Daniel R Conn

Datos Biográficos

ID4425178
NOMBREDaniel R Conn
NOMBRESDaniel R
APELLIDOConn
FIRMACONN D R
AFILIACIONESMinot State University
VERIFICADONo
TOTAL DE OBRAS6
TOTAL DE CITAS1
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2015
AÑO MÁS RECIENTE DE PUBLICACIÓN2024
ÍNDICE H1

  • Ani-Anishinaabewaadizing (Becoming Indigenous)

    Annie Rappeport, Gechitwaabandang Alex Decoteau et al.ARTICLEGenocide Studies International2024Referencias: 3

    Intergenerational transmission of culture and language across Native American communities in the United States has been obstructed by more than 520 years of sustained cultural genocide and attempts of linguicide which, in turn, inflicted intergenerational trauma that still impacts Native American communities today. This article intentionally bridges understandings of language revitalization efforts in a North American Ojibwe community employing I…

  • Large Ensemble Teachers’ Support for Popular Music Courses in High Schools

    Open AccessDavid M Rolandson, Daniel R ConnARTICLEJournal of Music Teacher Education2022

    The purpose of this study was to investigate whether large ensemble teachers supported the inclusion of authentic popular music courses in high school music programs. We distributed the 61-item Popular Music in High School Questionnaire (PMQ) to a nationwide, stratified sample of 1,000 high school large ensemble teachers. Participants perceived several obstacles to widespread adoption of popular music courses in high schools, with their support f…

  • Broader Strokes

    Open AccessJuria Wiechmann, Daniel R Conn et al.ARTICLEQualitative Report2019Referencias: 1

    Multiage classrooms seem to be an idea of the past, as students in most schools across the country are grouped by age. However, research by Goldman (1981), Rhoades (1966), and Eisner (2003) argue that multiage grouping has significant social, behavioral, and intellectual advantages for students. Using educational criticism and connoisseurship as a methodology, this article examines the accounts of a professor who taught in a multiage school envir…

  • Always Loved but Never Entitled

    Open AccessDaniel R Conn, Daniel Conn et al.ARTICLEQualitative Report2017Referencias: 3

    This article focuses on three professors from Midwestern University and how their intentions to encourage women to see themselves as leaders play out in their respective classrooms. Through educational connoisseurship and criticism we describe and interpret the ecological impacts of professor intentions in promoting women as leaders. To this end, we find the professors realize these intentions by the way in which they care for their students. In …

  • When Two Worlds Collide

    Open AccessDaniel R Conn, Daniel ConnARTICLEQualitative Report2015Referencias: 7

    Northridge Elementary calls into question the norm - based ideals of the No Child Left Behind Act (2001). By constructing a portrait of Northridge, this study reveals the challenges indigenous students face in the ag e of standardized assessments. The overarching quest ion of this study is: Do high - stakes assessments further the endemic values of colonization? The term colonization in this study refers to federal and state governmental agencies…

  • Juxtaposition

    Open AccessDaniel R Conn, Daniel ConnARTICLEQualitative Report2015Citada por: 1Referencias: 8

    Northridge Elementary, a small public school serving almost entirely Navajo students, was recently labeled with a failing grade from the New Mexico Department of Education. This study explores what this label reveals and what it conceals. Using educational connoisseurship and criticism as the method of inquiry, this study considers how the label interacts with the structural, intentional, curricular, pedagogical, and evaluative dimensions within …