bluuebunny/crossref_metadata_2025 huggingface dataset:
From a Human-Centric Perspective: What Might 6G Be?
Authors: Dang Shuping , Amin Osama , Shihada Basem , Alouini Mohamed-Slim
Published: November 2019

As the standardization of fifth generation (5G) communications has been completed, and the 5G network will be commercially launched in 2020, the research visioning and planning of sixth generation (6G) communications are being initiated. 6G communications are expected to be the next focus in wireless communication and networking and aim to provide remarkable communication services to meet the future demands in the 2030s. We believe that the human-centric mobile communications will still be the most important application of 6G and 6G network should be human-centric. Following this rationale, high security, secrecy, and privacy are the all-important features of 6G, which shall be paid special attention from the wireless research community. To promote the research and the human-centric design ideology for 6G communications, we imagine in this article a comprehensive and systematic framework of 6G with five slices, key features, and enabling technologies. Furthermore, we briefly discuss the issues of 6G beyond communication technologies. Overall, the article aims to provide an envisioned picture of 6G and serve as a research guideline in the post-5G era.
ISMS-Final TechRxiv.pdf
Authors: KAGAI FRANCIS
Published: November 2019

Despite 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 the 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.
ADVANCED LIFE SUPPORT REQUIREMENTS FOR UNDERGROUND WORKPLACE ACCIDENTS
Authors: GÖKAY Mehmet Kemal
Published: November 2019

Mining sector is important
business and industrial activity in some countries. When ore explorations are
gradually turned into mine operations, more people will gradually be employed
in the mining industry. Even with today’s mining capacity, work and work place
occupational safety are main concern for related workbodies. Minor scale mine
accidents are not publically announced due to their individual characteristics.
But some others happened in big scale which becomes national dilemma. After the
event, each of them is followed by mine rescue operations, media broadcastings
from the sites, families waiting for their relatives in indescribable hopes,
angers, disappointing physiology. Rescue teams in these occasions have
responsibilities to reach and safe the trapped/injured miners. The question
arose here is what the level of “first-aid” or “life-support” training for some
of the members of rescue teams should be. Some of the rescue team members
should deal with excavations, ventilations, mine supports etc. but some of them
should definitely deal with trapped, injured, collapsed workers without loosing
their own life and physiologic wellness. In this study, importance and
requirements of Advanced Life Support (ALS) services in mine accidents are
evaluated according to experiences to have more realistic and valuable rescue
operations.
METALİK MALZEMELERİN YÜKSEK HIZLARDAKİ EROZYON DAVRANIŞININ DENEYSEL İNCELENMESİ
Authors: BUDUR Ali İhsan , GEDİKLİ Hasan
Published: November 2019

Bu çalışmada, havacılık sektöründe yaygın olarak
kullanılan AA6061,  Ti-6Al-4V alaşımları
ile SS304 paslanmaz çeliğinin yüksek hızlardaki erozyon davranışları deneysel
olarak incelenmiştir. Erozyon deneylerinin bir kısmı 90° sabit çarpma açısı
için 100, 127, 170, 210, 250 m/s çarpma hızlarında gerçekleştirilmişken diğer
kısmı 100 m/s sabit çarpma hızı için farklı çarpma açılarında (20, 30, 45, 60,
90°) gerçekleştirilmiştir. Deneyler sonucunda numunelerdeki kütlesel erozyon
oranları; zamana, hıza ve açıya göre elde edilmiştir. İlave olarak
malzemelerdeki hacimsel erozyon oranları hesaplanmış ve malzemelerde oluşan
krater derinlikleri ölçülmüştür. Çalışmalar neticesinde en iyi erozyon
performansı kütlesel kayıplar bakımından AA6061 alaşımında ve en kötü erozyon
performansı SS304 paslanmaz çeliğinde görülmüştür. Hacimsel erozyon performansı
ise en kötü AA6061 alaşımında belirlenmiş ve bu sonuç optik profilometre cihazı
ile yapılan ölçümlerde de desteklenmiştir.
KALİKSAREN TÜREVİ İMMOBİLİZE EDİLMİŞ MERRIFIELD REÇİNESİ İLE KAPLI QCM SENSÖRÜNDE SULU ORTAMDA 4-NİTROFENOL ALGILANMASI
Authors: ÖZÇELİK Egemen , TEMEL Farabi , TABAKCI Mustafa
Published: November 2019

Bu çalışma, kaliksaren hidrazin amit türevi içeren
Merrifield reçinesi (KIMR) ile modifiye edilmiş bir QCM sensörün sulu ortamdaki
p-nitrofenol (PNF) için algılama
çalışmalarını açıklamaktadır. Bu amaçla öncelikle KIMR hazırlanarak yapısı
karakterize edildi ve daha sonra QCM kristal yüzeyine kaplandı. Elde edilen
KIMR modifiyeli sensörün PNF algılama çalışmaları, PNF için iyi bir algılama
gösterdiğini ortaya çıkardı. Böylece sulu ortamda farklı konsantrasyon ve
farklı pH’larda algılama çalışmaları gerçekleştirildi.  Sonuçlardan limit algılama değerinin 0,34 mM
olduğu ve en iyi algılamanın pH 10 da gerçekleştiği anlaşıldı. Ayrıca Langmuir
ve Freundlich adsorpsiyon izotermlerinden KIMR’nin adsorpsiyon kapasitesi, 372 mg/g
olarak hesaplandı.
HİDROTERMAL YÖNTEMLE SENTEZLENEN ÇİNKO STANAT (Zn2SnO4) NANOPARÇACIKLARIN FOTOKATALİTİK PERFORMANSLARININ İNCELENMESİ
Authors: BAYLAN Elif , CULU Ayşe , YILDIRIM Mehmet , ÖZTÜRK Teoman , SÖNMEZOGLU Savaş , ALTINTAS YILDIRIM Ozlem
Published: November 2019

Çinko stanat (Zn2SnO4, ZTO)nanoparçacıklar hidrotermal yöntemle 180 °C ve 24 saatte
başarılı bir şekilde sentezlenmiştir. Sentezlenen nanoparçacıkların yapısal,
morfolojik ve optik özellikleri X-ışını kırınımı, Taramalı elektron mikroskobu
(SEM), Fourier Dönüşümlü Infrared Spektrofotometre
spektrumu ve UV-Visible spektroskopisi ile karakterize edilmiştir. X-ışını
kırınım methodu sonucunda elde edilen pik desenleri incelendiğinde sentezlenen
yapının ters kübik spinel formda oluştuğu ve ortalama kristal boyutunun ~22 nm
olduğu belirlenmiştir. SEM görüntüleri, sentezlenen nanoparçacıkların küresel
morfolojide oluştuğunu göstermektedir. Aynı zamanda sentezlenen Zn2SnO4
nanoparçacıkların Rodamin B (RhB)  boyar maddesinin bozunumuna karşı davranışı UV
ve görünür ışık altında incelenmiştir. 180 dakikalık yüksek şiddetli UV ışığına
maruz bırakılma sonucunda RhB boya çözeltisinin % 82’si bozunurken daha düşük
enerjili görünür ışık altında 420 dakikalık ışıma sonucunda da % 86’sının bozunduğu
gözlemlenmiştir.
AZ91 Mg ALAŞIMLARINDA KOROZYON DAVRANIŞI-Fe TOLERANS SINIRI ARASINDAKİ İLİŞKİNİN ARAŞTIRILMASI
Authors: CANDAN Şennur , ÇİM Serdar , EMİR Seren , CANDAN Ercan
Published: November 2019

Bu çalışmada, aynı şartlarda üretilmiş (benzer katılaşma hızı ve benzer
kimyasal bileşimde) farklı Fe içeriğine (% ağ. 0.025, 0.05, 0.1) sahip AZ91 Mg alaşımlarının
korozyon davranışları-Fe tolerans limit değeri arasındaki ilişki
değerlendirilmiştir. Numunelerin mikro yapı analizleri
Taramalı Elektron Mikroskobu (SEM) ve X Işını Difraktometre (XRD) kullanılarak
yapılmıştır. Korozyon davranışları %3,5 NaCl çözeltisinde, ağırlık kaybı
ve potansiyodinamik polarizasyon test yöntemleri kullanılarak araştırılmıştır. Mikroyapı
analizlerinde, Fe içeriğinin artması ile yapıdaki “kısmen ayrışmış” veya “lameller
ötektik” tipi β fazı morfolojilerinde artış eğiliminin daha fazla olduğu
gözlenmiştir. Sonuçlar, AZ91 alaşımı Fe tolerans limit değerinin ~%0.05 olduğunu bu değerden sonra korozyon kaybının eksponansiyel olarak
arttığını göstermiştir.
Commentary: Building Bonds: Community and Education
Authors: Burke Noel
Published: November 2019

In this interview, Noel Burke describes how his passion for linking community, education, and lifelong learning began early in his career as a teacher and continued throughout his various roles in educational settings. He gives examples of several projects in which he was involved, highlighting both successes and failures. He explains the key factors that promote successful community-education projects and concludes by giving advice to young professors about integrating their research interests in the community.
Commentary: We Are a Global Community: What if We Collaborated?
Authors: Lindsay Julie
Published: November 2019

Connected and collaborative learning that leads to co-creation of ideas and solutions is imperative across all levels of education. To make the shift we want to see, we need to understand the pedagogy of online learning in a global context. This commentary shares an understanding of thought leaders who have developed and shared new approaches that take learning beyond the immediate environment sca olded by digital technologies. It also poses the question, "What if we collaborated as a global community?" and starts a conversation about new pedagogical approaches to support " at," connected learning. This is already happening now—the future is now— it’s time to connect the world.
The Story of Summer Visions: The Creation of a New Public in a Community-Engaged Youth Media Program
Authors: Fraser Patti
Published: November 2019

Over the course of the last two decades, youth media programs have become increasingly popular as models for community-engaged digital storytelling projects. This narrative re ection is based on the author’s experience as the creative mentor and story editor within a nationally recognized youth-run media production program. Drawing on Arendt’s (1954) thinking on the educative project and on Poyntz’s (2009) argument that holds "agonistic struggle" over creative expression within a community of youth engagement is critical to developing a shared sense of the world. This narrative re ects on the collective work of story creation within a community-engaged media art practice as a vehicle for developing capacity to hold pluralistic points of view, perspective, and voice essential for the sustainment of democratic movements.
"It’s More Like What You Think of Land": Bringing Together Community and Education Through Mapping
Authors: Jagger Susan
Published: November 2019

Community mapping projects involve citizens in the creation of maps that communicate local knowledge, relationships, and visions. The power in community mapping emerges from the process of creating the maps themselves. By exchanging and re ecting upon ideas, stories, and understandings of place, mapmakers develop and strengthen their connections to their communities. This paper explores grade four students’ experience of a community mapping project as it shares the stories and understandings of four participating students. Their narratives illustrate how community mapping can inform students’ understanding of their community, foster and strengthen their community connections, and in uence their perceived place within their community.
Sharing the Expertise: Middle School Girls and Community Members as Solution and Communication Partners
Authors: Hagenah Sara , Thompson Jessica
Published: November 2019

The documentary lm Hicklin Lake: A Hopeful Future shows how middle school girls took on the roles of expert solution designers and communicators while partnering with multiple community members in an afterschool science club. Working towards justice for the future of a local toxic lake, the community members and girls co-investigated the complex story behind the lake’s toxicity and needed actions to clean it up for future generations. This lm is one product of a mutually bene cial experience between middle school girls and the community, where all learned about an unnatural problem that has natural solutions.
Undocumented Migrants, Rights Literacy, and ESOL Classrooms: A Community-University Partnership to Enhance Psychopolitical Learning
Authors: McGillen Gloria , Bhattacharyya Sriya , Lykes M. Brinton
Published: November 2019

This article presents the English for Speakers of Other Languages (ESOL) Know Your Rights Tool Kit, a popular education resource developed collaboratively by action researchers, ESOL instructors, and undocumented migrant adults. The tool kit draws on migrant learners’ commitments to learning English while facilitating their developing knowledge of human and legal rights literacy information. The article situates resources engaged in ESOL classrooms within a psychopolitical educational framework (Prilleltensky, 2008) and discusses the tool kit’s contributions towards bolstering these resources. It concludes with next steps for the tool kit, focusing upon its potential to foster action and advocacy within migrant communities.
"Beyond the Barriers": Listening to Immigrant Youth to Transform Higher Education
Authors: Player Grace D. , Gill Victoria S. , Campano Gerald
Published: November 2019

This article explores the ways a university-based research team learned with and from immigrant youth as they collaboratively inquired into issues surrounding access to higher education. Through a close look at the youth’s research, including their discussions and written texts, we examine their desires for higher education and their responses to visiting our campus. We found that the students began to develop both a sense of belonging to higher education and a healthy skepticism of its admissions practices and institutional representation. They were also able to conceptualize their identities, at least in part, as assets to the college application process. From this study, we draw implications for fostering more equitable university-community partnerships.
Social Work, Gerontology, and the Arts: A Creative Approach to Teaching Undergraduate Social Work Students
Authors: Sitter Kathleen C. , Wideman Gail , Furey Jessica , Gosine Kandice , Skanes Chelsea
Published: November 2019

In this article, we explore how social work students cultivated a deeper understanding and community connection with older adults through personal engagement with artistic practices. We begin with an exploration of gerontological social work, noting the trends and challenges in this specialization. Guided by extended epistemology as a conceptual framework, we consider the role of the arts within critical pedagogy and describe an undergraduate course taken concurrently during student eld-placements. As part of the curriculum, students designed artifacts about their experience working with older adults, which supported critical re ection and student-led learning. As an exemplar of a creative teaching model, further considerations for implementation are also discussed.
"Sowing and Growing" Life Skills Through Garden-Based Learning to Reengage Disengaged Youth
Authors: Truong Son , Gray Tonia , Ward Kumara
Published: November 2019

There is an emerging body of literature that explores the impact of garden-based learning on health, well-being, social cohesion, and educational outcomes. In this paper, we examine a pilot study conducted in partnership with the Royal Botanic Gardens’ Youth Community Greening to implement a gardening program with disengaged youth. Data was collected through eldwork and semi-structured interviews, revealing ve interconnected themes: enhancing well-being and health literacy; building life skills; engaging students; connecting with adults; and increasing self- esteem. We conclude by showcasing some of the collaborative practices between educational contexts and communities to reveal how these partnerships can be mutually enhancing.
“When my mom was incarcerated, I missed her.” Trauma’s Impact on Learning in Pre-K-12 Classrooms
Authors: Cunningham Andie
Published: November 2019

Trauma affects our classrooms frequently. Children who observe or experience trauma directly often demonstrate an altered learning process and shifting emotional needs. What guidance might inform K-12 instruction productively? This article frames the patterns discovered when a teacher researcher studied the teaching practices, strategies, and language of six educators who survived their own experiences of childhood sexual assault. With a keen awareness on strength and fragility, I detail the engaging, authentic, and community-centered methods from educators who turned their own experiences of trauma into effective ways to engage learners and build welcoming learning communities.
Fostering Well-Being in Education Through Yoga and Mindfulness in the Snow (Snowga)
Authors: Glasser Leanne
Published: November 2019

Through a program called Snowga (yoga in the snow), students learned about mindfulness and living in the present moment through yoga postures and meditations. Positive changes included growth in wellbeing as the children explored self, community, and the natural world through yoga, mindfulness, personal reflective journals, and artwork. The purpose: to engender awareness of the efficacy of mindfulness and yoga practices in nature and contribute to the growing body of knowledge around wellbeing in education.
Changing Perceptions About Changes in the Teen Brain: An Overview
Authors: Goldfus Carol , Karny-Tagger Anit
Published: November 2019

Education changes the brain. The purpose of this meta-review is to afford teachers access to the most upto- date research regarding principal neuro-processes of adolescent development and behavior to improve students’ well-being and motivation in the classroom. This includes facets such as emotional, social, risk and reward mechanisms, stressors, technology, and learning. Understanding the scientific basis behind processes, such as learning and memory, empowers teachers with the knowledge to quantify the effects of their teaching on the brain, to facilitate successful learning, and to contribute to the present as well as future health and well-being of their adolescent students.
Sexuality Education in Technical and Vocational Institutions in Guyana: Possibilities and Challenges
Authors: Simpson Hazel E.
Published: November 2019

This paper reports on the results of an exploratory evaluation of a sexuality education program that was introduced in technical and vocational institutions in Guyana. The rationale for the program is outlined, along with the methodology employed in the evaluation of the program, including the analysis of data from document reviews, telephone and face-to-face interviews, and surveys of facilitators and students’ perceptions of the program. The findings of the evaluation are presented and the author offers some considerations to be taken into account when developing and implementing new programs.
Connecting Storytelling and Social Wellness: A Case for Holistic Storytelling in the Elementary Classroom
Authors: Tinckler Rachel
Published: November 2019

Storytelling has a fundamental place in teaching practice, most noticeably in the sharing and developing of curricular content. But teachers share more than academic content with children. A critical prerequisite for meaningful, engaged learning is a strong sense of community and social wellness in the classroom. Based on an inquiry into literature and reflection on personal practice, this study asserts that the practice of storytelling fosters social wellness in the classroom and supports the healthy development of each child as a whole human being within and as part of that community. Connecting storytelling and social wellness, this inquiry offers a unique definition of “holistic storytelling.”
Review Board
Authors: Butler-Kisber Lynn
Published: November 2019

Review Board (Vol. 11 No. 1)
The Challenges of Using Integrated Technology in the Classroom
Authors: Gué Kish
Published: November 2019

In this interview, ICT consultant Kish Gué shares his thoughts on how teachers can integrate technology in the classroom. In view of ever-changing technological advances, he believes that teachers should switch to learning at the same time as their students as opposed to teaching them about technology. He provides examples of projects that have successfully integrated technology and gives advice to novice teachers on how to best use technology in their teaching. He explains that parents have an important role in ensuring that their kids become good “digital citizens” who use the Internet safely and responsibly. Finally, he shares what his own daughter has taught him about technology.
“Why Haven’t I Tried Twitter Until Now?”: Using Twitter in Teacher Education
Authors: Carpenter Jeffrey P. , Cook Mike P. , Morrison Scott A. , Sams Brandon L.
Published: November 2019

As teacher educators, we have used Twitter with the goal of jumpstarting the professional learning networks and teacher identity development of students in our courses and programs. Our use of Twitter has evolved over time and can inform the work of other teacher educators. In this article, we offer examples of the benefits of incorporating Twitter in teacher education. We describe some of the common challenges we have experienced at our two institutions and across multiple semesters of use. Based on our collective experiences, we offer recommendations to others who are using or are considering using Twitter with preservice teachers.
Can Technology Support Teaching for Global Readiness? The Case of the Global Read Aloud
Authors: Carpenter Jeffrey P. , Justice Julie Ellison
Published: November 2019

Technology can create new opportunities for learning with and from people of other cultures, not just about them. The Global Read Aloud (GRA) offers an example of such learning possibilities. The GRA is a project that connects classrooms via digital technologies to discuss common texts. This research explored the pedagogical opportunities and challenges associated with using technology to teach for global readiness in the GRA. Although technology broadened how and with whom GRA students read and discussed literature, the depth and quality of technology-facilitated teaching specifically for global readiness was somewhat unclear. We discuss implications for teaching for global readiness.
Teachers’ Experience Using Technology to Provide Feedback That Enhances Students’ Persuasive Writing Skills
Authors: Cutumisu Maria , Labonté Chantal , Oslie Vanessa , Gange Elizabeth , Brown Heather M. , Smith Veronica R.
Published: November 2019

This study explores the implementation of technology to facilitate students’ persuasive writing skills within elementary school classrooms. Five teachers were interviewed regarding their experiences teaching persuasive writing to students using technology-mediated feedback. Teachers perceived the influence of technology on students’ persuasive writing, on their own teaching practice, and on students’ experiences as valuable for skill development for both themselves and for their students. However, students’ unfamiliarity with technology was at times a hindrance.
Developing 21st Century Competencies of Marginalized Students Through the Use of Augmented Reality (AR)
Authors: Hughes Janette , Maas Melanie
Published: November 2019

In this article, we share an ethnographic case study of how we worked with a small group of marginalized grades 6, 7, and 8 students to both explore and create augmented reality (AR) to produce a class cookbook. We discuss how using AR helped students develop digital literacies skills and 21st century competencies, while at the same time, integrating AR into the students’ life skills component of their programming helped them also develop cooking skills and basic nutrition awareness. The findings suggest that AR has great potential in educational contexts and can be used in cross-disciplinary ways that go beyond STEM-focused programming.
Pedagogical Implications for Using a Wiki in Peer-to-Peer Learning Environments
Authors: Russell Lisa
Published: November 2019

The pedagogical potentials and challenges experienced when trying to incorporate the use of a wiki social media site with undergraduate childhood study students are reported. The wiki was introduced to inspire students to engage in student peer-learning, develop their writing skills, and facilitate a PhD student’s developmental teaching beyond the dissertation phase from PhD student to scholar. Although these aims were achieved to a degree, they were reached in unexpected ways. A “community of practice” (Lave & Wenger, 1991) was evident within the actual seminar session space rather than within an online community capacity.
Emotions in Charter School Teaching: Three Stories From Year One
Authors: Hirsch Miriam
Published: November 2019

The purpose of this paper is to illuminate the experiences of two recent graduates from an undergraduate initial certification educator preparation program (EPP) who began their first year working for a charter school in a large urban city. Their background in the constructivist-oriented EPP contrasts sharply with the philosophy and instructional practices of the charter school. The extreme nature of this particular context sheds light on the teacher induction process and raises questions about enhancing new teachers’ adaptive capacities and emotional resilience to work through professional dissonance in the first years. These stories suggest that new teachers may benefit from additional training in communication skills and emotion management in the navigation of school workplace dilemmas.
Stories in Mathematics Teacher Education: Preservice Teachers’ Experiences Creating an Important Book
Authors: Jao Limin
Published: November 2019

This paper describes a mathematics task inspired by a children’s storybook, The Important Book by Margaret Wise Brown, and how secondary mathematics preservice teachers’ (PSTs’) experiences with this reform-based task influenced their development as educators. Findings suggest that PSTs enjoyed the opportunity to be creative and make connections to personal experiences. Engaging in this writing task also affected PSTs’ development as mathematics teachers as it allowed them to think more broadly about mathematics teaching and see the value in reform-based approaches for teaching.
In Defense of Clichés: Life Writing as Iteration and Interrogation
Authors: Leggo Carl
Published: November 2019

For over 30 years I have been committed to theorizing, interrogating, and practicing life writing as an academic, pedagogical, and curricular discipline. In my life writing I often write what one reviewer called “clichés of the heart.” I wonder what is wrong with clichés. Why are so many people so ready to criticize others for clichés? In an effort to address these kinds of concerns and questions, I offer 13 poetic, narrative, and citational ruminations in defense of clichés. I am eager to understand how clichés are connected to writing about life and learning how to live informed by writing.
Possible Selves: Restor(y)ing Wholeness Through Autobiographical Writing
Authors: Lyle Ellyn
Published: November 2019

Education is a human endeavor, yet its research often prioritizes empirical knowledge while marginalizing human aspects of the educative experience. Creating space for self has the capacity to foster wholeness where there is disconnectedness and, therein, challenge academic conventions that prioritize dehumanization. Situated within post-qualitative inquiry and drawing on autobiography, I invite students to explore with me premises gleaned from Palmer’s work on identity and integrity. While we explicitly seek to explore how including autobiographical tenets can overcome practices that limit integrated ways of knowing, we also implicitly seek to legitimate the element of selfhood in our education contexts.
The Intersection of Pedagogical Documentation and Teaching Inquiry: A Living Curriculum
Authors: MacDonald Margaret , Hill Cher
Published: November 2019

Using interpretive research methods, this paper examines the use of pedagogical documentation (PD) as a storied method of assessment and inquiry by in-service K-3 teachers. Our findings show that PD is highly effective in opening “reflective space” for primary teachers and children aged five to eight and inviting co-inquiry to deeper pedagogical examination and interpretation of learning. The intersection of PD as a storied approach to evaluation and in teacher inquiry was implemented in a variety of ways as teachers adapted PD to meet their communal needs and address their professional goals. We conclude with a discussion of the power of digital images in learning stories and inquiry.
I Wish, I Wonder, and Everything I Like: Living Stories of Piano Teaching and Learning With Young Children
Authors: Ryu Jee Yeon
Published: November 2019

The purpose of my inquiry is to learn more about how young children learn to play the piano through examining my own teaching practice. By using autoethnography as a creative nonfictional form of storytelling, I illustrate my learning journey in search for joyful and meaningful ways of exploring music and piano playing with young beginner students. In writing stories about my learning experiences as a piano teacher, I discuss the importance, value, and need for piano teachers’ autoethnographies.
The Journey to a Wider Understanding of Ways of Knowing: Knowledge Translation and the Arts
Authors: Boydell Katherine
Published: November 2019

In this commentary, educator and author Katherine Boydell reflects on her journey to incorporate art genres in the research process as a knowledge translation strategy for producing and disseminating research-informed knowledge. She highlights the need to move beyond descriptions of form and content to grapple with the unique methodological, theoretical, and ethical challenges of working with research participants, artists, and audience members engaging in this work. She describes some of her current arts-based research and identifies the current pressures to conform to expectations regarding “what counts” in academia and concludes with future suggestions to advance arts-based knowledge translation.
The Ormiston Philosophy: A Changing Education Paradigm
Authors: Sumich Luke
Published: November 2019

Luke Sumich is one of the founders of Ormiston Junior College in Auckland, New Zealand. In this interview, he describes how the school came into being and the philosophy behind its personalized approach to education. He explains the views of the students and their parents as well as the challenges and hurdles encountered since the inception of the school. He concludes by offering advice for educators interested in innovative systems change.
Black Male Students Negotiate Ways of Knowing Themselves During Digital Storytelling
Authors: Beucher Becky , Seglem Robyn
Published: November 2019

We explore how valuing Black male students’ literacies within academic contexts during multimodal writing can position students’ ways of knowing at the center of their learning. This centering requires a repositioning of students’ cultural literacies at the core of instruction. Using multiliteracies and Critical Discourse Analysis frameworks, we analyze and share excerpts from conversations with three Black adolescent high school seniors as they composed and reflected upon authoring digital autobiographies for an assignment in their Black Literature class. These reflections illuminate how the students drew on culturally salient texts to share elements of themselves with their peer and teacher audience.
Revisiting and Disrupting Uncritical Diversity Narratives Through Autoethnography and Cellphilming
Authors: Burkholder Casey , Frawley Ashley
Published: November 2019

As two white female teachers, we look back on our teaching experiences in Hong Kong and Northern Alberta to disrupt problematic diversity narratives from our first classrooms. Through critical auto-ethnographic approaches and cellphilming (cellphone + video-production), we analyze our engagement with privilege within our classrooms. We found that we both promoted uncomplicated conceptions of diversity, and each engaged in what Eve Tuck (2009) has described as damaged-centered approaches—teaching practices that established, “harm or injury in order to achieve reparation” (p. 413). We see these experiences as a case study in how to look back productively to change the way we teach in the present and future toward visions of justice.
Alleviating Anxiety Through the Abecedarian: On Supporting New Doctoral Students
Authors: Moore Amber
Published: November 2019

This paper seeks to offer insights and gentle suggestions for higher education leaders, particularly those teaching and supervising new doctoral students. Graduate students experience stress and anxiety, making entering the academic sphere an often emotionally taxing move. In response, a great deal of research examines how university faculty might ease this transition into a particularly intimidating, rigorous space. As such, this poetic offering invites education leaders who interact with new doctoral students to consider an abecedarian written in the spirit of capturing the potential needs and wants of early scholars navigating their PhD programs at the beginning of the journey.
Culturally Sustaining Pedagogy Through Arts-Based Learning: Preservice Teachers Engage Emergent Bilinguals
Authors: Pauly Nancy , Kingsley Karla V. , Baker Asha
Published: November 2019

Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children’s literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers’ reflections on their pedagogy and their students’ engagement illustrating how the arts can foster inclusive ways of knowing and communicating.
Creating a Context for Girl of Color Ways of Knowing Through Feminist of Color Playwriting
Authors: Player Grace D.
Published: November 2019

This article investigates how playwriting served three middle school Black girls within a larger practitioner research study seeking to better understand the literate practices of girls of color. It delves into the ways that playwriting provided the girls in an afterschool writing club opportunities to explore both their knowledge and ways of knowing, rooted in their cultural, gendered, and racialized experiences, and, in turn, share these with others, within an academic setting. It points to the necessity for creating writing pedagogies that celebrate experiential, cultural, emotional, and relational knowledge, using playwriting as an example.
Connecting Classroom to Community Through Photovoice: Pedagogical Implications
Authors: Yilmazli Trout İnci , Perez Beatrix , Christensen M. Candace
Published: November 2019

This paper explores the pedagogical implications of using arts-based research in an advanced community practice course in a Master of Social Work program. Per the course design, graduate students implemented a photovoice project with undergraduate students focusing on transforming campus rape culture. At the end of the project, graduate students wrote reflection papers that constitute the data for this paper. The data analysis resulted in three categories: enhancing the learning of content, understanding the role of a social worker in macro-level practice, and engaging with the community.
Line Up Your Ducks! Teachers First!: Teachers and Students Learning With Laptops in a Teacher Action Research Project
Authors: Strong-Wilson Teresa , Pasinato Manuela , Ryan Kelly , Thomas Bob , Mongrain Nicole , Harju Maija-Liisa , Doucet Richard
Published: November 2019

Teachers are increasingly expected to incorporate technology into their practices. However, they need experiences with using new technologies in their classrooms and support to talk about and reflect on those experiences. "Teachers first" was one of the main principles that Lankshear and Synder (2000) identified as key to teachers incorporating new technologies into their practice. To put this principle into place, you need to "line up your ducks": there needs to be a structure, sustained support for that structure, and opportunities for active teacher participation. This article links findings from the first year of the "Learning with Laptops" project by focusing on the most experienced "teacher learners" and connects it with the research literature on teacher and student engagement. The findings contribute support for the principle: teachers (as learners) first!
Commentary: The Role of Leadership in the Twenty-first Century
Authors: Horowitz Myer
Published: November 2019

Dr. Myer Horowitz, Professor Emeritus University of Alberta, shares his experiences as an educational leader and administrator in an interview videotaped in the fall of 2007 in Montreal. Horowitz traces his career path beginning in 1951 and then, using examples from his past, characterizes the essence of effective leadership today. He stresses the importance of establishing clear goals, accepting responsibility in helping people to implement goals, and the need to do this in a sensitive, caring, and holistic manner.
Distributed Leadership: Would Knowing More About It Then Have Produced a More Effective Professional Development Design?
Authors: Walcot Elizabeth
Published: November 2019

This article is a personal reflection on the relationship between leadership and the results of a professional development project. The project was designed to change elementary teachers’ instructional interventions in text production from a conventional approach to one more congruent with process writing.This reflection is framed by the current literature on "distributed leadership" which was not available when the project began or during the life of the project. It gives some suggestions about how the project might have been organized differently, as well as how interaction with the participants might have been made more explicit.
The Novice With Expertise: Is There a Leadership Role for Preservice Teachers in Times of Educational Change?
Authors: Aitken Avril
Published: November 2019

Teachers working in secondary schools in Quebec are in the initial stages of the implementation of a new curriculum. In contrast, preservice teachers completing their studies are prepared to use the programs and approaches. This article explores the notion of teacher leadership for the "novice with expertise." Competing conceptions of teacher leadership are presented, followed by an examination of preservice teachers’ representations of teacher leadership and tentative suggestions regarding the possibilities of leadership for preservice teachers.
Focusing on the Earth: Using Photography and Photo Elicitation as Instruments to Engage Children as Coresearchers in a Community Garden
Authors: Grugel Ann
Published: November 2019

In this article, the use of photographs and photo elicitation are used as models for engaging elementary children in collaborative research. Based on ethnographic research conducted in a community garden, the author illustrates how digital cameras act as a symbolic device that allow children to "pivot" (Vygotsky, 1978) into the world of researcher within the boundaries of a natured setting. Using photo-narratives constructed by three children which document their outside, social experiences in the garden, the author suggests that their still images and accompanying narratives expose complex interrelationships between empathy, exploration and the natural environment.
Art as "Connective Aesthetic": Creating Sites for Community Collaboration
Authors: Thomas Suzanne
Published: November 2019

This paper discusses a community-based arts education project that develops partnerships between the university and cultural arts organizations. Collaboration is inspired between preservice teachers and multidisciplinary artists by engaging these two groups in the educational process. The author advocates the use of art as a heuristic tool for examining social worlds. She demonstrates how art as "connective aesthetic" creates sites for community collaboration and provides impetus for transformation and social change.
The Classroom as Studio—The Studio as Classroom
Authors: Bourassa Nicole
Published: November 2019

In this article a studio approach to teaching is examined. Based on her own pedagogical experience, the author shows how the "classroom as studio" and "studio as classroom" become a home for rich learning both within and beyond the classroom walls. She observes that through the skills, work ethic, processes, and discipline inherent to the arts, students develop the competencies that transfer easily across disciplines. Further, she demonstrates that the creative and natural language of movement and dance, in conjunction with a supportive studio atmosphere, can serve as a strong pedagogical equalizer that enables each student to flourish in an uninhibited way.
Readers Theatre—Take Another Look—It’s More Than Fluency Instruction
Authors: McKay Marlene E.
Published: November 2019

This article argues that in spite of its benefits and value, there appears to be little attention given to the use of readers theatre or to its connection to theories of learning or reading. The author takes a "second look" at readers theatre and highlights its value in an attempt to reignite the excitement that it brings to reading. Social constructivism, Cambourne’s (1988) conditions for learning, and reader response theory are examined as the theoretical underpinnings. Using readers theatre increases comprehension, literature appreciation, and student engagement. Evidence is provided to support the claim that readers theatre is not only enjoyable for students, but it is also a sound pedagogy that results in more than improved fluency as reflected in the sample of student thoughts prefacing the next section.
Reinvigorating Conceptions of Teacher Identity: Creating Self-Boxes as Arts-Based Self-Study
Authors: Leitch Ruth
Published: November 2019

This paper presents a palimpsest of ways in which self-study draws upon arts-based methods not just as processes towards teacher development, but also as means to problematize and inquire into conceptualizations of the self. It focuses on the creation of individual self-boxes that mediate teachers’ dynamic narratives of identity. Concepts of the unitary self, the decentred self and the relationship between inner and outer experience are challenged and illustrated through two interlapping stories made manifest through the creation of self-boxes.
Theatre and Critical Consciousness in Teacher Education
Authors: Dillon David
Published: November 2019

Education for social justice, or critical pedagogy, is designed to empower learners and often uses the arts as primary pedagogical means. It has gained increasing attention in teacher education in recent years. However, the author’s use of critical approaches to theatre with teacher education students raised serious questions about their limited level of consciousness, or empowerment, but also alternate possibilities, including theatre, for empowering students during their teacher education programs.
A Quest for a Theory and Practice of Authentic Assessment: An Arts-Based Approach
Authors: Norris Joe
Published: November 2019

Multiple intelligences and learning style theories articulate that there is a diverse population of students who learn and understand in a variety of ways. If assessment is meant to be authentic and just, teachers and school systems must expand their forms of assessment not only to accommodate, but also to encourage and celebrate multiple ways of knowing. This paper provides concrete examples of how arts-based assignments can be an authentic and rigorous form of assessment.
Commentary: Responsibility
Authors: Noddings Nel
Published: November 2019

In this commentary, I argue that the current emphasis on accountability has overshadowed and weakened the far deeper concept of responsibility, and I ask readers to reflect on the scope and significance of teachers’ responsibilities. Accountability, defined too narrowly, demeans the work of teachers and may even invite corruption. In contrast, a serious look at responsibility leaves us in some awe at the breadth and importance of the work we undertake as teachers.
Commentary: Creating a Curriculum of Intention and Justice
Authors: Fine Michelle
Published: November 2019

In this essay we will wander into the vibrant space of a college in prison, schools and communities in which research projects have been initiated by coalitions of youth and elder activists. And we will bear witness to a lived curriculum—curriculum in the making. Shaped by the wisdom of youth and adults and the conversations between, these projects breathe a fierce intentionality to expose the contours of social injustice and a thick desire to reveal the spaces of possibility for educational engagement. At the intersection of deep inquiry, the politics of survival and affective engagement, these projects represent a way to re-vision curriculum building as a public project fed by participation, across generations, fueled by a desire for a life not yet. In each case, youth, educators and elders came together to deliberate about the purpose of the work, the depth of participation, the nature of the processes, the shape of the products we would create, and the range of worthy audiences to whom we would hold ourselves accountable.
The High Wire of Success
Authors: Quenneville Jordan
Published: November 2019

This article focuses on the need for balance in the educational system and the importance of extracurricular activities to student growth. Using examples from St. George’s School of Montreal, the author shows how balance can be implemented in the curriculum. The article also addresses the different ways St. George’s implements its six main principles into both the curriculum and extracurricular activities.
A Reflective Turn: Towards Composing a Curriculum of Lives
Authors: Chung Simmee
Published: November 2019

This study is part of a larger inquiry (Clandinin & Connelly, 2000), attended to children’s, teachers’, and parents’ narratives of experience situated within institutional, cultural, and social narratives shaping particular school contexts. As one teacher engaged in an autobiographical narrative inquiry alongside her mother’s lived and told stories, she learned curriculum making is intergenerational and woven with identity making. This teacher’s narrative inquiry led her to new ways of knowing, reshaping her practice. The study illuminates the importance of attending to the interwoven, intergenerational stories of teachers, children and parents stories in co-composing a curriculum of lives.
The Situation of Parents in the Curricular Commonplaces: A Place of Equal Rank?
Authors: Pushor Debbie
Published: November 2019

Schwab (1973) argued that four commonplaces of equal rank must be taken into account in curriculum making: students, teachers, subject matter and milieus. While he insisted that none of the commonplaces can be omitted without a vital loss, attention to milieus, particularly in relation to parents and families (rather than schools or classrooms), is largely being omitted in teacher education curriculum. This article explores how a teacher education curriculum attending to the positioning of parents helped interrupt one teacher’s story of parents. The article challenges us to consider who is rendered in/visible, who is in/validated, who finds schooling an educative process—and who is/does not—in the dominant plotline of parents as outsiders to curriculum.
The Inquiry-Based Science Pedagogy Debate
Authors: Comley Marguerite
Published: November 2019

The science curriculum reform by Quebec’s Ministère de l’Éducation, du Loisir et du Sport (MELS) mandates the use and evaluates the performance of students in activities that would be defined as inquiry-based. This article discusses the importance of using inquiry-based laboratory experiments and assesses the challenges that teachers face when using this type of pedagogy.