Spartan Daily, April 3, 1964

Volume 51, Issue 97https://scholarworks.sjsu.edu/spartandaily/4517/thumbnail.jp

Seattle Pacific University Catalog 1983-1984

https://digitalcommons.spu.edu/archives_catalogs/1065/thumbnail.jp

Seattle Pacific University Catalog 1993-1994

https://digitalcommons.spu.edu/archives_catalogs/1075/thumbnail.jp

Seattle Pacific University Catalog 1982-1983

https://digitalcommons.spu.edu/archives_catalogs/1064/thumbnail.jp

Seattle Pacific University Catalog 1981-1982

https://digitalcommons.spu.edu/archives_catalogs/1063/thumbnail.jp

GVSU Press Releases, 2001

A compilation of press releases for the year 2001 submitted by University Communications (formerly News & Information Services) to news agencies concerning the people, places, and events related to Grand Valley State University

Casco Bay Weekly : 23 April 1992

https://digitalcommons.portlandlibrary.com/cbw_1992/1018/thumbnail.jp

Shifting Interfaces: art research at the intersections of live performance and technology

Merged with duplicate record 10026.1/809 on 08.20.2017 by CS (TIS)This collection of published works is an outcome of my practice-led inter-disciplinary collaborative artistic research into deepening understanding of creative process in the field of contemporary dance. It comprises thirty written works published from 1999 to 2007 in various formats and platforms. This collection is framed by a methodological discussion that provides insight into how this research has intersected over time with diverse fields of practice including contemporary dance, digital and new media arts and non-art domains such as cognitive and social science. Fields are understood in the context of this research to be largely constituted out of the expert practices of individual collaborators. This research starts from an interest in the Impact of new media technologies on dance making/ choreography. The collection of works show evidence, established in the first two publications, of an evolving engagement with two concepts related to this interest: (1) the 'algorithm' as a process-level connection or bridge between dance composition and computation; (2) the empirical study of movement embedded as a 'knowledge base' in the practices of both computer animation and dance and thus forming a special correspondence between them. This collection provides evidence of this research through a period of community-building amongst artists using new media technologies in performance, and culminates in the identification of an emerging 'community of practice' coming together around the formation of a unique body of knowledge pertaining to dance. The late 1990s New Media Art movement provided a supportive context for Important peer-to-peer encounters with creators and users of software tools and platforms in the context of inter-disciplinary art-making. A growing interest in software programming as a creative practice opened up fresh perspectives on possible connections with dance making. It became clear that software's utility alone, including artistic uses of software, was a limited conception. This was the background thinking that informed the first major shift in the research towards the design of software that might augment the creative process of expert choreographers and dancers. This shift from software use to its design, framed by a focus on the development of tools to support dance creation, also provided strong rationale to deepen the research into dance making processes. In the second major phase of the research presented here, scientific study is brought collaboratively to bear on questions related to choreographic practice. This lead to a better understanding of ways in which dancers and choreographers, as 'thinking bodies', interact with their design tools and each other in the context of creation work. In addition to this collection, outcomes of this research are traceable to other published papers and art works it has given rise to. Less easily measureable, but just as valuable, are the sustained relations between individuals and groups behind the 'community of practice' now recognised for its development of unique formats for bringing choreographic ideas and processes into contact, now and in the future, with both general audiences and other specialist practices

Teacher educators' interpretation and practice of learner-centred pedagogy : a case study

The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.KMBT_363Adobe Acrobat 9.54 Paper Capture Plug-i