The importance of stories

This article is adapted from a keynote address given at the second national conference of the National Association of Scholars, held in New York City from June 8 through June 10, 1990.     

The natural sciences: Trouble ahead? Yes

This essay expands a talk given by Professor Gross at the annual meeting of the American Academy for Liberal Education, held at St. John’s College, Santa Fe, New Mexico, October 29–30, 1993.     

Changing Aging Competency Following a GeroRich Intervention Initiative: Implications for Bachelor's and Master's Social Work Education

This article reports an evaluation of a GeroRich effort to increase age-specific content throughout bachelor and master-level social work curricula. A total of 426 students (128 BSWs and 298 MSWs) completed pre and posttests in 2004–2005, self-rating their aging competency using the Social Work with Aging Skill Competency Scale II (New York Academy of Medicine, 2005 New York Academy of Medicine . ( 2005 ). Practicum Partnership Program Geriatric Social Work Competency Scale II . Retrieved July 7, 2005, from New York Academy of Medicine Geriatric Practicum Partnership Program Web site:http://socialwork.nyam.org/pdf/GSWCompetencyScaleII.d  [Google Scholar]). Additional outcome questions were included to assess elements of the specific strategy. Findings indicate that both groups showed improved aging competency, but policy and human behavior courses were key to competency for BSW students, while practice and field classes predicted competency for MSWs.     

My experience with academic intolerance

Jeane J. Kirkpatrick, formerly a United States representative to the United Nations and a member of the Cabinet. She is also senior research fellow at the American Enterprise Institute for Public Policy Research. This article is adapted from a keynote address given at the first national conference of the National Association of Scholars, held in New York City from November 11 through November 13, 1988.     

Teaching Young Children Self-regulation through Children’s Books

Today’s emphasis on using children’s literature as a tool to teach reading and writing sub-skills distracts teachers’ attention from looking to children’s books for their historical role in helping children navigate the intellectual, social, and emotional terrains of childhood. This article argues, first, that early childhood educators must remain fluent in the use of literature that supports young children’s psychosocial development. Second, teachers must establish criteria for choice. By way of example, it examines two popular books for young children, Sendak’s (1963) Where the Wild Things Are [New York: HarperCollins Publishers] and Shannon’s (1998) No, David! [New York: Blue Sky Press] Three theoretical perspectives guide the analysis. The first combines Dewey’s (1938/97) [Experience and education. New York:Touchstone] impetus for learning and Vygotsky’s (1978) [Mind in society. Cambridge: Harvard University Press] theory that learning precedes development through scaffolded social interaction. The second is Erikson’s (1950, 1985) [Childhood and society. New York: W. W. Norton & Company, Inc.] theory of psychosocial development in light of the 4–6-year-old’s drive towards self-regulation, control, and independence. The third is Rosenblatt’s (1978) [The reader, the text, the poem. Urbana, IL: National Council of Teachers of English] transactional nature of reading.     

Tourists of History: Memory,Kitsch, and Consumerism from Oklahoma City to Ground Zero,by Marita Sturken

Cultural and Scientific Speech Education Today. Compiled and Edited By W. Aethur Cable. Expression Company, Boston 1930, pp. 206; $2.00.

Contemporary Speeches. Compiled by James M. O'Neill and Floyd K. Riley. New York: The Century Company, 1930; pp. xviii, 558.

Modern Literature for Oral Interpretation (Revised Edition). By Gertrude E. Johnson. New York: The Century Company, 1930; pp. 638; $2.50.

Influencing Behavior Through Speech. By Howard Hubert Higgins. Boston: The Expression Company, 1930: pp. ix, 346; $2.50.

Strategy in Handling People. By Ewing T. “Webb and J. B. Morgan. Boulton, Pierce and Company, 232 East Erie Street, Chicago, 1930; pp. 260; $3.00.

Ralph Dennis

The Story of the Drama (Beginnings to Commonwealth). By Joseph Richard Taylor. Boston: The Expression Company, 1930; pp. xxv, 555.

Medieval Rhetoric and Poetic. By Charles Sears Baldwin. New York: Macmillan, 1928, pp. xi, 321, $2.50.

Greek Rhetoric and Literary Criticism. By W. Rhys Roberts. New York: Longmans, Green and Co., 1928, pp. 164.

Acting, Its Theory and Practice. By Lane Crauford. New York: Richard R. Smith, Inc., 1930: pp. xiii, 248; $3.00.

The American Public Mind. By Peter Odegard. New York: Columbia University Press, 1930; pp. 308. Teachers are always being told that “here is a book that must

David Lloyd George. By J. Hugh Edwards, M. P. New York: Sears and Co., 1929, 2 vols.

Evangelized America. By Grover C. Loud. New York: Lincoln McVeagh, 1928.

The Stammering Century. By Gilbert Seldes. New York: John Day Co., 1928.

Conversation. By Andre Maurois ; translated by Yvonne Dufour. New York: E. P. Dutton &; Company, 1930; 82 pp.     

Social Activism Through Theater

ABSTRACT

Social Activism Through Theater” chronicles the author's first full year as a teaching artist in New York City, including the launch of National Queer Theater and its inaugural show, Speechless, as well as his experiences investigating film and storytelling with teenagers at the Refugee Youth Summer Academy.     

Creating belonging and transformation through the adoption of flexible pedagogies in masters level international business management students

Flexible pedagogies [Ryan and Tilbury 2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] place learner empowerment at the centre of curriculum development. Learner empowerment requires students to feel that they belong and are active in the learning process. This paper illuminates how, through the adoption of flexible pedagogies, belonging and trust were created in a cohort of 52 international postgraduate students, and the impact that this had on student learning. A qualitative interpretative approach captures students’ perceptions of aspects of curriculum design and delivery that aided their transition, promoted belonging, and empowered them as learners, leading to transformational change. This paper uses Ryan and Tilbury’s Flexible Pedagogies Framework [2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] to exemplify practice and discuss principles for curriculum design. Themes include; learner empowerment, future-facing education, decolonising education, crossing boundaries, transformational capabilities, and social learning. Recommendations highlight the need to challenge institutional constraints, employ creative teaching practices, embed assessment that promotes reflective practice, and create belonging through social learning.     

The secondary school,teacher and the annual convention

Disraeli, A Picture of the Victorian Age, by André Maurois. New York: Appleton and Co., 1928: pp. xiii, 379: $3.

Westminster Voices: Studies in Parliamentary Speech. By James Johnston. London: Hodder and Stoughton: pp. 255.

Representative Phi Beta Kappa Orations: Second Series. Edited by Clark S. Northup, with an introduction by C. F. Thwing. New York: The Elisha Parmele Press, 1927: pp. 554.

Milton on Education: The Tractate of Education with supplementary extracts from other writings of Milton. Edited by O. M. Ainsworth. New Haven: Yale University Press, 1928: pp. xiv, 369.

Classified Speech Models. Collected by William Norwood Brigance. New York: F. S. Crofts &; Co., 1928: 413 pp.

The Towel. By G. Oscar Russell. Columbus: The Ohio State University Press, 1928: pp. 353.

Das russische Theater. By Joseph Gregor and Rene Fueloep‐Miller. Zurich, Leipzig, Wien: Amalthea, 1927: 137 pp., 405 plates.

The Technique of Controversy. Principles of Dynamic Logic. By Boris B. Bogoslovsky, Ph. D. New York: Harcourt, Brace and Company, the International Library of Psychology, Philosophy, and Scientific Method, 1928: pp. viii, 266.

Fifty Orations That Have Won Prizes in Speaking Contests. Compiled by Winston H. Ashley, with an Introduction by William Norwood Brigance. New York: Noble and Noble, 1928: pp. xx, 390: $2.

Public Speaking, A Treatise on Delivery. By Edwin DuBois Shurter. New Edition, New York: Allyn and Bacon, 1927: pp. vii, 176.

A Lecture on Lectures. By Sir Arthur Quiller‐Couch. London: The Hogarth Press, 1927: pp. 48.     

Innocent Victims, Fighter Cells, and White Uncles: A Discourse Analysis of Children’s Books about AIDS

In this article, we examine a set of 26 children’s books on HIV/AIDS published between 1989–1999 to identify the ways in which these texts construct HIV/AIDS and people living with HIV/AIDS. We explore how this marginalized group is depicted in these books, and how well-meaning teachers may in fact be reproducing dominant discourses about HIV/AIDS in their curricula. In this article we focus, in particular, on how the discourses connected to public health, medicine, and secrecy (as a discourse across many institutions) are filtered to children and take part in constructing their beliefs and assumptions about HIV/AIDS. We illustrate our argument with examples from the books and show why teachers need to know how to analyze texts they select for their curricula so as to read books about HIV/AIDS critically in the classroom. Megan Blumenreich is Assistant Professor of Childhood Education at The City College of New York, City University of New York. Her research interests focus on urban schooling, poststructuralist approaches to qualitative research, and teacher education. She is the coauthor of The Power of Questions: A Guide to Teacher and Student Research (Heineman, 2005). Marjorie Siegel is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College, Columbia University. Her research interests include transmediation and multimodality in literacy education, content area literacies, and literacies and technologies. She is the coauthor of Reading Counts: Expanding the role of reading in mathematics classrooms (Teachers College, 2000). M. Himley, “Teaching the rhetoric of AIDS: Blurring the boundaries.”     

Authority in english studies

This article is adapted from a paper originally presented at the first general conference of the National Association of Scholars, held in New York City from November 11 through November 13, 1988.     

LANGUAGE

The Schools That Fear Built by David Nevin and Robert E. Bills. Washington, D.C.: Acropolis Books Ltd., 1976. 186pp. $10.00.

Ideology and Education by Richard Pratte. New York: David McKay Company, Inc., 1977.305 pp.

Helping Students Help Themselves: How You Can Put Behavior Analysis Into Action in Your Classroom by Dwight L. Goodwin and Thomas J. Coates. Englewood Cliffs, N.J.: Prentice-Hall, 1976. 205 pp.

The Politics of Higher Education: Lawmakers and the Academy in Illinois by James Dunlap Nowian. Urbana: University of Illinois Press, 1977. 109 pp. $2.95.

Education for Human Development: Understanding Montessori by Mario M. Montessori, Jr. New York: Schocken Books, 1977. 119pp. $7.95.

Gaming: The Future's Language by Richard D. Duke. New York: John Wiley and Sons, Halsted Press Division, 1974. 223 pp. $11.50.

Teacher Expectations and Pupil Learning by Roy Nash. Boston: Routledge &; Kegan Paul, 1976. 89 pp. $7.75.     

Mexican immigrant transnational social capital and class transformation: examining the role of peer mediation in insurgent science

In this article, I return to the interactions of Augusto and his teacher in an “English Learner Science” classroom in a demographically-transitioning US Midwest community (Richardson Bruna and Vann in Cult Stud Sci Educ 2:19–59, 2007) and further engage a class-first perspective to achieve two main conceptual objectives. First, I examine Augusto’s science education experience as a way of understanding processes Rouse (Towards a transnational perspective on migration: Race, class, ethnicity, and nationalism reconsidered. The New York Academy of Sciences, New York, 1992) refers to as “the disciplinary production of class-specific subjects” (p. 31). Coming from a subsistence farming community in rural Mexico to an industrialized meatpacking community in semi-rural Iowa, I describe how Augusto undergoes a change in his class identity (experiences a Class Transformation) that is not just reflected but, in fact, produced in his science class. Second, I examine the work Augusto does to resist these processes of disciplinary production as he reshapes his teacher’s instruction (promotes a class transformation) through specific transnational social capital he leverages as peer mediation. My overall goals in the article are to demonstrate the immediate relevance of a socio-historical, situated perspective to science teaching and learning and to outline domains of action for an insurgent, class-cognizant, science education practice informed by transnational social capital, like Augusto’s.     

First in our hearts

Earlier English Drama. Edited and Arranged for Acting. American Edition Revised by Thomas Whitfield Baldwin. New York: Thomas Nelson &; Sons. 1929. Pp. xx + 304.

The Environment of Three‐Year‐Old Children. By Dorothy Van Alstyle. New York : Bureau of Publications, Teachers College, 1929. Pp. vii + 108.

How Students Are Working Their Way Through School. By Augustus B. Dorough. Nashville: Cokesbury Press, 1929. Pp. 133.

The Sewing Book. By Blanche E. Hyde. New York: The Century Co., 1928. Pp. xxii + 348.

Greek and Roman Mythology. By William Sherwood Fox. Boston: Marshall Jones Co., 1928. Pp. lxii + 402.

Administration of Pupil Personnel. By Arch O. Heck. Boston: Ginn &; Co., 1929. Pp. xx + 479.

The Relative Merits of Conventional and Imaginative Types of Problems in Arithmetic. By Harry G. Wheat. New York: Teachers College, Columbia University, 1929. (Contribution to educ., No. 359).

Enriched Teaching of Physical Education in the High School. By Maxie N. Woodring and Norma Schwendener. New York: Teachers College, Columbia University, 1929. Pp. ix + 143. (Enriched Teaching ser., No. 5.)

A Study of the Sociability of Elementary School Children. By Jni‐Ching Hsia. New York: Teachers College, Columbia University, 1928. (Contributions to educ. No. 322.) Pp. 64.

Health Readers; Teacher's Manual; Guide for a Health Program, Grades 1–3. By Jessie I. Lummis and Willidell Schawe Yonkers: World Book Company, 1929. Pp. viii + 196.

The Psychology of Adolescence. By Fowler D. Brooks. Boston: Houghton Mifflin Company, 1929. Pp. xxiii + 652.

The Unique Character of American Secondary Education. By Charles Hubbard Judd. Cambridge: Harvard University Press, 1928. Pp. 63. (Inglis Lecture, 1928.)

Mechanical Drafting Handbook. By Frank R. Kepler. Milwaukee, Wis. : Bruce Publishing Company, 1928. Pp. 127.

The Elementary School Library. By William A. King. New York: Charles Scribner's Sons, 1929. Pp. xiii + 224.

Leisure and Its Use. By Herbert L. May and Dorothy Petgen. New York : A. S. Barnes and Company, 1928. Pp. xx + 268.

Books of Stories. Edited by Emily H. Obear. New York: Allyn and Bacon, 1928. Pp. vii + 428. (Academy classics for junior high schools.) A well chosen anthology of short stories for school use.

The Black Arrow. Robert Louis Stevenson. Edited by Dorothy L. Holm. N. Y. : Allyn and Bacon, 1926. Pp. vi + 436. (Academy classics for junior high school.)

Story and Study Readers; Primer, First‐Fifth Readers. By John W. Withers, Charles E. Skinner and Mathilde C. Gecks. Richmond, Va. : Johnson Publishing Company, 1928. 6V.

Adventures in Health. By Nathalie Forbes Moulton. Boston: Little, Brown and Company, 1928. Pp. x + 140. Illustrated by Eloise Burns.

1000 and One; the Blue Book of Non‐Theatrical Films. ‐Edited by Nelson L. Greene and others. Chicago: The Educational Scheen, Inc., 1929. 6th ed.

Far Away Hills. By Maud Petershaw and Miska Petershaw. Comp. by Wilhelmina Harper and Aymer J. Hamilton. New York: The Macmillan Co., 1928. Pp. xiii + 366. (Treasure Trails, for grade five.)

Buried Treasure. Comp. by Sophia McEntyre and Marietta Voorhees. New York: The Macmillan Company, 1929. Pp. xiv + 190.

Treasure Trove. Comp. by Sophia McEntrye and Marietta Voorhees. New York: The Macmillan Company, 1929. Pp. xiv + 175.

Treasure Trails—Far Away Hills. By Wilhelmina Harper and Aymer J. Hamilton. New York: The Macmillan Company, 1928.

The Sunshine School. By J. Mace Andress and Mabel C. Bragg. Boston: Ginn and Company, 1928. Pp. ix + 185. (Story ser. in health). Illustrated by Kayren Draper and Cornelia J. Hoff.

Buried Treasure, and Treasure Trove. By Sophia McEntyre and Marietta Voorhees. New York: The Macmillan Company, 1929.

The Human Body and Its Care. By S. Weir Newmayer and Edwin C. Broome. Cincinnati: American Book Company, 1928. Pp. vi + 314. (Health and happiness series).

The New Third Reader. By Eva A. Smedley and Martha C. Olsen. Chicago : Hall and McCreary Company. 1929.

The New Healthy Living. Books I and II. By Charles Edward A. Winslow and Mary L. Hahn. New York: Charles E. Merrill and Company, 1929. 2V. Pp. viii + 312; vi + 438.

The Box Book. By Hazel F. Showalter. New York: The Macmillan Company, 1929. Pp. xi + 185. Illustrated by the author (Work and play ser.)

Music Appreciation Readers. Books I to V. By Hazel Gertrude Kinscella. Lincoln: The University Publishing Company, 1928. 5V. Illustrated by Ruth Mary Hallock.

In Field and Forest. By Fannie Wyche Dunn and Eleanor Troxell. Evanston: Row, Peterson and Company, 1928. Pp. 288. (Mother Nature series, book 3.)

New Wide Awake Junior; an Easy Primer. By Clara Murray. Boston: Little, Brown and Company, 1929. Pp. vii + 113. (New Wide Awake Readers.)

New Wide Awake Primer. By Clara Murray. Boston: Little, Brown and Company, 1929. Pp. v + 112.

New Wide Awake Readers. By Clara Murray. Boston: Little, Brown and Company, 1929. 4V.

Modern Archery. By Arthur W. Lambert, Jr. New. York : A. S. Barnes and Company, 1929. Pp. xiv + 306.

Children's Own Readers; Pets. By Mary E. Penneu, and Alice M. Cusack. Boston : Ginn and Company, 1929.

My Book (I to V). By Marjorie Hardy. Chicago: Wheeler Publishing Company, 1929.     

New books

Spoken and Written English. By Henry Bradley. Oxford, at the Clarendon Press. 1919. Pp. 35.

Talking Business. By John Mantle Clapp, Lecturer on the Language of Business in New York University. The Ronald Press Company. New York, 1920. 526 pages.

The New World. College Readings in English. By Harold Bruce and Guy Montgomery. The Macmillan Company, New York, 1920. 464 pages.

Abraham Lincoln. A play. By John Drinkwater. New York: Houghton‐Mifflin Company. 1920. 112 pages.

Choosing a Play. Revised and enlarged. By Gertrude E. Johnson, Assistant Professor in the Department of Speech Education in the University of Wisconsin. New York: The Century Co. 1920.

The Greek Orators. By J. F. Dobson, M.A.. London: Methuen. New York: Dutton. 1919. Pp.314.     

The theatre student series receives rave reviews

Interfacing communication and propaganda

Jacques Ellul, Propaganda, New York, Alfred A. Knopf, Inc., 1966

Joe McGinniss, The Selling of the President 1968, New York, Trident Press, 1969

George A. Miller, The Psychology of Communication, Seven Essays, New York, Basic Books, Inc., 1967

Alfred G. Smith, Communication and Culture, New York, Holt, Rinehart and Winston, Inc., 1966

Raymond G. Smith, Speech Communication: Theory and Models, New York, Harper and Row, Inc., 1970.     

Henrietta Crosman on voice

Good American Speech. By Margaret Prendergast Mclean. New York: E. P. Dutton and Company, 1928.

The Psychology of Language. By W. B. Pillsbury and C. L. Meader. New York: D. Appleton and Company, 1928; pp. 306: $3.

Abraham Lincoln: 1809‐1858. By Albert J. Beveridge. Boston and New York: Houghton Mifflin Company, 1928: 2 volumes, pp. 1348.

The Public Mind: its disorders; its exploitation. By Norman Angell. New York, Button, 1926: pp. 220.

The Public and Its Problems. By John Dewey. New York, Henry Holt, 1927: pp. 224

Publicity for Social Work. By Mary Swain Routzahn and Evart G. Routzahn. New York: Bussell Sage Foundation, 1928, pp. xviii, 392.

Readings in Public Opinion. By W. Brooke Graves. New York: Appleton's, 1928, pp. viii, 1281. $6.

Propaganda. By Edward L. Bernays. New York: Horace Liveright, 1928, pp. 159. $2.50.

Propaganda Technique in the World War. By Harold Lasswell. New York: Knopf, 1927, pp. 283. $3.25.

Political Behavior. By Frank R. Kent. New York: Wm. Morrow, 1928, pp. 342. $2.50.

Public Discussion and Debate. By A. Craig Baird. Boston: Ginn and Company, 1928: pp. iv, 370.

Principles of Effective Speaking: A Text for Colleges and Universities. By William Phillips Sandford and Willard Hayes Yeager. New York: Thomas Nelson and Sons, 1928: pp. xv, 416.

The Art of Interpretative Speech. Principles and Practices of Effective Beading. By Charles H. Woollbert and Severina E. Nelson. New York: F. S. Crofts and Company, 1927: pp. vii, 385.

Communicative Speaking. By J. Stanley Gray. Boston: Expression Co., 1928: pp. 299: $2.50.

How to Talk. By John Mantle Clapp and Edwin A. Kane. New York: The Ronald Press Company, 1928: pp. 631.

A Bibliography of the Phi Beta Kappa Society. By Clark Sutherland Northup (now President of the national Phi Beta Kappa Society). New York: The Elisha Parmele Press, 1928. pp. viii, 328.

Crowell's Dictionary of English Grammar and Handbook of American Usage. By Maurice H. Weseen. New York: Thomas T. Crowell Company, 1928: pp. ix, 703.

The Influence of the Audience on Shakespeare's Drama. By Robert Bridges. New York: Oxford University Press, 1927; pp. x, 29.

The Art of Playwriting. Lectures delivered at the University of Pennsylvania on the Mask and Wig Foundation. Philadelphia: the University of Pennsylvania Press: 1928.

The Oxford Recitations. With a Preface by John Masefield. New York: The MacMillan Company: 1928: $1.50.

Power Control. By H. S. RAushenbush and Harry W. Laidler. New York: New Republic, Inc., 1928: $1.     

Book reviews

Black, Edwin and Kerr, Harry P., American Issues Harcourt, Brace, and World, 750 Third Avenue, New York 17, New York. 1961, paper, $2.25.

Wrage, Ernest J. and Baskerville, Barnet, American Forum, Speeches on Historic Issues, 1788–1900. Harper and Brothers, 49 East 33rd Street, New York 16, New York. 1960.

Simmons, Harry, Executive Public Speaking Techniques. Chilton Company—Book Division, Philadelphia 39, Pennsylvania. 1959, $5.00.

Jones, E. Einston, A Guide to Effective Speech. Longmans, Green and Company, 119 West 40th Street, New York 18, New York. 1961, $3.75.

Smith, Joseph F. and Linn, James R., Skill in Reading Aloud. Harper and Brothers, 49 East 33rd Street, New York 16, New York. 1960, $5.75.