Adam I. Attwood

By Adam I. Attwood

Emotional intelligence (EI) is a term derived from the concept of interpersonal intelligence in Gardner’s multiple intelligences (MI) theory. This term has been used to explain one of the many expectations placed on K-12 teachers in that they are often expected to display EI. Given the prevalence of this term and popularity of MI theory, there is need to contextualize the semantic use of EI. To do so, Bronfenbrenner’s ecological systems theory (EST) is discussed in relation to EI to provide a perspective on ways to conceptualize how to address secondary traumatic stress (STS) risk among teachers. The semantic use of EI relates to a theoretical understanding of teachers’ emotional labor. The purpose of this analysis is to highlight semantic conceptualization and links made between these concepts and to call for additional research on this interdisciplinary topic. Implications are discussed for how collaboration with speech-language pathologists can benefit general education teachers.

Part of the book: Psycholinguistics

By Adam I. Attwood

Part of the book: Comics and Graphic Novels

By Adam I. Attwood

The purpose of this study is to conduct a content analysis of educational psychology course syllabi for courses taken by preservice teachers to determine how the course descriptions and objectives compare for diversity. A content analysis of educational psychology syllabi (N = 25) from colleges and universities mostly (96% or 24 of the 25 syllabi) in the United States was conducted for this study. While there was generally consensus among this sample of syllabi of what topics were covered as part of content knowledge course objectives, there was a divergence in emphasis on diversity as well as only one syllabus that directly addressed controversies in educational psychology. The word diversity appeared in 28% of the course overviews/descriptions in this sample. This study highlights the importance of autoethnographic practices for diversity in educational psychology. Examples of historically underrepresented scholars in psychology are summarized for inclusion in educational psychology courses for preservice teachers as a way to address representation.

Part of the book: Belonging in Culturally Diverse Societies

By Adam I. Attwood

Historic preservation planning plays an important role in maintaining the cultural and architectural heritage of communities. The practice faces several key challenges that influence its effectiveness and long-term sustainability. This chapter identifies three major issues in historic preservation planning: balancing development with conservation, maintaining authenticity in preservation practices, and addressing socioeconomic inequalities in heritage preservation. Each of these challenges carries important implications for the future of preservation efforts. Historic preservation planning is discussed in relation to curatorial management that is informed through Paulo Freire’s lens of critical pedagogy. A combined conceptual framework is presented and discussed. As an educational practice, a rubric is posited to foster discussion of applying a critical lens to balancing development with conservation, maintaining authenticity in preservation practices, and addressing socioeconomic issues in heritage preservation.

Part of the book: Safeguarding the World Culture Heritage

By Adam I. Attwood

This is a study of aesthetic experience comparing concepts from John Dewey’s 1934 book Art as Experience to the art style of Frank Lloyd Wright’s architecture. Implications are discussed in this multiple case study of the Prairie style of architecture popularized by Wright in his residential building designs that also influenced the design of the Carl Schurz High School in Chicago, Illinois. The built environment may be experiential art because material culture, including architecture, are decorative arts that are experienced by people who visit or live in those buildings. Wright’s approach to the Prairie style in residential design is emphasized in this study with a comparison to Dewey’s aesthetics in Art as Experience as educational experience. Implications for aesthetics as educational experience are summarized.

Part of the book: Experiencing Visual Arts and Performing Arts

By Adam I. Attwood

Part of the book: Aesthetics in Cultures, Materials, and Philosophies

By Adam I. Attwood

This chapter explores how virtual and physical museum artifacts engage students in social studies. It highlights the effectiveness of Electronic Field Trips (EFTs) and Collaborative Virtual Environments (CVEs) in creating dynamic social studies curricula. Primary studies show that virtual museums stimulate engagement by making historical content more relevant. The study investigates integrating virtual museums into social studies curricula to enhance student engagement and learning. By analyzing EFTs and CVEs, technology’s role in facilitating interactive and dynamic social studies lessons may be useful in discussing these tools for social studies education. According to qualitative and quantitative research, virtual museums are a way to make history engaging, contributing positively to various subjects within the social studies curriculum. The study underscores the potential of virtual museums to cater to diverse learning styles, offering a flexible environment compared to traditional methods. It introduces a potential mathematical equation to measure “Learning Units Gained” from virtual museum experiences, proposing this metric for future case studies. Three focus areas are: the background and implications of virtual museums for students with exceptionalities; the mathematical assessment of student learning from virtual museums; and the influence of online learning spaces on classroom implementation. Experiential learning through interaction with artifacts is emphasized as crucial for knowledge retention. Using a conceptual methodology, the study reviews literature on virtual museums and social studies curricula, analyzing case studies and synthesizing secondary research. Findings suggest virtual museums are valuable tools for social studies educators, providing interactive, multisensory learning experiences that enhance student engagement and learning.

Part of the book: Digital Horizons of Museums

By Adam I. Attwood and Mariam Akinde

This study examined factors associated with teachers’ assignment of technology-based homework in U.S. public schools during the 2019–2020 school year. Using a nationally representative secondary dataset of grades 3–12 teachers (N = 2,936), the analysis explored whether technology-based homework was related to student access to devices and home computers, school poverty levels, grade levels, and teachers’ perceptions of student access barriers in secondary schools. A quantitative, nonexperimental design was used with nonparametric analyses for categorical and ordinal variables. Findings indicated that technology-based homework was assigned more frequently when students had greater access to devices and computers at home, in schools with greater access to resources, and at higher grade levels. Teachers’ consideration of student access conditions was also associated with homework design. These findings highlight the continuing importance of access, equity, and institutional context in shaping technology-related homework practices and suggest that digital learning opportunities remain unevenly distributed across students and schools.

Part of the book: Secondary Education - Contemporary Issues, Practices, and Future Directions [Working title]