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dc.contributor.authorShetron, Tamara H. ( )
dc.contributor.authorLussier, Kristie O'Donnell ( Orcid Icon 0000-0002-9873-9705 )
dc.date.accessioned2020-02-10T21:12:41Z
dc.date.available2020-02-10T21:12:41Z
dc.date.issued2020-02
dc.identifier.citationShetron, T. H., & Lussier, K. O. (2020). Merging personal and academic identities. Journal of College Academic Support Programs, 2(2), pp. 49-50.en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/9310
dc.description.abstractIn this article, we describe rationales and processes of using a tableau theater model for student engagement in a developmental education literacy course. Tableau theater is an instructional technique in which students physically reenact moments in texts they read. Asher's (1969) total physical response (TPR), and constructivist and theories of embodied literacies (Cope & Kalantzis, 2009; New London Group, 1996) informed the development of this technique. Repeated use of this instructional model in a variety of class contexts and with different texts and instructors demonstrated the value of using classroom time to allow students to engage physically with the text and create their own meaning, thus putting them in control of building their own academic identities.en_US
dc.formatText
dc.format.extent2 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherThe Education Institute, Texas State Universityen_US
dc.sourceJournal of College Academic Support Programs, Fall 2019/Winter 2020. San Marcos: The Education Institute, Texas State University (U.S.), Vol. 2, Issue 2.
dc.source.urihttps://journals.tdl.org/jcasp/index.php/jcasp
dc.subjectEducationen_US
dc.subjectAcademic identitiesen_US
dc.subjectScholarly identitiesen_US
dc.subjectDevelopmental literacyen_US
dc.subjectAcademic community buildingen_US
dc.titleMerging Personal and Academic Identitiesen_US
txstate.documenttypeArticle


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