bluuebunny/crossref_metadata_2025 huggingface dataset:
Mechanical Properties of Geopolymer Concrete Made With Partial Replacement of Coarse Aggregate by Recycled Aggregate
Authors:   Department of Civil Engineering, Gokaraju Rangraju institute of Engineering and Technology, Hyderabad, India,, SRINIVAS Dr. T. , REDDY G.SUKESH ,   Department of Civil Engineering, Gokaraju Rangaraju institute of Engineering and Technology, Hyderabad, India,
Published: November 2019

Construction is the one the fast growing field in the worldwide. There are many environmental issues connected with the manufacture of OPC, at the same time availability of natural coarse aggregate is getting reduced. Geopolymer binder and recycled aggregates are promising alternatives for OPC and natural coarse aggregates. It is produced by the chemical action of inorganic molecules and made up of Fly Ash, GGBS, fine aggregate, coarse aggregate and an alkaline solution of sodium hydroxide and sodium silicate. 10 M sodium hydroxide and sodium silicate alkali activators are used to synthesis the geopolymer in this study. Recycled aggregates are obtained from the construction demolished waste. The main focus of this work is to find out the mechanical properties of geopolymer concrete of grade G40 when natural coarse aggregate(NCA) is replaced by recycled coarse aggregate in various proportions such as 0%, 10%, 20%, 30%,40% and 50% and also to compare the results of geopolymer concrete made with recycled coarse aggregates(RAGPC) with geopolymer concrete of natural coarse aggregate(GPC) and controlled concrete manufactured with recycled aggregates(RAC) and controlled concrete of natural coarse aggregates(CC) of respective grade. It has been observed that the mechanical properties are enhanced in geopolymer concrete, both in natural coarse aggregate and recycled coarse aggregate up to 30% replacement when it is compared with the same grade of controlled concrete.
EDUKASI KESEHATAN TERSTRUKTUR DAN STIGMA MASYARAKAT PADA KLIEN TB PARU
Authors: Astuti Verra Widhi , Nursasi Astuti Yuni , Sukihananto Sukihananto
Published: November 2019

Latar Belakang: Stigma masyarakat merupakan salah satu penghalang keberhasilan pengendalian TB paru. Stigma masyarakat muncul akibat kesalahpahaman masyarakat mengenai TB paru dan penularannya. Hal ini mendorong tenaga kesehatanuntuk mengembangkan intervensi guna menurunkan kesalahpahaman dan pada akhirnya akan menurunkan stigma masyarakat, salah satunya adalah edukasi kesehatan terstruktur. Penelitian ini bertujuan untuk mengetahui pengaruh intervensi edukasi kesehatan terstruktur terhadap stigma masyarakat pada klien TB paru di kabupaten Bogor, Indonesia.

Metode: Desain penelitian kuasi eksperimen jenis pretest and posttest with control group. Penelitian dilakukan 41 responden untuk masing-masing kelompok. Metode pengambilan sampel yaitu purposive sampling untuk memilih wilayah dengan jumlah kasus tertinggi dan responden dipilih dengan simple random sampling.

Hasil: Hasil menunjukkan bahwa edukasi terstruktur secara signifikan menurunkan stigma masyarakat (p value = 0,0005).

Kesimpulan: Edukasi kesehatan terstruktur menurunkan stigma masyarakat. Hasil penelitian diharapkan mampu memberikan alternatif pilihan intervensi keperawatan komunitas yang dapat diberikan kepada masyarakat untuk mengurangi stigma pada klien TB paru.
Michigan’s Great Lakes Stewardship Initiative: A Statewide Place-Based Education Effort to Connect Schools to Communities
Authors: Smith Gregory A.
Published: November 2019

The Great Lakes Stewardship Initiative (GLSI) has for 10 years been engaged in the systematic introduction of place-based learning approaches with an environmental and ecojustice focus throughout the state of Michigan. It has sought to create strong partnerships between schools and local organizations and agencies with the intent of cultivating knowledgeable and active citizen stewards. By the 2015-2016 academic year, the GLSI had worked with teachers in 283 schools, engaging over 80,000 students in its projects, demonstrating how place-based approaches can be brought to scale in both rural and urban communities.
Thinking Ecologically About Educational Contexts and Community
Authors: Sullivan Anne McCrary
Published: November 2019

Taking the Earth Charter’s preamble as a beginning, this work calls for “ecological thinking” as a way of seeing and interpreting an interdependent world where we seek “to bring forth a sustainable global society founded on respect for nature, universal human rights, economic justice, and a culture of peace.” Incorporating poems and personal reflections, this braided essay grows out of the author’s experiences in Everglades National Park. As defined by Corey (2016), the braided essay offers “various threads of writing...nearly always without overt transition..., “each part having its own meaning, within “an obliquely accumulating larger impact” (pp. 7–8).
Strengths and Challenges of Arts-Based Programming for Individuals With Alzheimer’s and Related Dementias
Authors: Clarke-Vivier Sara , Lyford Corie , Thomson Lynn
Published: November 2019

Through the perspectives of a museum educator, an art educator, and an educational researcher, this article explores the evolution of shared definitions of “well-being” in the development of a museum- and arts-based program for adults with Alzheimer’s disease and related dementias (ADRD). By piecing together the authors’ first-person reflections on pivotal program design moments with images, participant quotes and reflections, and emerging quantitative data, this bricolage inquiry provides insight into the complex and sometimes competing conceptions of wellness and learning that arise in designing programming with and for this population and their caregivers.
Women Reflect on Being Well in Academia: Challenges and Supports
Authors: Young Gabrielle , Kilborn Michelle , Arnold Christine , Azam Saiqa , Badenhorst Cecile , Godfrey J. R. , Goodnough Karen , Lewis Leah , Li Xuemei , McLeod Heather , Moore Sylvia , Penney Sharon , Pickett Sarah
Published: November 2019

A narrative approach was adopted to explore the experiences of 13 women who pursued academic careers. Analysis of the personal reflective narratives uncovered themes common to the participants, also the authors of this study, which focused on striving to have work-life balance, personal and professional costs associated with being unwell, and the impact of academic work on families. Findings highlighted suggestions for being well in academia such as choose to engage in work and leisure activities that are enjoyable and maintain relationships. Suggestions for universities included: provide clear promotion and tenure processes, examine workload expectations, promote wellness, and facilitate mentorship.

About Memorial University’s Faculty of Education Writing Group

In 2009, a group of members from a Faculty of Education began meeting to share their writing and discuss the writing process. We meet regularly and each member takes a turn hosting the meeting. There are no strict deadlines and action items for the meetings; instead, each member takes a turn checking in with the group and asking for feedback or advice on their writing. It is a relaxed and open setting where networking and socializing are as welcome as producing results. The group deliberately set forth to create an environment of non-criticism—we can give feedback but not criticism and we agree to promote support, rather than competition. Through this process, the writing group has served to foster a sense of belonging.
Considering Authority and Authorship in Technological Contexts in a Brazilian School
Authors: Bengezen Vivian Cabral , Murphy M. Shaun
Published: November 2019

In this narrative inquiry, we inquired into the experiences of Everton and Lowise, two grade 6 English as a Foreign Language students in Brazil, using digital technologies and authoring their texts, in English. In the areas of Applied Linguistics and Education, we consider discussions about the writing process in English and the possibilities of working with genres to teach and learn English through digital technologies. The research participants lived and told stories of freedom, singularity, and responsibility, becoming authors when they left their signature on the professional knowledge landscape of school.
Revisiting "In a Different Voice"
Authors: Gilligan Carol
Published: November 2019

In 1982 Harvard University Press published Carol Gilligan’s landmark work, In a Different Voice, a book on psychological theory and women’s development, which sparked a heated discussion in the world of psychology. After listening to women speaking about themselves and about morality, Gilligan noticed that psychologists would study men and generalize to humans, and decided to explore the different voice she had heard. That became the basis of her book. In this interview she explains the origins of the book, how the book was received by the psychological community at the time, and why it had the impact that it did.
Storytelling in Teacher Professional Development
Authors: Rosen Tracy
Published: November 2019

Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. “Stories, particularly those that are concrete and readily identified with, are particularly powerful for

transferring knowledge rich in tacit dimensions” (Swap, Leonard, Shields, & Abrams, 2001, p. 105). When teachers share their stories with each other, they create a reality based on concrete possibility. This article will focus on how we use teacher stories and conversations in professional development (PD) to create positive realities for teaching and learning.
Stories to (Re)Name By: Relationally Living and Narratively Inquiring Within the Multilayered Midst
Authors: Saleh Muna , Menon Jinny , Kubota Hiroko
Published: November 2019

Re)telling and (re)living our stories within our response community, we became more wakeful (Greene, 1995) to processes of (re)naming that contoured ways in which we were storied in diverse worlds (Lugones, 1987). We also gained a deeper appreciation as to how we, in turn, (re)named ourselves and others. Narratively inquiring (Clandinin & Connelly, 2000) into the stories of our names, we autobiographically illuminate our understandings of our (shifting and multiple) selves and experiences and make visible educative possibilities for educators and others looking to compose spaces of mutual care and understanding within the many worlds we co-inhabit.
Commentary: Narrative Conceptualizations of Student Engagement
Authors: Clandinin Jean
Published: November 2019

This commentary explores what it might mean to conceptualize student engagement narratively, that is, by conceptualizing it in terms of the curricula that children and teachers are living out in classrooms. It draws on recent school-based narrative inquiries and earlier theoretical work on curriculum making as negotiating a curriculum of lives. Thinking narratively about student engagement puts lives at the centre of curriculum making and calls forward questions about educators’ purposes and intentions in schools.
"Engaged to the Teacher"
Authors: Jarrett Louise
Published: November 2019

A high school teacher surveys her students about what engages them in the classroom. She discovers that her students are authorities on engagement and that her ideas about how to engage students do, for the most part, correspond with theirs. It seems that the relationship between teacher and student is at the heart of student engagement.
Autonomy Building Through Peer Tutoring: Second Language Students Engage in Literacy Learning
Authors: Kingsley Joanne
Published: November 2019

Research indicates that direct instruction of literacy skills benefits all learners, especially second language learners and students with learning challenges; however, students become disengaged when skills are taught through repetitive drill and skill practice in isolation from meaningful contexts. This article examines the critical pedagogy of an elementary classroom teacher as she engaged students in a peer tutoring reading program that developed learners’ autonomy and self-esteem.
What Can Sport Expertise Teach Us About Educational Leadership?
Authors: Wall A. E. Ted
Published: November 2019

Interest in the development of leadership expertise in educational settings has significantly increased in the last decade. The heightened expectations and demands placed on educational leaders have resulted in the establishment of a variety of programs to help them cope with the fast pace of change. This paper describes a model of educational leadership expertise based on a cognitive approach to learning that has been used with participants in my graduate courses on educational leadership for over 10 years. The article suggests that this approach contributes to leadership effectiviness.
In the Golden Fall Days
Authors: Ridley Marina
Published: November 2019

The author examines the role that high school physical activities have played in shaping her as person and, ultimately, as a leader. She provides insights on not just her passion and dedication for sports, but also on a sense of accomplishment, a desire to learn, inspiration, teamwork and the joy of mentoring younger student athletes—all invaluable building blocks for leadership.
Commentary: What Education Can Learn From the Arts
Authors: Eisner Elliot
Published: November 2019

The arts have typically been regarded as non-cognitive activities that are often thought to be more ornamental than useful. This paper examines prevalent assumptions about the arts and identifies forms of thinking that the arts promote. It is argued that far from being merely decorative, the arts stimulate, refine, and convey meanings that cannot be expressed in any other form of representation. The recognition of the demands and the contributions that the arts make is of fundamental importance in justifying the place of the arts in our schools, that is, as being central, rather than peripheral educational accomplishments. This paper identifies a number of the forms of thinking that the arts promote as a basis for building a case for their presence in our schools by regarding them as being substantially more than of marginal importance.
Listening to Children—Learning From Children
Authors: Maistre Cathrine Le , Sprackett Diane
Published: November 2019

This article reports the experience of a teacher and researcher who instituted a problem-posing component in her Grade 2/3 mathematics class with the help of a glove puppet, "Sylvester." The activities, based largely on the intuition of an expert teacher, are substantiated by the literature on problem posing. The authors describe what happened in the classroom and some of the benefits of the strategy. Among the most important of these benefits was what the teacher learned about the children and their understanding of mathematics by listening to what they were saying.
Using Open Source Software to Engage in Real-Life Problem Solving
Authors: Adam Stewart
Published: November 2019

This paper reviews the impact of computers and technology on the learning process of a 17-year-old student. It highlights the key IT experiences that transformed a curious boy into an open source software developer—one with an opinion on teaching practices. In contrast to a culture of ownership and copyright, the paper acknowledges the importance of the concept of using, remixing and sharing information to meet the needs of every learner. This concept is described as creating the pedagogy needed to motivate and engage students in the classroom.
Theatre of Possibility: Performative Inquiry as Heuristic, Holistic, and Integrative Learning
Authors: Lichtblau Dorothy
Published: November 2019

This paper illustrates what Performative Inquiry, an embodied, interpretive and dialectical means of investigating curriculum, may contribute to teaching and learning. By contextualizing the discourse in a workshop on drama as a way to study Anne Frank’s Diary of a Young Girl, I demonstrate that Performative Inquiry builds on learners’ experience and knowledge and recognizes their perceptions of who they are within certain contexts. I show, too, that this educative practice provokes critical thinking, increases self-understanding, and permits greater integration of mind and body. My overarching aim is to demonstrate that Performative Inquiry is a practice that fosters personal and community development
Multiple Definitions of Reading: Why They Continue to Be Used in the Same Contexts, and What This Has Meant for Literacy Instruction
Authors: Kettner Paul
Published: November 2019

What literacy means has evolved significantly in recent decades, but even in the context of Quebec, where the provincial curriculum embraces a forward-thinking definition of literacy, multiple understandings of literacy and reading coexist within the same community. This article argues that how the concepts of reading and literacy are understood, and how best to teach them, continues to be framed within the boundaries set out by traditionally opposing research paradigms, and that these frameworks have further complicated the challenge of helping students become strong readers of print. With a specific focus on the reading of print, this article examines how these understandings differ and what this has meant for reading and literacy instruction. It is argued that a rethinking of the way that research informs pedagogy may further the benefits that the researcher-practitioner relationship brings to classroom practice.
Statement of Purpose
Authors: Babazadeh Farzaneh
Published: November 2019

Stattement of Purpose
Integrated Thinking, Integrated Learning: Changing Our Ways for Changing Global Realities
Authors: Perrault Hélène
Published: November 2019

The author strongly believes the complexity of our natural world and current societal issues cannot be addressed without interdisciplinary insights that can emerge only if formal education is allowed to go beyond the traditional silos of knowledge and practice. She describes how the Quebec Education Program, started 10 years ago, is based on competencies and integrated learning, thus transcending the boundaries between subjects. She discusses how Education Faculties have adapted to align teacher education with the current educational reform. Finally, she questions whether universities will be ready to receive this new generation of "transdisciplinary thinkers" who will soon be at their doors.
Educational Transformation With a New Global Urgency
Authors: VanBalkom W. Duffie
Published: November 2019

Education, never value-neutral, continues to be a most powerful force for shaping the next generation of global citizens and influencing the course of global development and inter-ethnic relations. Global interdependence requires that schooling can no longer serve local needs without a deeper understanding and careful consideration of global dimensions. The internationalization of education calls for a fundamental shift in the nature of teaching and learning, from "imparting the truth"to a liberal, but critical exploration and deconstruction of perspectives and their implications. An analysis of the anatomy of perspective contributes to the development of a cosmopolitan worldview which seeks to understand others with open-mindedness and mindfulness. At a more profound level, it shapes the educational enterprise in service of a universal common good.
Life Lessons From the Arctic
Authors: Watt-Cloutier Sheila
Published: November 2019

Sheila Watt-Cloutier grew up in Kuujjuaq, a small village in Northern Quebec. In this interview she relates how growing up in a traditional Inuit hunting culture gave her a deep sense of connection—an essential element for the work she does today as a climate change awareness advocate. She applauds the environmental efforts of individuals at the grassroots level but feels very strongly that governments and policymakers must come on board to effect true, lasting change. She believes that our educational system has a key role to play in helping to reduce climate change and she is encouraged to see young people becoming "natural"conservationists. She says that the future of education lies in providing a more holistic approach so that people can develop this sense of connection with a focus on humanity and sustainability instead of just economics. Finally, she offers a quick preview of what to expect in her upcoming book.
Commentary: Poetry Is the Human Heart Speaking in Its Own Melody
Authors: Angelou Maya
Published: November 2019

In this interview Dr. Maya Angelou shares some early pivotal events and the important role her grandmother and brother played in supporting her spirit and encouraging her potential. She speaks of her strong conviction that poetry is essential, not only for students but also for everyone.She believes that reading poetry,which she feels should be read aloud, helps us to understand that we are not alone and that others have experienced and survived similar situations.The students in her poetry class bring what they learn to their respective disciplines because they come "to realize that nothing human should be alien to [them]."
Commentary: Recesses of the Young Poetic Mind
Authors: Hillcoat Sophie
Published: November 2019

In this interview young poet Sophie Hillcoat shares her story of how she began writing poetry during recess. She talks of her sources of inspiration and the important role that her friends play in contributing to her creative process. She has suggestions for young people who would like to start writing poetry as well as for teachers who teach poetry. Finally, she reads one of her poems.
Commentary: Academia: A Poetic Memoir
Authors: Richardson Laurel
Published: November 2019

A sociological maxim is that one sees from a particular position. As my position in academia changed, I saw differently. In this piece, I offer brief descriptions of my experience in four positions—Untenured Professor, Tenured Associate Professor, Full Professor and Professor Emeritus—and illustrate those with poems written during each of those positions.
Through the Gates of Loving Inquiry: Discovering a Poetics of Relationship
Authors: Shira Ahava
Published: November 2019

I am a poet, arts-based researcher and healthy relationships educator. After many years of teaching about healthy relationships in the classroom, and writing poetry about my relationships with people, I moved to Butterstone Farm and discovered a new place of learning. Through the Gates of Loving Inquiry1 develops the conversation on how we may engage in loving relationships within and beyond the scope of our human relationships, expanding this pedagogical practice from the walls of schools and universities out toward our experience with nature.
Commentary: Call and Response: The Importance of "Telling Truth Slant"
Authors: Cole Ardra L.
Published: November 2019

Funding agencies are restructuring programs, rewriting priorities, and restating accountability demands all founded on the very basic point that research funded by public tax dollars must be relevant and accountable to diverse publics.This new wave of accountability challenges researchers to "translate" and "mobilize" knowledge so that research is understood by those publics and makes a difference in people’s lives. While goals of research accessibility are laudable, we argue that researchers’ goals need not be focused on finding better ways to translate knowledge for public consumption. Rather, the time has come for inquiry to be more about actively engaging people in meaning making. As a community of researchers with long-standing commitment to using the arts in research as a vehicle for engagement, this is an opportunity for us to provide leadership in this area.
Multi-Modal Responses to Literature: A Teacher Educator’s Classroom Inquiry
Authors: Elliott-Johns Susan E.
Published: November 2019

Approaches to the effective integration of technology in learning and teaching continue to develop at lightning speed. This ongoing inquiry explores multi-modal literature response as a relevant component of teacher education. Illustrative examples of four multi-modal literature responses created by teacher candidates are embedded as hyperlinks. The author’s work highlights multi-modal expression as an innovative approach to literature response in contemporary classrooms, one way of "bridging" print and digital literacies, and as professional learning for both pre-service and practicing teachers in the "new literacies."
(En)Gendering Difference: A For(u)m for Possibilities
Authors: Patterson Pam
Published: November 2019

This inquiry observes how cultural collaborations can create for(u)ms—forms representing narrative activity; for-"ums" for reflective pauses; and forums for discussion— to critically address and provide spaces for playing in and with differences in ability, race, gender, and ethnicity. Using the project gender/TROUBLING as template, it theorizes a performative model for learning to explore the possibilities for engendering diversity and for building responsive, creative, and inclusive teaching/learning practices.
Image-Based Educational Research: Childlike Perspectives
Authors: Prosser Jon
Published: November 2019

A new approach to researching childhood experience has become established whereby researchers are seeking out ways of giving voice to children and young people by "close listening" and engaging them in the research process. In this way, researchers can choose to adopt a childlike perspective, to recognize and pay due attention to children’s multiple ways of "seeing" childhood in particular and the world in general.Visual research is well placed to access,interpret,and give voice to children’s worlds. This is achieved by adopting child-sensitive research methods and by recognizing that children’s experience and agency are important and worthy of study.
Brain, Mind, and the Organization of Knowledge for Effective Recall and Application
Authors: Anderson O. Roger
Published: November 2019

Modern neuroscientific research has confirmed and amplified our understanding of how we learn and subsequently recall information from memory. This paper presents a novel model of information networking in memory based on neurocognitive theory. Implications for teaching and learning are discussed—especially ways of enhancing learning of subject matter that promote its effective recall, logical organization in networks, and effective application to thinking, including problem solving and higher-order cognitive processes.
Your Mind on Music: Muffins, Magic, Mozart, Myth
Authors: Emmerson Jean
Published: November 2019

This article begins with questions that arose during my experiences as a young musician touring with a band. I explore answers to these questions through examining the difference between the mind and the brain and describing selected research on the effects of music on the brain. I then review the literature on the presence and power of music in adolescent and young adult life. Lastly, I apply these findings to learning.
The Teenage Brain and Technology
Authors: Feinstein Sheryl
Published: November 2019

The teenage brain is experiencing amazing transformations which set into motion unprecedented academic and emotional growth. As the brain is changing, technology works as a powerful influencer, sculpting and molding the mind. Computerbased instruction, in particular, is impacting the teenage brain as a motivator, tutor, and prolific source of information. Research synthesized from the fields of neuroscience, education, psychology, and technology inform and strengthen pedagogy for teaching secondary students.
The Impact of Emotions on Divergent Thinking Processes:
A Consideration for Inquiry-Oriented Teachers
Authors: Ritchie Krista C. , Shore Bruce M. , LaBanca Frank , Newman Aaron J.
Published: November 2019

Innovation is a cornerstone of the success of our global society and it is required to generate solutions to today’s challenges. Students will benefit from classrooms that encourage creative thought and innovative self-directed projects. Inquiry is an instructional approach that fosters creativity and divergent thinking. This paper elaborates on one aspect of the creative process—the impact of emotions on divergent thinking. Theory and some existing research are reviewed and a plan for a neurocognitive study using electroencephalography is delineated. Current and previous research is taken into account when reflecting on suggestions for fostering learning environments conducive to creativity and building interdisciplinary collaboration.
Theorizing an Integration of Reading and Mathematics: Solving Mathematical Word Problems in the Elementary Grades
Authors: Rupley William H. , Capraro Robert M. , Capraro Mary Margaret
Published: November 2019

This article theorizes three major cognitive constructs that are operationally defined by shared similarities of processing information in reading and mathematics. Specifically, the paper (1) proposes and details the refinement and evaluation of components of a conceptual model for reading to solve mathematical word problems for elementary students, and (2) develops and refines the theoretical constructs of the model. Our assumptions lay out the interrelationships of reading and mathematics word problems by focusing on the cognitive components of Recognizing Higher Level Patterns of Text Organization (R), Generating Patterns (G), and Attaining a Goal (A). These assumptions are to refine and construct the RGA cognitive components that could theoretically enhance elementary students’ reading and solution of mathematical word problem-solving abilities.
Aspects of Museum Education in School
Authors: Humphries Susan , Rowe Susan
Published: November 2019

A group of teachers working with children, parents, and friends of the school have explored ways to develop environmental, artistic, social, and cultural awareness through events and workshops based on museum education. They saw power in the notion of collections of things that would impact on children’s formal and informal learning. This article describes aspects of museum education in school.
Graduate Research Writing: A Pedagogy of Possibility
Authors: Badenhorst Cecile , Moloney Cecilia , Rosales Janna , Dyer Jennifer
Published: November 2019

Graduates often find conceptualizing and writing long research projects an arduous alienating process. This paper1 describes a research writing intervention conducted at Memorial University in Newfoundland with two groups of graduate students (Engineering and Arts). One small part of the workshop was devoted to creative "sentence activities." Our argument is that these creative activities contributed to re-connecting students to themselves as researchers/writers and to others in the group. The activities engaged students in language literally, metaphorically, and performatively.
Enabling Creativity in Learning Environments: Lessons From the CREANOVA Project
Authors: Davis John M. , Aruldoss Vinnarasan , McNair Lynn , Bizas Nikolaos
Published: November 2019

The paper employs data from a European Union funded project to outline the different contexts and factors that enable creativity and innovation. It suggests that creativity and innovation are supported by flexible work settings, adaptable learning environments, collaborative design processes, determined effort, and liberating innovative relationships. It concludes that learning environments that seek to enable creativity and innovation should encourage collaborative working, offer flexibility for both learners and educators, enable learner-led innovative processes, and recognize that creativity occurs in curriculum areas beyond the creative arts.
Sound Stories Cultivate Historic Empathy in Teachers and Students
Authors: Seiki Sumer
Published: November 2019

With the increased demand for culturally and linguistically relevant teaching, this paper explores the use of sound stories to cultivate empathetic understanding in undergraduate preservice teachers. I inquiry into the process of creating, writing, and performing a sound story about my family’s American Japanese imprisonment experience to better understand this teaching method and adapt it for teacher education. The inquiry reveals counter stories of agency and resistance, as well as a powerful and creative teaching tool for increasing empathy in both the teacher and students.
Don’t Give Up: A Case Study on Girls and Video Game Design
Authors: Minnigerode Laura , Reynolds Rebecca
Published: November 2019

This case study examines the experience of two sixth grade girls who participated in a game-design class in a class taken by all students at their school. Questions were: How do the experiences observed demonstrate engagement with a story drawn from the participants’ own lives?; and: How does the experience observed reflect experiences leading to competency, perseverance and science, technology, engineering and math (STEM) self-efficacy and the development of interest in STEM careers? Findings were that the students were highly engaged with the chosen topic and demonstrated growth in the attribute of perseverance and self-efficacy in STEM skills.
Statement of Purpose
Authors: Babazadeh Farzaneh
Published: November 2019

Statement of Purpose
Commentary: Culturally Responsive Instruction: Listening to Children
Authors: Kutsunai Beverly , Au Kathryn
Published: November 2019

Culturally responsive instruction aims to promote the academic success of young children of diverse backgrounds, closing the achievement gap that typically exists between these children and their mainstream peers. Culturally responsive instruction is illustrated here through science lessons taught to young Hawaiian children around themes based on plants and the water cycle. Such place-based education provides a framework for building on the knowledge young children bring from the home and connecting them to the ways of their ancestors. Teachers seek to introduce themes in an engaging manner, including hands-on activities with artifacts and the reading aloud of literature.
Gay and Lesbian Families in the Early Childhood Classroom: Evaluation of an Online Professional Development Course
Authors: Beren Megan
Published: November 2019

Including families is an important theme in the early childhood classroom. Teachers, however, report feeling unprepared when a child’s family is composed of same-sex parents. Gay and lesbian families, in turn, feel invisible, silenced, and excluded. Overall, the topic is rarely covered in teacher education programs—in response, an online course on gay and lesbian families was developed. Teachers assessed the knowledge conveyed, comfort with the content, and helpfulness of the tools provided. The findings confirmed that most teachers had received no pre-service or professional development training on the topic. The majority wanted training that included tools for being inclusive and welcoming.
Commentary: The Transgender Child: A Lesson in Acceptance
Authors: Kauffman Wren
Published: November 2019

In this interview, 12-year-old Wren Kauffman shares his earliest memories of "not feel[ing] right" in his body and how he conveyed this powerful sentiment to his parents. Wren and his mother Wendy discuss the transgender journey their family has gone on, which initially started by contacting the Institute for Sexual Minority Studies and Services at the University of Alberta. Wren recounts how he told friends and classmates that he was transgender, talks about the support and openness he has received from teachers, friends, and schools, and of the critical importance of acceptance. Issues such as bullying, gender-neutral spaces, and diversity are also discussed. In addition, Wendy emphasizes the key role education plays in the inclusion of transgender children: "If we can start from a place of education, and explain that there is a really wide kind of variety of different ways that people can be born, that’s going to help society and people in general understand that transgender people are in the world."
Bridging the Gap: Teacher-Parent Partnerships for Students With Autism Spectrum Disorder
Authors: Todd Teri A. , Beamer Jennifer , Goodreau Joan
Published: November 2019

There are increasing demands on the education system to meet the needs of students with autism spectrum disorder and the requests of their parents. Teacherparent partnerships may be one avenue to improve services, however teachers often feel unprepared and lack strategies and skills to effectively engage parents. This multilayered article presents a story from a teacher who is a parent of a student with ASD. It is followed by a discussion of the state of teacher preparation programs and barriers that impede successful partnerships. Suggestions for improving partnerships are included.
Rediscovering the Self Through Self-Reflection and Transformative Learning
Authors: Thong Vanden
Published: November 2019

This article explores the relevancy and potential benefits of self-reflection and reflective practice in promoting personal and professional development. In addition, it reviews the concept of transformative learning in conjunction with self-reflection since the two constructs connect to each other as well as to the process of human development. Moreover, different educational programs and activities that increase the likelihood of change and transformation are discussed. Lastly, this article concludes with my personal reflections on my learning and growth as I adapted to change and navigated new environments while studying abroad in Great Britain.
Reflecting Selves: Pre-Service Teacher Identity Development Explored Through Material Culture
Authors: White Boyd E. , Lemieux Amélie
Published: November 2019

This article describes a research project that investigated the development of pre-service teacher identity, with an emphasis on meaning-making and articulation of personal values. The methodology is primarily arts-based. Data for the research consisted of: (1) participant-created three-dimensional constructions that symbolized their emerging values and identities; (2) accompanying written reflections that provided the context of the constructions and elaborated on the personal symbolization of the material culture involved. With this article, we hope to initiate further conversations around teacher education, professional development, and arts-based learning, with particular attention to dialogue about the teaching self.
Transforming Environmental Awareness of Students Through the Arts and Place-Based Pedagogies
Authors: Gray Tonia , Thomson Cameron
Published: November 2019

Incorporating the Arts into immersive place-based education programs can increase connectivity with the environment and facilitate the development of socially responsible and pro-environmental learners. Increasingly, children and adolescents are alienated and detached from the natural world. Given this noticeable shift, educators working in the outdoor setting need to rethink their modus operandi. Past attempts to promote learner connection with the environment have centred upon short-term stays and risk-centric approaches that embrace high adrenaline activities. This is the antithesis of Touched By The Earth, a yearlong place-based enrichment program using multi-modal creative methods with young learners to delve into the impact of experiential learning and how the Arts promote a personal relationship with the environment.
Close Reading and Movement: A Lesson on Student Engagement and the Four Cs
Authors: Neddeau Browning
Published: November 2019

Close reading is a reading instruction strategy. The author combined movement with close reading to engage fourth-grade students in meaning-making of new academic vocabulary words. Through the experience, students assessed new and multiple meanings of words and participated in collaborative, academic discussions of vocabulary words using human sculptures. Findings from the lesson suggest: an increase in student interest in vocabulary development when combined with movement, an instructional method that made sense to students, and a nonthreatening way to engage English learners in text-dependent inquiries. Future investigations may explore the lesson’s feasibility with students in the middle and secondary grades.
Discovering My Left Hand: Conducting Language Arts Research in Nigeria
Authors: Timothy Alexander Essien
Published: November 2019

Having been nurtured in the counting culture in Nigeria, my discovery of qualitative research methodology was as novel and subversive as using my left hand, which is considered a taboo in many Nigerian homes. This paper relates my initial attempt to deploy a qualitative methodology, especially art as a research tool, in investigating why Nigerian senior secondary school students and teachers hated Oral English. That study provided a canvas for the exhibition of art in my inquiry.
Kepemimpinan Kepala Desa dalam Menjalankan Fungsi Pemberdayaan Masyarakat Desa Bilato, Kecamatan Bilato, Kabupaten Gorontalo
Authors: Ismail Yisriyanto , Junus Dikson
Published: November 2019

Abstrak

Penelitian ini bertujuan untuk mengetahui faktor determinan yang mempengaruhi kepemimpinan Kepala desa dalam pemberdayaan masyarakat di Desa Bilato, Kecamatan Bilato, Kabupaten Gorontalo. Jenis penelitian kualitatif deskriptif yang mencoba untuk menanalisis variabel kepemimpinan dan pemeberdayaan masyarakat. Penelitian ini menggunakan metode pengumpulan data melalui wawancara, observasi, dan dokumentasi.

Hasil penelitian ini menunjukan bahwa 1) Kepemimpinan Kepala desa dalam pemberdayaan masyarakat dengan gaya kepemimpinan demokratis dan gaya kebebasan atau Laissez Faire. Hal dapat dilihat dari berbagai cara yang dilakukan oleh Kepala desa Bilato yakni mulai dari perencanaan, pelaksanaan dan pengawasan terhadap proses pemberdayaan masyarakat itu sendiri. Sedangkan faktor-faktor yang mempengaruhi Kepemimpinan kepala desa dalam pemberdayaan masayarakat terdiri atas dua yaitu: 1) faktor pendukung yang terdiri dari: a) kewibawaan dari seorang kepala desa; b) kekuasaan; dan c) kemampuan. 2) selanjutnya adalah faktor penghambat, yang terdiri dari: a) partisipasi masyarakat terhadap program pemberdayaan yang masih kurang; dan b) fasilitas dan peralatan yang masih belum memadai.
Analisis Faktor- Faktor Yang Mempengaruhi Tingkat Kecemasan Keluarga Pasien Terhadap Pelayanan Keperawatan Pada Pasien Yang Dirawat Di Ruangan Intensif Care Unit (Icu) Rsud Sele Be Solu Kota Sorong Tahun 2017
Authors: Badra I Wayan , Susantie Ni Luh Gede
Published: November 2019

Keluarga yang dirawat diruangan intensif dapat menjadi penyebab kecemasan dan berdampak pada kesehatan.Kecemasan dapat mempengaruhi fungsi beberapa sistem dan proses dalam tubuh, termasuk sistem imun, kardiovaskuler danreproduksi, serta pencernaan dan metabolisme bahan makanan. Mereka yang mengalami stres akan meliputi gangguan sepertigangguan pada sismtem pencernaan, sakit kepala, kerusakan pada kulit, hipertensi, ancietas dan depresi ( Crowin, 2009). Darihasil wawancara yang dilakukan peneliti di ruang intensif RSUD Sele Be Solo Kota Sorong pada tanggal ; 11 Juni 2017didapatkan hasil dari ; 5 orang keluarga pasien yang di rawat di ruang perawatan intensif ada 4(80%) orang keluarga yangmengalami kecemasan dan dari 4(80%) yang mengalami kecemasan terdapat 1(25%) orang keluarga yang mengarah ke kopingadaktif dan 3(75%).orang lainnya mengarah ke koping maladaktif.Dari data Rekam Medis yang terdapat di Rumah Sakit UmumDaerah Sele Be Solo tahun 2017 (sejak Januari- Mei 2017) jumlah pasien yang dirawat di ruangan intensif sebanyak : 109 pasiendengan rata-rata per bulan sebanyak 25 pasien yang terdiri dari 28.(25.69 %) keluar dengan hidup, pindah ke ruangan perawatansebanyak ; 41 (37.61 %), dan meninggal sebanyak 40 (36.70 %) . Rekam Medik RSUD Sele Be Solo 2017. Tujuan penelitianuntuk mengetahui tingkat kecemasan keluarga terhadap pelayanan keperawatan pada pasien yang dirawat di ruangan intensif diRSUD Sele Be Solo Kota Sorong. Jenis dan rancangan penelitian yang digunakan adalah descriptive corelational yaitu penelitianyang bertujuan untuk menganalisis hubungan korelasi antar variabel dalam penelitian. Analisis univariat yang dilakukan terhadaptiap variabel untuk menggambarkan variable bebas, disajikan dalam bentuk distribusi frekuensi. Analisis untuk mencarihubungan antara variabel bebas dan variable terikat dengan menggunakan uji statistik Regressi Linier dengan teknikpengambilan sampel yang akan digunakan adalah purposive sampling. Hasil penelitian bahwa tingkat kecemasan keluargaterhadap pelayanan keperawatan pada pasien yang dirawat di ruangan intensif di RSUD Sele Be Solo Kota Sorong mengalamikecemasan ringan dengan jumlah 34 (82,9%), faktor yang paling dominan terhadap tingkat kecemasan keluarga yang dirawat diruangan Intensif Care Unit RSUD Sele Be Solo Kota Sorong adalah usia (positif) , dan adanya hubungan antara faktor-faktoryang mempengaruhi tingkat kecemasan keluarga terhadap pelayanan keperawatan pada pasien yang dirawat di ruangan intensifdi RSUD Sele Be Solo Kota Sorong berkorelasi negatif.
EFEKTIFITAS PENDAMPINGAN PENGAWAS MINUM OBAT TERHADAP KETAATAN MINUM OBAT KLIEN TUBERKULOSIS DI PUSKESMAS WOSI MANOKWARI 2017
Authors: Sawasemariay Oktoviandi , Nuryanti Yayuk
Published: November 2019

ABSTRAKLatarbelakang : TB merupakan penyakit yang disebabkan oleh Mycobacterium tuberkulosis, umumnya menyerang paru-paru danmembutuhkan waktu pengobatan minimal enambulan. Pencapaian kesembuhan klien TB membutuhkan ketaatan minum obat.Penelitian ini bertujuan untuk mengetahui Efektivitas Pendampingan Pengawas Minum Obat (PMO) Terhadap Ketaatan MinumObat Klien Tuberkulosis di Puskesmas Wosi Kabupaten Manokwari. Jenis penelitian quasi ekperimen dengan metodepengambilan sampel probability sampling secara simple random sampling. Sample 44 klien TB dibagi menjadi dua kelompok:intervensi dengan pendampingan PMO 22 responden dan kontrol 22 responden. Hasil penelitian sebagian besar karakteristikresponden berjenis kelamin perempuan (50%), usia 17-25 (27,2%), 26-35 (27,2%), pendidikan SMA-PT (50,0%), lamamenderita TB 4-6 (50,0%), klasifikasi TB baru (86,3%), waktu minum obat taat 20 responden (91,0%), jenis obat taat 22responden (100%), dosis obat 22 responden (100%), program 22 responden (100%). Hasil uji chi quere didapatkanpendampaingan PMO berpengaruh terhadap ketaatan minum obat berdasarkan waktu dengan nilai (p=0,000;<0,05), sedangkanjenis obat, dosis obat dan program tidak berpengaruh dengan nilai (p=0,312;>0,05). Penelitian ini merokomendasikan perlu dibentuknya PMO di setiap keluarga yang memiliki anggota keluarga dengan TB sehingga mencegah lalai dalam waktu minumobat yang mengindikasikan gagal minum obat.Kata kunci :Tuberkulosis, PMO, KetaatanDaftar Pustaka : 2007 - 2015ABSTRACTOktoviandi Sawasemariay, Yayuk NuryantiPoltekkes Kemenkes SorongBackground: TB is a disease caused by Mycobacterium tuberculosis, commonly affects the lungs and requires at least six weeksof treatment. Achieving TB clients' recovery requires medication adherence. This study aims to determine the effectiveness ofDrug Supervisory Supervision (PMO) Against Drug Obedience Drugs Tuberculosis Client in Puskesmas Wosi Manokwari. Typeof quasi experimental research with sampling probability sampling method by simple random sampling. Sample 44 TB clientswere divided into two groups: intervention with PMO assistance 22 respondents and control 22 respondents. The results of thestudy were mostly female (50%), age 17-25 (27.2%), 26-35 (27.2%), SMA-PT (50.0%), long duration of TB 4 -6 (50.0%), newtuberculosis classification (86.3%), medication time of 20 respondents (91.0%), medication type 22 respondents (100%), drugdose 22 respondents (100%) , program 22 respondents (100%). The result of chi quere test was found that PMO placement hadan effect on the medication adherence based on time with value (p = 0.000, <0,05), while drug type, drug dose and program didnot affect value (p = 0,312;> 0,05). This study recommends that it be necessary to form PMOs in every family that has familymembers with TB so as to prevent negligence in taking medication that indicates a failure to take medication.Keywords: Tuberculosis, PMO, ObedienceBibliography: 2007 – 2015