-
Maryann DiEdwardo is a graduate of Lehigh University and Adjunct Professor for the University of Maryland University College and a winner of the UMUC 2017 Drazek Award for teaching. Maryann is the recipient of the 2016 Karen Lentz Award for a project by Contingent or Adjunct from the College English Association. In 2016, she both edited and acted as contributor for a new book entitled American Women Writers, Poetics, and The Nature of Gender Study. Dr. DiEdwardo is also the past Northeast Modern Language Association Vice President for CAITY Contingent, Adjunct, Independent, Two Year 2014-2016. Awards include the Northampton Community College Project Aware Outstanding Service Award 1978, She is Reviewer for Sloan Consortium renamed (Online Education) Conference; The Forum, International Journal Published by Routledge, Taylor and Francis Group; Editorial Advisory Board (2004-2007) and Book Reviewer (2007-2012) for the International Honors Society in Education, Kappa Delta Pi as well as the Lilly Conference for Evidence Based Education and the Scholarly Teacher Blog. Research Interests include Pairing Music and Linguistic Intelligences, Literacy, Metacognition, Pedagogy, Social Justice, Student Directed Learning, Stage History, Poetics, American Women Writers, African American Literature, Poetry, Drama, Health Writing, and Writing as Therapy. Case Study Research published as a book and article: In 2004, statistical results of case study research suggest that pairing music and linguistic intelligences in the college classroom improves students’ grades and abilities to compose theses statements for research papers in courses that emphasize reading and writing skills (DiEdwardo 2004). In initial study in 2003, Maryann refined Howard Gardner’s (1993) definition of music as a “separate intellectual competence” and compared music intelligence to linguistic intelligence. Furthermore, through acknowledgement of MI Theory, educators infuse cognitive abilities of students by helping them “think” as one of my students suggested. As Howard Gardner suggests, “Very worthwhile. The next step is to figure out why you got the effects that you did. Is music motivational? Does it activate other brain centers? Does it have some kind of intrinsic link to linguistic capacities? Would the effect work the other way around, or with other materials (2004 email)?”
Maryann DiEdwardo is a graduate of Lehigh University and Adjunct Professor for the University of Maryland University College and a winner of the UMUC 2017 Drazek Award for teaching. Maryann is the recipient of the 2016 Karen Lentz Award for a project by Contingent or Adjunct from the College English Association. In 2016, she both…
-
Transcending Domestic Abuse / 978-3-330-07599-3 / 9783330075993 / 3330075996
Transcending Domestic Abuse, 978-3-330-07599-3, 9783330075993, 3330075996, Research on Woman and gender, Social justice issues deeply affect the minds of readers. Transcending Domestic Abuse through the Study and Practice of Writing examines authors who write about representations of the self. I apply hermeneutic concepts to reflect on the human experience within literary works, discussing the intersectionality…
-
Metacognition Planning Framework for Educators by Maryann diEdwardo Ed.D. – YouTube
Metacognition Planning Framework for Educators by Maryann diEdwardo Ed.D. – YouTube — Read on m.youtube.com/watch Abstract: Metacognitive activities help students plan for tasks by thinking about preparatory skills that the students may have before class, such as social networking. Metacognitive skills also encourage students to reflect on their abilities to perform tasks. Writing Process with…
-
Early Childhood Education by Maryann Pasda DiEdwardo Ed.D.
By Maryann Pasda DiEdwardo My story concerns my quest to offer materials for early childhood education. I love to teach and inspire educators, parents, mentors. I write books with the intention of sharing lessons, themes, and ideas about teaching STEAM based structures to prepare young children for learning. My experience with children, in situations where…
-
I am presenting a paper at the 2018 NeMLA conference in Pittsburgh: # 17041: American Immigrant Literature and the Trauma of Expression https://www.buffalo.edu/nemla.html
April 15, 2018 1:30 22.23 American Immigrant Literature and the Trauma of Expression Chair: Julianne Roe, Gwynedd Mercy UniversityLocation: Three Rivers (Media Equipped)American & Cultural Studies and Media Studies”Trauma, Empathy, and the Interpellated Activist in Helen Maria Viramontes’s Under the Feet of Jesus” Courtney Novosat, Saint Vincent College”Trauma and Perpetual Injury in le thi diem thuy’s The gangster…
-
Metacognitive activities help students plan for tasks by thinking about preparatory skills that the students may have before class, such as social networking. Metacognitive skills also encourage students to reflect on their abilities to perform tasks. Pre-K through adult active learning is my vision. Writing Process with reflective journaling, peer discussions and peer assessments, self-monitoring and student self-assessments offer insight into their own writing process and interaction with a group.
Through student-directed pedagogical model, my class fuses into a learning community for reflection, discovery, and peer editing for student motivation and success. I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading…
-
Subscribe
Subscribed
Have a WordPress.com account? Log in now.
