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Emily Dickinson
Title
Emily Dickinson: the language of a spiritually periipheral perspective.
Creator
Gallagher, Linda Pergolizzi., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
Emily Dickinson was a poet who existed at the center of her nineteenth-century United States culture and yet wrote from a periphery located at the edge of her being. Integral to understanding her poetry is a contextual awareness of her spiritual struggle. The experience of cultural marginalization and the way it informs art through a peripheral perspective has been the focus of examination in much of modern and post-modern literary studies where attention is given as much to an author's...
Show moreEmily Dickinson was a poet who existed at the center of her nineteenth-century United States culture and yet wrote from a periphery located at the edge of her being. Integral to understanding her poetry is a contextual awareness of her spiritual struggle. The experience of cultural marginalization and the way it informs art through a peripheral perspective has been the focus of examination in much of modern and post-modern literary studies where attention is given as much to an author's cultural station as to his or her artistic creation. A close study of Emily Dickinson's poetry reveals a spiritually marginalized perspective which closely resembles the structural framework of cultural marginalization. While there are areas of Dickinson's poetic perspective where these two experiences merge, my examination of Dickinson concentrates on her personal spiritual liminality in her relationship with God as expressed in the context of her poetry and letters.
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Date Issued
2007
PURL
http://purl.flvc.org/FAU/47851
Subject Headings
Criticism and interpretation, Spirituality, Spiritual life in literature, Belief and doubt in literature
Format
Document (PDF)
Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls
Title
Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls.
Creator
Obrien, Alise, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the...
Show moreThis qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students' responses on the Locus of Control (LOC) survey were analyzed. Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students. Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004529, http://purl.flvc.org/fau/fd/FA00004529
Subject Headings
Academic achievement -- United States, Belief and doubt, Communication in learning and scholarship, Educational leadership, Motivation in education -- United States, Resilience (Personality trait) in adolescence, Success -- Psychological aspects
Format
Document (PDF)