Discipline Of English Research Articles

Interprofessional Education Programs for Nursing Students: A Systematic Review

Purpose: The purpose of this study was to investigate how interprofessional education has been designed, implemented, and evaluated in undergraduate programs in nursing through a systematic review. Methods: The literature was searched using the PubMed, CINAHL, EMBASE, and Cochrane central databases to identify interventional studies including teaching-learning activities among nursing students and other disciplines in English between January 2000 and May 2017. Thirty studies were selected for the analysis. Results: Twenty-four studies out of 30 were designed as a pre-post, no control group, quasi-experimental study design. Interprofessional education learners were primarily engaged in medicine, physical therapy, dentistry, occupational therapy, pharmacy, and respiratory therapy. Patient care related activity was the most frequently selected topic and simulation was the most common teaching-learning method. Evaluation of learning outcomes was mainly based on the aspects of teams and collaboration, professional identity, roles and responsibilities, patient care, and communication skills. Nursing students in 26 out of the 30 reviewed studies were found to benefit from interprofessional education, with outcome effects primarily related to changes in learning outcomes. Conclusion: The development and integration of interprofessional education with collaborative practices may offer opportunities in nursing education for training professional nurses of the future.

Where Are We? The Method of Mapping with GIS in Digital Humanities

Where Are We? The Method of Mapping with GIS in Digital Humanities Jen Jack Gieseking (bio) For decades, the "spatial turn" has shaped and been shaped by the thinking of scholars and students in American studies in regard to the production, meaning, and experience of space and place. The "digital turn" soon followed and intertwined with the previous twist: "The recent embrace of GIS and other digital tools by the traditionally technology-averse disciplines of English and history is connected to the theoretical recognition of the importance of spatiality."1 Thousands of mapping projects using geographic information systems in the digital humanities have become increasingly online, interactive, and critical over the years.2 What is the state of GIS in the digital humanities, and what is next? In other words, where are we? And where can we go from here? Geographic information systems can best be described as computer software to design maps and the spatial analysis of geospatial data, that is data that include a location.3 GIS is therefore a tool used to produce maps and not a method unto itself; to describe GIS as a method implies that the software will collect the data and evidence for the research project and conduct the analysis. The display and analysis of geospatial data (i.e., data that include a location) revolve around the selection and application of colors, symbols, and spatial statistics to identify patterns, themes, and trends. While the term spatial humanities has sometimes been used to describe the use of GIS in the digital humanities, it also evokes a broader meaning of the study of geography in the humanities. I use the term DH GIS to refer specifically to GIS in the digital humanities.4 The approach of GIS projects in the digital humanities often repeats Karen Kemp and Ruth Mostern's assertion that GIS was designed in a way to require "scholars to change their methods to suit technology, rather than making the technology work for them."5 In this brief essay, I draw on my experience as a cultural geographer and digital humanist to address what I identify as the five major issues/possibilities for the state of DH GIS. I build these five points from examples of DH GIS. The purpose of digital humanities is not merely the production of data visualizations or archives alone but the critical production [End Page 641] and analysis of these materials. As such, I argue that digital humanities scholars in American studies are in a unique position to contribute to the growth and development of GIS and, in so doing, the growth of spatial thinking in and beyond the humanities. Reworking GIS beyond the Military and Corporate Industrial Complexes As Caren Kaplan and others have noted, GIS was created as a military technology and is now also equally embraced as a tool to further capitalism: Two primary ways in which militarization operates in U.S. contemporary culture are the pervasive use of Geographic Information Systems (GIS), the primary model of data collection, sorting, and storage in use for over thirty years, and the practice of so-called target marketing, a geographically based form of classifying neighborhoods through subsets of demographic information.6 Building from Kaplan's arguments, Siva Vaidhyanathan carries this point farther and adds that "technologies that we purchase as tools of access, choice, opportunity, and freedom, Kaplan asserts, actually acculturate us to an invisible rigidity by keeping us always logged on, always present and accounted for."7 Collection of mobile geospatial data has transformed target marketing to what you have bought, liked, posted, and read. In 2017 Republican members of Congress introduced bills that would prohibit the collection, storage, access, and distribution of geospatial data regarding race or public housing, including the US Census.8 The ASA and other organizations signed statements condemning these bills, which have not passed.9 Corporations the likes of Target also issued complaints, as they rely on geospatial data to map and, therefore, spatially profile target markets, using race, class, gender, and other census data, as well as data from other sources.10 I add that choosing to accept the affordances and design of GIS-as-is only replicates the militarization...

READING LAW AND IMAGINING JUSTICE IN THE WAHKOHTOWIN CLASSROOM

This article analyzes an innovative community-based educational project called the “Wahkohtowin class” in Saskatoon, Saskatchewan. The class brings together former gang members, Indigenous high-school students and university students from the disciplines of law, English, and Indigenous studies to learn together about law, justice, and injustice. Students in the class read legal texts together and then discuss and critique these texts in the context of the lived experiences of people in the class. Drawing on the experience of the Wahkohtowin project, this article argues that the practice of lawyers and law students reading and interpreting legal texts and talking about justice together with members of marginalized communities is an “access-to-justice innovation.” It is an innovation because it is a model that positions lawyers and law students not as experts but, rather, as co-learners and co-creators of knowledge with people who possess important lived experiences of the impacts of law and the justice system. It resists the notion that the legal system or lawyers possess a monopoly on justice, opening space for lawyers, law students, and community members to imagine justice together. Overall, this article argues that it is important for those within the legal system who are seeking to improve access to justice to engage with, and learn from, members of marginalized communities who have direct experience with the justice system and that the Wahkohtowin class is one example of how this can happen.

Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change

ABSTRACTThis study investigated how a high school literacy coach provided coaching to support teachers’ understanding and implementation of disciplinary literacy instruction. With a focus on collaborations between the literacy coach and teachers in the disciplines of social studies, math, and English, this article presents three case studies that illustrate how the coach and teachers designed instruction within and beyond the district’s curricular frameworks. Findings suggest when the coach situated herself as a collaborator, rather than an expert, and positioned the teacher as the disciplinary expert, the coach and teacher were able to foreground the discipline and plan meaningful disciplinary literacy instruction. The use of open-ended questions, think-alouds, and an examination of instructional tasks from students’ perspectives enabled the teachers to strengthen their disciplinary literacy instruction.

An Analysis of the Development Path of Business English Teachers in Local Institutions of China

The application-oriented development of local institutions has become a trend. Business English, with its “compound and cross-disciplinary” characteristics and the development of local economy have put forward higher requirements for the development of business English teachers in local institutions. This paper surveys and analyzes the current situation and development bottleneck of business English teachers in local institutions of China, and puts forward the development path of business English teachers from four aspects. It aims to provide reference for the construction of business English teaching faculty and the construction of business English discipline.

Book Review: James Braxton Peterson, Hip-Hop Headphones: A Scholar’s Critical Playlist

Book Review: James Braxton Peterson, Hip-Hop Headphones: A Scholar's Critical Playlist. New York: Bloomsbury Academic, 2016. ISBN: 978-1501308246 (Paperback). 296 Pages. $29.95.[Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website: http://www.transformativestudies.org ©2017 by The Transformative Studies Institute. All rights reserved.]Since its pioneering stages during the 1990s the field of Hip Hop Studies made steady progression. Breakthrough works such as Houston Baker's Black Studies, Rap, and the Academy (1993) and Tricia Rose's Black Noise (1994) examined hop culture with nuance and verve and, importantly, a knowledged perspective. Along with the emergence of prolific hip hop intellectuals such as Michael Eric Dyson, Mark Anthony Neal and Joan Morgan, to name a few, such efforts not only expounded upon the particulars of hop culture but crucially created paths of investigation in which issues of race, gender and class stratification endemic to all of American society could be better understood.Embodying both the fierce intellect of his predecessors and promoting the of hop culture and education is James Braxton Peterson, professor of English and director of Africana Studies at Lehigh University. For Peterson, this marriage is already embedded into the very fabric of hop culture, its history, structure and modus operandi; it is we academics who have often posed indifferent to youth culture and must endeavor ourselves to be brave, bold and studied enough to come to the party. With the hopes of becoming a staple resource for all educators who are in interested in and committed to teaching the history, artistry and culture of Hip Hop at all levels of education, Braxton's newest book, Hip-Hop Headphones: A Scholar's Critical Playlist is an invitation to interested scholars- an almost how-to manual to jump start inquiry in the field. In addition, the text serves as depository of essential tools of the trade: hip-hop syllabi, purposefully themed playlists and an extensive bibliography and annotations all provide meaningful direction to exploration of hop culture in the classroom.As Peterson notes, beyond publications, Hip Hop Studies (or #HipHopEd to the cognoscenti) has developed via the dual pressures of Hip-Hop Generational scholars entering the academy as as graduate students and more recently as professors and the steady pressure, interest, and inclinations of younger Hip Hop generational students who continue to find Hip-Hop-related courses of vital interest in their graduate studies. (26) Indeed, in the past ten years, hop made its presence felt in the hallowed halls of Harvard with its Hiphop Archive and Research Institute and most certainly the classroom where hop culture cross pollinates with the disciplines of English, history, political science, religion and philosophy, sociology and anthropology, not to mention music, performance theater and the arts. Duke University even tapped the talents of renowned hop beat maker, 9th Wonder as an adjunct instructor. Apparently, knowledge reigns supreme over nearly everyone.And not unlike other disciplines, there are recommended- if not required- methodologies Peterson suggests to organize pedagogy and learning. Foremost, the author advocates critical listening a tact he aligns with critical thinking; a deliberate effort to use our ears and intellect to tune in to hop music's multilayered texts that are most easily evidenced in rap lyrics but can also be found in video imaging, marketing and popular discourses interacting with the culture in news and social media and the academy. Peterson's reasoning for taking hop music seriously cites the culture and its practitioners prescient ability to identify and chronicle America's complex social problems: the challenges of a post industrialized economy for the working poor, the travails of urban ecology, limited access to educational and employment opportunities and failed and devastating Wars on Poverty, Drugs and Terrorism. …

Implementation of Project Based Learning (PBL) in EFL (English as a Foreign Language) Classrooms in Fezalar Educational Institutions (Iraq)

This paper encompasses a theoretical background of PBL (Project-Based Learning) with advantages and disadvantages of PBL implementation. Contemporary implementation of PBL (Project- Based Learning) becomes widespread in general education, especially in EFL (English as a Foreign Language) classes not only to provide innovative English language acquisition through PBL, but also to equip learners with 21st century skills, such as communicative competence, critical thinking, life-long learning, team-working and problem-solving skills. This paper also deals with implementing PBL (in English lessons and other disciplines in Fezalar Educational Institutions. The paper includes an interview with Educational Coordinator of Fezalar Educational Institutions.

Close Reading, Teaching the Conflicts: Reading Reflectively in Korea

Teaching in a liberal arts college in Seoul, my most striking realization has been the need to teach students close reading. The difficulty they find in performing detail-oriented textual analysis is, in part, a product of their prior literature learning, which is significantly inflected by colonial history; their resistance to the method, moreover, can be traced to issues of neoliberalism and globalization, most concretely in the mismatch they perceive between “liberal learning” and the society and job market awaiting them. To enable students to determine for themselves the value of close reading, I argue, they need to be trained to reflect on their modes of reading. My most sustained effort in this regard has been a seminar called “Literature and Pedagogy,” inspired by Gerald Graff’s call for “teaching the conflicts.” In focusing on the critical debates that have shaped the discipline of English, most students gain significant appreciation for the virtues of active and reflective learning, while adopting a more critical stance vis-a-vis their prior literature learning and the university itself. Such a metacritical approach to English does not resolve the tensions impacting their educational lives, but it does give them the capacity to more critically and reflectively negotiate them.

A Corpus-based Investigation of Metadiscourse in Academic Book Reviews

Abstract Academic book reviews published in academic journals are expected to provide readers with both positive and negative evaluation of the book under review. This academic genre has recently been the focus of increasing number of studies due to its evaluative and interactional nature. The present cross-cultural study aimed to explore how interpersonal metadiscourse was used in Turkish and English book reviews. The corpus used in this study consisted of 150 published book reviews from different disciplines in English and Turkish. In order to understand how writers engaged in their reviews and interacted with their readers, Hyland's (2000) metadiscourse model was used to identify interpersonal markers in book reviews. With a focus of five common features from this model, hedges, emphatics (boosters), attitude markers, relational markers, and person markers were used as categories to be investigated. Relying on a quantitative data analysis followed by qualitative analysis, it was found that the total number of interpersonal metadiscourse features was considerably higher in the English corpus than in the Turkish corpus. Two languages showed variations particularly in the use of hedging devices which help writers to tone down their statements. Particularly learners in academic contexts can gain awareness of how various academic genres are realized in different cultures based on the findings.

Seeing Charters Differently: A New Approach to National Comparisons of Charter and Traditional Public Schools

ABSTRACTThe national debate over charter schooling has become increasingly heated in 2016, driven by polarized narratives about the students charters typically serve. Opponents argue charters cream-skim more advantaged students, while proponents hold they primarily serve historically disadvantaged students. National evidence on charter student selectivity has not kept pace with these arguments. Rigorous comparisons of charter and traditional public schools (TPSs) have limited scope and generalizability, while oversimplified national comparisons are often misleading. This essay presents a novel method for national comparisons of charter schools’ student poverty, special education, limited English proficient (LEP) composition and discipline rates, to those of their nearest five TPS neighbors. Findings show that charters’ student compositions differ from those in neighboring TPSs, but not in uniform ways.

Big Legal History and the Hundred Year Test

The generation of legal historians working in the opening decades of the twenty-first century have an opportunity to use digital technology to bring the sources of legal history to a wider audience of scholars and to facilitate the research of future scholars for many generations to come. I say this because, commencing in 1999, I compiled a searchable database of identifying information about and content of the 22,318 reports in the Year Books, cases decided in England's courts of common law between 1268 and 1535. With the generous support and sponsorship of the Ames Foundation, my database has become an online scholarly resource used frequently by researchers and students of English legal history and other disciplines. This has been the most rewarding experience of my scholarly career. Projects such as the one I undertook, and which I call “big legal history,” can require a number of years to complete, as in my case, or else a team of scholars whose contributions all need to be closely coordinated. Because the compilation of large digital resources does not fit the typical career path of most legal historians, I offer here an account of the origins of my project, some of the choices that I had to make at its outset, the progress that I made, and the rewards that I have received along the way.

Construção da reflexão na escrita acadêmica por professores em formação inicial

Resumo: Investigamos os usos de complexos oracionais em que as orações primárias são identificadas como orações mentais na escrita acadêmica reflexiva realizada em relatórios escritos por professores em formação inicial. Os textos foram produzidos como avaliação final de disciplinas obrigatórias de estágio supervisionado em três licenciaturas, Língua Portuguesa, Língua Inglesa e Matemática, sendo dada ênfase a essa última. As principais categorias analíticas são os componentes experiencial e lógico, integrantes da metafunção ideacional da linguagem, proposta na abordagem gramatical da Linguística Sistêmico-Funcional. Os resultados mostraram a construção recorrente de representações dos próprios autores como experienciadores dos fenômenos atrelados aos processos mentais perceptivos e cognitivos. Esses processos são responsáveis, respectivamente, pela elaboração de sequências textuais descritivas e narrativas e pela explicitação de posicionamentos mais críticos.

Rethinking my poetry pedagogy: An Autoethnographic self-study

In the English discipline within the university where I am a teacher educator of English, it is standard practice for pre-service teachers to write an evaluation on completion of a series of lectures. This self-study examines a collaborative exercise in which the lecturer and students jointly analysed student reflections in order to establish the efficacy of a series of poetry lectures. To reflect on one’s classroom practice is important for growth and as a teacher educator one should not only practice reflection but also encourage students to engage in the same. In this study I used students’ pre-lecture reflections in order to get a sense of the students’ lived experiences so as to have an idea as to how to approach my lectures. The post-lecture reflections were used to discuss, in collaboration with the students, what makes for an effective poetry lecture. Pre-service teacher educators should model good teaching practices and I have always held the belief that my teaching methodology is constructivist and that in the process I am being reflexive and modeling good practice. However, the intended message is not always that which is received in the way anticipated by the lecturer. This self-study highlights the importance of firstly reflective practice and secondly, working in collaboration with students in order to improve practice. Keywords: reflective practice, collaborative data analysis, constructivism, pre-service teachers, English education

Burning Off: Indigenising the Discipline of English

With the push towards ‘Indigenisation’ in Australian tertiary institutes, the discipline of English at the University of Newcastle undertook a pilot project to investigate what this could look like and what it meant for staff and students. This paper reflects our efforts to engage with notions of ‘Indigenisation’, based on national and international exemplars and presents one of our efforts to indigenise our discipline of English. We argue that our shifting and changing understanding of integrating Aboriginal ways of knowing into mainstream English courses is both difficult and essential.

Literaturas de Língua Inglesa e Educação Ambiental

The current alarming situation of the environment calls for special attention from all areas, as highlighted by Law no. 9.795, April, 1999, among others, the Literature produced in the English Language focused on this paper. The rise of a new research area of literary analysis in the second half of the twentieth century, the ecocriticism, shows that the literary studies are also concerned with the environmental crisis. Being part of the teacher education program, the disciplines of English and American Literature were analyzed based on the theoretical background of environmental education and literature so as to point out possible common grounds of these areas. The objectives of Environmental Education (EE), according to the Belgrade Letter, the subjects appointed by Tozoni-Reis and the ecocriticism allowed us to indicate viable ways of contribution from literary studies to EE. However, we advocate in favor of an interdisciplinary focus on both the disciplines in order to increase their positive future effects. Keywords: Environmental Education, Literatures in English, Ecocriticism.

Efficiency of Binary Lectures in Teaching Major Linguistic Courses (Linguistics of Discourse and Cognitive Linguistics)

The paper attempts to prove the efficiency of binary lecture courses by experiment in the academic group illustrating the outcomes of their progress and feedback about the new type of a course. Teaching theoretical linguistic disciplines in English for the students who are non-native speakers is rather a controversial issue in contemporary higher education, namely for foreign language department students. On the one hand, it is necessary to involve as much English as possible. On the other hand, comprehension of theoretical material is not easy even in a native language. The objectives of the current research are to find the solution of the problem and suggest an optimal form of delivering lectures, to test a binary lecture as the main form of a lesson during the whole course.

A Survey of the Status Quo of Business English Discipline in Universities in China: Take Universities in Shanxi Province as an Example

The Business English discipline in colleges has developed into a new phase since it was firstly granted by the Ministry of Education in 2007. The paper aims to investigate the status quo of Business English discipline in universities in Shanxi Province in China on the basis of the results of the investigation and tries to find the existing problems. The suggestions for the future development are accordingly made.

Gender-Based Study of Interactive and Interactional Metadiscourse Markers in Conclusion Sections of English Master Theses

The aim of this study is to seek two types of interpersonal model of Hyland (2005) used in conclusion sections of 30 Master Theses of English Teaching, English Literature, and English Translation written by male and female graduate students. These conclusion sections were categorized into two groups of male and female writers: 15 conclusion sections belonged to male writers and other 15 conclusion sections belonged to female writers. The interactive and interactional metadiscourse markers were counted and analyzed to find if male or female writers utilize these metadiscourse markers differently or similarly in conclusion sections of English disciplines (Translation, Teaching, and Literature). These metadiscourse markers were analyzed descriptively and referentially. The descriptive analysis show that both male and female writers in Translation, Teaching and Literature applied more interactional markers than interactive ones. In Translation and Teaching, female writers used more interactional resources comparing to male writers. But, in Literature, male writers employed more interactional markers than female writers. The referential statistics indicate that in English Translation and English Literature, there are significant differences between male and female writers concerning use of Interactive and Interactional metadiscourse Markers, while in English Teaching, there are not any significant differences between male and female writers regarding use of these metadiscourse Markers.

Four Decades On: Vietnam, the United States, and the Legacies of the Second Indochina War, edited by Scott Laderman and Edwin A. Martini

Four Decades On: Vietnam, the United States, and the Legacies of the Second Indochina War, edited by Scott Laderman and Edwin A. Martini. Durham, Duke University Press, 2013. x, 334 pp. $24.95 US (paper). The American war in concluded almost four decades ago, yet its memory continues haunt participants on all sides. This conflict remains one the most active fields in American foreign relations history, yet the dearth of material on US-Vietnamese relations since the fall of Saigon in the spring of 1975 stands in stark contrast the abundance on the war years. Making sense of how the war affected the people of both and the United States in the grander scheme is no mean feat, but this is what the editors set out do in Four Decades On. Four Decades On is a collection of eleven essays from a respected group of professors working in the disciplines of history, anthropology, English, languages and comparative literature, as well as American and Asian studies. The volume covers a diverse range of transnational topics that go beyond state-to-state relations, including the environmental consequences of the war, Vietnam Syndrome in the United States, cinematic influences, and trade. For the most part, the authors seek add a layer of cultural analysis existing literature rather than work from new archival or primary material. Each of these essays has its own individual merits, but two particular themes stand out: the first, in chapters by Walter L. Hixson and Alexander Bloom, addresses how the war shaped American national and in turn foreign policy; the second, in chapters by Diane Niblack Fox and Charles Waugh, examines the environmental legacy of a war in which American forces engaged in the most relentless aerial bombardment in world history and deployed massive quantities of chemical defoliants that poisoned the landscape. In Nam and 'Vietnam' in American History, Hixson correctly writes that Americans the conflict had little do with Viet Nam itself. Indochina functioned as a site, one of many through a long history of intervention, in which the United States carried out the drives of its military national identity (p. 44). The war was ill-advised and ended in a clear defeat as many have previously argued, but Hixson writes that an American victory culture went on to obscure the reasons for the American defeat ... ensure that few lasting lessons were learned from the conflict, elide the unprecedented devastation it had heaped upon the region, blame critics for the defeat, and thus make possible the next wave of US foreign intervention less than a generation later (p. …

Locating and building knowledges outside of the academy: approaches to engaged teaching at the University of Sheffield

This article draws on three case studies, which illuminate a number of practical, ethical and intellectual issues that arise from ‘engaged’ teaching activities within the curriculum. Projects from the disciplines of Architecture, English and Journalism Studies illustrate the possibilities offered by learning and teaching projects which emphasise public facing, co-produced knowledge as central components. It is argued that such approaches enable dynamic forms of learning to emerge, which work to expand the parameters of subject-specific knowledge while enabling the development of citizenship attributes and employability skills amongst students in ways that deepen, rather than dilute, intellectual rigour. The article locates these practical pedagogical reflections within theoretical frameworks offered by those working (largely in North America) on publicly engaged approaches to scholarship and seeks to draw connections with contemporary developments in learning and teaching in the UK.