Results by title

206 books match the query 'Study & Teaching' and 10 start with p

Sort by

Participatory Composition

Sarah J. Arroyo

Southern Illinois University Press, 2013

Like. Share. Comment. Subscribe. Embed. Upload. Check in. The commands of the modern online world relentlessly prompt participation and encourage collaboration, connecting people in ways not possible even five years ago. This connectedness no doubt influences college writing courses in both form and content, creating possibilities for investigating new forms of writing and student participation. In this innovative volume, Sarah J. Arroyo argues for a “participatory composition,” inspired by the culture of online video sharing and framed by theorist Gregory Ulmer’s concept of electracy.

Electracy, according to Ulmer, “is to digital media what literacy is to alphabetic writing.” Although electracy can be compared to digital literacy, it is not something shut on and off with the power buttons on computers or mobile devices. Rather, electracy encompasses the cultural, institutional, pedagogical, and ideological implications inherent in the transition from a culture of print literacy to a culture saturated with electronic media, regardless of the presence of actual machines.

Arroyo explores the apparatus of electracy in many of its manifestations while focusing on the participatory practices found in online video culture, particularly on YouTube. Chapters are devoted to questions of subjectivity, definition, authorship, and pedagogy. Utilizing theory and incorporating practical examples from YouTube, classrooms, and other social sites, Arroyo presents accessible and practical approaches for writing instruction. Additionally, she outlines the concept of participatory composition by highlighting how it manifests in online video culture, offers student examples of engagement with the concept, and advocates participatory approaches throughout the book.

Arroyo presents accessible and practical possibilities for teaching and learning that will benefit scholars of rhetoric and composition, media studies, and anyone interested in the cultural and instructional implications of the digital age.

[more]

Philadelphia Mural Arts @ 30

Jane Golden

Temple University Press, 2014

The Mural Arts Program of Philadelphia began in 1984 as a summer youth program with modest support from city government. Under the guidance of Jane Golden, however, it gradually grew into one of the largest and most successful public art organizations in the country, garnering support from local corporations, foundations, and individuals to extend the reach and effectiveness of its innovative programs.

Now three decades later, the Mural Arts Program has created more than 3,800 murals and public art projects that have made lasting imprints in every Philadelphia neighborhood. In the process, Mural Arts has engaged thousands of people of all ages from across the city, helped hundreds of ex-offenders train for new jobs, transformed the face of struggling commercial corridors, and developed funding partners in both public and private sectors.

While the Mural Arts Program has significantly changed the appearance of the city, it has also demonstrated how participatory public art can empower individuals and promote communal healing around difficult issues. Philadelphia Mural Arts @ 30 is a celebration of and guide to the program's success. Unlike Philadelphia Murals and the Stories They Tell and its sequel, More Philadelphia Murals and the Stories They Tell, Philadelphia Murals @ 30 showcases the results of 21 projects completed since 2009 and features essays by policy makers, curators, scholars, and educators that offer valuable lessons for artists, activists, and communities to emulate.

Philadelphia Mural Arts @ 30 traces the program's history and evolution, acknowledging the challenges and rewards of growth and change while maintaining a core commitment to social, personal, and community transformation.

Contributors include: Dr. Arthur C. Evans, Jr., Arlene Goldbard, Thora Jacobson, Rick Lowe, Dr. Samantha L. Matlin, Paulette Moore, Jeremy Nowak, Maureen H. O'Connell, Elisabeth Perez Luna, Robin Rice, Dr. Jacob Kraemer Tebes, Elizabeth Thomas, Cynthia Weiss, Howard Zehr, and the editors.

[more]

Pikes Peak Partnership

The Penroses and the Tutts

Thomas J. Noel

University Press of Colorado, 2002

In A Pikes Peak Partnership, historians Tom Noel and Cathleen Norman tell the incredible tale of the two families who transformed Colorado Springs and its environs into a tourist haven. By building the Broadmoor Hotel and other important facilities to attract travelers, Spencer Penrose, who once proclaimed that "any man who works after lunch is a fool," made the Pikes Peak region a pleasure seeker's paradise.

[more]

Poems Talking to Poems

Setting Your Poetry Manuscript Apart

Edited by Jeffrey Levine and Kristina Marie Darling

Tupelo Press, 2025

This handbook demystifies the process of crafting a full-length poetry collection.

Poems Talking to Poems presents practical guidance for sequencing, structure and architecture, revision, and choosing titles for sections as well as the poetry manuscript as a whole. This guide also includes insider tips about how contests work, the literary marketplace, and how you can set your work apart.

With essays by such literary luminaries as Ilya Kaminsky, Katie Farris, Kristina Marie Darling, Jeffrey Levine, and many other distinguished contributors, this anthology is a concise and comprehensive field guide to perfecting your book and getting it into print.

[more]

Policy Debate

A Guide for High School and College Debaters

Shawn F. Briscoe

Southern Illinois University Press, 2017

In Policy Debate: A Guide for High School and College Debaters, Shawn F. Briscoe introduces educators, coaches, and students at the high school and college levels to the concepts at the foundation of policy debate, also known as cross-examination debate, and uses conceptual analysis and real-world examples to help students engage in competitive debates and deploy winning strategies.

Briscoe addresses all aspects of policy debate, including stock issues, judging paradigms and effective engagement with judges, the responsibilities of both affirmative and negative teams, and the evaluation of policy proposals through the use of disadvantages, counterplans, and critical argumentation. In addition, Briscoe helps debaters better establish their credibility, improve their cross-examination skills, and understand the specialized notetaking method called flowing. The book models for readers how to effectively cross-examine an opposing team, features a transcript of a mock debate designed to help clarify the lessons taught in previous chapters, and includes a glossary of key terms. Briscoe also considers contemporary trends in the debate community, exploring the evolution of policy debate and the rise of performance-based approaches, while providing insight into how best to engage with performance teams.

Offering a unique approach presented by a seasoned debate coach, Policy Debate: A Guide for High School and College Debaters goes beyond the basics to explore how policy is an ever-evolving form of debate. This attention to the progression of policy styles will make readers better at adapting to opponents during a debate and will make them more adept at arguing against a wider range of cases.

[more]

Policy Regimes

College Writing and Public Education Policy in the United States

Tyler S. Branson

Southern Illinois University Press, 2021

Engaging education policy from kindergarten to college

Author Tyler S. Branson argues that education reform initiatives in the twentieth century can be understood in terms of historical shifts in the ideas, interests, and governing arrangements that inform the teaching of writing. Today, policy regimes of “accountability” shape education reform programs such as Common Core in K-12 and Dual Enrollment in postsecondary institutions. This book reopens the conversation between policy makers and writing teachers, empirically describing the field’s institutional/historical relationship to policy and the ways teachers work on a daily basis to carry out policy. Federal and state accountability policy significantly shapes classrooms before teachers even enter them, but Branson argues the classroom is where teachers leverage disciplinary knowledge about writing to bridge, partner with, support, and sometimes resist education policies.

Branson deftly blends policy critique, archival analysis, and participant observation to offer the first scholarly treatment of the National Council of Teachers of English (NCTE) Washington Task Force as well as a rare empirical study of a dual enrollment course offered in a high school. This book’s macro-and-micro-level analysis of education policy reveals how writing teachers, researchers, and administrators can strengthen their commitments to successfully teaching their students across all levels of education, while deepening their understanding of the ways education policy helps—and hinders—those commitments.

[more]

Political Literacy in Composition and Rhetoric

Defending Academic Discourse against Postmodern Pluralism

Donald Lazere

Southern Illinois University Press, 2015

In Political Literacy in Composition and Rhetoric, Donald Lazere calls for revival of NCTE resolutions in the 1970s for teaching the “critical reading, listening, viewing, and thinking skills necessary to enable students to cope with the persuasive techniques in political statements, advertising, entertainment, and news,” and explores the reasons these goals have been eclipsed in composition studies over recent decades. Obstacles to those goals have included the emphasis in the profession on basic and first year writing at the expense of more advanced study in argumentative rhetoric, and on the privileging of students’ personal writing over critical study of both academic and political discourse. Lazere further argues that theorists who legitimately champion students’ pluralistic local communities sometimes fail to recognize that liberal education can enable students to grow beyond their home cultures to critical awareness of national and international politics. Finally, he argues that the fixation in recent composition studies on liberally-inclined students and communities “on the margins” has eclipsed attention to the conservative conformity long prevalent in mainstream American society and education. His proposals for curriculum and pedagogy seek to introduce students to a more highly-informed, cogent, and open-ended level of debate between the political left and right.

[more]

Postcomposition

Sidney I. Dobrin

Southern Illinois University Press, 2011

Leading a burgeoning self-critical moment in composition studies and writing program administration, Postcomposition is a fundamental reconsideration of the field that attempts to shift the focus away from pedagogy and writing subjects and toward writing itself. In this forceful and reasoned critique of many of the primary tenets and widely accepted institutional structures of composition studies, Sidney I. Dobrin delivers a series of shocks to the system meant to disrupt the pedagogical imperative and move beyond the existing limits of the discipline.

Dobrin evaluates the current state of composition studies, underscoring the difference between composition and writing and arguing that the field's focus on the administration of writing students and its historically imposed prohibition on theory greatly limit what can be understood about writing. Instead he envisions a more significant approach to writing, one that questions the field's conservative allegiance to subject and administration and reconsiders writing as spatial and ecological. Using concepts from ecocomposition, spatial theory, network theory, complexity theory, and systems theory, Postcomposition lays the groundwork for a networked theory of writing, and advocates the abandonment of administration as a useful part of the field. He also challenges the usefulness of rhetoric in writing studies, showing how writing exceeds rhetoric.

Postcomposition is a detailed consideration of how posthumanism affects the field's understanding of subjectivity. It also tears at the seams of the "contingent labor problem." As he articulates his own frustrations with the conservatism of composition studies and builds on previous critiques of the discipline, Dobrin stages a courageous-and inevitably polemical-intellectual challenge to the entrenched ideas and assumptions that have defined composition studies.

[more]

Preservation Education

Sharing Best Practices and Finding Common Ground

Edited by Barry L. Stiefel and Jeremy C. Wells

University Press of New England, 2014

Over the past twenty years, there has been a fundamental shift in the institutional organization of historic preservation education. Historic preservation is the most recent arrival in the collection of built environment disciplines and therefore lacks the pedagogical depth and breadth found in allied endeavors such as architecture and planning. As the first degree programs in preservation only date to the 1970s and the first doctoral programs to the 1990s, new faculty are confronted with pedagogical challenges that are unique to this relatively nascent field. Based on a conference that included educators from around the world, Barry L. Stiefel and Jeremy C. Wells now present a collection that seeks to address fundamental issues of preservation pedagogy, outcome-based education and assessment, and global issues of authenticity and significance in historic preservation. The editors argue that the subject of the analysis has shifted from, “What is the best way to fix a historic building?” to, “What are the best ways for teaching people how to preserve historic properties (and why) according to the various standards that have been established?” This important reconsideration of the state of the field in historic preservation education will appeal to a broad audience across numerous disciplines.

[more]

Problem with Education Technology (Hint

It's Not the Technology)

Ben Fink

Utah State University Press, 2016

Education is in crisis—at least, so we hear. And at the center of this crisis is technology. New technologies like computer-based classroom instruction, online K–12 schools, MOOCs (massive open online courses), and automated essay scoring may be our last great hope—or the greatest threat we have ever faced.

In The Problem with Education Technology, Ben Fink and Robin Brown look behind the hype to explain the problems—and potential—of these technologies. Focusing on the case of automated essay scoring, they explain the technology, how it works, and what it does and doesn’t do. They explain its origins, its evolution (both in the classroom and in our culture), and the controversy that surrounds it. Most significantly, they expose the real problem—the complicity of teachers and curriculum-builders in creating an education system so mechanical that machines can in fact often replace humans—and how teachers, students, and other citizens can work together to solve it.

Offering a new perspective on the change that educators can hope, organize, and lobby for, The Problem with Education Technology challenges teachers and activists on “our side,” even as it provides new evidence to counter the profit-making, labor-saving logics that drive the current push for technology in the classroom.

[more]

Publisher Login