ethanporcaro/eric-fulltext-meta huggingface dataset:
Grids and Gestures: A Comics Making Exercise
Author: Sousanis, Nick
Date: 2015-09-00
Type: Journal Articles
Subjects: Cartoons,Design,Experiential Learning,Freehand Drawing,Graduate Study,Art Activities

Grids and Gestures is an exercise intended to offer participants insight into a comics maker's decision-making process for composing the entire page through the hands-on activity of making an abstract comic. It requires no prior drawing experience and serves to help reexamine what it means to draw. In addition to a description of how to proceed with the exercise, this piece also includes conceptual grounding in the form of a brief theoretical discussion of the ways comics convey meaning as well as personal notes on the development of the exercise and how it has been used.
Overviewing Software Applications for Graphic Novel Creation in the Post-Secondary and Secondary Classroom
Author: Kirchoff, Jeffrey S. J.
Date: 2015-09-00
Type: Journal Articles
Subjects: Cartoons,Novels,Computer Software,Computer Uses in Education,Multiple Literacies,Writing (Composition),Postsecondary Education,Secondary Education

It is well established that the 21st century literate student needs to be able to effectively craft and interpret texts that use multiple communicative modes. Graphic novels are one text type that facilitates such literacy instruction, as the seamless relationship between words, image, and sound (in the form of sound effects) are inherent to the medium. Though there is a wealth of scholarship on the importance of how &quot;reading&quot; graphic novels facilitate multimodal literacy, there is less scholarship on how &quot;writing&quot; graphic novels facilitate multimodal literacy. This article demonstrates not only how writing graphic novels enables multimodal literacy, but also provides an overview of five graphic novel creation applications that could be used in the post-secondary or secondary classroom: &quot;ToonDoo,&quot; &quot;Comic Life,&quot; &quot;Graphix Comic Creator,&quot; &quot;Creaza Cartoonist,&quot; and &quot;Microsoft Word.&quot; For each application, we offer strengths, limitations, and a recommendation for use.
Professorial Views of the Use of Diversity Experiences to Develop Students&apos; Critical Thinking Skills in the Pakistani College Context
Author: Tahir, Khazima
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Thinking Skills,College Students,Student Experience,Consciousness Raising,Cultural Differences,Ethnic Diversity,Individual Differences,Qualitative Research,Teaching Methods,Discussion (Teaching Technique),College Faculty,Teacher Attitudes

This study explored the interplay of diversity experiences and critical thinking of Pakistani college students and determined how the classroom experience supported and exposed students to diversity and critical thinking. The researcher conducted teachers' interviews to gather data in a college in Pakistan. Teachers were asked to respond to a series of questions about the influence of diversity experiences on student critical thinking, and some potential challenges teachers face in promoting diversity experiences and subsequent critical thinking skills of Pakistani students. Findings of this study indicated that Pakistani professors felt diversity experiences influenced student dispositions to think critically. Also, the teachers indicated potential challenges in promoting diversity experiences such as a lack of structural diversity in the college and non-alignment of prescribed curriculum with diversity experiences. The implications for the use of diversity experiences to promote critical thinking skills of the college students are considered.
Teaching Critical Looking: Pedagogical Approaches to Using Comics as Queer Theory
Author: Manchester, Ashley
Date: 2017-04-00
Type: Journal Articles
Subjects: Social Theories,Critical Thinking,Cartoons,Teaching Methods,College Students,College Faculty,Social Bias,Sexuality,Social Justice,Activism,Gender Issues,Thinking Skills,Mass Media Effects

Given the challenging depth of queer theoretical concepts, this article argues that one of the most effective ways to teach the complexities of queer theory is by utilizing comics in the classroom. I focus on how college-level instructors can use the content, form, and history of comics to teach students how to enact and do queer theory. By reading and making comics, students learn concrete and theoretical tools for combatting oppressive discourses and modes of meaning making. Teaching comics as queer theory promotes both innovative critical thinking and critical looking skills by centralizing both the rich history of queer comics and the queer potentiality of the form itself in class activities and discussions. Detailing specific lessons and analyzing comics such as Shaun Tan's &quot;The Arrival,&quot; Ted Naifeh and Tristan Crane's &quot;How Loathsome,&quot; and Alison Bechdel's &quot;Dykes to Watch Out For,&quot; I examine three main ways that comics can provide unique contributions to queer theory pedagogical practices: by encouraging students to engage with the politics of representation, by teaching them to examine the queer potentiality of the form and function of comics structures, and by providing students with opportunities to envision queer time and space through comics architecture. The value of using comics as queer theory extends beyond the classroom to motivate students and educators alike to critically engage with the overlapping relationships between aesthetic, narrative, and social worlds.
Using Superheroes to Visually and Critically Analyze Comics, Stereotypes, and Society
Author: Cook, Mike P.
Date: 2017-04-00
Type: Journal Articles
Subjects: Cartoons,Teaching Methods,Language Arts,Popular Culture,Critical Thinking,Criticism,Skill Development,Stereotypes,Social Problems,Social Change,High School Students,Visual Literacy,Social Bias,Gender Bias,Racial Bias,Ethnicity,Sexuality,Discussion (Teaching Technique)

The purpose of this article is to provide teachers and students useful methods for utilizing the power of comic books as literacy sponsors in ELA classrooms. Given the continued boom in the popularity of comics in popular culture, this provides a relevant way to introduce students to visual and critical analysis. Engaging in meaningful analysis of comic superheroes can help students develop the skills required to critically analyze the stereotypes and social issues both within comics and within the world that surrounds them. Through the study of traditional and contemporary comic book heroes, students can critique society and begin to develop voices for social change. In this article, we discuss one way we have implemented comic books into literacy instruction in high school English language arts classrooms to help students practice and develop visual literacy skills and to scaffold students' entrance into the weighty conversations that accompany relevant social issues. Using four comics, &quot;Gotham Central,&quot; &quot;The Shadow Hero,&quot; &quot;The Authority,&quot; and &quot;Ms. Marvel,&quot; we offer teachers examples and guidance for incorporating this approach into their own classrooms.
Practices That Address Bullying of Students with Disabilities
Author: McNamara, Barry E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Disabilities,Educational Practices,Peer Relationship,At Risk Students,Coping,Educational Environment,School Safety,Student Attitudes,Student Needs,Intervention,Needs Assessment,Teaching Methods,Skill Development

The nature of bullying and the proliferation of bully prevention programs for schools is well-documented. Research indicates that the most effective programs are those that are implemented school-wide. Forty-nine states have passed some type of legislation that deals with bully-prevention in schools. Clearly, schools throughout the country are developing and implementing school-wide bullying prevention programs. Yet students continue to be bullied at an alarming rate, with some studies citing figures in excess of 50% (Rose, Monda-Amaya &amp; Espelage, 2001; McNamara, 2013). Students who engage in bullying select those students who are the most vulnerable, including those with special needs. One issue about school-wide programs is that they are frequently inaccessible to all students. Therefore, students with disabilities may never be taught how to deal with bullying. This article provides recommendations that enable schools to modify their school-wide programs so that all students can feel safe in school, including those with special needs.
An Exploration of Life Skills Programme on Pre-School Children in Embu West, Kenya
Author: Gatumu, Jane Ciumwari
Date: 2018-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Preschool Children,Foreign Countries,Case Studies,Preschool Teachers,Parents,Research Design,Academic Achievement,Questionnaires,Interviews,Observation,Content Analysis,Elementary Schools,Qualitative Research

The Life Skills Programme, which is one of the newest programmes in the Kenya Preschool educational system was explored to establish the impact it had on the lives of preschool children in Embu West, Kenya. A primary school that is perceived as having well-disciplined children was purposively selected. The sample consisted of 39 students, 43 preschool teachers and 31 parents. The data collection methods included use of a questionnaire, interviews, observations and a documentary analysis. A content analysis was used to examine the data collected. A main finding was that, teachers and parents seemed to cherish the Life Skills Programme as a subject that enabled children to acquire relevant skills for their growth, development and survival. Another finding was an indication of a link between children who had mastered the life skills and academic performance. The study recommended the need to develop clear policy and supervisory guidelines to allow the effective implementation of the Life Skills Programme to benefit all children.
Development and Validation of a Short Form of the Occupational Work Ethic Inventory
Author: Park, HwaChoon
Date: 2017-00-00
Type: Journal Articles
Subjects: Validity,Work Ethic,Measures (Individuals),Psychometrics,Item Analysis,Factor Analysis,Interpersonal Competence,Self Evaluation (Individuals),Statistical Analysis

The Occupational Work Ethic Inventory (OWEI) has been widely used to measure work ethic constructs by professionals in the fields of Career and Technical Education (CTE) and Human Resource Development (HRD). However, there are circumstances when a shorter instrument would have advantages, especially when a measure of work ethic is needed along with other instruments. We developed a short version of the Occupational Work Ethic Inventory (OWEI), the OWEI-SF. A subset of items from the original OWEI was identified, using a confirmatory factor analysis. The instrument was reduced from 50 items to 12 items. Item selection, parameter estimation, cross-validation, and comparisons with the original OWEI are presented and discussed. Results indicated that the shortened version demonstrates psychometric properties similar to the original full version and is practical and efficient to administer.
A Day in the Professional Life of a Collaborative Biostatistician Deconstructed: Implications for Curriculum Design
Author: Samsa, Gregory P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Statistics,Curriculum Design,Case Studies,Competence,Biomedicine,Cooperation,Problem Solving,Qualitative Research,Longitudinal Studies

Collaborative biostatistics is the creative application of statistical tools to biomedical problems. The relatively modest literature about the traits of effective collaborative biostatisticians focuses on four core competencies: (a) technical and analytical; (b) substance-matter knowledge; (c) communication; and (d) problem solving and problem framing. Most statistical education concentrates on the technical and analytical competency; here, we focus on the remaining ones. Case studies describing consultations about study design and data analysis are presented, and the task is to deconstruct the knowledge used by an experienced collaborative biostatistician into components which are more explicit (and, ultimately, teachable). These components include specific and concrete information about statistical procedures; substance-matter knowledge about biology and medicine; general knowledge about biomedical studies, especially study design; insights about the process of effective collaboration; and high-level synthesis. Implications for curriculum design are discussed. To follow up on these qualitative and provisional efforts, the next step in scholarly research about to teach communication, problem framing and problem solving within the context of collaborative biostatistics should focus on a finer-grained and evidence-based description of what these competencies actually entail.
PIM Pedagogy: Toward a Loosely Unified Model for Teaching and Studying Comics and Graphic Novels
Author: Carter, James B.
Date: 2015-09-00
Type: Journal Articles
Subjects: Cartoons,Novels,Teaching Methods,Secondary Education,Higher Education,Standards,Popular Culture,Critical Theory,Educational Research,Scaffolding (Teaching Technique),Language Arts,Learning Modalities,Models,Taxonomy

The article debuts and explains &quot;PIM&quot; pedagogy, a construct for teaching comics at the secondary- and post-secondary levels and for deep reading/studying comics. The PIM model for considering comics is actually based in major precepts of education studies, namely constructivist foundations of learning, and loosely unifies constructs inherent therein with other available frames and frameworks for studying comics. As such, the article fills a dire need in the scholarly literature on comics pedagogy and paves a way for those who seek to teach comics courses in the future but who need direction and for those who seek to study/read comics deeply but do not know how to do so effectively.
Students as Critics: Exploring Readerly Alignments and Theoretical Tensions in Satrapi&apos;s &quot;Persepolis&quot;
Author: Dallacqua, Ashley K.
Date: 2015-09-00
Type: Journal Articles
Subjects: Qualitative Research,Interviews,High School Students,Audience Analysis,Audience Response,Literary Criticism,Group Discussion,Literature Appreciation,Adolescent Literature,Student Attitudes,Fiction

This essay draws on the voices of both literary critics and adolescent readers, resulting in a contextualization of critical theory exploring Marjane Satrapi's &quot;Persepolis.&quot; Satrapi's graphic novel has been praised for its complex composition and story-telling ability. But although it is both a recommended and contested text for an adolescent audience, few have examined the reactions and interpretations of young readers. By placing the voices of adolescent readers alongside critics, I will illustrate that making time for aesthetic reading of a graphic novel results in nuanced and analytical work for adolescent readers, positioning their voices as equal to critics'. This work provides evidence for the deep reading and insightful responses aesthetic reading in interpretive communities cultivates. Within interpretive communities students &quot;become&quot; critics.
Visualizing Abolition: Two Graphic Novels and a Critical Approach to Mass Incarceration for the Composition Classroom
Author: Sutcliffe, Michael
Date: 2015-09-00
Type: Journal Articles
Subjects: Novels,Cartoons,Teaching Methods,Activism,Institutionalized Persons,Racial Bias,Poverty,Correctional Institutions,Slavery,Community Involvement,Story Telling,Political Power,Justice,Writing Instruction

This article outlines two graphic novels and an accompanying activity designed to unpack complicated intersections between racism, poverty, and (d)evolving criminal-legal policy. Over 2 million adults are held in U.S. prison facilities, and several million more are under custodial supervision, and it has become clearly unsustainable. In the last decade, there has been a shift in media conversations about criminality, yet only a few suggest decreasing our reliance upon incarceration. In meaningfully different ways, the two novels trace the development of incarceration from its roots in slavery to its contemporary anti-democratic iteration and offer an underpublicized alternative. Critical and community engagement pedagogies mobilize classrooms as exigencies of change. The use of illustrations alongside narration in both texts and this activity allow activist-scholars, both those who contributed to the texts and those in our classrooms, to approach incarceration with the breadth of an introductory overview yet achieve a depth and emotive power only possible through contextualized examples and striking visual storytelling. By explicitly highlighting the language of justice and incarceration and revealing their instability and contingency, students can not only visualize an array of alternatives to incarceration but also better understand the invisible yet powerful ways discourses construct meaning and leverage political power.
Images, Speech Balloons, and Artful Representation: Comics as Visual Narratives of Early Career Teachers
Author: Lawrence, Julian
Date: 2017-04-00
Type: Journal Articles
Subjects: Cartoons,Research Methodology,Personal Narratives,Mentors,Semi Structured Interviews,Photography,Lesson Plans,Curriculum Guides,Audience Response,Faculty Development,Teaching Experience,Educational Practices,Foreign Countries

The ways in which teachers adjust to challenges in the process of becoming professionals are complicated. Teacher mentorship, however, is an important step to creating and sustaining a strong professional career. This article discusses new understandings from a Canadian research project: &quot;Pedagogical Assemblage: Building and Sustaining Teacher Capacity through Mentoring Programs in British Columbia&quot;. Through our use of an a/r/tography informed methodology in teacher mentorship, we have come to understand how the use of comics permits an unfolding of visual narratives as a unique way of contextualizing the complex stories of teaching and learning. Our motivation in employing comics as research outputs is built upon the creation of a product that is reflective of practice and collaboration, and which forms a communicative whole with the broader education community. In this article we provide a macro analysis of the teachers' sequential narratives by exploring the possibility of merging comics and curricular languages in light of our mentorship comics; then continue with a micro analysis showcasing the collaborative research process of a teacher's story. We also discuss audience response regarding how comics can be utilized to support and strengthen teachers' professional growth. We aim to provoke new possibilities of comics through our research in teacher mentorship, as well as create new spaces for arts-based educational research in a broader educational arena.
The Role of Critical Thinking in Reader Perceptions of Leadership in Comic Books
Author: Krusemark, Renee
Date: 2015-09-00
Type: Journal Articles
Subjects: Role,Critical Thinking,Cartoons,Teaching Methods,Instructional Materials,Novels,Leadership Training,Qualitative Research,Grounded Theory,Online Surveys,Structured Interviews

This study qualitatively explored how readers use critical thinking to perceive leadership in &quot;The Walking Dead&quot; comic books. Sixty-nine participants gave responses regarding their thoughts about leadership in the comic via an online survey. A majority of the participants indicated a wide range of values for comics as a learning experience. Most participants perceived leadership in the comic books as an individual who protects others and makes decisions. After completing the online survey, 22 participants gave acceptable and relevant responses about their perceptions of leadership and how they form these perceptions. Information was collected through email interviewing. The study concluded that individuals did not have a process for perceiving leadership, but the central theme in identifying a leader was to simply determine who is leading. Critical thinking dispositions were demonstrated in the participants' perceptions of leadership, regardless of education and experience with comics, leadership, or critical thinking. The findings suggest comics can be used in the classroom to engage critical thinking when perceiving leadership.
Refusal Strategies Used by Turkish University Instructors of English
Author: Tuncer, Hülya
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Second Language Programs,English (Second Language),Speech Acts,Learning Strategies,Discourse Analysis,Content Analysis,Incidence,Preferences,Educational Practices,College Faculty

The objective of this study is to present what kind of refusal strategies Turkish university instructors of English use and thus aiming to contribute to the limited but growing body of research on Turkish people's refusals in English. With this goal in mind, 20 instructors in the English Language Teaching Department at a state university were given a Discourse Completion Test (DCT) consisting of 12 situations of four eliciting speech acts: three requests, three invitations, three suggestions, and three offers. At the end of the study, it was found that the participants preferred to use indirect refusal strategies the most, adjuncts the next, and direct refusal strategies the least. In addition, it was also demonstrated that the status of the interlocutor plays a role in the number of refusal strategies utilized: the higher the interlocutor's status is, the more refusal strategies the participants employ. The results of the study are hoped to pave the way for further studies involving the refusal strategies of Turkish instructors of English.
Political Chaos: The Sense of Martial Danger in Kurt Vonnegut&apos;s &quot;Cat&apos;s Cradle&quot;
Author: Jubouri Al-Ogaili, Thamer Amer
Date: 2016-00-00
Type: Journal Articles
Subjects: Political Attitudes,Political Issues,Novels,Literary Styles,Literature Appreciation,Didacticism,Weapons,Humanization,Political Power,Literary Criticism,Social Change,Social Problems

This study focuses on the political chaos in Kurt Vonnegut's &quot;Cat's Cradle&quot; (1963). While the main scholarly studies focus on the postcolonial peculiarities of the novel, this study will focus on the post-nuclear characteristics and will render the novel's position distinctive within the discourse on political and social affairs. The study's significance is its emphasis on the role of human beings, which brings dangers and devastation to the human race. Though the study will allude to some apocalyptic visions regarding the existence of the human race, the study tries to offer profound understanding of how human weaponry used in the nuclear age might threaten the human health and future existence. During the sixties and seventies, the arms race was severely critiqued by contemporary literary works. Among these works is Vonnegut's &quot;Cat's Cradle&quot; which depicts the chaotic politics of the time. Hence, this study will solely accentuate the portrayal of political chaos and how it threatens human social stability and peaceful lives. Political threat causes harmful effects to humanity's health, mentality, and psyche which is exemplified in the novel's characters. The fictional characters embody the real human sufferings. Thus, there will be no discussion on specific political powers which compete with each other to gain martial success over the other. Instead, the study will focus on how the fictional characters suffer from the consequences of war and how they behave after them. The analysis of such feelings will be discussed by applying two concepts, namely, Slavoj Žižek's concept of power reductionism and Jean-François Lyotard's concept of critique of the existing order.