss this in the context of my experiences using mixed reality in an undergraduate youth participatory action research methods course as a scaffold before joining research teams with high-school-aged coresearchers.
Knowing Teaching Poetically
Authors: Zimmerman Aaron , Greenlees Linnie , Isidiro Elizabeth , Sneed Stacey
Published: November 2019

In this article, we present a set of poems that have helped us to come to know teaching in particular ways. We argue that the artistic medium of poetry can provide unique and important insights into what it is like to live through classroom moments. Using connoisseurship as our mode of inquiry, we share these poems, our interpretations of these poems, and our justification for why poetry is a valid way of knowing teaching. We invite our readers to join us in exploring the aesthetic dimension of teaching.
Commentary: The Genesis of Student Engagement
Authors: Chambers Gretta
Published: November 2019

The premise here is that learning is the focal point of the student condition and therefore, learners are the principal beneficiaries of any educational process. Considerable effort goes into making allowances for the fact that all students do not learn with the same ease or difficulty and that individual learning paths can be very different. My contention here is that the most important piece in the whole education conundrum is the attitude of learners towards the experience itself and that it is on that attitude in particular that their engagement in the process depends.
Engaging Students: The Power of the Personal
Authors: Pasquin Lesley , Winn Susan
Published: November 2019

Good teaching occurs when students can be themselves, can learn through application and collaboration, and can enjoy the excitement of discovery. That being the case, teachers today must compete with a society where students experience gratification and entertainment at the flick of a switch. The Internet and related technologies have changed the way that children learn and our understanding of the learning process. To address these changes, new teachers are entering schools with tools, expertise, and expectations that differ dramatically from past generations of pedagogues. Yet, in spite of the newly emerging views on learning, student engagement remains essential. The article shows that making curriculum personal for all learners is a basic premise of engagement.
School Bonding: Helping At-Risk Youth Become Students At-Promise
Authors: Lessard Anne , Yergeau Éric , Fortin Laurier , Poirier Martine
Published: November 2019

The purpose of this study was to determine if non at-risk and four types of at-risk secondary school students perceive school bonding differently. Findings indicate there are differences between the two groups of students on affective, cognitive and behavioral components of school bonding, although no differences were found between at-risk types. Girls showed stronger bonds to school while boys who were depressed were less affiliated to peers and fostered more negative attitudes towards teachers than other students.
In Search of Our Students’ Voices: The Student Focus Day Story
Authors: Robertson Kenneth J.
Published: November 2019

Much of the literature on “student engagement” focuses on “motivating students to learn” (Voke, 2002), but what of our students’ voices in the context of board-wide planning for their success? This is the story of the New Frontiers School Board’s Student Focus Day, an initiative aimed at opening the planning process to the voices of our students by inspiring them to engage in open conversation, share in the leadership, and take responsibility for enacting the changes they envision.
Commentary: Grow Tomorrow’s School Leaders? Plant Some Seeds Today!
Authors: Thompson Julian
Published: November 2019

School leadership development has received significant investment in the UK in recent years. Programmes to support leaders at all levels have focussed on national standards, leadership behaviours and capacity building. England is now facing an increasing shortage of headteachers. This article provides a perspective on this situation and offers some practical ideas to school leaders for building approaches to succession planning in their own schools.
Building Leadership Capacity Among Student Teachers: A Narrative Inquiry Into Relational Continuity in Student Teachers’ Field Placements
Authors: McKenzie-Robblee Sue , Steeves Pam
Published: November 2019

The authors of this paper are two teacher researchers, one situated at the university and one situated as principal of an elementary school. Through narrative inquiry (Clandinin and Connelly, 2000) two main themes of belonging and becoming were illuminated. The work suggests trusting relationships evolving from dialogue sustained over two field placements at the same school offer student teachers the possibilities of connecting their life experiences with their new experiences at the school; a connected knowing that enables them to develop their identifies as beginning teachers.
"Who We Are Matters": Exploring Teacher Identities Through Found Poetry
Authors: Meyer Elizabeth J.
Published: November 2019

This paper presents the use of found poetry as a means for exploring teacher identity and argues for its broader use in educational research for studying and representing teachers’ identities and values. This project is grounded in narrative inquiry and feminist standpoint theories and presents three identity poems created with teachers working in Canadian secondary schools. The author suggests that by gaining a better understanding of how teachers understand themselves and their multiple identities in the classroom, scholars, teacher educators, and school leaders can better formulate curricular interventions, staff development programs, and policy initiatives that will work more effectively with classroom teachers to improve students’ experiences in school.
Commentary: The Politics of Curriculum Creativity
Authors: Grumet Madeleine
Published: November 2019

As we encourage creativity in curriculum, we often forget that the whole agenda is made up. Creativity is the foundation of all knowledge and all curriculum. In this essay I argue that teachers do not need to be more creative, but do need to participate in the politics that will diminish our subordination. Because the creativity of the corporation and the testing companies has swamped the creativity of the classroom, the current economic crisis may provide opportunities for teachers to reassert the authority of our imaginations.
Commentary: On the Road to Literacy: Before the Three R’s Come the Three F’s
Authors: Paley Vivian
Published: November 2019

From the earliest age, children begin to practice their imaginary characters, their separate visions of strength and weakness, of love and loss. By the time they enter kindergarten they are ready to build complex social and literary worlds in which friendship, fantasy, and fairness—the Three F’s—are inalienable rights, and every child tries to find a secure place in an intimate community. A preschool or kindergarten without a substantial playtime puts everyone at a disadvantage, for play is the primary reality for its members. Within the familiar process of inventing new characters and plots, children continue to develop the intuitive language that binds us together in a functioning social entity. This is the true early literacy.
Life-Long Readers of Poetry? Why Not?
Authors: Dias Patrick
Published: November 2019

I have come to believe that most students who have read and studied poetry in school and college do not go on to read and enjoy poetry in their adult lives because they do not expect to understand a poem of any complexity on their own. Unfortunately, years of conditioning into such dependence have also victimized teachers into functioning as guardians of the poem’s meaning. In an attempt to find out what students could realize from a poem without teacher direction, I discovered in studies at various levels of schooling that students working in small groups without any expectation that the teacher held and would provide "the one right meaning," generated rich and powerful readings of challenging poems far beyond any understanding that the teacher could have mediated with questions.
Whose Literacy Learning Landscapes Matter? Learning From Children’s Disruptions
Authors: Maguire Mary H.
Published: November 2019

This article focuses on my shifting concepts of literacy, re-researching and re-positioning about multiple literacies over decades of working with bilingual and multilingual children in diverse language contexts. I use the metaphor children’s disruptions as entry points in establishing cultural dialogues about children’s literacy accomplishments in multilingual contexts. Disruptions refer to children who along the way by a casual utterance, question, informal text or drawing unsettled my thinking about how languages and literacies impact on their identity, cultural positioning and ideological affiliations in different discursive spaces and diasporan communities.
Arts-Based Research as a Pedagogical Tool for Teaching Media Literacy: Reflections From an Undergraduate Classroom
Authors: Leavy Patricia
Published: November 2019

In this paper I review my use of arts-based research practices as a set of pedagogical tools for teaching media literacy in an undergraduate sociology course titled "Images & Power: Popular Culture." The paper details how I incorporated arts-based research into my course as a part of my holistic and participatory approach to media literacy. Arts-based practices are an effective tool for fostering critical consciousness. Samples of student work are included.
Where Are We? The State of Education
Authors: Rich Sharon
Published: November 2019

Today the questions that should be asked about schools and schooling are those that take into account the social context in which we live. We need to attend to the world outside of the closed context of the "system" and recognize the ways in which the world is interrelated. We need to understand that each and every student comes to the classroom with a biography and a way of being in the world. For today’s young learners that world is a wired one in which social interaction can be conducted anywhere, any place, or anytime. A key challenge for educators is to adapt the institutions in which they work to meet the emerging reality of the connected environment. If we do not manage to make this adaptation, then the future of public education is bleak.
Teacher Education and Teacher Identity in Transition
Authors: Snart Fern
Published: November 2019

Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.
An EDUCATION Letter
Authors: Wiens John R.
Published: November 2019

Drawing on some well-known educational thinkers, this letter to grandchildren argues that education is primarily a human ideal and activity aimed at helping all of us become better, or "educated people."Grandfather further argues that, in our world, all of us are on a lifelong journey to a somewhat illusionary but worthwhile destination, democratic citizenship. He then provides them with some "wayfinders" to aid them on their educational journey, those being virtue, relationships, responsibility and judgment which he claims are the achievements and obligations of educated people. He then promises to help them on their way.
The Grief Beneath Your Mothertongue: Listening Through Poetic Inquiry
Authors: Stewart Sheila
Published: November 2019

This paper examines the process of writing a first poetry collection, A Hat to Stop a Train, as an example of poetic inquiry that has taught, and continues to teach about listening in and through language. It explores language as mothertongue, beginning with our relationships with our mothers and entwined with developing a poetic voice. Poetic inquiry brings insights into issues of silence and voice, loss and grief, for the author and her own writing, and also for the adult literacy learners she works with, whose circumstances and cultural and linguistic dislocations require careful listening.
Through the Words of a Poet: Experiencing a Writing Journey
Authors: Yallop John J. Guiney
Published: November 2019

My PhD dissertation (Guiney Yallop, 2008) is an arts-based, autoethnographic, queer study. I wrote poetry to generate the data for my research.The first section of my dissertation consists of 46 poems, the first 23 of which are my Catholic terrain and the other 23 are my Education terrain.The poems are followed by an exegesis divided into 12 pauses. This article comes from the fifth pause where I explained the process I engaged in while writing the poetry and when I was putting the poems together in my dissertation. While each writer has her or his own processes when writing, I believe that making our processes explicit allows us and our readers to more fully appreciate how we construct our writing. As well as reflecting on the process, the reader may consider the content and the form of the writing; what are the poems saying and how are they saying it?
A Poet’s Journey as A/r/tographer: Poetic Inquiry With Junior High School Students
Authors: Wiebe Sean
Published: November 2019

In this paper I explore the connection between a/r/tography and poetic inquiry, and how together they cultivate multiple ways of understanding. I further claim that classroom situations are most provocative of thoughtfulness and critical consciousness when each student participates in the classroom conversation from his or her lived situations. While difficult, teachers who can facilitate rich interchanges of dialogue within a plurality of voices are genuinely creating communities of difference and thus imagining real possibilities for social change.
Boom. Tick. Bing! Writing Bodies In.
Authors: Gannon Susanne , Nguyen Diem Chi
Published: November 2019

This paper describes a poetic response to the school-based practicum for beginning secondary teachers. Following their first practicum experience, in their English Method class back at the university, students pooled sensory details and memories of the week they had just spent in schools to write their own poems.The paper includes one of the poems and some thoughts about the complexity, ambivalence and embodied knowing that poetry opens up space for in reflecting on initial school experiences for beginning teachers.
Commentary: When Art Speaks: One Student’s Inquiry Process
Authors: Hillcoat Alexandra
Published: November 2019

In this interview, Alex Hillcoat, a cycle three elementary school student, shares her experience in developing a special project related to the life of artist Marie Laurencin. Her project included several creative art forms:poetry,painting,writing,crossword puzzle making and even developing a museum floor plan with the works of the artist. Alex reflects on how perseverance in her research served her well and how these skills will be useful for her in the future. Finally, she has practical advice for students engaging in similar projects as well as for their teachers.
Commentary: Reflections on Literacy, Education and a Twenty-Year Inquiry Process
Authors: Hollingsworth Sandra
Published: November 2019

In this interview Sandra Hollingsworth describes a unique experience in open-ended inquiry that lasted over 20 years.As a new professor at Berkeley she began with a study of her teaching literacy to preservice teachers from a traditional anthropologic perspective. When the study showed that her students had learned "nothing," she invited an informal group of them to share their experiences as beginning teachers learning to teach reading.The group transformed with time and became recurring occasions for all to reflect and learn about topics like social justice in urban schools, multiple literacies, race and other teaching issues. She describes some of the challenges the group encountered when trying to publish its findings and some of the key things she learned from participating in this inquiry—such as the importance of longitudinal inquiry.Finally,she introduces fellow members of the group and describes their current professional endeavours.
Stepping-Stone or Saving Story?
Authors: Cardinal Trudy
Published: November 2019

Why does one enter graduate studies? What does it mean to do research on Indigenous education as an Aboriginal person? What is the significance of attaining a master’s degree? In this paper I speak to how the experience of inquiring into the educational stories of five of my relatives, and into my own lived experiences, helped me understand the importance of stories and the impact of the autobiographical narrative inquiry on myself and my family.
The Languages of Inquiry: An English-French Lexicon of Inquiry Terminology in Education
Authors: Chichekian Tanya , Savard Annie , Shore Bruce M.
Published: November 2019

Contemporary curricular reform efforts are underway in many countries toward adopting and implementing inquiry-based approaches to teaching and learning on a provincial and national level. Buzzwords associated with inquiry-based pedagogy have been used to express similar ideas in bilingual educational communities, but rarely with a direct one-to-one correspondence.We present and explain the meaning of 10 initial key terms from inquiry in education, in English and French.They represent the beginning steps to guide teachers and curriculum developers who are exposed to both the French and English inquiry traditions to translate ideas and curriculum consistently
Spotting the Occasion for Poetry: An Invigorating Process of Finding Out by Finding In
Authors: Dobson Margaret Louise
Published: November 2019

This essay illustrates how the spotting of a poem in a prose con/text can reveal essential lessons for research, teaching and learning. In describing the process of my inquiry, I demonstrate how writing a found poem unearths an otherwise hidden—or possibly forgotten—connection between finding poems and educating youth. To allow artful, heartfelt insights to emerge, we have only to learn how to "spot the occasion for poetry" (Sullivan, 2007)
Teacher Explorations of Science and Science Learning Generate Insights Into Inquiry and Teaching
Authors: Hughes-McDonnell Fiona J. , Burgess David R.
Published: November 2019

Education and science faculty describe explorations introduced into a multi-year professional development program to promote teachers’ abilities to create environments for the elementary and middle school students they teach which elicit learners’ exploratory behavior and sustain them in authentic scientific inquiry. Experiences, which were informed by the teaching-learning research pedagogy of critical exploration (Duckworth, 2006a), involved teachers as co-collaborators and explorers of scientific phenomena and students’ science learning.
Democracies in Action: A Changing Learning Community Landscape
Authors: Mullen Carol A.
Published: November 2019

Learning alongside others to effect transformation of community and self is a process of inquiry that guides theory and practice. My purpose as an author is to portray a balanced, realistic portrait of the promises and pitfalls of engaging in professional learning communities (PLCs). Herein I present the results of a democratic project that united 42 scholars and practitioners who made discoveries as collaborators within evolving communities of practice geared toward desirable change. I also draw upon the relevant literature to describe this trend and identify possibilities for renewal, reflection, and inquiry that arise out of PLCs.
Stories of Sustaining: A Narrative Inquiry Into the Experiences of Two Beginning Teachers
Authors: Schaefer Lee , Clandinin D. Jean
Published: November 2019

Attending to early career teacher attrition as a problem of identity shaping and shifting enabled this narrative inquiry into two beginning teachers’ experiences. We first created a fictionalized survey to show how their experiences could fit neatly into the dominant narratives of early career attrition. We then composed narrative accounts to show each participant’s uniqueness. Seeing beginning teacher attrition through this lens allowed us to become attentive to sustaining moments in these teachers’ lives.
Commentary: How New Research on Learning Is Re-writing How Schools Work and Teachers Teach
Authors: Caine Renate N. , Caine Geoffrey
Published: November 2019

The article introduces the notion of a "meme." A meme is an idea, behavior, or style that spreads from person to person within a culture. In education it acts as a powerful assumption, guiding what is meant by learning and teaching and determines that teaching should include a textbook, teacher-directed lessons, control of student behavior, and testing as proof of "learning." The article explores new challenges to this meme coming from current research emerging out of biology, cognitive psychology, and neuroscience. It suggests that a form of project-based learning is more compatible with how the human brain was designed to make sense of experience.
Supporting Emotional Regulation in Elementary School: Brain-Based Strategies and Classroom Interventions to Promote Self-Regulation
Authors: Lipsett Ann-Bailey
Published: November 2019

Before students are able to be successful with academic demands they must be able to regulate their own emotions. Seven kindergarten students at a Title One school outside of Washington, DC participated in a small-group intervention in order to increase their ability to regulate their own emotions. The curriculum for this group was created based on the neurological implications of how the brain processes emotions.
The Power of Mindset in Shaping Student Success
Authors: Webster Megan , Bossé Nathalie
Published: November 2019

The authors explore the assumption that intelligence is static through a case study of one student with special needs, demonstrating how a growth-oriented paradigm supports students. With a growth mindset, teachers can build the necessary confidence for students to risk learning through scaffolding the emotional, social, and cognitive components of learning.
Commentary: Enthusiasts for Learning: Leaders in Creativity
Authors: Heath Shirley Brice
Published: November 2019

This commentary points to several movements in modern economies that support informal or voluntary learning. A historical context establishes reasons for the rise of professional amateurs, such as citizen scientists, community youth arts organizations, and do-it-yourself individuals and groups. Creativity marks the nature of learning among voluntary learners, as does dedication to open sourcing. Shared knowledge at the citizen/consumer level benefits everyone. Within this atmosphere, young people are drawn to follow through on problems and issues by seeking information, guidance, and demonstration from sources of expertise on the Internet, in their communities and schools, and among others similarly enthused about learning on one’s own in one’s own way.