Editor's Note, March 2010
Dr. Elizabeth Haller
Assistant Professor of English, Northern State University
E-mail: editoraee@hotmail.com
We invite your continued perusal and encourage you to submit articles, poetry, and fiction for consideration in future issues of AEE. Please review ourCall for Paperson this site for more details on submission requirements. If you are unsure whether your contribution would be suitable under the terms of our Call for Papers, please send along an inquiry, and I will be happy to respond forthwith. As always, do not forget to check out Grist for the Mill for possible submission ideas.
“Techno Corner” columnist Susan Jones returns with “Budgeting Crisis for Schools & Economic Woes for Parents: Tumblebook Library Offers Possibilities for Schools and Parents.”
Dan Lukiv provides the first feature of this issue. “And It Came About After the Death of Moses ” is the most recent installment of an ambitious poetry project (please refer to the following issues for the previous installments: June/July 2008, December 2008, April-August 2009, and January 2010, February 2010). For this issue’s installment, Lukiv notes:
Joshua, a historical narrative in 24 chapters (1473 to 1450 BCE ): The Israelites end their 40-year trek through the wilderness, miraculously cross the Jordan River dry-shod, and begin the formidable task of dispossessing Canaanites from their own territory. During about six years of warfare, 31 of their kings fall to the Israelite army under the relentless leadership of Joshua, whose example inspires faith and courage. He divides the conquered land amongst various tribes, reminds fellow Israelites that “not one word out of all the good words that Jehovah your God has spoken to you has failed,” and dies at 110 years of age.
“Maximizing the Learning Experiences of Pre-Service Teachers through Reflective Engagement” is our second feature and is brought to us by Gloria Jean Rodman, who states:
There are implications that repeated use of reflection throughout the teacher preparation experience can be useful in encouraging growth, improved pedagogical knowledge, teaching performance and development professionally. This study looks how the reflective engagement of pre-service teachers though a structured classroom activity reinforces the application of the teaching-learning process in the classroom and enables pre-service teachers to construct meaning from that application. The study sought to 1) illuminate ways that pre-service teachers engage in reflection, 2) discover the level of reflective engagement of the pre-service teachers, 3) examine what pre-service teachers discovered about teaching through their reflection, and 4) understand how the reflection done by pre-service teachers impacted their pedagogical ability.
The final feature of this issue is titled “Eugenics and Education: Rethinking an Educational Fault Line.” Author Nicholas D. Hartlep states: “For many, eugenics is an esoteric educational topic. This brief text analysis provides a textual as well as contextual analysis of Dr. Ann Gibson Winfield’s book (2007) Eugenics and Education in America: Institutionalized Racism and the Implications of History, Ideology, and Memory.”
This month’s Poet’s Corner contribution titled “One Word” comes to us from Ernest Williamson, III, who states: “As a humanist, I am continuously trying to muster enough courage to analyze, realize, and reside in the innards of man's victories and failures. This poem is an honest attempt to vivisect man’s intellect, heart, and imagination.”
READ, ENJOY, AND CONTRIBUTE!
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Send your ideas and/or writing sample
to the Editor-in-chief:
Elizabeth Haller
Kent State University (e-mail: editoraee@hotmail.com)
Academic Exchange Extra invites reader response to any writings in this issue--especially articles advancing the scholarly debate of issues raised.
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