Home Education Journal: Volume 4 (Issues 11 to 13)

InterActions: UCLA Journal of Education and Information Studies

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Issue 12 pp Issue 11 pp Issue 10 pp Issue 9 pp Issue 8 pp Issue 7 pp Issue 6 pp Issue 5 pp Issue 4 pp Issue 3 pp Issue 2 pp Issue 1 pp Issue 20 pp Issue 19 pp Issue 18 pp Issue 17 pp Issue 16 pp Issue 15 pp Issue 14 pp Issue 13 pp Issue 2A pp Issue 12B pp Issue 12A pp Issue 10A pp Issue 12C pp Issue 11A pp Issue 8A pp Special issues Open special issues. Issue 12, Volume 6, ; Pages Issue 11, Volume 6, ; Pages Issue 10, Volume 6, ; Pages Issue 9, Volume 6, ; Pages Issue 8, Volume 6, ; Pages Issue 7, Volume 6, ; Pages Issue 6, Volume 6, ; Pages Issue 5, Volume 6, ; Pages Issue 4, Volume 6, ; Pages Issue 3, Volume 6, ; Pages Issue 2, Volume 6, ; Pages The persistence and post-graduation goals of humanities students is seen as particularly important given the deprioritization of the humanities by higher education institutions in recent decades as well as the questioned relevance of humanities education to post-graduation employment.

Findings also point to the ways in which humanities students have experienced marginalization in various contexts and also how they have resisted narratives they are exposed to that are disparaging towards their areas of study. This paper introduces a leadership model developed by seven Latina mothers that participated in a parent initiated group A "del corazon from the heart leadership model consists of 5 elements that are rooted in love, care, respect, and dignity.

This leadership model provides a nueva teoria within educational leadership that is inclusive of Latina mother leaders and, as a result, provides a transformative approach to leadership and social justice. Rather than rely on legal frameworks for decision-making around access and use, this paper argues that adopting consent-based models of self-determination would shift the paradigm of archival policies and practices around use and access from one based on individual property rights to one based on relationships, autonomy, and prioritization of record creators and subjects.

To deconstruct these systems of privilege and actively bring forth the voices of non-homogeneous archival subjects will require not just advocating for small reforms, but for entirely new ways of thinking about and doing our work. Next, the paper offers three non-legal or extra-legal models of consent which serve as examples for thinking beyond status quo assumptions of archival practice.

Journal Information

The three models explored and evaluated are indigenous protocols, feminist affirmative consent, and Institutional Review Boards IRBs. Instead of seeing this process as restricting or censoring, the adoption of these protocols would lead to increased trust, more accessible archival description, and a more pleasurable archival endeavor. It is the same ego-consciousness and environmental awareness the genus Homo used to negotiate survival within the original stochastic classroom of the African Rift Valley.

We witness the same successive growth of modern students learning to solve challenging design problems, to adapt and to change within an uncertain world. For example, movement leaders glorify Steve Jobs and hark on the myth that hobbies can be transformed into wealth-generating endeavors.

Volume 13, Issue 1, 2017

As art-making activities in informal learning setting across the U. It provides a rich example of how discourse around making fits into learning in arts education, showcasing instances when neoliberal ideology collides with contradictory theories regarding how and why people learn and make. First, this paper will introduce the reader to the maker movement in education and review literature on making, learning, and neoliberalism.

Secondly, I analyze the discourse of public librarians who implement the arts programming and suggest possible implications for how learning through the arts can be undermined by neoliberalism. Making as the reciprocal relationship between maker, material, tools, skill, and intention.

In this mixed-method study the researcher sought to explore answers to the following research questions:. One of the 9 th grade academies was selected as the control group and another as the treatment group. Teachers in the treatment group received a limited amount of professional development on arts integration using a small group project based implementation approach. Results indicate that the teachers in the treatment group increased levels of instructional support and differentiated learning formats in their classroom as compared to the teachers in the control group.

Additionally, students in the treatment group outperformed the control group students in 3 out of the 4 subject area achievement outcomes that were compared.

Volume 14, Issue 2, 2018

There was no significant difference found in student attendance between the control and treatment group students even though a snowstorm and a hurricane occurred during the semester this study was implemented. Data from the student questionnaires, the focus groups, field notes, and observations was triangulated and supported the quantitative data. Additionally, there was a significant increase in their behavioral engagement that was both observed and self-reported by students. This study makes a significant contribution to research identifying which aspects of instructional support seem to increase when teachers implement arts integration.

The authors provide theoretical support for art criticism in education, describe the process, and share ways it can be used to address Common Core writing and other content area standards. They also share a sample art criticism lesson taught to fourth graders and include a summary of student learning data documenting student engagement and learning aligned with targeted standards. The article ends with suggestions for using art criticism, finding and using accessible art criticism resources, and integrating art criticism writing with other content areas.

Growing up as a twin—and as a visually impaired individual—the author learned how to use the written word to help her imagine those aspects of the world that she could not physically see.

Through excerpts from journal entries, planning documents, short stories, long fiction, poetry, school assignments, and fanfiction she traces her growth as a writer within the shifting context of experiences within and outside of school. In this three-month qualitative study, 36 pre and in-service teachers were invited to create and write poems from four idea bundles e.

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Bundles included a variety of visual and print media e. The purpose of the study was to investigate how different visual and verbal media support students in their efforts to write poems.

This article reports findings from a qualitative study of a week interactive drama residency in a large Headstart preschool in a southeastern state. Findings from a qualitative analysis of observations, interviews and children's drawings indicated how important movement was for engaging young children, how rituals supported self-efficacy and risktaking, and how traveling in and out of a story world supported the imagination necessary for early literacy development. Findings also suggested the importance of involving classroom teachers in professional development about dramatic arts.

These findings provoked new questions and plans for future research. The purpose of this study was to evaluate a summer performing arts SPA program using elements of a servant leadership model to assess potential impacts of a SPA program on leadership skills development.

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