Martin Milkman, Ph.D. is this week’s #RacerScholar

Professor Martin Milkeco_mimman in the Economics and Finance department at Murray State University is this week’s #RacerScholar. His article, “Writing Across the Curriculum in Elective Economics Classes,” is included in volume 46, issue 1, of National Social Science Journal.

Abstract

This paper presents the methods and results of a Writing Across the Curriculum (WAC) study conducted at Murray State University in two elective economics classes. While there is plenty of literature about WAC, I hope that this paper will be interesting as it offers some suggestions to instructors who would be interested using WAC in their classrooms. After a very brief review of the literature, the paper describes how WAC was used in the two classes and the results of the program.

NSAJ.pngWriting Across the Curriculum in Elective Economics Classes
By Martin Milkman
National Social Science Journal: vol. 46(1), pgs. 93-97
ISSN 2154-1736

Advertisements

‘The Teacher’s Ego’ is this week’s #NewBookoftheWeek

‘The Teacher’s Ego’ is this week’s #NewBookoftheWeek

lynn-150x150The #NewBookoftheWeek is The Teacher’s Ego: When Singers Become Voice Teachers, by Lynn Eustis, D.M. You can find a copy of her book on the “New Book Shelf” in Waterfield Library.

 

Most voice teachers begin as professional singers themselves and now—perhaps facing the loss of their own performing identities—work to build and support their students in every way possible.

In The Teacher’s Ego, author Lynn Eustis grapples with these two distinct egos, those of both singer and teacher, and reveals practical implications for any professional voice teacher. Ultimately, the relationship between a singer and a voice teacher is complex. As Eustis states, “Voice teachers who understand their own motivations are infinitely more effective in the studio than those who don’t.”— GIA PUBLICATIONS, INC.

Add Kudos to your #MSULibraryBelt

Add Kudos to your #MSULibraryBelt

We encourage #RacerScholars add Kudos to their #MSULibraryBelt to promote the academic achievements and increase readership of Murray State University scholars.

Kudos is a free service for researchers to integrate a variety of tools to take control of their scholarly output and gain insight of different metrics that track the impact of their work. In additon, Kudos helps you generate simplified language to encourage people in your social networks to read your work.GetKudos1

 

 

Ajay Das, Ph.D. is this week’s #RacerScholar

das2aThis week’s #RacerScholar is Dr. Ajay Das. He co-authored the paper, “Understanding teachers’ concerns about inclusive education,” which appeared in volume 16, issue 4, of the Asia Pacific Education Review.

Abstract

This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in inclusive education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon, overall, were a little concerned about implementing inclusive education in their schools. Significant difference existed in teacher concerns whether they taught in government versus privately managed schools. Implications are discussed to address teacher concerns for inclusive education in India.

4Understanding teachers’ concerns about
inclusive education

By Monika Yadav, Ajay Das, Sushama Sharma
and Ashwini Tiwari
Asia Pacific Education Review: Dec 2015,
vol. 16 (4), pgs. 653-662
DOI: 10.1007/s12564-015-9405-6

Calyn M. Colston ’14, Alyx Shultz, Ph.D., and C. A. Shea Porr, Ph.D. our this week’s #RacerScholars

Calyn Marie Colston ’14, Alyx Shultz, Ph.D., and  Shea Porr, Ph.D. from the Hutson School of Agriculture at Murray State University are this week’s #RacerScholars. They published the paper, “The Feasibility of Implementing an Equine-Assisted Activities and Therapy Curriculum into Higher Education,” in volume 59, issue 3, of NACTA Journal.

Abstract

Increased research on the benefits of equine- assisted activities and therapies (EAAT) for people with special needs and the success of these programs has generated an increase in education on EAAT in the United States. This study provides evidence of the viability of EAAT programs in higher education and helps determine whether universities and colleges should consider implementing these programs into their curriculum, with particular focus on Murray State University. [Read More]

cdxtqzjviaa3_01The Feasibility of Implementing an Equine-Assisted Activities and Therapy Curriculum into Higher Education
By Calyn M. Colston, Alyx Shultz, and  C. A. Shea Porr
NACTA Journal : Sep. 2015, vol. 59 (3), pgs. 189-191

 

Add the Internet Archive (archive.org) to your #MSULibraryBelt

In 2007, inventor and digital librarian Brewster Kahle gave a TED Talk about, “A Free Digital Library,” which would give “Universal access to all knowledge.” Today, you can use that library, which provides access to an archive of the World Wide Web, over 9 million eBooks and digital documents, 2.4 million videos, 2.8 million audio recordings, 120 thousand pieces of software, 1.1 million digitized images, and 162 thousand live concert recordings. Read below to learn about some of the different features and select collections.

2016.03.16_MSULIbWP1
2007 Capture of lib.murraystate.edu

The “Wayback Machine” has captured 469 billion pages on the Internet using web crawlers to give researchers the ability to access pages that are no longer live. Thus, you can potentially see a webpage that now reads “HTTP 404 Not Found” if you use the “Wayback Machine.” You can also use it to look at the history of a web page’s design, for example, see what the Murray State University Libraries’ page looked like in 2007–notice there is no Search. catalog, and no Twitter feed.

2016.03.16_MSULIbWP2 The Smithsonian Libraries collection is one of the largest library systems in the world and contains texts of all sorts, inculduding rare and old books that you can read online. These documents are very useful for understanding historical developments in human history. For example, here is a book published in 1671 that gives an account of early America and its inhabitants:

2016.03.16_MSULIbWP6.png

2016.03.16_MSULIbWP1.1

The LibriVox Free Audiobook Collection contains recordings of public domain texts (works that may be used freely without the permission of the former copyright owner) in multiple languages that you can download and listen to freely. This way you can study and exercise at the same time.

2016.03.16_MSULIbWP3.pngThe Internet Arcade gives you the ability to play vintage-era video games using an online emulator. If you were writing a paper on the history of video game development, you could experience what it was like to use these games, like this 1982 classic, “Q*Bert”:

2016.03.16_MSULIbWP4The Metropolitan Museum of Art – Gallery Images collection gives you access to over 140 thousand images from their collection. If you need images for a presentation that you are giving, or you are an Art History major, this collection is an invaluable resource. Keep in mind that these collections include images of three-dimensional objects, like this early 19th century “Russian Bassoon”:
2016.03.16_MSULIbWP7

Are you doing a report on how media covers tragic events? The Internet Archive contains 3,000 hours of coverage of the events from 9/11 in the Understanding 9/11: A Television News Archive. This collection is from the video collections held in the Internet Archive.2016.03.16_MSULIbWP5.png

These are just few of the many collections contained in the Internet Archive. There are 198 thousand collections to choose from.

 

 

 

 


Our #NewBookoftheWeek is ‘The Activist Learner : Inquiry, Literacy, and Service to Make Learning Matter’

51kuw-mgjtl-_sx339_bo1204203200_The Activist Learner : Inquiry, Literacy, and Service to Make Learning Matter, by professors Jeffrey D. Wilhelm, Whitney Douglas, and Sara W. Fry, is this week’s #NewBookoftheWeek.

You can find a copy of The Activist Learner on the “New Book Shelf” in Waterfield Library.

This dynamic book explores a variety of ways teachers can integrate service learning to enliven their classroom, meet the unique developmental needs of their students, and satisfy the next generation of standards and assessments.  The authors demonstrate how inquiry-based teaching with service learning outcomes cultivates, requires, and rewards literacy, as well as important skills like perspective taking and compassion.  Through the pursuit of service learning projects, students develop and apply literacy and disciplinary knowledge, experience real-world implications, and learn to think in more connected ways. At the same time, students acquire literacies essential for creating a culture of civic engagement and for mastering the Common Core.

A powerful blend of practical, theoretical, and inspirational, The Activ(ist) Learner:

  • Provides examples that combine inquiry and service learning to help students develop and apply literacy and disciplinary knowledge.
  • Helps teachers move from informational teaching to sociocultural apprenticeship teaching.
  • Describes a way of teaching that develops students’ intrapersonal and interpersonal skills.
  • Includes templates for conducting inquiry units and charts with CCSS connections.

Teachers College Press

Ajay Das, Ph.D. is this week’s #RacerScholar

Professor Ajay Das in the College of Education and Human Services is this week’s #RacerScholar. He contributed to the article, “Inclusive education a “rhetoric” or “reality”? Teachers’ perspectives and beliefs,” in Teaching and Teacher Education: an International Journal of Research and Studies.

Abstract

The aim of this interpretive study was to examine the perceptions and beliefs of general education teachers in Delhi, India, about the inclusion of students with disabilities (SWDs) in regular education classrooms. In this study, with hermeneutic phenomenology as its methodological framework, 15 semi-structured interviews of public school teachers in Delhi were conducted. Each interview, lasting from 30 to 45 min, was recorded and transcribed. The data were analyzed using a constant comparative method. The following conclusions were drawn: (1) Sociocultural ideologies on disability have affected the education of SWDs, and (2) systematic institutional barriers have led teachers to accept inclusion only “in theory.”

1-s2-0-s0742051x15x00060-cov150hInclusive education a “rhetoric” or “reality”? Teachers’
perspectives and beliefs
By: Ashwini Tiwaria, Ajay Das and Manisha Sharma
Teaching and Teacher Education : Nov. 2015, vol. 52, pgs. 128-136
DOI: 10.1016/j.tate.2015.09.002

‘Art and Cognition,’ by Arthur D. Efland, is our #NewBookoftheWeek!

51q2bdb4laul-_sx349_bo1204203200_

Our #NewBookoftheWeek is Art and Cognition: Integrating the Visual Arts in the Curriculum, by Arthur D. Efland, Ph.D.  The book is available in Waterfield Library on the “New Book Shelf.”

Crucial to the current public debate about schools, curriculum, testing, academic standards, and teacher training are the voices of successful teachers, like Kathy Greeley, who speak to the dangers of an overemphasis on standardized testing and a punitive, back to basics approach. In this captivating and lively chronicle of a year in the life of a public school classroom, Greeley provides an alternative model of education and shows how a strong and supportive community is essential in helping students reach their highest potential. Included in her account are:

  • Specific projects that explain in detail critical practices in the classroom
  • Class discussions that show efforts to interweave academic study with personal awareness
  • Excerpts from student journals
  • An honest and full description of daily failures and frustrations as well as successes and victories- from Teachers College Press

Our #NewBookoftheWeek is ‘The Mixed Methods Reader,’ edited by Vicki L. Plano Clark and John W. Creswell

This week’s #NewBookoftheWeek at Murray State Univerisity is The Mixed Methods Reader, edited by Vicki L. Plano Clark and John W. Creswell.

15307_plano_clark_mixed_methods_reader_72ppirgb_150pixw
The Mixed Methods Reader

What are “Mixed Methods”?
When you learn how to conduct research, your instructors will often discuss one of two methods: qualitative or quantitative. Qualitative research is based on personal observations of a study and quantitative research relies on information collected. For example, let’s say we want to study child obesity. A qualitative approach would be to conduct interviews and observe a group of children and see what environmental factors lead some to become obese and others not. A quantitative approach would be to take blood tests and analyze what is different between the children that become obese and those that are not. A mixed methods approach would be to incorporate both research methods in a study.

A number of books have been published recently that incorporate mixed methodologies; however, Plano Clark and Creswell’s book address the history of mixed methodologies developing over the past 30 years (SAGE Publications ). According to SAGE Publications:

The Mixed Methods Reader, edited by two leading researchers in mixed methods research, offers students and researchers a rich balance of foundational works and exemplary studies across a range of disciplines.

You can find a copy of The Mixed Methods Reader on the “New Book Shelf” in Waterfield Library.

Our #RacerScholar this week is Ajay Das, Ph. D.

Professor Ajay Das in the College of Education and Human Services at Murray State University is our featured #RacerScholar. He co-wrote the chapter, “Special Education Today in India,” which appears in Volume 28, Special Education International Perspectives: Practices Across the Globe, of the book series Advances in Special Education.

Dr. Ajay Das

Abstract

Similar to Western countries, the early origins of special education in India started with Christian missionaries and nongovernmental agencies which stressed a charity model of serving populations such as the visually, hearing, and cognitively impaired. However after its independence from Great Britain in 1947, the Indian government became more involved in providing educational, rehabilitation, and social services. Thus over the past four decades, India has moved gradually toward an inclusive education model. This chapter discusses the implementation of such a model related to the prevalence and incidence rates of disability in India as well as working within family environments that often involve three to four generations. Also included are challenges that an inclusive education system faces in India, namely, a high level of poverty, appropriate teacher preparation of special education teachers, a lack of binding national laws concerned with inclusive education, a dual governmental administration for special education services, and citizen’s and special education professionals strong concern about whether inclusive education practices can be carried out.


Special Education Today in India
By:  Ajay Das and Rina Shah
Book Series: Advances in Special Education
2014, Special Education International Perspectives:
Practices across the Globe
,  
vol. 28, pgs. 561-581
doi: 10.1108/S0270-401320140000028025

Our #NewBookoftheWeek is: ‘The Bully Society: School Shootings and the Crisis of Bullying in America’s Schools,’ by Jessie Klein.

Our #NewBookoftheWeek is on a very pertinent topic: school shootings. Author Jessie Klein is Assistant Professor of Sociology and Criminal Justice at Adelphi University. In addition, according to NYU Press, she has two decades of various administrative experience in secondary education.

‘The Bully Society,’ by Jessie Klein

In today’s schools, kids bullying kids is not an occasional occurrence but rather an everyday reality where children learn early that being sensitive, respectful, and kind earns them no respect. Jessie Klein makes the provocative argument that the rise of school shootings across America, and childhood aggression more broadly, are the consequences of a society that actually promotes aggressive and competitive behavior. The Bully Society is a call to reclaim America’s schools from the vicious cycle of aggression that threatens our children and our society at large.

Heartbreaking interviews illuminate how both boys and girls obtain status by acting “masculine”—displaying aggression at one another’s expense as both students and adults police one another to uphold gender stereotypes. Klein shows that the aggressive ritual of gender policing in American culture creates emotional damage that perpetuates violence through revenge, and that this cycle is the main cause of not only the many school shootings that have shocked America, but also related problems in schools, manifesting in high rates of suicide, depression, anxiety, eating disorders, self-cutting, truancy, and substance abuse. After two decades working in schools as a school social worker and professor, Klein proposes ways to transcend these destructive trends—transforming school bully societies into compassionate communities.
                                                                      —New York University Press

You can find a copy of The Bully Society on the “New Book Shelf” in Waterfield Library.

Our #RacerScholars this week are: Drs. Jamie Mahoney, Lynn Gannon Patterson, and Meagan Musselman

Our #RacerScholars this week are professors Jamie MahoneyLynn Gannon Patterson, and Meagan Musselman from the College of Education and Human Services. All three professors contributed to the book, Examining Response to Intervention (RTI) Models in Secondary Education.

Dr. Mahoney co-authored chapter 4, “RTI and Reading at the Secondary Level,” with Dr. Carol Hall at the University of Phoenix. Drs. Patterson and Musselman co-authored chapter 6, “Response to Intervention in Middle and High School Mathematics.”

Abstract for “RTI and Reading at the Secondary Level”

Response to Intervention (RTI) provides a framework for effective prevention and intervention to students who have difficulty reading at all achievement levels by using a school-wide, tiered system. RTI is the means for helping struggling students become successful readers before they have a chance to fall behind. Using evidence-based reading strategies within multiple classrooms such as the inclusive classroom or the resource classroom provides students with learning disabilities the opportunity to succeed in all content areas while applying these reading strategies. All teachers can use these strategies to assist the at-risk and struggling reader make progress. The purpose of this chapter is to share research, resources, and reading instructional methods appropriate for students at the secondary level that can help them meet their academic needs.

Abstract for “Response to Intervention in Middle and High School Mathematics”

Secondary schools are complex in structure and are challenged daily to provide high-quality, effective Response to Intervention (RTI) models in their school settings. RTI must be handled very differently in a middle or high school compared to an elementary school, and larger numbers of students, stricter time constraints, lack of resources, and larger academic gaps are among the typical obstacles secondary teachers face, including math teachers. However, there are RTI models that will work well in math classes, including the Adolescent Mathematics Intervention Structure (AMIS), which focuses on providing motivation, opportunities for academic discourse, cooperative learning, and a positive mathematical classroom environment. Additionally, students thrive in a mathematical learning environment that includes a focus on multiple representations for the mathematics, manipulatives, and targeted learning centers designed specifically for middle and high school students. This chapter focuses on discussing AMIS and providing recommendations for its implementation in secondary math classes.

RTI and Reading at the Secondary Level
By: Carol Hall and Jamie Mahoney
2015, ch. 4, pgs. 78-101
doi: 10.4018/978-1-4666-8516-1.ch004
Response to Intervention in Middle and High School Mathematics
By: Lynn Gannon Patterson, and Meagan Musselman
2015, ch. 6, pgs. 129-155
doi: 10.4018/978-1-4666-8516-1.ch006

Our #NewBooksofTheWeek are: ‘Including Difference’ and ‘Inquiry in Action’

Including Difference: A Communitarian Approach to Art Education in the Least Restrictive Environment and Inquiry in Action: Paradigms, Methodologies and Perspectives in Art Education were recently added to our collection. Both of these books can be found on the “New Book Shelf” in Waterfield Library.

‘Including Difference,’ by Michelle Kraft and Karen Keifer-Boyd

Strategies for the inclusion of individuals who experience moderate to severe disabilities into the art class community in a fully participatory way. Including Difference combines concepts related to analysis of the current special education law and case law, issues related to preservice teacher education, and strategies to address the varied needs of a broad spectrum of learners within the art class setting. This book contributes to the small but growing body of literature on current special education law and inclusion practices in the art class environment at a time when teacher certification programs are reexamining curriculum for integrated and stand-alone courses that meet increasing state expectations for addressing educational diversity. — National Art Education Association

‘Inquiry in Action,’ edited by Kathy Marzilli Miraglia and        Cathy Smilan

Inquiry in Action helps graduate students or first-time researchers gain an understanding of the various conditions for investigation. The authors define terminology used in art education research, discussing and providing exemplars of how various paradigms, methodologies, and perspectives are best suited to a question-driven examination. With its many research methods covered—both theoretical and practical—this book offers resources for inquiry and action in the field of art education for scholars, pK-16 art teachers, researchers and practitioners in other disciplines, administrators, policy makers, and interested community members. Inquiry in Action will well serve art education researchers and grad students, both novice and experienced, as they learn about constructing new knowledge or challenging past and present assumptions. —National Art Education Association

Our #NewBookoftheWeek: ‘The Game Believes in You,’ by Greg Toppo

Our #NewBookoftheWeek is Greg Toppo’s, The Game Believes in You: How Digital Play Can Make Our Kids Smarter. You can find a copy of the book on the “New Book Shelf” in Waterfield Library.

What if schools, from the wealthiest suburban nursery school to the grittiest urban high school, thrummed with the sounds of deep immersion? More and more people believe that can happen – with the aid of video games. Greg Toppo’s The Game Believes in You presents the story of a small group of visionaries who, for the past 40 years, have been pushing to get game controllers into the hands of learners. Among the game revolutionaries you’ll meet in this book:

*A game designer at the University of Southern California leading a team to design a video-game version of Thoreau’s Walden Pond.

*A young neuroscientist and game designer whose research on “Math Without Words” is revolutionizing how the subject is
taught, especially to students with limited English abilities.

*A Virginia Tech music instructor who is leading a group of high school-aged boys through the creation of an original opera staged
totally in the online game Minecraft.

Experts argue that games do truly “believe in you.” They focus, inspire and reassure people in ways that many teachers can’t. Games give people a chance to learn at their own pace, take risks, cultivate deeper understanding, fail and want to try again–right away–and ultimately, succeed in ways that too often elude them in school. This book is sure to excite and inspire educators and parents, as well as provoke some passionate debate.

Google Books

Check out “The Game Believes in You: A conversation with Greg Toppo” on YouTube

MSU Featured Author: Ajay Das

224Dr. Ajay Das, Asst. Professor in Adolescent, Career and Special Education, is our Featured MSU Author. His article, “Perceptions of ‘inclusion’ and perceived preparedness among school teachers in Sri Lanka,” is featured in Teaching and Teacher Education.

Volume: 43         Pages: 143-153         Published: OCT 2014

To read more information on the article, click here. On behalf of everyone at University Libraries, we want to congratulate Dr. Ajay Das on his published work.