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This paper describes the experiences and reflections of two scholars as they began an ethnographic research project attempting to rethink and re-imagine possibilities of learning/teaching with highly vulnerable students in an inner city... more
This paper describes the experiences and reflections of two scholars as they began an ethnographic research project attempting to rethink and re-imagine possibilities of learning/teaching with highly vulnerable students in an inner city high school. The work is rooted in critical theory and presents ongoing reflection and action regarding the students‟ as well as the researchers‟ mindsets, practices and interactions. Analysis of the data promoted the realization that voice in underrepresented groups resides in counter-narratives that must become part of the educational discourse in order for disenfranchised students to embrace school learning.
Keywords: inner-city youth, literacy, counter-narratives, agents of care, trust, sharing of stories, critical theories.
Keywords: inner-city youth, literacy, counter-narratives, agents of care, trust, sharing of stories, critical theories.
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Research Interests:
Professional development with teachers, whether they are in pre-K-12 schools or in higher education, creates opportunities for discussions among teachers and teacher educators about how to find spaces for creativity and the imagination... more
Professional development with teachers, whether they are in pre-K-12 schools or in higher education, creates opportunities for discussions among teachers and teacher educators about how to find spaces for creativity and the imagination within the structure of the Common Core State Standards, a set of national standards adopted on a stateby-state basis in the U.S. Two education faculty members and an education librarian from a large city university held workshops, bringing together university faculty in arts and humanities, science, mathematics and education, and pre-K-12 teachers to explore the potential for inquiry and creativity in the Common Core State Standards.
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Three professors in three different education departments within their college's Division of Education found that combining two different approaches to learning in two university-wide faculty development programs in which they... more
Three professors in three different education departments within their college's Division of Education found that combining two different approaches to learning in two university-wide faculty development programs in which they participated, Writing Across the Curriculum (WAC) and Lincoln Center Institute's aesthetic education program, not only enhanced each pedagogical approach but also provided an integrated inquiry process that deepened teacher candidates' understanding of the craft and methods of teaching. In this article, they share the benefits of integrating WAC and aesthetic education in their respective courses, by highlighting different vignettes of their classrooms where poetry serves as the vehicle for this integrated inquiry process involving the arts.
Changes in chromium, manganese, and nickel abundances derived from singly ionized lines are incorporated into the elemental abundance of Adelman and Hill (1987) in order to provide more accurate gf values and damping constants for several... more
Changes in chromium, manganese, and nickel abundances derived from singly ionized lines are incorporated into the elemental abundance of Adelman and Hill (1987) in order to provide more accurate gf values and damping constants for several atomic species. An improved agreement with the values from neutral lines of the same element is found. In the second part, the method is
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ABSTRACT This paper explores the role of literacy in the lives of women who are recovering from substance abuse. It discusses the work and products of a one-year literacy workshop in which participants were immersed in reading, writing... more
ABSTRACT This paper explores the role of literacy in the lives of women who are recovering from substance abuse. It discusses the work and products of a one-year literacy workshop in which participants were immersed in reading, writing and sharing of different writings and works of arts. The work with the women converged around their poetry, prose and free writing during their literacy workshop and journaling. Conversations about their writing revealed four themes: (1) finding one’s voice, (2) shifting self-perceptions, (3) writing as an outlet for expression and for sharing traumatic events, and (4) talking about addiction. The overarching concept of these four themes is literacy as a healing tool. This paper discusses the role of writing as a tool for healing from traumatic events and dealing with addiction.
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ABSTRACT This paper explores the role of literacy in the lives of women who are recovering from substance abuse. It discusses the work and products of a one-year literacy workshop in which participants were immersed in reading, writing... more
ABSTRACT This paper explores the role of literacy in the lives of women who are recovering from substance abuse. It discusses the work and products of a one-year literacy workshop in which participants were immersed in reading, writing and sharing of different writings and works of arts. The work with the women converged around their poetry, prose and free writing during their literacy workshop and journaling. Conversations about their writing revealed four themes: (1) finding one’s voice, (2) shifting self-perceptions, (3) writing as an outlet for expression and for sharing traumatic events, and (4) talking about addiction. The overarching concept of these four themes is literacy as a healing tool. This paper discusses the role of writing as a tool for healing from traumatic events and dealing with addiction.
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This paper presents the use of the arts and aesthetic education in a graduate literacy course for inservice and pre-service teachers followed by a description of how one graduate student implemented her learned theory in the high school... more
This paper presents the use of the arts and aesthetic education in a graduate literacy course for inservice and pre-service teachers followed by a description of how one graduate student implemented her learned theory in the high school classroom in which she taught. The core theory of the paper follows the assumption that aesthetic education elicits the imagination, and thus encourages multiple ways of interpreting and learning text. As such, the article invites the readers to view imagination and aesthetic education as active steps in creating awareness toward empathy and promoting socially just classrooms and practices. In addition, this article describes the implementation of one graduate in-service teacher’s learned knowledge of aesthetic education into her own high school English classroom in an attempt to raise awareness for social justice. Please cite this article as: Pinhasi-Vittorio, L. (2013). The arts to encourage multiple perspectives and promote social justice. Journal...
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Tell your story as if you are supposed to be there As if you have all the power. Amy Cuddy Our research project focused on improving learning for 9th graders in an inner city high school where we chose to work with personal story writing... more
Tell your story as if you are supposed to be there As if you have all the power. Amy Cuddy Our research project focused on improving learning for 9th graders in an inner city high school where we chose to work with personal story writing as a foundation for teaching English Language Arts (Pinhasi-Vittorio & Ben-Yosef, 2014). We were assigned 2 classrooms of students with a history of failure and slim prospects of success. Although each a unique human being, these African American and Hispanic children could jointly be characterized as socially and economically disenfranchised youth. Many had arrived from junior high school with few credits while others were locked into the classroom for the duration of the school day due to behavior issues. They were expected to learn - new computers were expected any day for use during free time to catch up on credits (which are the points a student is expected to collect for work completed by the end of school) ..., but, computers never materializ...
Research Interests:
Research Interests:
... Brain and Mind. London: Methuen, 197-216. McDowell, MF (1964). 61 Highway, from You Gotta Move. O'Brien, P. (2001). Making It In The Free World: Women in Transition from Prison. Albany, NY: State University of New York Press.... more
... Brain and Mind. London: Methuen, 197-216. McDowell, MF (1964). 61 Highway, from You Gotta Move. O'Brien, P. (2001). Making It In The Free World: Women in Transition from Prison. Albany, NY: State University of New York Press. Pinhasi-Vittorio, L. (2007). ...
This qualitative case study describes the use of written language over a period of two years, with a young adult who sustained brain injury and as a result has expressive and receptive aphasia. The study demonstrates the ways in which... more
This qualitative case study describes the use of written language over a period of two years, with a young adult who sustained brain injury and as a result has expressive and receptive aphasia. The study demonstrates the ways in which written language can enhance the development of the expression of thoughts. The "memory of the movement" strategy enabled him to initiate ideation and restore his language. One of the powerful aspects of the research was the natural choice of mediating his thoughts through the writing of poetry. The importance of this research is the encouragement of holistic and interdisciplinary approaches to promote the language rehabilitation process of individuals who have aphasia.
Research Interests: Communication, Aphasia, Writing, Language, Memory, and 5 moreHumans, Male, Clinical Sciences, Adult, and Brain injuries
This qualitative case study describes the use of written language over a period of two years, with a young adult who sustained brain injury and as a result has expressive and receptive aphasia. The study demonstrates the ways in which... more
This qualitative case study describes the use of written language over a period of two years, with a young adult who sustained brain injury and as a result has expressive and receptive aphasia. The study demonstrates the ways in which written language can enhance the development of the expression of thoughts. The "memory of the movement" strategy enabled him to initiate ideation and restore his language. One of the powerful aspects of the research was the natural choice of mediating his thoughts through the writing of poetry. The importance of this research is the encouragement of holistic and interdisciplinary approaches to promote the language rehabilitation process of individuals who have aphasia.
Research Interests: Communication, Aphasia, Writing, Language, Memory, and 5 moreHumans, Male, Clinical Sciences, Adult, and Brain injuries
Research Interests:
his paper explores the role of literacy in the lives of women who are recovering from substance abuse. It discusses the work and products of a one-year literacy workshop in which participants were immersed in reading, writing and sharing... more
his paper explores the role of literacy in the lives of women who are recovering from substance abuse. It discusses the work and products of a one-year literacy workshop in which participants were immersed in reading, writing and sharing of different writings and works of arts. The work with the women converged around their poetry, prose and free writing during their literacy workshop and journaling. Conversations about their writing revealed four themes: (1) finding one’s voice, (2) shifting self- perceptions, (3) writing as an outlet for expression and for sharing traumatic events, and (4) talking about addiction. The overarching concept of these four themes is literacy as a healing tool. This paper discusses the role of writing as a tool for healing from traumatic events and dealing with addiction.
Research Interests:
This article is focuses on the use of various art forms to prompt written expression as a segue to liberating voices of marginalized adult women learners. The goal is to demonstrate the development of personal voice and written... more
This article is focuses on the use of various art forms to prompt written expression as a segue to liberating voices of marginalized adult women learners. The goal is to demonstrate the development of personal voice and written expression as it progresses over time and experience with two different groups of marginalized women.
Using previous research and scholarship in literacy, the paper discusses the potential role of literacy in the exclusion or inclusion of marginalized population in school and society at large. This paper argues for the importance of... more
Using previous research and scholarship in literacy, the paper discusses the potential role of literacy in the exclusion or inclusion of marginalized population in school and society at large. This paper argues for the importance of developing critical literacy in schools as a tool to include the disenfranchised student in the societal conversation. Moreover it suggests that critical literacy can be used as a method of empowerment where students are able to think critically, question events in society, and strive for socio-political equality. This frame of thoughts allows an exchange of power and knowledge through the development of literacy. Informed by the theory of critical pedagogy, the article offers examples from practitioners of how to use literacy as a tool for inclusion and empowerment for the disenfranchised.
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Word-slam was used with our high school urban students as instrument and method to elicit engagement with learning and develop agency through personal storytelling. The word-slam text (as it appears on YouTube and in hard-copy format as... more
Word-slam was used with our high school urban students as instrument and method to elicit engagement with
learning and develop agency through personal storytelling. The word-slam text (as it appears on YouTube and
in hard-copy format as well) was chosen due to its being a personal story and an alternative, artistic and
critical form of text that our students could relate to directly as the format and content were relevant to their
lives and experiences. By using the text as a mentor text and studying the author’s craft together, students were
able to write, rewrite and develop their own word-slam stories, carving out a space for themselves to be seen
and heard.
learning and develop agency through personal storytelling. The word-slam text (as it appears on YouTube and
in hard-copy format as well) was chosen due to its being a personal story and an alternative, artistic and
critical form of text that our students could relate to directly as the format and content were relevant to their
lives and experiences. By using the text as a mentor text and studying the author’s craft together, students were
able to write, rewrite and develop their own word-slam stories, carving out a space for themselves to be seen
and heard.
Research Interests:
This paper presents the use of the arts and aesthetic education in a graduate literacy course for in-service and pre-service teachers followed by a description of how one graduate student implemented her learned theory in the high school... more
This paper presents the use of the arts and aesthetic education in a graduate literacy course for in-service and pre-service teachers followed by a description of how one graduate student implemented her learned theory in the high school classroom in which she taught. The core theory of the paper follows the assumption that aesthetic education elicits the imagination, and thus encourages multiple ways of interpreting and learning text. As such, the article invites the readers to view imagination and aesthetic education as active steps in creating awareness toward empathy and promoting socially just classrooms and practices. In addition, this article describes the implementation of one graduate in-service teacher's learned knowledge of aesthetic education into her own high school English classroom in an attempt to raise awareness for social justice.
Research Interests:
Professional development with teachers, whether they are in pre-K-12 schools or in higher education, creates opportunities for discussions among teachers and teacher educators about how to find spaces for creativity and the imagination... more
Professional development with teachers, whether they are in pre-K-12 schools or in higher education, creates opportunities for discussions among teachers and teacher educators about how to find spaces for creativity and the imagination within the structure of the Common Core State Standards, a set of national standards adopted on a state-by-state basis in the U.S. Two education faculty members and an education librarian from a large city university held workshops, bringing together university faculty in arts and humanities, science, mathematics and education, and pre-K-12 teachers to explore the potential for inquiry and creativity in the Common Core State Standards. W hat do education faculty, arts and sciences faculty, pre-K-12 teachers, and school librarians have to teach each other about teaching and learning? How can we help each other find ways to make richly complex texts and ideas accessible to students who may struggle with basic skills? With these questions in mind we, three faculty members from Lehman College's School of Education and Library, collaborated on a project for professional development that we hoped might spark a dialogue that could help educators consider ways they might bring inquiry and creativity into their classrooms. In response to a Request for Proposals from the City University of New York (CUNY's) Professional Development and Common Core State Standards Alignment Initiative for Arts and Sciences Faculty, we designed a workshop series bringing together faculty
Research Interests:
Research Interests:
This qualitative case study describes the use of written language over a period of two years, with a young adult who sustained brain injury and as a result has expressive and receptive aphasia. The study demonstrates the ways in which... more
This qualitative case study describes the use of written language over a period of two years, with a young adult who sustained brain injury and as a result has expressive and receptive aphasia. The study demonstrates the ways in which written language can enhance the development of the expression of thoughts. The "memory of the movement" strategy enabled him to initiate ideation and restore his language. One of the powerful aspects of the research was the natural choice of mediating his thoughts through the writing of poetry. The importance of this research is the encouragement of holistic and interdisciplinary approaches to promote the language rehabilitation process of individuals who have aphasia.
Research Interests: Communication, Aphasia, Writing, Language, Memory, and 5 moreHumans, Male, Clinical Sciences, Adult, and Brain injuries
This qualitative case study describes the use of written language over a period of two years, with a young adult who sustained brain injury and as a result has expressive and receptive aphasia. The study demonstrates the ways in which... more
This qualitative case study describes the use of written language over a period of two years, with a young adult who sustained brain injury and as a result has expressive and receptive aphasia. The study demonstrates the ways in which written language can enhance the development of the expression of thoughts. The "memory of the movement" strategy enabled him to initiate ideation and restore his language. One of the powerful aspects of the research was the natural choice of mediating his thoughts through the writing of poetry. The importance of this research is the encouragement of holistic and interdisciplinary approaches to promote the language rehabilitation process of individuals who have aphasia.
Research Interests: Communication, Aphasia, Writing, Language, Memory, and 5 moreHumans, Male, Clinical Sciences, Adult, and Brain injuries
... Brain and Mind. London: Methuen, 197-216. McDowell, MF (1964). 61 Highway, from You Gotta Move. O'Brien, P. (2001). Making It In The Free World: Women in Transition from Prison. Albany, NY: State University of New York Press.... more
... Brain and Mind. London: Methuen, 197-216. McDowell, MF (1964). 61 Highway, from You Gotta Move. O'Brien, P. (2001). Making It In The Free World: Women in Transition from Prison. Albany, NY: State University of New York Press. Pinhasi-Vittorio, L. (2007). ...
Research Interests:
This article describes a 2-year case study of a man who has expressive and receptive aphasia as a result of brain injury. As the study progressed, the participant discovered his ability to write poetry as a way of expression. In writing... more
This article describes a 2-year case study of a man who has expressive and receptive aphasia as a result of brain injury. As the study progressed, the participant discovered his ability to write poetry as a way of expression. In writing and reading his poems, his perception of himself changed over time; he felt empowered by his ability. This study suggests that the usage of expressive writing, namely prose and poetry, can have a positive impact on self-perception and ultimately can enhance the rehabilitation process. The article details a process for working with individuals who experience language loss and brain injury that focuses on creative writing as a way to enhance and support rehabilitation.