A series of prose poems co-written by Dr. Melissa J. Bedford and Dr. Shelly Shaffer about living ... more A series of prose poems co-written by Dr. Melissa J. Bedford and Dr. Shelly Shaffer about living and working during the COVID-19 pandemic. Topics covered include quarantine, isolation, and the destabilizing impact of the pandemic on daily life.https://dc.ewu.edu/covid/1026/thumbnail.jp
This chapter discusses a case study of an eleventh-grade American Literature course in the Southw... more This chapter discusses a case study of an eleventh-grade American Literature course in the Southwestern United States using flipped teaching approaches with technology for the first time. The study's purpose was to investigate the effects of flipping using technology on how the teacher and students worked, learned, and engaged with English Language Arts (ELA) content. Specifically, the researcher hoped to study the effects of flipped coursework on homework and classwork, the students' and teacher's responses to flipped strategies, and the impact of technology on a two-week unit on The Great Gatsby (Fitzgerald, 1925). The teacher worked with the researcher to choose four activities in the unit to flip, which involved a webquest, Google quiz, blog, and online PowerPoint. The participants in the study included the teacher: Mr. Riggs, a veteran ELA teacher with over 20 years' experience and four eleventh grade students: Simone, a bi-racial female; Omar, an African-Americ...
Purpose The purpose of this paper is to describe a protocol for developing students into social a... more Purpose The purpose of this paper is to describe a protocol for developing students into social actors using young adult (YA) literature in social studies. The world-changing through social action protocol (WSAP) utilizes five recursive steps (P2TripleS): problem posing, problem history, systems thinking, solutions thinking and social action. WSAP is designed to provide secondary social studies teachers with tools to create thematic units, activities and discussions about difficult current issues, such as school violence, bullying, death, or suicide. The purpose of WSAP is to help teachers incorporate strategies to encourage civic action for social justice. Design/methodology/approach In this paper, WSAP is applied to the YA novel Violent Ends (Hutchinson et al., 2015), which describes a school shooting and its effects from multiple perspectives. Findings This paper discusses the use of the theoretical framework, WSAP and its five recursive steps (P2TripleS). The protocol developed ...
A. Brown & L. Rodesiler (2016). Developing Contemporary Literacies Through Sports: A Guide fo... more A. Brown & L. Rodesiler (2016). Developing Contemporary Literacies Through Sports: A Guide for the English Classroom. Urbana, IL: National Council for Teachers of English. 253 pages, $39.95 (paperb...
This chapter discusses a case study of an eleventh grade American Literature course in the Southw... more This chapter discusses a case study of an eleventh grade American Literature course in the Southwestern United States using flipped teaching approaches with technology for the first time. The study’s purpose was to investigate the effects of flipping using technology on how the teacher and students worked, learned, and engaged with English Language Arts (ELA) content. Specifically, the researcher hoped to study the effects of flipped coursework on homework and classwork, the students’ and teacher’s responses to flipped strategies, and the impact of technology on a two week unit in which activities in a The Great Gatsby (Fitzgerald, 1925) unit were flipped. The teacher worked with the researcher to choose four activities in the unit to flip, which involved a webquest, Google quiz, blog, and online PowerPoint. The participants in the study included the teacher: Mr. Riggs, a veteran ELA teacher with over 20 years’ experience and four eleventh grade students: Simone, a bi-racial female; Omar, an African-American male; Garrett, a Caucasian male; and Audrey, a Latino female. Through open-coding analysis of interviews with each participant during the study, field notes taken throughout the unit, and documents collected from online and paper artifacts, three major categories were established. The major categories included perceptions of changes in classwork and homework, impact of technology, and appeal of flipped classrooms. The findings of this study revealed that the flipped unit had an impact on the amount of homework, the type of homework and classwork, homework completion, time spent in class, and the way technology was used. Intrinsic and extrinsic motivation played an important role on whether flipped assignments were completed on time or were engaging for students. A final important finding showed that teacher flexibility was necessary for the flipped unit to be successful. This study provides insight into how flipping could work and look in an ELA classroom. Keywords: flipped units, English Language Arts (ELA), The Great Gatsby (Fitzgerald, 1925), technological pedagogical and content knowledge (TPACK), student motivation, technology, digital divide, homework, levels of thinking
A series of prose poems co-written by Dr. Melissa J. Bedford and Dr. Shelly Shaffer about living ... more A series of prose poems co-written by Dr. Melissa J. Bedford and Dr. Shelly Shaffer about living and working during the COVID-19 pandemic. Topics covered include quarantine, isolation, and the destabilizing impact of the pandemic on daily life.https://dc.ewu.edu/covid/1026/thumbnail.jp
This chapter discusses a case study of an eleventh-grade American Literature course in the Southw... more This chapter discusses a case study of an eleventh-grade American Literature course in the Southwestern United States using flipped teaching approaches with technology for the first time. The study's purpose was to investigate the effects of flipping using technology on how the teacher and students worked, learned, and engaged with English Language Arts (ELA) content. Specifically, the researcher hoped to study the effects of flipped coursework on homework and classwork, the students' and teacher's responses to flipped strategies, and the impact of technology on a two-week unit on The Great Gatsby (Fitzgerald, 1925). The teacher worked with the researcher to choose four activities in the unit to flip, which involved a webquest, Google quiz, blog, and online PowerPoint. The participants in the study included the teacher: Mr. Riggs, a veteran ELA teacher with over 20 years' experience and four eleventh grade students: Simone, a bi-racial female; Omar, an African-Americ...
Purpose The purpose of this paper is to describe a protocol for developing students into social a... more Purpose The purpose of this paper is to describe a protocol for developing students into social actors using young adult (YA) literature in social studies. The world-changing through social action protocol (WSAP) utilizes five recursive steps (P2TripleS): problem posing, problem history, systems thinking, solutions thinking and social action. WSAP is designed to provide secondary social studies teachers with tools to create thematic units, activities and discussions about difficult current issues, such as school violence, bullying, death, or suicide. The purpose of WSAP is to help teachers incorporate strategies to encourage civic action for social justice. Design/methodology/approach In this paper, WSAP is applied to the YA novel Violent Ends (Hutchinson et al., 2015), which describes a school shooting and its effects from multiple perspectives. Findings This paper discusses the use of the theoretical framework, WSAP and its five recursive steps (P2TripleS). The protocol developed ...
A. Brown & L. Rodesiler (2016). Developing Contemporary Literacies Through Sports: A Guide fo... more A. Brown & L. Rodesiler (2016). Developing Contemporary Literacies Through Sports: A Guide for the English Classroom. Urbana, IL: National Council for Teachers of English. 253 pages, $39.95 (paperb...
This chapter discusses a case study of an eleventh grade American Literature course in the Southw... more This chapter discusses a case study of an eleventh grade American Literature course in the Southwestern United States using flipped teaching approaches with technology for the first time. The study’s purpose was to investigate the effects of flipping using technology on how the teacher and students worked, learned, and engaged with English Language Arts (ELA) content. Specifically, the researcher hoped to study the effects of flipped coursework on homework and classwork, the students’ and teacher’s responses to flipped strategies, and the impact of technology on a two week unit in which activities in a The Great Gatsby (Fitzgerald, 1925) unit were flipped. The teacher worked with the researcher to choose four activities in the unit to flip, which involved a webquest, Google quiz, blog, and online PowerPoint. The participants in the study included the teacher: Mr. Riggs, a veteran ELA teacher with over 20 years’ experience and four eleventh grade students: Simone, a bi-racial female; Omar, an African-American male; Garrett, a Caucasian male; and Audrey, a Latino female. Through open-coding analysis of interviews with each participant during the study, field notes taken throughout the unit, and documents collected from online and paper artifacts, three major categories were established. The major categories included perceptions of changes in classwork and homework, impact of technology, and appeal of flipped classrooms. The findings of this study revealed that the flipped unit had an impact on the amount of homework, the type of homework and classwork, homework completion, time spent in class, and the way technology was used. Intrinsic and extrinsic motivation played an important role on whether flipped assignments were completed on time or were engaging for students. A final important finding showed that teacher flexibility was necessary for the flipped unit to be successful. This study provides insight into how flipping could work and look in an ELA classroom. Keywords: flipped units, English Language Arts (ELA), The Great Gatsby (Fitzgerald, 1925), technological pedagogical and content knowledge (TPACK), student motivation, technology, digital divide, homework, levels of thinking
In this book review of Developing contemporary literacies through sports: A guide for the English... more In this book review of Developing contemporary literacies through sports: A guide for the English classroom (Brown & Rodesiler, 2016), the author describes each chapter. The book is organized into chapters that provide lessons plans for secondary English teachers to use in their classrooms.
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Papers by Shelly Shaffer
Keywords: flipped units, English Language Arts (ELA), The Great Gatsby (Fitzgerald, 1925), technological pedagogical and content knowledge (TPACK), student motivation, technology, digital divide, homework, levels of thinking
Keywords: flipped units, English Language Arts (ELA), The Great Gatsby (Fitzgerald, 1925), technological pedagogical and content knowledge (TPACK), student motivation, technology, digital divide, homework, levels of thinking