Sharon Moukperian | Brock University (original) (raw)

Uploads

Papers by Sharon Moukperian

Research paper thumbnail of Using Facilitated Dialogues and Empathetic Listening to Empower Academic and Emotional Wellbeing in Graduate Education

Supporting Student and Faculty Wellbeing in Graduate Education

Research paper thumbnail of Apps and Autodidacts: Wayfaring and Emplaced Thinking on iPads

Type in ‘how to become an autodidact’ into Google and the first entry that appears is a blog call... more Type in ‘how to become an autodidact’ into Google and the first entry that appears is a blog called Loner Wolf with a list of such famous self-taught masters as Ray Bradbury, Frank Zappa, Stanley Kubrick, Benjamin Franklin, Malcolm X, Albert Einstein and the list goes on, especially with the infinite accessibility to information on the web, autodidactic practices are on the rise and indeed flourishing. Drawing on data collected from an iPad research study, this chapter focuses on one young man, Cole, and his passion for autodidactic practices to think and design texts as a part of his everyday repertoires of practice. Applying Tim Ingold’s environmental, anthropological framings of social practices to theorize iPad thinking and being, we explore how Cole’s hybrid, rhizomatic and web-like navigations point to reframings of literacy practices that are valued by younger people.

Research paper thumbnail of Working with Adult Learners In a Community College Setting PromotingResillence: Using Lessons from My Teacher Education Program

Teaching and Learning, Sep 1, 2005

A lmost one decade ago, I graduated from th e teacher education program at Brock University. My m... more A lmost one decade ago, I graduated from th e teacher education program at Brock University. My motivations for entering the program were not those traditionall y associated with beginning teaching. I held no desire to enter th e elementary or secondary classroom, and any nurturing needs that I anticipated were satisfie d by my experiences raising fiv e children .

Research paper thumbnail of Investigating the Emotional Impact of Narrative Dialogue on Struggling Readers’ Discovery of Learning Potential

I investigated the cognitive, emotional and embodied responses to reading of four children/youth ... more I investigated the cognitive, emotional and embodied responses to reading of four children/youth who experienced struggles with reading using phenomenology of embodiment (Husserl, 1913/2012; Taipale, 2014) as a theoretical framework and taking the role of an interpretive phenomenological approach (IPA) researcher (Smith & Osborne, 2007; Van Manen, 1997). Narrative theory (Bal, 2009; Chase, 2005; Clandinin & Connelly, 2000; Denison, 2016; White, 2007) supported the primary methodological and research approach complemented by the use of arts-based inquiry (Campbell, 1949/2008; Doherty, 1990; Gladwin, 2014; O’Donoghue, 2006) to probe stories about how participants thought and felt about their reading struggles and through dialogue individual learning strengths were discovered. The narrative approach provided an opportunity to ask how emotions and embodiment played a role in the reading process. I explored children and youths’ embodied experiences through narratives around reading and r...

Research paper thumbnail of The Learning Strategist Teaches First-Year Undergraduates: Embedding Learning Strategies and Metacognitive Dialogue into Course Content

Universal Journal of Educational Research, 2013

Using self-study methodology, we describe one professor's efforts to support students' academic l... more Using self-study methodology, we describe one professor's efforts to support students' academic learning by integrating three, evidence-based learning strategies and associated metacognitive dialogue about their use in a first-year, lecture-based course. Learning strategies included the activation/provision of prior knowledge, narratives and recursive question answering. Strategies were presented in an explicit format, with students provided with metacognitive information related to their use. Strategy use also was reinforced as part of an exam review. We advocate for the continued modeling and discussion of evidence-based learning strategies as part of undergraduate lectures while discussing limitations associated with the present study and directions for future research.

Research paper thumbnail of The learning strategist teaches first-year undergraduates: Embedding learning strategies and metacognitive dialogue into course content

Using self-study methodology, we describe one professor's efforts to support students' academic l... more Using self-study methodology, we describe one professor's efforts to support students' academic learning by integrating three, evidence-based learning strategies and associated metacognitive dialogue about their use in a first-year, lecture-based course. Learning strategies included the activation/provision of prior knowledge, narratives and recursive question answering. Strategies were presented in an explicit format, with students provided with metacognitive information related to their use. Strategy use also was reinforced as part of an exam review. We advocate for the continued modeling and discussion of evidence-based learning strategies as part of undergraduate lectures while discussing limitations associated with the present study and directions for future research.

Research paper thumbnail of Using Facilitated Dialogues and Empathetic Listening to Empower Academic and Emotional Wellbeing in Graduate Education

Supporting Student and Faculty Wellbeing in Graduate Education

Research paper thumbnail of Apps and Autodidacts: Wayfaring and Emplaced Thinking on iPads

Type in ‘how to become an autodidact’ into Google and the first entry that appears is a blog call... more Type in ‘how to become an autodidact’ into Google and the first entry that appears is a blog called Loner Wolf with a list of such famous self-taught masters as Ray Bradbury, Frank Zappa, Stanley Kubrick, Benjamin Franklin, Malcolm X, Albert Einstein and the list goes on, especially with the infinite accessibility to information on the web, autodidactic practices are on the rise and indeed flourishing. Drawing on data collected from an iPad research study, this chapter focuses on one young man, Cole, and his passion for autodidactic practices to think and design texts as a part of his everyday repertoires of practice. Applying Tim Ingold’s environmental, anthropological framings of social practices to theorize iPad thinking and being, we explore how Cole’s hybrid, rhizomatic and web-like navigations point to reframings of literacy practices that are valued by younger people.

Research paper thumbnail of Working with Adult Learners In a Community College Setting PromotingResillence: Using Lessons from My Teacher Education Program

Teaching and Learning, Sep 1, 2005

A lmost one decade ago, I graduated from th e teacher education program at Brock University. My m... more A lmost one decade ago, I graduated from th e teacher education program at Brock University. My motivations for entering the program were not those traditionall y associated with beginning teaching. I held no desire to enter th e elementary or secondary classroom, and any nurturing needs that I anticipated were satisfie d by my experiences raising fiv e children .

Research paper thumbnail of Investigating the Emotional Impact of Narrative Dialogue on Struggling Readers’ Discovery of Learning Potential

I investigated the cognitive, emotional and embodied responses to reading of four children/youth ... more I investigated the cognitive, emotional and embodied responses to reading of four children/youth who experienced struggles with reading using phenomenology of embodiment (Husserl, 1913/2012; Taipale, 2014) as a theoretical framework and taking the role of an interpretive phenomenological approach (IPA) researcher (Smith & Osborne, 2007; Van Manen, 1997). Narrative theory (Bal, 2009; Chase, 2005; Clandinin & Connelly, 2000; Denison, 2016; White, 2007) supported the primary methodological and research approach complemented by the use of arts-based inquiry (Campbell, 1949/2008; Doherty, 1990; Gladwin, 2014; O’Donoghue, 2006) to probe stories about how participants thought and felt about their reading struggles and through dialogue individual learning strengths were discovered. The narrative approach provided an opportunity to ask how emotions and embodiment played a role in the reading process. I explored children and youths’ embodied experiences through narratives around reading and r...

Research paper thumbnail of The Learning Strategist Teaches First-Year Undergraduates: Embedding Learning Strategies and Metacognitive Dialogue into Course Content

Universal Journal of Educational Research, 2013

Using self-study methodology, we describe one professor's efforts to support students' academic l... more Using self-study methodology, we describe one professor's efforts to support students' academic learning by integrating three, evidence-based learning strategies and associated metacognitive dialogue about their use in a first-year, lecture-based course. Learning strategies included the activation/provision of prior knowledge, narratives and recursive question answering. Strategies were presented in an explicit format, with students provided with metacognitive information related to their use. Strategy use also was reinforced as part of an exam review. We advocate for the continued modeling and discussion of evidence-based learning strategies as part of undergraduate lectures while discussing limitations associated with the present study and directions for future research.

Research paper thumbnail of The learning strategist teaches first-year undergraduates: Embedding learning strategies and metacognitive dialogue into course content

Using self-study methodology, we describe one professor's efforts to support students' academic l... more Using self-study methodology, we describe one professor's efforts to support students' academic learning by integrating three, evidence-based learning strategies and associated metacognitive dialogue about their use in a first-year, lecture-based course. Learning strategies included the activation/provision of prior knowledge, narratives and recursive question answering. Strategies were presented in an explicit format, with students provided with metacognitive information related to their use. Strategy use also was reinforced as part of an exam review. We advocate for the continued modeling and discussion of evidence-based learning strategies as part of undergraduate lectures while discussing limitations associated with the present study and directions for future research.