Differentiation and Technology: A Study of an Elementary School’s Use of Technology in Differentiated Lessons

The purpose of this study was to examine teacher reports and use of differentiation and to examine the use of technology in differentiated lessons. The researcher posed two questions: (a) What is the association between teacher reports of differentiation use and observed differentiation strategies used; and (b) How are teachers using the differentiation strategies of which they are aware when planning and implementing lessons that involve technology in the areas of content, process, product, and learning environment? This mixed-method study used three tools for data collection: a questionnaire, structured observation protocol, and a focus group. The questionnaire and observation protocol were previously used and validated by Hobson (2008) and Tomlinson (2000). Interview questions were developed from areas of the questionnaire and the observation form and asked specific questions about technology used for differentiation. Upon analysis of data, similarities of use of differentiation strategies in two particular areas of differentiation occurred. Technology use for differentiation was also used in these areas. Based on these results, the researcher was able to make recommendations regarding professional development, technology, and suggestions for further research

Congregational Care and Support of Pastors in Parish Ministry: A Social Systems Approach to the Care of Servant Leaders

Congregational care and support of pastors in parish ministry is rarely considered. While there is literature regarding clergy stress, burnout, and satisfaction; studies were not located regarding the active role of congregations in the care and support of the parish pastor. The church is a social system and can be studied as such. Information was obtained from church communities that are members of the Presbyterian Church USA, in Minnesota. The study will explore pastoral perceptions as well as congregational perceptions to determine understanding and involvement of the congregation in the provision of pastoral care and support. The results of the Pastoral Surveys and the Focus Group Interviews indicate that pastors believe parishioners do not understand how to provide adequate care and support and this is validated by responses of congregational participants. Group participants acknowledge that it is a topic that they think little about but, are interested in changing this and exploring the way care and support is provided

Technoscientific Knowledge Practices of Adolescent Mental Health Care Work

This study examines the technoscientific knowledge-practices of adolescent psychotherapy. Employing an interpretive, feminist version of grounded theory, 40 interviews with psychotherapists were analyzed. Building on Science and Technology Studies and the Sociology of Health and Illness, the following research questions are asked: How are adolescent mental illnesses defined and approached within and across social worlds? How do practitioners negotiate social processes of diagnosis? In what ways does the Diagnostic and Statistical Manual (DSM) as a technology, shape the diagnostic and treatment work of mental health practitioners? In what ways does Managed Care (MC) shape adolescent mental health care? Social worlds define psychotherapy as an art and science, resist biomedicine and embrace eclectic theoretical orientations to treatment. Psychotherapists utilize Evidence Based Practices (EBPs) in their treatment plans but critique how EBPs privilege scientific evidence over patient subjectivity, social contexts and the therapeutic relationship. Psychotherapists challenge the cultural authority of the DSM and downplay its significance for clinical work. While the DSM is a socially-scripted technology, its significance is interpretively flexible. Psychotherapists employ work-arounds to the problems posed by biomedical and bureaucratic standardization, and participate in processes of cribbing. Cribbing signifies the collective knowledge building and translation work necessary to learn the codes that facilitate therapeutic service authorizations and minimize denials. The DSM technology and MC privilege a therapeutic focus on surface level symptoms and behaviors whereas psychotherapists focus on communication, relational and emotional issues. The assemblage of the DSM and MC creates diagnostic dissonance for psychotherapists--a conflict between their own theoretical orientations and the biomedical model. Biomedicalization processes are uneven and actively resisted. MC governs the clinical practices of psychotherapists. For-profit MC companies have shifted care from intense psychodynamic therapy towards short-term surface level medications and behavioral programs. MC policies limit services, over-manage treatment and harm the therapeutic relationship. MC stratifies providers and patients by encouraging seasoned professionals to leave public forms of insurance. The least experienced practitioners care for those with the most intense mental illness while those with experience opt-out and treat the worried-well

Direction of the Play: You Can\u27t Take It With You

This project entailed the selection, background research and documentation, script analysis, casting, direction, vocal coaching, and post-production analysis of Bridgemont High School\u27s production of You Can\u27t Take lt With You. Documentation includes research and analysis of the play itself, as well as an evaluation of the play as a production vehicle, for the Theatre Arts department at Bridgemont High School

Phantom Rhetorics: From Pathos to Affect

Despite much interest in scholarship on affect and emotion in the field of rhetoric and composition in the last several decades, scholars have not yet used this scholarship to revise or extend rhetorical understandings of pathos. In our field, pathos is still primarily conceived as a linguistic tool and is rarely theorized as more than a rhetorical appeal. This conception of pathos overlooks the varied roles of emotions in rhetorical situations (e.g., how embodied or mediated emotions persuade). I argue that extending studies of pathos to include affect theory reveals more complicated rhetorical functions of pathos. But rather than treat affect and emotion as separate concepts and phenomena (like many scholars in our field), I argue it is the relationship between affect and emotion that ought to be better theorized to complicate current understandings of pathos. After close analysis of how affect and emotion have been studied in our field, I put forth a theoretical framework for rhetorical study of affects and emotions which 1) approaches rhetoric ontologically, 2) reconnects affect to assemblage theory, and 3) defines bodies (human and nonhuman) via their capacity to affect and be affected. I apply this framework to a case study of an outbreak of mass psychogenic illness (previously called mass hysteria ) among a group of mostly high school girls in LeRoy, NY in 2011. I begin my analysis of this case by looking for the affects and emotions at its center. Looking for pathos beyond the texts and discourses surrounding the case, this project examines the rhetoricity of bodies, bodily processes, assemblages, and media. This project seeks to broaden current understandings of pathos, to illustrate what it might look like to study pathos as the core of rhetorical studies

Esther Harriott Ottley

Have you ever given serious thought to the legacy you are leaving behind? Many of you reading this are in the early stages of your life’s journey, but it is never too soon to start giving some serious thought to your legacy. Proverbs 13:22 says that a good person “leaves an inheritance of moral stability and goodness to their children’s children.” I can say with supreme confidence that Esther Harriott Ottley, who is the subject of this month’s “Stories of Andrews” installment, has left her family such a legacy. As you are about to read, Esther was the first person of color to graduate with a BA in mathematics from Andrews University in 1954. She eventually went on to obtain a master’s degree in education from Columbia University in New York as well as a doctorate in math/physics education at American University in Washington, D.C. (class of 1965). The story will chronicle more of her amazing career, but it is important to note that Esther has left a legacy of commitment to Christian education as well. She and her husband, Neville Ottley, attended Andrews in the 1950s. Their daughter, the former Dawn Ottley, graduated from Andrews in 1983, and her husband, LeRoy Barnes, attended Andrews in the 1980s. Their daughter, Maya Nelson, is a current social work major here at Andrews, and their son, Avery Barnes attended in the 2000s. You can read more of Esther’s story in Stories of Andrews at andrews.edu/stories. Thank you, Esther, for the legacy and example that you have left not just for your family but for all of us here in your Andrews family. Michael Nixonhttps://digitalcommons.andrews.edu/stories-2018-spring/1005/thumbnail.jp