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.

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

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Items in this collection

2019 Faculty Author Reception program