Dr. Dolapo Adeniji-Neill is a full Professor of Education and Chair of Ruth S. Ammon School of Education, Adelphi University, Garden City, New York, U.S.A. She is a teacher educator, and ethnographer, her research interests and work include Sociological and cultural implications influencing individual and group educational opportunities in the U.S and internationally.
Problem statement: Experiential education and service learning are interchangeable. They are defi... more Problem statement: Experiential education and service learning are interchangeable. They are defined as an approach to education that implicitly trusts the learner's ability to learn through experience, rather than a movement for change that seeks to challenge mainstream education. While literature, research, communities and schools recognize the importnce of experiential education, controversies exit as to their efficacies in learning processes. Approach: Experiential education and service learning are complimentary to formal education. They create communities and enables learners to interact with the world beyond the classroom. It was upon such community building and the belief that students would gain useful knowledge that would be life fulfilling that the "Project Period" was built. It started in a small community of a 300-student 9-12 secondary school in a village in New Hampshire, United States. Results: The projects were designed to allow students to engage with community, foster curiosity, ignite critical thoughts and enable students to see the world in multi-faceted dimensions. Conclusion: Studies on experiential learning tend to focus on environmental education and outdoor programs. As indicated, experiential education can be a part of K-College curricula and can focus on the big philosophical question, such as "How do historical periods affect the past, the present and the future"?
Hybrid and fully online studies and classrooms are no longer fringe elements of learning or knowl... more Hybrid and fully online studies and classrooms are no longer fringe elements of learning or knowledge acquisition; they have become integral part of learning in the 21st century. Like all modes and styles of learning, they depend on continuous research for best practices in order to remain relevant in terms of effectiveness and growth. This study is a collaboration between three professors. The courses and students we taught were in Special Education, Adolescence (Secondary) Education and Art Education. There were 35 females and 5 males in the study. Half of participants were graduate students and half-were undergraduate students, total N = 40. The participants answered 35 survey questions on their experiences in their hybrid classes at the end of the seminars via surveymonkey.com. The asynchronous hybrid classes utilized technology infused teaching, including online discussion forums, video projects, Power Points with narration and podcasts.
Parental expectations are various beliefs, assumptions, and aspirations that relate to, but are n... more Parental expectations are various beliefs, assumptions, and aspirations that relate to, but are not limited to, the relationship of students to faculty, curriculum, discipline, culture, acculturation, and family composition as they contribute to children's school achievement. These beliefs and assumptions usually motivate parents to encourage their children's success in school (Carden
Hybrid and fully online studies and classrooms are no longer fringe elements of learning or knowl... more Hybrid and fully online studies and classrooms are no longer fringe elements of learning or knowledge acquisition; they have become integral part of learning in the 21st century. Like all modes and styles of learning, they depend on continuous research for best practices in order to remain relevant in terms of effectiveness and growth. This study is a collaboration between three professors. The courses and students we taught were in Special Education, Adolescence (Secondary) Education and Art Education. There were 35 females and 5 males in the study. Half of participants were graduate students and half-were undergraduate students, total N = 40. The participants answered 35 survey questions on their experiences in their hybrid classes at the end of the seminars via surveymonkey.com. The asynchronous hybrid classes utilized technology infused teaching, including online discussion forums, video projects, Power Points with narration and podcasts.
Problem statement: Experiential education and service learning are interchangeable. They are defi... more Problem statement: Experiential education and service learning are interchangeable. They are defined as an approach to education that implicitly trusts the learner's ability to learn through experience, rather than a movement for change that seeks to challenge mainstream education. While literature, research, communities and schools recognize the importnce of experiential education, controversies exit as to their efficacies in learning processes. Approach: Experiential education and service learning are complimentary to formal education. They create communities and enables learners to interact with the world beyond the classroom. It was upon such community building and the belief that students would gain useful knowledge that would be life fulfilling that the "Project Period" was built. It started in a small community of a 300-student 9-12 secondary school in a village in New Hampshire, United States. Results: The projects were designed to allow students to engage with community, foster curiosity, ignite critical thoughts and enable students to see the world in multi-faceted dimensions. Conclusion: Studies on experiential learning tend to focus on environmental education and outdoor programs. As indicated, experiential education can be a part of K-College curricula and can focus on the big philosophical question, such as "How do historical periods affect the past, the present and the future"?
Hybrid and fully online studies and classrooms are no longer fringe elements of learning or knowl... more Hybrid and fully online studies and classrooms are no longer fringe elements of learning or knowledge acquisition; they have become integral part of learning in the 21st century. Like all modes and styles of learning, they depend on continuous research for best practices in order to remain relevant in terms of effectiveness and growth. This study is a collaboration between three professors. The courses and students we taught were in Special Education, Adolescence (Secondary) Education and Art Education. There were 35 females and 5 males in the study. Half of participants were graduate students and half-were undergraduate students, total N = 40. The participants answered 35 survey questions on their experiences in their hybrid classes at the end of the seminars via surveymonkey.com. The asynchronous hybrid classes utilized technology infused teaching, including online discussion forums, video projects, Power Points with narration and podcasts.
Parental expectations are various beliefs, assumptions, and aspirations that relate to, but are n... more Parental expectations are various beliefs, assumptions, and aspirations that relate to, but are not limited to, the relationship of students to faculty, curriculum, discipline, culture, acculturation, and family composition as they contribute to children's school achievement. These beliefs and assumptions usually motivate parents to encourage their children's success in school (Carden
Hybrid and fully online studies and classrooms are no longer fringe elements of learning or knowl... more Hybrid and fully online studies and classrooms are no longer fringe elements of learning or knowledge acquisition; they have become integral part of learning in the 21st century. Like all modes and styles of learning, they depend on continuous research for best practices in order to remain relevant in terms of effectiveness and growth. This study is a collaboration between three professors. The courses and students we taught were in Special Education, Adolescence (Secondary) Education and Art Education. There were 35 females and 5 males in the study. Half of participants were graduate students and half-were undergraduate students, total N = 40. The participants answered 35 survey questions on their experiences in their hybrid classes at the end of the seminars via surveymonkey.com. The asynchronous hybrid classes utilized technology infused teaching, including online discussion forums, video projects, Power Points with narration and podcasts.
ABSTRACT
Hilbish (2015) in her article published concludes major challenges that school faces ar... more ABSTRACT
Hilbish (2015) in her article published concludes major challenges that school faces are poverty, Family factor, Bulling, Student attitude and behavior, Parent involvement, and funding. In the changing world, education should adjust and be focused on the needs of students by providing increased opportunities for success. In classroom, students of different cultural backgrounds, which makes education a challenge to every building leader and teacher (vest, 2015). There are eight factors for successful diverse school: – Cultural awareness, – Leadership, – Teachers, – Instructional model, – Curriculum, – Students, – Parent and community involvement and, – Environment
Short Biography:
Dr. Dolapo Adeniji-Neill is an Associate Professor of Education and Chair of Rut... more Short Biography: Dr. Dolapo Adeniji-Neill is an Associate Professor of Education and Chair of Ruth S. Ammon School of Education, Adelphi University, Garden City, New York, U.S.A. She is a teacher educator, her research interests and work include sociological and cultural implications influencing individual and group educational opportunities in the U.S and internationally; class and gender influences in K-12 and higher education settings; Immigrants education; Indigenous education; ethnography; African philosophy and multiculturalism. Dr. Adeniji-Neill earned her Ph.D., at the University of Hawaii at Manoa, Honolulu, Hawaii, U.S.A, in Curriculum and Instruction; M.A., at Dartmouth College. Hanover, NH, U.S.A., in Liberal Studies; she also earned Post Baccalaureates Teacher Certification, in Keene State College, Keene, NH, U.S.A. In addition, an M. A., at The American University in Cairo, Arab Republic of Egypt, in Sociology and Anthropology; and a B. A., University of Hawaii at Manoa, Honolulu, Hawaii. U.S.A in Psychology. She has written and published numerous refereed books and journal articles. She has also presented her research at many conferences at home in the United States, and globally.
Current educational policies, particularly in the United States, have swung so far in the directi... more Current educational policies, particularly in the United States, have swung so far in the direction of overtly politicized and decontextualized testing, that we are losing opportunities to support the imaginative and expressive capacities of a generation of children and adolescents with implications for our individual and collective health. Enter arts education and the healing arts as urgently needed remedies for this imbalance, to swing the pendulum of educational practices back to a place of balance and wholeness.Informed by an arts-based sensibility, this book explores how imaginative, creative, and artistic experiences can heal, and why we urgently need them at the heart of our educational discourses and practices. These chapters invite teachers, teacher educators, and therapeutic professionals to reclaim imaginative, arts-based experiences as central to the human conditions that they serve. The narratives and case studies included here are of interest for any arts-based qualitative research course as an example of narrative inquiry, and in arts and general education programs for their pedagogical implications.
“As Blake invited us to find the world in a grain of sand and showed us how poetry could materialize this, so too these storytellers discover and shape their personal meanings in ceramic pots, paintings, poems, drama, and poetry. While the stories told here are deeply ingrained interior journeys, all reflect ways of observing and embracing the world of others, of becoming wise, becoming self, and becoming skilled practitioners of meaning making. By naming and framing they suggest that clarity becomes possible and personal freedom achieved.” – Judith M. Burton, Teachers College, Columbia (from the Foreword)
“This anthology offers a substantial number of narratives that represent seeking wholeness, sustenance, and renewal. In many cases, the authors provide a tribute to those who have impacted their lives in profound ways. This is an important contribution to both art education and literary education in the world of scholarly research.” – Laurel H. Campbell, Purdue University
As a Yoruba woman, I use the power of poetry as a healing balm. Many people have other ways of de... more As a Yoruba woman, I use the power of poetry as a healing balm. Many people have other ways of dealing with life struggles, but poetry is my way of being. I also introduce poetry into any curriculum that I am teaching. Yet, over the years, I have found that many of my students are intimidated by this form of artistic expression.
This chapter explores the role of “oriki,” praise poem/songs and folklore of the Yoruba culture i... more This chapter explores the role of “oriki,” praise poem/songs and folklore of the Yoruba culture in which I was born and raised. The Yoruba territory lies in southwestern Nigeria, West Africa, commonly known as “Yorubaland.” However, the influence of the Yoruba culture, its music, and its indigenous religion extends into the Caribbean, the United States, and South America, especially Brazil and everywhere black people reside around the world. There are an estimated 20 million Yorubas in Nigeria and millions of expatriates worldwide. Yoruba culture is largely oral. From praise songs and folklore, people have learned basically how to live, what to value, and how to organize a life in a particular time and place. The word “Yoruba” in our culture refers to the people, the land, the language, and the culture. It is in the context of a sentence that a reader understands how the word is being used.
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Papers - Articles and Chapters by Dolapo Adeniji-Neill
Hilbish (2015) in her article published concludes major challenges that school faces are poverty, Family factor, Bulling, Student attitude and behavior, Parent involvement, and funding.
In the changing world, education should adjust and be focused on the needs of students by providing increased opportunities for success. In classroom, students of different cultural backgrounds, which makes education a challenge to every building leader and teacher (vest, 2015). There are eight factors for successful diverse school:
– Cultural awareness,
– Leadership,
– Teachers,
– Instructional model,
– Curriculum,
– Students,
– Parent and community involvement and,
– Environment
Dr. Dolapo Adeniji-Neill is an Associate Professor of Education and Chair of Ruth S. Ammon School of Education, Adelphi University, Garden City, New York, U.S.A. She is a teacher educator, her research interests and work include sociological and cultural implications influencing individual and group educational opportunities in the U.S and internationally; class and gender influences in K-12 and higher education settings; Immigrants education; Indigenous education; ethnography; African philosophy and multiculturalism.
Dr. Adeniji-Neill earned her Ph.D., at the University of Hawaii at Manoa, Honolulu, Hawaii, U.S.A, in Curriculum and Instruction; M.A., at Dartmouth College. Hanover, NH, U.S.A., in Liberal Studies; she also earned Post Baccalaureates Teacher Certification, in Keene State College, Keene, NH, U.S.A. In addition, an M. A., at The American University in Cairo, Arab Republic of Egypt, in Sociology and Anthropology; and a B. A., University of Hawaii at Manoa, Honolulu, Hawaii. U.S.A in Psychology.
She has written and published numerous refereed books and journal articles.
She has also presented her research at many conferences at home in the United States, and globally.
“As Blake invited us to find the world in a grain of sand and showed us how poetry could materialize this, so too these storytellers discover and shape their personal meanings in ceramic pots, paintings, poems, drama, and poetry. While the stories told here are deeply ingrained interior journeys, all reflect ways of observing and embracing the world of others, of becoming wise, becoming self, and becoming skilled practitioners of meaning making. By naming and framing they suggest that clarity becomes possible and personal freedom achieved.” – Judith M. Burton, Teachers College, Columbia (from the Foreword)
“This anthology offers a substantial number of narratives that represent seeking wholeness, sustenance, and renewal. In many cases, the authors provide a tribute to those who have impacted their lives in profound ways. This is an important contribution to both art education and literary education in the world of scholarly research.” – Laurel H. Campbell, Purdue University