David Ian Hanauer

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David Ian Hanauer is Professor of Applied Linguistics/English at Indiana University of Pennsylvania and the Lead Assessment Coordinator for the SEA-PHAGES program at the University of Pittsburgh. He is the editor of the Scientific Study of Literature journal, the official publication of IGEL (International Society for the Empirical Study of Literature). Hanauer is an applied linguist specializing in assessment and literacy practices in the sciences and poetic inquiry. He has authored or co-authored over 75 journal articles and book chapters as well as 8 books. [1] Hanauer’s research agenda is typified by the combination of qualitative and quantitative methods, as well as arts-based approaches, and scientific measurement of concepts traditionally considered abstract, such as voice in written text, [2] project ownership [3] and poeticity. [4]

Contents

Major domains of work

Assessment and literacy practices in the sciences

In several writings, Hanauer stresses the need for pedagogical innovation in science education. He argues that the scientific disciplines have historically tended to rely on a narrow range of externally derived assessment tools, such as multiple choice tests. [5] Contending that such measures often fail to promote the “personal feelings of excitement and fulfillment so characteristic of the active scientist” among learners, Hanauer calls for active assessment in the sciences. Active assessment is guided by the principles that science teaching should be informed by procedural knowledge of scientific inquiry, occur in laboratory settings, and culminate in authentic scientific discovery.

Hanauer has published several studies demonstrating evidence of a positive correlation between enhanced student learning outcomes and the development of a sense of project ownership in science classrooms. Data from these studies was obtained via inter-institutional collaborations, [3] and his own experiences with implementing an active assessment program in a bacteriophage laboratory at the University of Pittsburgh. [5] Hanauer has also coordinated a research initiative aimed at enhancing science faculty knowledge of assessment that was funded by the Howard Hughes Medical Institute.

Additionally, Hanauer has researched literacy practices among apprentice and established scientists. His work in this vein includes a quantitative investigation of the perceived burden that Mexican scientists associated with the obligation to publish in English, their second language. [6] He has also published a linguistic landscape study of how language is publicly displayed in laboratory contexts to express personal and professional identities, scientific ability, and community membership. [7]

Poetic Inquiry

This area of Hanauer’s research agenda builds upon a small but burgeoning body of qualitative research in the humanities that advocates for poetry writing as a means of eliciting and representing highly personalized understandings of human experience. [8] [9] In a 2010 book, Hanauer challenged conventional thought by proposing that poetry inquiry can be practiced among second language learners even if they possess relatively low proficiency levels and that poetry writing could be used as a research method. [4] On the basis of corpus linguistics and qualitative analysis of poems written by university-level English as a Foreign Language students, Hanauer argues that poetic data “produced through a reflective process and cycles of revision” reveals meaningful insights about “the influence of context on individual experience” and the subjective emotional understandings that individuals attach to lived moments. This is the basis for the pedagogical approach to teaching writing in EFL classrooms that he has developed and termed meaningful literacy. [10] His measurement work in poetry has addressed the poetic genre decisions, voice and poetic interpretation.

Hanauer developed the research method of Autoethnographic poetic inquiry in order to explore his own experiences living and growing up as a second-generation Kindertransport survivor. [11] He has used poetic ethnography to explicate the human side of war experiences and promote a pacifist agenda. [12]

Empirical and Quantitative Study of Literature: Teaching Legacy

Hanauer's teaching of Quantitative Research at the doctoral level at Indiana University of Pennsylvania has been influential to a number of students and the fields of applied linguistics, creative writing studies, writing studies, and the scientific study of literature. [13] [14] [15] [16]

Selected bibliography

Related Research Articles

<span class="mw-page-title-main">Research</span> Systematic study undertaken to increase knowledge

Research is "creative and systematic work undertaken to increase the stock of knowledge". It involves the collection, organization and analysis of evidence to increase understanding of a topic, characterized by a particular attentiveness to controlling sources of bias and error. These activities are characterized by accounting and controlling for biases. A research project may be an expansion on past work in the field. To test the validity of instruments, procedures, or experiments, research may replicate elements of prior projects or the project as a whole.

Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and Great Britain in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.

<span class="mw-page-title-main">Ethnography</span> Systematic study of people and cultures

Ethnography is a branch of anthropology and the systematic study of individual cultures. Ethnography explores cultural phenomena from the point of view of the subject of the study. Ethnography is also a type of social research that involves examining the behavior of the participants in a given social situation and understanding the group members' own interpretation of such behavior.

Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.

Social constructivism is a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others.

A case study is an in-depth, detailed examination of a particular case within a real-world context. For example, case studies in medicine may focus on an individual patient or ailment; case studies in business might cover a particular firm's strategy or a broader market; similarly, case studies in politics can range from a narrow happening over time like the operations of a specific political campaign, to an enormous undertaking like, world war, or more often the policy analysis of real-world problems affecting multiple stakeholders.

<span class="mw-page-title-main">Qualitative research</span> Form of research

Qualitative research is a type of research that aims to gather and analyse non-numerical (descriptive) data in order to gain an understanding of individuals' social reality, including understanding their attitudes, beliefs, and motivation. This type of research typically involves in-depth interviews, focus groups, or observations in order to collect data that is rich in detail and context. Qualitative research is often used to explore complex phenomena or to gain insight into people's experiences and perspectives on a particular topic. It is particularly useful when researchers want to understand the meaning that people attach to their experiences or when they want to uncover the underlying reasons for people's behavior. Qualitative methods include ethnography, grounded theory, discourse analysis, and interpretative phenomenological analysis. Qualitative research methods have been used in sociology, anthropology, political science, psychology, communication studies, social work, folklore, educational research and software engineering research.

<span class="mw-page-title-main">Methodology</span> Study of research methods

In its most common sense, methodology is the study of research methods. However, the term can also refer to the methods themselves or to the philosophical discussion of associated background assumptions. A method is a structured procedure for bringing about a certain goal, like acquiring knowledge or verifying knowledge claims. This normally involves various steps, like choosing a sample, collecting data from this sample, and interpreting the data. The study of methods concerns a detailed description and analysis of these processes. It includes evaluative aspects by comparing different methods. This way, it is assessed what advantages and disadvantages they have and for what research goals they may be used. These descriptions and evaluations depend on philosophical background assumptions. Examples are how to conceptualize the studied phenomena and what constitutes evidence for or against them. When understood in the widest sense, methodology also includes the discussion of these more abstract issues.

Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued due to perspectives of a Reading Readiness model. This model assumes that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill. This approach often led to teaching sub-skills of reading in a decontextualized manner. This style of teaching made it difficult for children to master these early skills, and as a result, did not advance to more advanced literacy instruction and often continued to receive age-inappropriate instruction.

<span class="mw-page-title-main">Autoethnography</span> Research method using personal experience

Autoethnography is a form of ethnographic research in which a researcher connects personal experiences to wider cultural, political, and social meanings and understandings. It is considered a form of qualitative and/or arts-based research.

<span class="mw-page-title-main">Narrative inquiry</span>

Narrative inquiry or narrative analysis emerged as a discipline from within the broader field of qualitative research in the early 20th century, as evidence exists that this method was used in psychology and sociology. Narrative inquiry uses field texts, such as stories, autobiography, journals, field notes, letters, conversations, interviews, family stories, photos, and life experience, as the units of analysis to research and understand the way people create meaning in their lives as narratives.

In epistemology, and more specifically, the sociology of knowledge, reflexivity refers to circular relationships between cause and effect, especially as embedded in human belief structures. A reflexive relationship is multi-directional when the causes and the effects affect the reflexive agent in a layered or complex sociological relationship. The complexity of this relationship can be furthered when epistemology includes religion.

<span class="mw-page-title-main">Composition studies</span>

Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States.

Critical consciousness, conscientization, or conscientização in Portuguese, is a popular education and social concept developed by Brazilian pedagogue and educational theorist Paulo Freire, grounded in Neo-marxist critical theory. Critical consciousness focuses on achieving an in-depth understanding of the world, allowing for the perception and exposure of social and political contradictions. Critical consciousness also includes taking action against the oppressive elements in one's life that are illuminated by that understanding.

Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.

Scientific literacy or science literacy encompasses written, numerical, and digital literacy as they pertain to understanding science, its methodology, observations, and theories. Scientific literacy is chiefly concerned with an understanding of the scientific method, units and methods of measurement, empiricism and understanding of statistics in particular correlations and qualitative versus quantitative observations and aggregate statistics, as well as a basic understanding of core scientific fields, such as physics, chemistry, biology, ecology, geology and computation.

<span class="mw-page-title-main">Reading</span> Taking in the meaning of letters or symbols

Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.

Statistics education is the practice of teaching and learning of statistics, along with the associated scholarly research.

Data-driven instruction is an educational approach that relies on information to inform teaching and learning. The idea refers to a method teachers use to improve instruction by looking at the information they have about their students. It takes place within the classroom, compared to data-driven decision making. Data-driven instruction works on two levels. One, it provides teachers the ability to be more responsive to students’ needs, and two, it allows students to be in charge of their own learning. Data-driven instruction can be understood through examination of its history, how it is used in the classroom, its attributes, and examples from teachers using this process.

<span class="mw-page-title-main">Janice M. Morse</span> New Zealand-born nursing researcher

Janice Margaret Morse in Blackburn, Lancs., UK to New Zealand parents. She is an anthropologist and nurse researcher who is best known as the founder and chief proponent of the field of qualitative health research. She has taught in the United States and Canada. She received PhDs in transcultural nursing and in anthropology at the University of Utah, where she later held the Ida May “Dotty” Barnes and D Keith Barnes Presidential Endowed Chair in the College of Nursing at University of Utah,. She is also an Emerita Distinguished Professor at the University of Utah and Professor Emerita at the University of Alberta. She is founder of three journals and created four scholarly book series on qualitative research. She was Founding Director of the International Institute of Qualitative Methodology at University of Alberta, the longest standing research institute on qualitative inquiry in the world.

References

  1. ↑ "ResearchGate".
  2. ↑ David I. Hanauer (2014-12-23). "Measuring Voice in Poetry Written by Second Language Learners". Written Communication. Wcx.sagepub.com. 32: 66–86. doi:10.1177/0741088314563023. S2CID   145651255.
  3. 1 2 Hanauer, David I.; Dolan, Erin L. (2014). "The Project Ownership Survey: Measuring Differences in Scientific Inquiry Experiences". CBE: Life Sciences Education. Lifescied.org. 13 (1): 149–158. doi:10.1187/cbe.13-06-0123. PMC   3940455 . PMID   24591513.
  4. 1 2 "Mobile Menu". Benjamins.com. Retrieved 2015-05-13.
  5. 1 2 Active Assessment: Assessing Scientific Inquiry. Springer. 26 March 2009. ISBN   9780387896489 . Retrieved 2015-05-13.
  6. ↑ Hanauer, David I.; Englander, Karen (2011-09-22). "Quantifying the Burden of Writing Research Articles in a Second Language: Data From Mexican Scientists". Written Communication. Wcx.sagepub.com. 28 (4): 403–416. doi:10.1177/0741088311420056. S2CID   145725350.
  7. ↑ Hanauer, David I. (2010). "Critical Inquiry in Language Studies : Volume 7, Issue 2-3, 2010 : Special Issue: Micro-Interactional Constructions of Power and Identity". Critical Inquiry in Language Studies. 7 (2–3): 152–172. doi:10.1080/15427581003757442. S2CID   144459519.
  8. ↑ Gubrium, Jaber F.; Holstein, James A. (2003-03-21). Postmodern Interviewing - Jaber F. Gubrium, James A. Holstein - Google Books. ISBN   9780761928508 . Retrieved 2015-05-13.
  9. ↑ Monica Prendergast (2009). ""Poem Is What?" Poetic Inquiry in Qualitative Social Science Research". International Review of Qualitative Research. 1 (4): 541–568. doi: 10.1525/irqr.2009.1.4.541 . JSTOR   10.1525/irqr.2009.1.4.541. S2CID   146567819.
  10. ↑ David I. Hanauera1 (2012). "Meaningful literacy: Writing poetry in the language classroom". Language Teaching. Journals.cambridge.org. 45: 105–115. doi:10.1017/S0261444810000522. S2CID   144810339.
  11. ↑ David I. Hanauer (2012-12-01). "Growing Up in the Unseen Shadow of the Kindertransport". Qualitative Inquiry. Qix.sagepub.com. 18 (10): 845–851. doi:10.1177/1077800412456960. S2CID   145606503.
  12. ↑ David Ian Hanauer (2015). "Being in the Second Iraq War". Qualitative Inquiry. Qix.sagepub.com. 21: 83–106. doi:10.1177/1077800414542697. S2CID   143678713.
  13. ↑ Iida, Atsushi (2012). "The value of poetry writing: Cross-genre literacy development in a second language". Scientific Study of Literature. 2 (1): 60–82. doi:10.1075/ssol.2.1.04iid.
  14. ↑ Nicholes, Justin (2016). "Measuring writing engagement and emotional tone in L2 creative writing: Implications for interdisciplinarity". Journal of Creative Writing Studies. 2 (1): 1–21.
  15. ↑ Akiyoshi, J (2017). "Japanese L2 writers' self-perceived voice in haiku poetry and academic prose" (PDF). Journal of Literature in Language Teaching. 6 (1): 37–54.
  16. ↑ Liao, F.-Y. (2017). "The relationship between L2 students' writing experiences and their perceived poetry writing ability". Studies in Second Language Learning and Teaching. 7 (4): 619–647. doi: 10.14746/ssllt.2017.7.4.4 .
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