Adam Attwood

By Adam I. Attwood

Emotional intelligence (EI) is a term derived from the concept of interpersonal intelligence in Gardner’s multiple intelligences (MI) theory. This term has been used to explain one of the many expectations placed on K-12 teachers in that they are often expected to display EI. Given the prevalence of this term and popularity of MI theory, there is need to contextualize the semantic use of EI. To do so, Bronfenbrenner’s ecological systems theory (EST) is discussed in relation to EI to provide a perspective on ways to conceptualize how to address secondary traumatic stress (STS) risk among teachers. The semantic use of EI relates to a theoretical understanding of teachers’ emotional labor. The purpose of this analysis is to highlight semantic conceptualization and links made between these concepts and to call for additional research on this interdisciplinary topic. Implications are discussed for how collaboration with speech-language pathologists can benefit general education teachers.

Part of the book: Psycholinguistics

By Adam I. Attwood

Comic books and graphic novels are important components of popular culture and have international influence. They engage readers across all age groups and across fiction and non-fiction genres. They address many cultural and social ideas, histories, languages, and concepts with engaging stories and narrative. There are many international perspectives on the roles, effects, and potential of comic books and graphic novels in education and in society that inform literacy practices, curriculum theory, and cultural studies. Interdisciplinary perspectives are highlighted to discuss research, theory, and practices in the use of comic books and graphic novels across geographical and cultural contexts. Complexities across genres provide perspectives on comic books and graphic novels in the theory and practice of influencing change and continuity over time, their reflection of and influence on culture, their role in content area literacy instruction, and their history across local and international contexts.

Part of the book: Comics and Graphic Novels

By Adam I. Attwood

The purpose of this study is to conduct a content analysis of educational psychology course syllabi for courses taken by preservice teachers to determine how the course descriptions and objectives compare for diversity. A content analysis of educational psychology syllabi (N = 25) from colleges and universities mostly (96% or 24 of the 25 syllabi) in the United States was conducted for this study. While there was generally consensus among this sample of syllabi of what topics were covered as part of content knowledge course objectives, there was a divergence in emphasis on diversity as well as only one syllabus that directly addressed controversies in educational psychology. The word diversity appeared in 28% of the course overviews/descriptions in this sample. This study highlights the importance of autoethnographic practices for diversity in educational psychology. Examples of historically underrepresented scholars in psychology are summarized for inclusion in educational psychology courses for preservice teachers as a way to address representation.

Part of the book: Understanding Multiculturalism and Interculturalism in Cross Cultures [Working title]