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==Major domains of work==
==Major domains of work==
===Assessment and literacy practices in the sciences===
===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.<ref name="springer1">{{cite web|url=http://www.springer.com/us/book/9780387896489 |title=Active Assessment: Assessing Scientific Inquiry |publisher=Springer |date= |accessdate=2015-05-13}}</ref> 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.
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.<ref name="springer1">{{cite web|url=https://www.springer.com/us/book/9780387896489 |title=Active Assessment: Assessing Scientific Inquiry |publisher=Springer |date= |accessdate=2015-05-13}}</ref> 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,<ref name="lifescied1"/> and his own experiences with implementing an active assessment program in a [[bacteriophage]] laboratory at the University of Pittsburgh.<ref name="springer1"/> Hanauer has also coordinated a research initiative aimed at enhancing science faculty knowledge of assessment that was funded by the [[Howard Hughes Medical Institute]].
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,<ref name="lifescied1"/> and his own experiences with implementing an active assessment program in a [[bacteriophage]] laboratory at the University of Pittsburgh.<ref name="springer1"/> Hanauer has also coordinated a research initiative aimed at enhancing science faculty knowledge of assessment that was funded by the [[Howard Hughes Medical Institute]].

Revision as of 12:01, 28 August 2017

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 50 journal articles and book chapters as well as 8 books. Hanauer’s research agenda is typified by the combination of qualitative and quantitative methods and scientific measurement of concepts traditionally considered abstract, such as voice in written text.,[1] project ownership [2] and poeticity.[3]

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.[4] 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,[2] and his own experiences with implementing an active assessment program in a bacteriophage laboratory at the University of Pittsburgh.[4] 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.[5] 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.[6]

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.[7][8] 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.[3] 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.[9] 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.[10] He has used poetic ethnography to explicate the human side of war experiences and promote a pacifist agenda.[11]

Selected bibliography

  • Hanauer, D. I. (2015) Measuring voice in poetry written by second language learners. Written Communication.
  • Curry, M.J. & Hanauer, D. (2014). Language, Literacy and Learning in STEM Education: Research Methods and Perspectives from Applied Linguistics. Amsterdam: John Benjamins.
  • Hanauer, D. I. (2014). Being in the Second Iraq War: A poetic ethnography. Qualitative Inquiry.
  • Hanauer D (2013). "Experiencing the Blitz: A poetic representation of a childhood in wartime London". Qualitative Inquiry. 20 (5): 584–599. doi:10.1177/1077800413489536.
  • Hanauer, D., & Englander, K. (2013). Scientific Writing in a Second Language. West Lafayette: Parlor Press
  • Hanauer D (2012). "Growing up in the unseen shadow of the Kindertransport: A poetic-narrative autoethnography". Qualitative Inquiry. 18 (9): 845–851.
  • Hanauer D (2011). "Meaningful literacy: Writing poetry in the language classroom". Language Teaching: Surveys and Studies. 45 (1): 105–115. doi:10.1017/s0261444810000522.
  • Hanauer D., Englander K. (2011). "Quantifying the burden of writing research articles in a second language: Data from Mexican scientists". Written Communication. 28 (4): 403–416. doi:10.1177/0741088311420056.
  • Hanauer D (2011). "The scientific study of poetic writing". The Scientific Study of Literature. 1 (1): 79–87. doi:10.1075/ssol.1.1.08han.
  • Hanauer, D. (2010). Poetry as Research: Exploring Second Language Poetry Writing. Amsterdam: John Benjamins
  • Hanauer D (2010). "Laboratory identity: A linguistic landscape analysis of personalized space within a microbiology laboratory". Critical Inquiry in Language Studies. 7 (2): 152–172. doi:10.1080/15427581003757442.
  • Hanauer D., Jacobs-Sera D., Pedulla M., Cresawn S., Hendrix R., Hatfull G. (2006). "Teaching scientific inquiry". Science. 314: 1880–81. doi:10.1126/science.1136796.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  • Hanauer, D. (2009). Science and the linguistic landscape: A genre analysis of representational wall space within a microbiology laboratory. In: E. Shohamy and D. Gorter (Eds.), Linguistic Landscape: Expanding the Scenery. New York: Routledge, pp. 287–301.
  • Hanauer, D. (2008). Non-place identity: Britain’s response to migration in the age of supermodernity. In: G. Delanty, P. Jones and R. Wodak (Eds.), Migrant Voices: Discourses of Belonging and Exclusion. Liverpool: Liverpool University Press, pp. 198–220.
  • Newman M., Hanauer D. (2005). "The NCATE/TESOL teacher education standards: A critical review". TESOL Quarterly. 39 (4): 753–763. doi:10.2307/3588536.
  • Hanauer D (2003). "Multicultural moments in Poetry: The importance of the unique". Canadian Modern Language Review. 60 (1): 27–54.

References

  1. ^ David I. Hanauer (2014-12-23). "Measuring Voice in Poetry Written by Second Language Learners". Wcx.sagepub.com. Retrieved 2015-05-13.
  2. ^ a b "The Project Ownership Survey: Measuring Differences in Scientific Inquiry Experiences". Lifescied.org. Retrieved 2015-05-13.
  3. ^ a b "Mobile Menu". Benjamins.com. Retrieved 2015-05-13.
  4. ^ a b "Active Assessment: Assessing Scientific Inquiry". Springer. Retrieved 2015-05-13.
  5. ^ "Quantifying the Burden of Writing Research Articles in a Second Language: Data From Mexican Scientists". Wcx.sagepub.com. 2011-09-22. Retrieved 2015-05-13.
  6. ^ "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: 152–172. doi:10.1080/15427581003757442. Retrieved 2015-05-13.
  7. ^ "Postmodern Interviewing - Jaber F. Gubrium, James A. Holstein - Google Books". Books.google.com. 2003-03-21. Retrieved 2015-05-13.
  8. ^ Monica Prendergast (2009). ""Poem Is What?" Poetic Inquiry in Qualitative Social Science Research". International Review of Qualitative Research. 1. University of California Press: 541–568. Retrieved 2015-05-13.
  9. ^ David I. Hanauera1. "Cambridge Journals Online - Language Teaching - Abstract - Meaningful literacy: Writing poetry in the language classroom". Journals.cambridge.org. Retrieved 2015-05-13.{{cite web}}: CS1 maint: numeric names: authors list (link)
  10. ^ David I. Hanauer (2012-12-01). "Growing Up in the Unseen Shadow of the Kindertransport". Qix.sagepub.com. Retrieved 2015-05-13.
  11. ^ David Ian Hanauer. "Being in the Second Iraq War". Qix.sagepub.com. Retrieved 2015-05-13.
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