UNG Authors Reception Bibliography 2019

CC BY 4.0 Attribution

2019 Faculty Author Reception program

King and Country: Remembering a Chthonic Tragedy at Passchendaele, 1917

This chapter is about our combined experience teaching about peace in a course that was funded by a grant from the National Endowment for the Humanities focused on “Enduring Questions.” One enduring question is “What is peace?” It may seem that the answer is self-evident, only its path to realization tangled, obscure, and impossible to sustain. That is certainly the assumption of our students. Yet the question “what is peace” is an enduring one, without a single answer. Therefore, the underlying assumption of the course we have developed is that concepts of peace are mutable: they change with time, as well as with cultural, religious, and geopolitical perspectives. Our challenge is to resist the urge to arrive at a final definition, or even to develop a map for constructing peace in a modern conflict. Rather, we and our students repeatedly ask ourselves what peace is as we try to unpack its variegated meanings. Our task together is critical, made acute because this will be the only course about peace our students will ever encounter during their tenure at our university. Our goal, at once modest and ambitious, is to instigate thought about peace; to provoke discussion, and exploration; to render peace worthy of seriousness, challenging the old-fashioned stereotypes many of our students may share that peace is a mere relic of a bygone Vietnam “hippie” era or an unobtainable fantasy.

Peace Pedagogy from the Borderlines

Ever since the publication of Frankenstein, the Gothic has been read as an expression of the fears associated with scientific, technological, and medical advances. The scholarship in this area, however, does not address the reproductive sciences. This essay argues that obstetrical medicine is the most Gothic of medical pursuits. The professionalization of obstetrics over the course of the eighteenth century reads like a Gothic novel—subterraneous passages, hidden secrets, and the monstrous. This essay discusses the parallels between the Gothic and several fictional and quasi-fictional accounts of obstetrical “stories”—the Warming Pan Scandal of 1688; infamous characters such as Cheshire Cheese midwife; the work of Scottish obstetrician William Smellie; and the work of William Hunter, author of Anatomy of the Human Gravid Uterus (1774). Reproductive medicine fanned the flames of the Gothic then and continues to now as the genre continues remake itself in response to the changing reproductive landscape.

Gothic Medicine: Murderous Midwives and Homicidal Obstetricians

Writing and Literature: Composition as Inquiry, Learning, Thinking and Communication

La Chambre des officiers and Recapturing the Evanescent Memory of the Great War’s Gravely Disfigured

This article examines how the edTPA reflects teacher preparation.

The test that makes teachers: One year into the edTPA.

This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-based instructional practices are common in educational environments despite a questionable research base, while the use of dual coding is less ubiquitous, and thus measured examination of the two methods has implications for practical application. The study involved 204 university students who were surveyed on their preferred learning style and then presented with information that they were prompted to process via either imagery or linguistic means. The results showed there was no significant interaction effect between learning style and condition, suggesting the most basic prediction of the learning styles hypothesis should be rejected. In a regression analysis, none of the four learning styles (visual, auditory, read/write, or kinesthetic) predicted students’ retention of the material. However, there was a highly significant main effect of condition with those in the visual condition retaining twice as much information as those in the auditory condition regardless of learning style, a result that strongly supports dual coding theory. Implications of the findings would suggest that learning styles instruction is an ineffective method for teachers to employ, and that, instead, incorporating principles of dual coding would have a much greater benefit to student learning.

A test of two alternative cognitive processing models: Learning styles and dual coding.

This study was conducted to investigate whether or not computer-based simulations had a greater impact on science achievement compared to traditional hands-on methods for middle school students in an on-level science course. The study also sought to determine if either method had an impact on retention as well as motivation. The participants in the study were 6th grade students attending a public middle school in suburban metro-Atlanta. A variety of statistical analyses were utilized to measure science achievement, retention, and motivation. Results indicated that there was no significant difference on science achievement between the traditional hands-on method and the computer-based simulation method. While the control group and the experimental group both had academic gains, the control group experienced a statistically significant difference in gains on the density concept. There was no significant difference for the greenhouse effect concept in academic gains. Results further indicated statistically significant correlations between self-efficacy and science learning value, self-efficacy and active learning strategies, self-efficacy and achievement goal, and self-efficacy and performance goal.

A Study on Science Achievement and Motivation Using Computer-based Simulations Compared to Traditional Hands-on Manipulation

This study examined whether students were reaching automaticity with single digit multiplication facts. A fourteen question interview was used to collect data. The first three questions asked the student basic information about themselves and their current math teacher. The next seven questions were math facts. The math facts chosen for the interview were a range of difficulty, starting with a simple problem like 1 x 9 and increasing in difficulty to 6 x 9. The last four questions were open-ended with the intent of gaining insight into whether the students were using strategies to complete the problems or if they were showing automaticity. The study took place in one elementary school and one middle school. The participants were students from 3rd, 5th, and 8th grade. There were nine students from 3rd grade. Four were male and five were female. Ten students were from 5th grade. Four were male and six were female. Five students were from 8th grade. Three were male and two were female. The findings from this study are consistent with research included in this study in that students are continuing to struggle with single digit multiplication problems.

"The Importance of Automaticity Development in Mathematics

A new reality: The far right’s use of cyber-harassment against academics

This study investigates the relation between review spacing and question format on student retention. Participants in an 8th grade Georgia Studies class reviewed previously learned material either in one sitting (massed review) or in multiple sessions (spaced review). Following the review, each participant answered questions either in multiple choice or short answer format. Subsequent to answering the questions, all students received feedback. One week following the completion of the reviews, students were given a post test. One month after the post test, students were given a final test. Pre-, post- and final tests were identical and no treatment occurred between the posttest and the final test. Correlational analyses of review spacing and question format suggest that spaced review is positively related to success on the posttest. There was no such finding related to massed review or question format on the posttest. Additionally, neither review spacing or question format had any correlational effect on the final test. Results suggest that spaced review is beneficial, but that the benefit is lost over time.

An Examination of the Testing and Spacing Effects in a Middle Grades Social Studies Classroom.

This experimental research investigates the academic achievement and motivation of 104 sixth grade social studies students when incorporating mobile devices into the classroom. Specifically, this study was designed to test the use of mobile devices as a more effective approach to student learning than using paper materials. In addition, the current study specifically examined changes in students’ perceptions of learning, interest in learning and academic motivation when incorporating mobile devices into classroom instruction. The findings show that motivation can be enhanced when incorporating mobile devices. Yet, the current study found no effect of mobile learning on higher academic achievement in this sample. This study sheds light on the importance of mobile devices in the classroom. The findings encourage the use of mobile devices due to their effect on motivation, which may offer an interactive classroom environment where students feel enthusiastic and eager to learn.

Mobile Learning and its Effects on Academic Achievement and Student Motivation in Middle Grades Students.

This study explored the relationship between theories of intelligence and academic achievement in middle school students taking a science course (N = 87). Analyses of covariance revealed that an intervention designed to teach an incremental theory of intelligence to a group of 7th graders led to a positive change in the students’ theories of intelligence and their level of academic achievement in science class when compared with a control group. Correlational analyses of students’ theories of intelligence, academic self-efficacy, and effort attributions suggested that incremental theories of intelligence are positively related to academic success, self-efficacy and effort. Results suggested that a curriculum designed to support the concept of malleability in students’ intelligence and effort could provide long-term benefits in academic outcomes.

Student Achievement: Perspectives, Assessment and Improvement Strategies

Differentiated instruction has come to dominate the field of public education, and with that development teachers and teacher education programs have attempted to identify methods that may be used in the classroom to successfully differentiate for students. One of the most common methods of differentiation has been to focus on sensory modalities- learning through visual, auditory/linguistic, and to a somewhat lesser extent kinesthetic means. Thus, content is formatted to appeal to either visual senses or, alternately, auditory/linguistic senses. This has come to be associated with learning styles instruction which is based on the matching (or meshing) hypothesis. This hypothesis posits that students have a preferred sensory modality for instruction (i.e. they may be a visual learner or an auditory/linguistic learner), and if the teacher presents material in their preferred modality (i.e. auditory/linguistic instruction for auditory/linguistic learners), then learning will be enhanced. This assertion has been widely adopted in public schools, universities, teacher education programs, and textbooks in countries around the world. However, research has consistently shown that the matching hypothesis is not correct and that tailoring instruction to students’ purported learning styles does not benefit learning. Instead, research in education, psychology, and neuroscience supports dual coding as a more accurate model. Dual coding suggests that humans have separate but related cognitive systems for processing auditory and visual information. If too much auditory (i.e. verbal/linguistic) information is presented to students, then they experience cognitive overload and much of the information is not retained. But if instead verbal information is limited and paired with related visual information, then the visual processing systems are engaged which essentially increases memory storage capacity and thus promotes retention. So regardless of students’ purported learning style, all students and humans in general tend to learn better and retain more when auditory and visual information are combined. The implication this has for the classroom is that teachers should strive to include visual material such as pictures, images, charts, graphs, drawings, illustrations, PowerPoints, videos, etc. that support the concepts that are being communicated through written and verbal academic language. There is no need for teachers to assess students’ learning styles or to try to construct lessons based on them. Instruction should be based on specifics of the content (i.e. science via experimentation and math with graphs) rather than based on sensory modalities without regard to the academic content.

Visual and Auditory Learning: Differentiating Instruction via Sensory Modality and its Effects on Memory.

This qualitative exploratory research examined the processes student-teachers used to address academic language in lessons generated for middle school instruction. Undergraduate student-teachers were provided access to ReadAhead, a technological platform designed to scaffold students’ content literacy skills. The studentteachers were serving year-long internships in four content areas and preparing to complete their edTPA teacher certification portfolios. They planned and implemented lessons within diverse middle school settings. They were subsequently interviewed concerning their thought processes in creating and implementing the lessons, and a document analysis was conducted. The findings indicated that the student-teachers approached the lessons with different purposes in mind, and those divergent purposes influenced other critical aspects of the lessons. They also showed a lack of metacognitive awareness concerning the integration of academic language, though they unconsciously addressed it in ways consistent with the literature and the edTPA’s expectations. Ultimately, academic language instruction is essential to learning in all content areas, yet the definitions and application of it may still be unclear to aspiring educators in teacher preparation programs. Considering that the incorporation of academic language instruction will be vital to the licensure process and subsequent practice, it becomes imperative that teacher education programs methodically address the issue.

An exploration of the use of technology to address academic language learning in teacher education in preparation for the edTPA.

This text is devoted to lessons on how individuals interact in markets to improve their lives. The text's outlook favors free markets, focused on logical argument and examples of how people who interact freely with each other can make their lives better. However, given that markets are not fully free, the text also discusses the effects of the state on individuals and on their economic interactions. The aim of the text is to help you to understand the economic world around you as you find your place in the spontaneous order of the market.

Principles of Macroeconomic Literacy

This article examines the value of including a focus on higher order thinking in classroom instruction.

Cognitive psychology’s case for teaching higher order thinking

:Educators responded to the Principals and Inclusion Survey, measuring the experiences, training, attitudes of educators toward inclusion, and beliefs about the most appropriate placement of students with disabilities. Results revealed that the educators held a positive view of the inclusion model. However, the educators did not believe that general education should be modified to meet the needs of all students. The educators indicated that they believed that most of their students with disabilities could be served appropriately from regular classroom instruction and the resource room. The more positive the educators’ inclusive attitude was, the less restrictive the learning environment was seen as most appropriate for specific learning disabilities, EBD, speech/language impairment, and autism/pervasive development disorder. Significant correlations were found between their attitude toward inclusion and the number of special education training courses taken, formal field-based training, and number of years of full-time special education teaching experience.

An Examination of Educators' Attitudes Toward Inclusion

This article explores whether educational practices are actually steeped in research-based methodology through the examples of learning styles and dual coding.

Is Research-Based Instruction A Reality In Education? The Example Of Learning Styles And Dual Coding

Inquiry-based learning approaches have been promoted as an instructional method for students at all levels. An inquiry approach requires students to discover or construct knowledge through relevant activities and personal investigations. Due to the student driven nature of inquiry learning, it is reasonable to believe that students will become more motivated to read and to engage in critical thinking after participating in the inquiry approach. This quantitative study observes the effects of inquiry project based learning (PBL) on reading motivation and students’ perceptions of higher order thinking processes in a middle school language arts classroom. By comparing inquiry project based learning to fully guided instruction using an experimental study design, it was hypothesized that reading motivation and perceptions of inquiry thinking processes would increase after eight weeks of implementing the inquiry PBL model. The control and treatment group’s reading motivation was compared using pre-tests and post-tests of the Motivation for Reading Questionnaire (MRQ) (Wigfield and Guthrie 1997), and student perception of the type of learning and the learning processes they have experienced in the class was measured with an instrument created by Spronken-Smith, Walker, Batchelor, O’Steen, & Angelo (2012). An Analysis of Covariance (ANCOVA) was run to determine any change in groups after the treatment, and Pearson Correlations were run to examine relationships between motivation constructs and perceptions of learning processes. There was no indication that inquiry PBL had any significant effects on the treatment group in terms of reading motivation or perceptions of critical thinking.

The Effects of Inquiry Project-Based Learning on Student Reading Motivation and Student Perceptions of Inquiry Learning Processes

This paper examines the research evidence behind two alternate and mutually exclusive learning models- learning styles and dual coding. The most common incarnation of each model is based on learning modalities, and each makes predictions about how learners process auditory and visual stimuli. Learning styles have found wide acceptance in public perception and throughout education at all levels, yet the majority of empirical research suggests that the model is not accurate and that learning styles instruction has no effect on student learning. Dual coding is more strongly supported by empirical research yet less well known and less commonly used in practice. The analysis examines evidence from a wide variety of sources, including experimental studies, correlational research, teacher-education texts, and neuroimaging studies. The findings reveal that dual coding is likely to be the more accurate model and that it offers more potential for both research and in practical application.

An analysis of current evidence supporting two alternate learning models: Learning styles and dual coding.

Un long dimanche de fiançailles and Remembering la Somme 1916

The University of North Georgia, a recently consolidated university, has four libraries of varying sizes with different types of collections – ranging from libraries with larger sized book collections to libraries that rely on electronic resources. In addition to the differences in size and collections, the libraries also face the challenge of distance. This chapter follows the creation of an emergency plan, a recovery plan, and a continuity of operations plan for an academic library with four unique campus locations. The creation process begins with risk assessments of all four libraries, creating a team to write the plan, writing the plan and implementation and training for faculty and staff. The policies were written by a committee of five and included at least one representative from each campus.

UNG Authors Reception Bibliography 2019

Items in this collection

2019 Faculty Author Reception program

King and Country: Remembering a Chthonic Tragedy at Passchendaele, 1917

Peace Pedagogy from the Borderlines

Gothic Medicine: Murderous Midwives and Homicidal Obstetricians

Writing and Literature: Composition as Inquiry, Learning, Thinking and Communication

La Chambre des officiers and Recapturing the Evanescent Memory of the Great War’s Gravely Disfigured

The test that makes teachers: One year into the edTPA.

A test of two alternative cognitive processing models: Learning styles and dual coding.

A Study on Science Achievement and Motivation Using Computer-based Simulations Compared to Traditional Hands-on Manipulation

"The Importance of Automaticity Development in Mathematics

A new reality: The far right’s use of cyber-harassment against academics

An Examination of the Testing and Spacing Effects in a Middle Grades Social Studies Classroom.

Mobile Learning and its Effects on Academic Achievement and Student Motivation in Middle Grades Students.

Student Achievement: Perspectives, Assessment and Improvement Strategies

Visual and Auditory Learning: Differentiating Instruction via Sensory Modality and its Effects on Memory.

An exploration of the use of technology to address academic language learning in teacher education in preparation for the edTPA.

Principles of Macroeconomic Literacy

Cognitive psychology’s case for teaching higher order thinking

An Examination of Educators' Attitudes Toward Inclusion

Is Research-Based Instruction A Reality In Education? The Example Of Learning Styles And Dual Coding

The Effects of Inquiry Project-Based Learning on Student Reading Motivation and Student Perceptions of Inquiry Learning Processes

An analysis of current evidence supporting two alternate learning models: Learning styles and dual coding.

Un long dimanche de fiançailles and Remembering la Somme 1916

One Plan, Four Libraries: A Case Study in Disaster Planning for a Four-Campus Academic Institution

"I Have Been So Many People": A Study of Lee Smith's Novels

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2019 Faculty Author Reception program