bluuebunny/crossref_metadata_2025 huggingface dataset:
Honoring Children’s Ways of Knowing: A Story of Trust and Transformation in a Kindergarten Classroom
Authors: Cline Keely D. , Gilb Merlene , Vaught Michelle
Published: November 2019

This article spotlights the transformation of a kindergarten classroom culture as told through the story of selecting and naming a class pet, emphasizing the teacher’s understanding of children’s ways of knowing and the role of trust in building an inclusive and equitable classroom environment. Bronfenbrenner’s bioecological systems theory serves as a lens in understanding the teacher’s efforts to build a culture respectful of each individual child, the group as it formed, and class’s identity in the broader learning community. The seemingly simple story is considered through the concept of rich normality, which recognizes the potential of everyday moments and experiences.
Remembering Childhood Play
Authors: Fidyk Alexandra
Published: November 2019

In looking back to childhood, and what constituted daily life, a case is made for unique ways of knowing that unfold through play, place, and tradition. A closer look at the relationship between childhood memory and the particularities of place, suggests that adult creativity, a sense of psychological stability, and an attitude of wonder even experimentation, are vital outgrowth. The loss of play from the realm of the child is considered a contributing factor to the current trauma epidemic within our society. How might returning to imagination, the body, free play, and the ecology of relationships renew the ways we live and make meaning in addition to the ways we heal and become more whole?
Communities of Knowing: Curriculum Making in/of Community
Authors: Schultz Christie
Published: November 2019

This paper explores experiences of becoming a “curriculum maker of community” as part of the University of Alberta’s Building Peaceful Communities Summer Institute, held annually over a two-week period each July. Prompted by the experience in 2018, the author explores the ways in which curriculum can be co-composed as a community of learners, moving beyond prescripted curriculum. Throughout the account, the author narrates autobiographical life experiences that serve to illustrate ways of knowing and ways of coming to communities of knowing.
Relief: Observations on Creative Nonfiction as Pedagogy
Authors: Silverberg Mark
Published: November 2019

“Relief: Observations on Creative Nonfiction as Pedagogy” offers a case study in the possibilities of using creative writing as a pedagogical tool with ESL students. Analyzing the experience, comments, and creative work of a Chinese nursing student named Wei Wan at Ryerson University, the essay explores the benefits of personal writing and peer workshops as tools for self-exploration, aesthetic appreciation, and confidence building. While urging teachers to see the advantages of this methodology, the paper also reflects on the literary values of creative work in hybrid, non-standard English forms.
On Engagement
Authors: Howell Nicholas Araki
Published: November 2019

In the following article, the author reflects on the experience of engagement at a high school level, through his discovery and application of philosophical concepts to a contemporary issue, and its importance to his development as a student and person.
Examining Ways in Which Youth Conferences Can Spell Out Gains in Community Youth Development and Engagement
Authors: Sanders Felicia C. , Movit Marcela A. , Mitra Dana L. , Perkins Danny F.
Published: November 2019

With student outcomes increasingly becoming associated witht est scores, schools are less able to dedicate themselves to helping students learn how to become engaged and active participants in a democracy. As a result, other community based organizations have stepped in to help students acquire the sense of agency, belonging, and competence—known as the "A, B, C’s" of youth development—that research has shown to be crucial for youth to become contributing citizens. Drawing on survey, interview and observational data, this paper considers how two such organizations give students an opportunity for personal development, while providing youth with leadership skills and opportunities to engage in their schools and communities. This research suggests that in addition to the traditional "A, B, C’s," it may be beneficial to consider aspects of diversity—proposed here as "D"—that play an important role in youth development, as well as the synergy of all four components of youth development that result in positive student outcomes.
(Re) conceiving Student Engagement: What the Students Say They Want. Putting Young People at the Centre of the Conversation
Authors: Zyngier David
Published: November 2019

The challenge of student engagement has been recognised as a serious issue, especially in the middle years of schooling in Australian education. This qualitative study seeks to understand the experiences of one group of students beginning their high school years. Students are often left out of the discourse on student engagement. Traditionally they are objectified and omitted from the dialogue because often they are viewed as products of formal education systems. By giving voice to students, I compare and contrast the various and contested understandings of authentic or generative aspects of student engagement and what these might mean for classroom practice. I suggest that pedagogical practices that connect to students’ lives are too often ignored but necessary elements of teacher pedagogy for all students, particularly, those from disadvantaged and minority backgrounds. I identify and examine three contesting epistemological constructs of student engagement in order to answer three interrelated questions: (i) What are the most worthwile conceptions of engagement? (ii) What are the purposes of engagement? (iii) Who benefits (and who is excluded) from these purposes? I conclude that not all forms of student engagement are equal.
Flow
Authors: Markus Pamela
Published: November 2019

What is student engagement? How do teachers engage their students? As a way to address these questions, I used collage as an arts-informed method for exploring the subject of student engagement.The collages are displayed and I describe the process of producing this work.
Learning to Lead: Lessons From the Field
Authors: Hobbs Julie
Published: November 2019

In this article, the author recalls experiences from her career, and shares them as five lessons learned about leadership. She explains that a mentoring culture did not exist for her or others when she assumed various leadership roles in her school board, and she argues that possibilities exist for a strong mentoring culture now. The five lessons presented focus on caring and compassion, trust and risk-taking, listening, collaboration and shared governance, and facilitating and mentoring.
Stepping Up to Leadership
Authors: Domey Natalie
Published: November 2019

The author shares how her role as leader of Black History Club and the United Cultures Club in her secondary school has helped to shape her understanding of leadership. Through the lenses of "stepping up" and "pushing back," she shows how she has come to a deeper understanding of the role of vision, perseverance, resilience, and delegation in leadership initiatives and, further, how these experiences have benefited her in ways that extend beyond leadership of school clubs.
The Arts & Leadership: Now That We Can Do Anything, What Will We Do?
Authors: Adler Nancy J.
Published: November 2019

Given the dramatic changes taking place in society, the economy, and technology, 21st century organizations need to engage in new, more spontaneous, and more innovative ways of managing. I investigate why an increasing number of companies are including artists and artistic processes in their approaches to strategic and day-to-day management and leadership.
Using a Theatre as Representation Scenario as a Teaching Vehicle in B.Ed and M.Ed Preparation Programs
Authors: Meyer Matthew J.
Published: November 2019

The following article demonstrates the use of the dramatic scenario, The Insurrection (a TAR/ethno-drama fiction work) to teach fundamental educational administration concepts to graduate and preservice teacher candidates. The scenario was written specifically to address the conflicts related to communication within a secondary school community and is used as a provocation tool in classroom discussions.
Commentary: Education and the Arts: The Windows of Imagination
Authors: Greene Maxine
Published: November 2019

This article focuses upon the significance of art experiences at moments of pervasive unease and uncertainty in the society surrounding the schools. Concerned more with a loss of expectation and a sense of futility than actual fear of catastrophe, I turn towards encounters with the several arts to activate imagination which, as Emily Dickinson wrote, may "light the slow fuse of possibility." The sense of possibility, of what might be, what ought to be, what is not yet--seems to be essential in moving the young to learn to learn. It may be nurtured, not only through art education as ordinarily understood, but also through aesthetic education, moving people by means of participation, to awaken to the wonders of authentic appreciation.
Working the Image: Unearthing Aspects of Teachers’ Lives Through Arts-Engagement
Authors: Uhrmacher P. Bruce , Trousas Cassandra
Published: November 2019

This paper presents a research method and some of the results thereof that asked teachers to engage in a reflective arts inquiry. This inquiry led teachers to plumb the depths of their own unconscious and bring what lies beneath into conscious awareness, leading to deeper reflection and ontological knowing. The researchers suggest that such awareness leads to improvement of classroom life for teachers and their students.
The Pedagogy of the Imagination
Authors: Armstrong Michael
Published: November 2019

The author takes an essay on the imagination by Italo Calvino as the cue for a reconsideration of the role of imagination in children’s thought and action and its educational implications. He emphasizes the value of interpretation, or critical scrutiny, as foremost among a teacher’s skills and central to curriculum design, teaching method and educational assessment, demonstrating the quality of children’s imaginative work, and how to value it, by means of a close reading of an eight year old’s brief med- itation on coming to school for the first time.
Commentary: Early Literacy Development and Implications for Practice
Authors: Dyson Anne Haas
Published: November 2019

In this interview with Anne Haas Dyson she discusses literacy, examining the connection between language, culture, and the positive impact of play. Anne speaks about the importance of incorporating literacy into the everyday life of children, and encouraging creativity and peer collaboration in the home as well as in classrooms. She stresses that children’s literacy skills must be assessed within context, taking into consideration the child’s perspective and the resources available. She emphasizes the individuality of every child’s learning experience and the right for children to progress at their own speed.
How a Therapy Dog May Inspire Student Literacy Engagement in the Elementary Language Arts Classroom
Authors: Friesen Lori
Published: November 2019

In this article, I discuss theoretical possibilities for the inclusion of therapy dogs in the elementary language arts classroom, particularly which may inspire students otherwise reluctant to engage in literacy activities. I incorporate Guthrie and colleagues’ work in engagement into research in Animal Assisted Therapy with children to posit a revised theory of engagement.
Crossing Thresholds and Expanding Conceptual Spaces: Using Arts-Based Methods to Extend Teachers’ Perceptions of Literacy
Authors: Tracey Shelley
Published: November 2019

The context for this paper is a teacher education program for adult literacy practitioners at Queen’s University Belfast in Northern Ireland.This paper describes and reflects on the use of arts-based approaches to enhance these practitioners’ conceptualizations of literacy, presenting their arts-based responses and their evaluations of the methods. The discussion raises questions about the inclusion of visual literacy in adult literacy teacher education programs.
The Role of Education in Rural Communities
Authors: Goddard Tim
Published: November 2019

Drawing upon a conversation held in rural Prince Edward Island, in this article I explore community questions regarding the role of education in Canada. I present five brief vignettes and then consider these through a lens that recognizes the criticality of community, context, and culture.
A Passionate Plea: Equal Educational Opportunities for All Canadians
Authors: Martin Paul
Published: November 2019

Former Prime Minister Paul Martin discusses the importance of providing equal educational opportunities to all Canadians, particularly to our First Nations, Métis and Inuit people. He describes the propelling force behind the Kelowna Accord, which made history by bringing together Federal, Provincial, Territorial and Aboriginal peoples leaders to resolve critical problems related to education, among other things. Mr. Martin’s interest in Aboriginal education has led him to participate in four important initiatives that focus on improving K-12 education in Aboriginal communities: a Promising Practices Web site for teachers, a Mentorship Program for high school students, a Model School Program aimed at primary schools, and a Business Education Program focused on preventing dropout. He describes these programs, and the results they are achieving. Finally, Mr. Martin offers words of advice for parents, youths and governments for the future of education in Canada.
How Science Clubs Can Support Girls’ Interest in Science
Authors: Vingilis-Jaremko Larissa
Published: November 2019

Enter any classroom across Canada, ask children to describe a scientist, and you will likely hear about brilliant, but crazy old men in lab coats and goggles doing dangerous experiments (the mad scientist). Stereotypes such as this, however, can affect an individual’s likelihood to take science courses, and the attention he or she gives to the studies of the sciences.The Canadian Association for Girls in Science (CAGIS) attempts to break the scientist stereotype, and to facilitate interest and confidence in science, technology, engineering, and mathematics (STEM) by holding regular events with fun, hands-on activities led by women and men in STEM-related fields.
Poetic Imag(ination): Finding Praxis Through Haiku
Authors: MacKenzie Sarah K.
Published: November 2019

I draw on poetic inquiry to explore my experience using and interpreting haiku within the context of a literacy methods course. From this project I learned that poetry, as a pedagogical tool as well as one of inquiry, opens up spaces for (un)imaginable possibilities to be exposed, moving both teacher and students toward a place of praxis and reflexive agency
Commentary: Changing Perspectives on Practitioner Research
Authors: Cochran-Smith Marilyn , Lytle Susan L.
Published: November 2019

The authors of this article have been writing together about practitioner research and inquiry for more than 25 years. In this article, they trace the roots of this interest to their work with K-12 teachers and school leaders over many years and their dissatisfaction with the idea that external researchers produce all the knowledge necessary to change teaching, learning and schooling. The article also highlights the notion of "inquiry as stance," which contrasts with the idea that inquiry is a project or a problem-solving technique.
Commentary: Inquiry: Doing What Comes Naturally
Authors: Gallas Karen
Published: November 2019

We are all born with basic habits of mind that enable us to successfully learn about and master our world. Gradually, however, those abilities are sidelined as children progress through school. Inquiry becomes confused with research, and the agency of children as inquirers is lost.This exploration of the meaning of inquiry identifies three elements that are crucial to the process. Choice, curiosity and gut instinct—hardly fodder for educational research or the standardization of curricula—are presented as central to maintaining healthy lifelong learning.
It’s Like Telling People You Have Rats and Forgetting to Qualify Them as Pets: A Poet's Journey
Authors: Elza Daniela
Published: November 2019

How do I take my place as a learner, parent, educator in the fractal, multifaceted, kaleidoscopic process of being and becoming? How to negotiate the forces that pull us and push us in different directions? Or, how I discovered I am a poet, and survived to tell of it.
Commentary: Mind, Brain, and Education: The Impact of Educational Neuroscience on the Science of Teaching
Authors: Sousa David A.
Published: November 2019

Researchers have now acquired so much information about how the brain learns that a new academic discipline has been born, called "educational neuroscience" or "mind, brain, and education science." This field explores how research findings from neuroscience, education, and psychology can inform our understandings about teaching and learning, and whether they have implications for educational practice. This interdisciplinary approach ensures that recommendations for applying these findings to instructional practices have a foundation in solid scientific research. It also ensures that teachers are working smarter, not harder. This article discusses some of those exciting applications.
Of Necessity: Making Decisions About Our Daughter’s Early Learning Years
Authors: Yallop John J. Guiney
Published: November 2019

Parents play significant roles in their children’s learning. Part of those roles include making decisions about when and where their children go to school, or, if those decisions are, or seem, impossible, parents make decisions about how they are going to navigate this apparently inevitable relationship—parents and schools. This article explores some decisions two parents made about their daughter’s learning as she headed into school, and during her early school years. The author is aware that not all parents would, or even could, make some of the decisions he made with his partner about their child’s learning. The stories contained in this article are offered not as examples of what constitutes good parenting, or good decision-making about relationships with schools, but as reflective pathways into understanding how difference locates us within expected relationships.
Narrative Inquiry Into Two Worlds of Curriculum Making
Authors: Murphy M. Shaun , Huber Janice , Clandinin D. Jean
Published: November 2019

This paper draws on a long-term multi-site narrative inquiry into the curriculummaking experiences of children, families, and teachers. We draw upon our earlier understandings of two worlds of curriculum making, the familial and the school, to inquire into tensions shaped for one family, in a place of school, as they experienced the meeting of their familial curriculum-making world with the school curriculummaking world. Familial curriculum making is curriculum making in which children are engaged as they interact with family and community members. We wonder how we might move forward as we create situations with children in both curriculum-making worlds, situations in which they can find ways of making sense of the two constructions of themselves in these two worlds.
Holistic Education: A Pioneer Narrative
Authors: Preston Jane P.
Published: November 2019

This article is based on the personal narrative of a Canadian pioneer woman who grew up during the 1920s and 1930s. The story epitomizes a holistic approach to learning, which embodies facets of family, community, and the land. Conceptualized through narrative inquiry, the purpose of the article is to capture an innovative meaning for holistic education. I employ Deweyan philosophy as an analytical lens for her story and provide pedagogical relevance to the narrative.
A Working Model of Mentors’ Contributions to Youth Mentoring Relationship Quality: Insights From Research on Psychotherapy
Authors: Spencer Renée
Published: November 2019

Mentoring is a flexible approach to youth development that can promote positive outcomes through informal learning. Not all mentoring relationships are beneficial, however, as lower quality mentoring relationships tend to have little effect. A mentor’s overall approach to the relationship has been found to influence relationship quality. But what does it take to engage a young person in such a relationship and sustain it over time? In this paper, I draw from the research on psychotherapy and other related literatures to briefly sketch out a working model for the determinants of mentoring relationship quality and then focus in detail on one of these—the contributions of the mentor.
The Sense Project: An Innovative Model for Sexualities Education Partnerships Between Community-Based Educators and Schools
Authors: Trimble Lisa M. , Foisy Christina , MacMillan Nikki , Porter Jos , Ritchie Marlo Turner
Published: November 2019

Significant changes in the way sexual health curricula would be imagined and taught occurred after the 2005 educational reforms were implemented in Quebec. Based on data collected over five years of program evaluations and interviews with community-based educators and teachers, we examine the innovative sexual health education model of the "Sense Project," developed by Head & Hands / À Deux Mains in Montreal, and the overwhelmingly positive youth response to our program in schools and in other community youth organizations. Here we discuss some of the challenges, possibilities, and strategies involved with establishing partnerships between schools and community-based sexualities educators.
Using Museums: A Guide’s Guide
Authors: Wood Tyler
Published: November 2019

Though most educators understand that museums can be a useful resource, many seem unsure how to incorporate a visit into their teaching practice. The author uses his years of experience to explain how museums are creating educational activities in order to attract class trips. Examples from two history museums in Montreal are cited to show the variety of pedagogic activities available. The author concludes with advice for teachers who want their visit to succeed.
Commentary: On Children’s Creativity: Defying Expectation
Authors: Hoffmann Jessica
Published: November 2019

Our definitions of creativity are varied and broad, ranging from the invention of small works to the achievement of global contributions. As arbitrary as they may be, our understandings generate stereotypical expectations for creative individuals and their behavior. I argue here that these expectations (from artistic work as a priori creative to originality as a criterion) may stand in the way of our appreciating children’s artistic development and their acquisition of the necessary tools and confidence to find and break boundaries. I urge teachers to be creative themselves in their interpretation and acceptance of children’s creative endeavors.
The Promise of Creativity
Authors: Sprague Maxine E. , Parsons Jim
Published: November 2019

In this paper, the authors discuss creativity and the impact it might have on teaching and learning. The authors believe that imaginative play, at all ages, helps all people (children especially) create healthy environments and spaces that expand their learning. The authors contend that teaching for imagination—which asks little more than creating and trusting an ecological space that engenders it—seldom is considered a priority. Given the emphasis on creativity in the real world and the virtual digital world, the authors believe it is important to add to the body of knowledge through continued research in this field.
Commentary: Technology Talk With a Grade Two Student
Authors: Bradshaw-Truesdale Samuel
Published: November 2019

In this interview, elementary grade level student Samuel Bradshaw-Truesdale discusses how he uses technology—ranging from Smart tables and Smart boards to computers and the Internet—both at home and in the classroom. He talks about how technology helps him solve word and mathematic problems as well as build LEGO robots.
Commentary: The New Pedagogy: Students and Teachers as Learning Partners
Authors: Fullan Michael
Published: November 2019

There is currently a powerful push-pull factor in schooling. The push factor is that school is increasingly boring for students and alienating for teachers. The pull factor is that the exploding and alluring digital world is irresistible, but not necessarily productive in its raw form. The push-pull dynamic makes it inevitable that disruptive changes will occur. I have been part of a group that has been developing innovative responses to the current challenges. This response consists of integrating three components: deep learning goals, new pedagogies, and technology. The result will be more radical change in the next five years than has occurred in the past 50 years.
The Tides of Teaching: Rising to New Levels of Understanding Through Negotiation and Conversation in an Online Reading Course
Authors: Graham Deborah
Published: November 2019

This study, conducted with eight elementary/ middle school teachers enrolled in an online reading course, asserts that through the development of relationships, the negotiation of a framework for study, and critical attention to generating and sustaining an environment conducive to learning, including interaction that promotes sincere conversation, that online learning can lead to substantial and meaningful professional insight. As a conceptual framework for this study I draw from images of the tides. Tides as metaphor provide me with a starting point for contemplation, an analogy from nature that, like teaching, has been an integral part of my life.
The Brilliance of Children
Authors: Cordeiro Pat , Sevey Leslie
Published: November 2019

Capturing and appreciating the brilliance of children as they share their unique insights has been a focus for researchers, educators, theorists, and humorists. Appreciating what that means and recapturing the effort may well be the challenge for the 21st century in education. Assigning children roles as co-collaborators in the educational process may be the only successful response to reversing the current path of education that makes children the objects of actions, and adults the agents of the action. Children’s agency is derived from their parallel participation in learning, when their understanding is equally important to that of the teacher.
Developing Multi-Agency Partnerships for Early Learning: Seven Keys to Success
Authors: Elliott-Johns Susan E. , Wideman Ron , Black Glenda L. , Cantalini-Williams Maria , Guibert Jenny
Published: November 2019

The ongoing emphasis on early years education in Ontario provided a rich context for this research project, commissioned by The Learning Partnership (TLP), to evaluate a new provincial project called FACES (Family and Community Engagement Strategy). This initiative seeks to extend and enhance community-based, multi-agency partnerships that support young children and their families in successful transitions to school. Interview data from individuals and focus groups suggest re-thinking early childhood education practices to include innovative multi-agency, community-based partnerships. "Seven Keys to Success" in building multi-agency partnerships emerged from the data providing direction for educators and policy makers.
Wondering With Children: The Importance of Observation in Early Education
Authors: Forman George , Hall Ellen
Published: November 2019

This paper asserts that through the process of observation, documentation, and interpretation of children’s goals, strategies, and theories, teachers gain insight into children’s thinking. As a result of this process, teachers are better able to engage children in conversations and investigations that have the potential to extend their learning in both depth and breadth. Utilizing brief video clips of both children and adults to support its premise, the paper outlines and discusses relevant aspects of observation for understanding and introduces the concept of the videative as a powerful resource for revisiting and analyzing documented observations.
Preparing Teachers for Inclusive Classrooms: Introducing the Individual Direct Experience Approach
Authors: Peebles Jodi , Mendaglio Sal
Published: November 2019

Inclusion is a contemporary educational movement impacting the role of the classroom teacher. As a result, teacher education programs have made attempts to incorporate inclusive education as part of their curricula. An analysis of the literature reveals that inclusion training has favorable effects on the attitudes of preservice teachers, but has little effect on their perceptions of preparedness to teach in inclusive classrooms. A common complaint is that the focus is heavily weighted on theory, as opposed to practical experience. To address such concerns, the authors recommend the Individual Direct Experience Approach (IDEA) as an innovative approach to preparing teachers for inclusive classrooms.
Commentary: The Question of Teacher Education
Authors: Grumet Madeleine R.
Published: November 2019

Addressing Hannah Arendt’s call to prepare the next generation to "renew our common world," this essay questions how we can simultaneously share our world with students and encourage them to question it. Because teacher education is suffocating in the stipulations of "best practices" that blanket the ambiguity that makes it interesting, this essay explores the questions that make this work compelling. It considers the inhibitions that constrain agency and imagination in teaching, the narratives that collapse experience into predictable accounts delivered to satisfy rubrics and protocols, and turns to the work of poet and classicist, Anne Carson, for a sense of story that opens up experience instead of closing it down.
Teacher Educator Professional Development as Reflexive Inquiry
Authors: Schnellert Leyton , Richardson Pamela , Cherkowski Sabre
Published: November 2019

Professional development for teacher educators must recognize and account for how aspects of our pedagogies often run counter to institutional, managerial, and bureaucratic demands. We need professional development that nurtures our minds, hearts, and spirits, and that is congruent with our values. In this paper, three teacher educators who co-teach an intensive, interdisciplinary, inquiry-based semester in a secondary teacher education program, explore how collaborative approaches to narrative forms of inquiry and reflexive analysis supported them to enact their learning, as well as helped them to surface the situated, complex, and emergent aspects of their own—as well as their students’—identities.
To Where Teachers Learn: Following the Yellow Brick Road
Authors: Group Narrative Inquiry
Published: November 2019

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.
Commentary: The Importance of Generating Middle Leading Through Action Research for Collaborative Learning
Authors: Rönnerman Karin
Published: November 2019

In this commentary I connect today’s emphasis on collaborative learning with the Nordic tradition of study/research circles and action research. More specifically, I do this by examining three key aspects: the need to understand one’s history and educational roots; the importance of fostering and generating middle leaders through action research; and the significance of recognizing middle leaders in schools and pre-schools for the development of collaborative learning.
The Ed.D. as Investment in Professional Development: Cultivating Practitioner Knowledge
Authors: Latta Margaret Macintyre , Hamann Edmund T. , Wunder Susan A.
Published: November 2019

As teacher educators and participants in the US-based Carnegie Project for the Education Doctorate (CPED) initiative to differentiate the Ed.D/Ph.D., we have programmatic commitments to the centrality of practitioner knowledge for shaping professional development. Through CPED, we structure opportunities for local educators to develop their professional practices within their graduate studies toward an Ed.D, while maintaining full-time educational work commitments. Concurrently, we examine and document how CPED creates room, alongside concrete practice, to cultivate, promote, and value the voices, sensibilities, and capacities of practitioners engaged in advanced practices. In doing so, we confront marginalization of practitioners’ perspectives in the field and seek conditions and supports that insist on educators’ primary role in the complex project of education worldwide.
Trust and Witnessing: Lessons for Dance Education / Professional Development in Community
Authors: Torzillo Miriam
Published: November 2019

Dance education is rarely taught in Australian primary schools. A National Arts curriculum was published online in 2014, and ready for implementation the following year. Therefore schools and teachers will be looking for models and frameworks that will help them implement the arts, including dance. The author experienced the work of the community-based dance company Dance Exchange during a summer institute in 2013. For a teacher of dance in a relatively isolated regional town, taking part in the summer institute was a rare opportunity to nourish creative inspiration and a reminder of the importance of the collaborative creative process and the embodied experience within Dance Education.
Commentary: Portraiture Methodology: Blending Art and Science
Authors: Lawrence-Lightfoot Sara
Published: November 2019

In this interview, Sara Lawrence-Lightfoot describes the genesis of the portraiture methodology and how it has developed over the past three decades. Portraiture seeks to blend art and science, bridging empiricism and aestheticism. It draws from a wide variety of phenomenological and narrative traditions. One of the ways in which it is distinct from other research methodologies is in its focus on "goodness"; documenting what is strong, resilient, and worthy in a given situation, resisting the more typical social science preoccupation with weakness and pathology. Dr Lawrence-Lightfoot also explains the work she does with her students at Harvard and gives examples of their research projects. She nishes by giving words of advice to those researchers interested in using the portraiture methodology.
The Digital Shrine: Community-Engaged Art and Sharing of Memory With Seniors
Authors: Fraser Patti
Published: November 2019

This narrative re ects on the artist’s involvement in two separate community-engaged art projects: a public event created to memorialize the dead and a digital storytelling project at a Seniors Centre in North Vancouver, B.C. Through a personal arts-based inquiry into ritual and memory, the two projects merge and begin to inform the artist’s work with seniors. The inquiry helps to deepen a sense of shared community and to de ne what a genuine community-engaged practice may be. This article inquires into why art matters in community-engaged work and how creative practice can create new structures of learning and deepen bonds within community.
The Glow of Unwork? Issues of Portrayal in Arts-Related Research
Authors: Savin-Baden Maggi , Tombs Gemma
Published: November 2019

In this paper we argue that arts-related research provides greater or diverse opportunities to represent and portray data di erently and suggest that these ways are underutilized. For example, for many researchers legitimacy comes through the use of participants’ voices in the form of quotations. However, we argue that this stance towards plausibility and legitimacy is problematic and needs to be reconsidered in terms of understanding di erences in types of portrayal, recognizing how researchers position themselves in relation to portrayal, and understanding decision-making in relation to portrayal.
The Teacher as Silenced Superhero
Authors: Wiebe Sean
Published: November 2019

In this essay I argue that social ideals create an imaginary that inspires self-discipline in beliefs, thinking, and practices in order to achieve social-utopian hopes that the world will improve in particular ways. As such, social ideals limit human agency in general, and, for teachers in particular, there is limited terrain in which they have the right to speak. As a substitute for their right to speak, I argue, teachers are given the token social status of superhero, a fantasy consistent with neoliberal styles of thought. Following Pinar’s notion of art-as-event, I propose that deep engagement in the arts might be a means of restoring agency and voice to teachers; I argue that art troubles the strong socialization motif in education and creates intellectual room for the development of genuinely educational moments in schooling.
ENHANCED WIRELESS POWER TRANSFER SYSTEM FOR IMPLANTABLE MEDICAL DEVICES
Authors: S Smys , Wang Haoxiang
Published: November 2019

An implantable medical device to monitor the vital signs such as blood pressure, pulse rate, body temperature and respiration rate is developed and its performance is estimated. A rechargeable battery is also embedded with the device so as to support uninterrupted monitoring of the signs. The status of the battery can also be monitored externally. The information gathered by the device is transmitted to the PC or mobile with the help of RF transceiver and a portable Wi-Fi based module. The system is optimized to operate at a nominal input power, achieve quick response and provide accurate output.
PENGARUH STATUS KESEHATAN TERHADAP HASIL BELAJAR SISWA SD YPK 14 MARANATHA KOTA MANOKWARI
Authors: Faidiban Ruth , Sombuk Hosiana
Published: November 2019

Children will develop their abilities both in learning, interacting socially outside the family environment, this happens in the school environment. Parents are required to be able to prepare their children well before entering the school environment, this is so that children can follow the learning process well. School learning outcomes are strongly influenced by the general abilities measured by the intelligence quotient. The purpose of this study was to identify the effect of health status on the learning outcomes of students of the 14th Maranatha YPK Elementary School in Manokwari City. The population in this study were all students in grades 3,4 and 5. Samples were 103 students. The sampling technique is total sampling. The results showed that the health status of students was healthy 78%, while the learning outcomes of 74% were quite good, the results of the analysis showed no effect on health status on student learning outcomes in odd semester with the results of p> 0.05 (p = 0.8) in even semester and p> 0.05 (p = 0.5). It is still necessary to improve the health status of students by emphasizing more on school health efforts in detecting students' health when health problems occur or suffer from illness.
FAKTOR YANG BERHUBUNGAN DENGAN KEPUTIHAN PADA REMAJA PUTRI
Authors: Juliani Sri
Published: November 2019

Pendahuluan : Keputihan merupakan salah satu masalah kesehatan reproduksi wanita. Lebih dari 50% perempuan diseluruh dunia pernah mengalaminya. Keputihan sebenarnya tidak perlu diobati, namun kebanyakan wanita tidak mengetahui tentang keputihan dan penyebabnya sehingga jika tidak ditangani dengan baik akan menibulkan kemandulan dan merupakan gejala awal dari kanker rahim. Tujuan : penelitian ini adalah  untuk mengetahui faktor yang berhubungan dengan Keputihan di SMA Taman Siswa Binjai. Metode :Penelitian ini dilakukan menggunakan jenis penelitian survei analitik  dengan pendekatan cross sectional. Populasi penelitian ini adalah seluruh  remaja putri di SMA Taman Siswa Binjai sebanyak 207 remaja putri dari 8 kelas pengambilan sampel dengan Proportional Stratifies Random Sampling sehingga didapatkan besar sampel sebanyak 136 orang.Analisa data dalam penelitian ini adalah analisa univariat, bivariat dan multivariat. Hasil : penelitian  dari ujichi-square dengan nilai (sig α <0,05) yang berartiterdapat hubungan yang signifikan antara pengetahuan tentang vulva hygiene (p=0,006), sikap tentang vulva hygiene (p=0,004), pemakaian pantyliner (p=0,004), dan pemakaian cairan pembersih vagina (p=0,025). Hasil uji penelitian dengan metode Enter dengan nilai (sig α <0,05) yang berarti sangat memengaruhi terjadinya Keputihan, sikap (sig= 0,008) dan  pemakaian pantyliner (sig=0,001).Kesimpulan : penelitian ini dapat disimpulkan bahwa faktor yang berhubungan dengan Keputihan pada remaja putri di SMA Taman Siswa Binjai adalah pengetahuan, sikap, pemakaian pantyliner, frekuensi penggantian pantyliner, dan pemakaian cairan pembersih vagina, serta variabel pemakaian pantyliner yang memengaruhi remaja terhadap Keputihan di SMA Taman Siswa Binjai Tahun 2018.
Relationship Between Hyperuricemia With The Occurrence Of Hypertension In The Elderly
Authors: Fitria Febriani Cherli
Published: November 2019

The increasing number of elderly causes problems, especially in terms of health and well-being of the elderly. The existence of the disease affects the condition of one's physical health which is one aspect that determines the quality of one's life. The disease that often affects the elderly is hyperuricemia and hypertension. The purpose of this study is to determine the close relationship between hyperuricemia and the incidence of hypertension in the elderly. The research design used was Observational Analytic with cross sectional approach. The sample amounted to 58 with sampling using random sampling techniques. Data collection method uses uris acid meter and sphygmomanometer then data is analyzed using Chi Square statistical test with Contingency Coefficient. The results of the analysis are the majority of respondents who have hyperuricemia with hypertension (73%), who have hyperuricemia but do not have hypertension (27%), who do not have hyperuricemia but have hypertension (23.8%), and who do not experience hyperuricemia and do not experience hypertension as much (76.2%) The results of the analysis of the two veriabels obtained p value = 0.001, cc = 0.529, and OR = 8.640. The conclusion in this study is that there is a fairly close relationship between hyperuricemia with the incidence of hypertension in the elderly at UPT PSTW Jember. Suggestions for health workers should increase the intensity of providing health education to the elderly through counseling, as well as checking for uric acid and blood pressure regularly.
Dramatic Transformation: The Hamlet-Type in Shakespeare's and Chekhov's versions
Authors: Abdul Muttaleb Fuad
Published: November 2019

Shakespeare wrote Hamlet at the very beginning of the seventeenth century, at the height of his creative powers. It is arguably the most popular and famous play ever written, and its hero seems to have exerted a huge fascination over theatre audiences of every age, nation, colour and creed. Shakespeare often borrowed plots and ideas from different sources, but they were transformed by his poetry and his dramatic talents, and this applies largely to Hamlet. He used an early version of Hamlet and rewrote it to suite his own idea and artistic purpose.  It seems that he was casting an eye on the thrown of Queen Elizabeth I while creating his paly. A lot has been said and written about this subject matter; therefore, some critical and theoretical views were introduced to discuss and consolidate the argument about the transformation of the type and the drama. In the same way Shakespeare anglicized the type of Hamlet and made it a representation of the Renaissance spirit and man, Anton Chekhov, in his full- length plays, russified it and made it a representation of the Russian life and characters of the intellectuals of the last two decades in the nineteenth century. The main point this work is trying to put forward, critically and comparatively, is how the Hamlet- type was manipulated by two prominent dramatists, Shakespeare and Chekhov, to express their own feelings, intellectual questionings, and artistic concerns.
A naturalistic paradigm simulating gaze-based social interactions for the investigation of social agency
Authors: Brandi Marie-Luise , Kaifel Daniela , Lahnakoski Juha M. , Schilbach Leonhard
Published: November 2019

Sense of agency describes the experience of being the cause of one’s own actions and the resulting effects. In a social interaction, one’s actions may also have a perceivable effect on the actions of others. In this article, we refer to the experience of being responsible for the behavior of others as social agency, which has important implications for the success or failure of social interactions. Gaze-contingent eyetracking paradigms provide a useful tool to analyze social agency in an experimentally controlled manner, but the current methods are lacking in terms of their ecological validity. We applied this technique in a novel task using video stimuli of real gaze behavior to simulate a gaze-based social interaction. This enabled us to create the impression of a live interaction with another person while being able to manipulate the gaze contingency and congruency shown by the simulated interaction partner in a continuous manner. Behavioral data demonstrated that participants believed they were interacting with a real person and that systematic changes in the responsiveness of the simulated partner modulated the experience of social agency. More specifically, gaze contingency (temporal relatedness) and gaze congruency (gaze direction relative to the participant’s gaze) influenced the explicit sense of being responsible for the behavior of the other. In general, our study introduces a new naturalistic task to simulate gaze-based social interactions and demonstrates that it is suitable to studying the explicit experience of social agency.
THE SHORT-TERM AND LONG-TERM TRADE-OFF BETWEEN RISK AND RETURN: CHAOS VS RATIONALITY
Authors: Liu Chang , Shi Haoming , Wu Liang , Guo Min
Published: November 2019

This paper used the composite construction method proposed by Haugen (1999) and its application by Zhao and Wang (2010) for the Chinese stock market. Utilizing the Shanghai A-share market stocks data, this paper first selected the shares listed on the Shanghai Stock Exchange during January 1, 1997 to December 31, 2017. A portfolio was then built according to the mean variance model of portfolio structure, and simulation results were analysed using the Wilcoxon Signed Rank Test. The relationship between risk and return in the long and short term was explored. Results indicated no significant relationship between the risk and return of the stock portfolio in the short run, which reflects the complexity of the Chinese stock market. However, in the long run, the risk and return of the stock portfolios are positively correlated, which means that high returns are accompanied by high risks, indicating that the stock market will eventually return to rationality. In other words, the A-share stock market will eventually return to be value-driven and the short-term speculators would be outweighed by long-term value investors.