Publications
The Whole Person
Embodying Teaching and Learning through Lectio and Visio Divina
JANE E. DALTON; MAUREEN P. HALL AND CATHERINE E. HOYSER
The Whole Person: Embodying Teaching and Learning through Lectio and Visio Divina offers readers a rich collection of voices from diverse settings that illustrates the ways in which lectio divina as a contemplative practice can transform teaching and learning. Growing from ancient roots, lectio divina as a contemplative practice and part of contemplative pedagogy, aligns with many efforts in the 21st century to investigate how whole persons can be engaged in learning and how they can develop into their best human selves. Lectio divina, a four-step process of deep reading and viewing, is aligned with the tenets of holistic education; it is an evolving tapestry of embodied learning, creating spaces that empower teachers and students to be rooted in their own meaning making and to develop as whole persons.
Cultivating a Culture of Learning
Contemplative Practices, Pedagogy, and Research in Education
Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education illustrates portraits of practice from a variety of teacher education programs, bringing together a rich collection of voices from diverse settings. Authors share their first-hand experience of cultivating a culture of learning as teacher educators and employing contemplative practices in their work with educators. Contemplative practices, pedagogy, and research are analyzed as essential components of cultivating cultures of learning in classrooms.
Impacting Teaching and Learning
Contemplative Practices, Pedagogy, and Research in Education
Impacting Teaching and Learning: Contemplative Practices, Pedagogy, and Research in Education, demonstrates research-based practices from a variety of teacher education programs, bringing together a rich collection of voices from diverse settings. All of the authors in this book share their research investigating the varied ways learners respond to contemplative practices, and the skills and dispositions that contemplative practices cultivate in preservice teachers. Authors explore challenges faced institutionally, with students, and personnel.
The Teaching Self
Contemplative Practices, Pedagogy, and Research in Education
The Teaching Self: Contemplative Practices, Pedagogy, and Research in Education, is a rich collection of voices from diverse settings illustrates the ways in which first-person experiences with contemplative practices lay a foundation for contemplative pedagogy and research in teacher education. Contemplative practice depends on cultivating an understanding of oneself, as well as one’s relationship and interdependence of others and the world, and it is this precept that guides the focus of these portraits of practice.
The Compassionate Classroom
Lessons that Nurture Empathy and Wisdom
The Compassionate Classroom: Lessons that Nurture Empathy and Wisdom is an inspiring guidebook that supports teachers seeking to provide a nurturing and creative classroom environment for middle school and high school students. Lessons supply instruction for creating a community of empathy, reverence, self-awareness, and mindfulness. Each entry features a concise lesson plan ready for implementation, as well as a brief summary of the interfaith and secular philosophies that underpin the lesson. Educators are assisted in building connections among diverse populations, cultivating self-awareness, and rewarding reflective thinking.
More Publications
Dalton, J.E. (April 2020 ). Breath. School Arts Magazine. Davis Publications.
Dalton, J.E., Dalton, Jane Dalton, Miraglia Kathy Marzilli, & Oliver, K. (2020). Tapestries of teaching: Weaving together our roles as artists, teachers, and researchers. In, Pushing boundaries and crossing borders: Self-study as a means for knowing pedagogy. Self-Study of Teacher Education Practices (S-STEP), a special interest group of AERA.
Dalton, J.E. (2019). Image and Text: Toward Inner and Outer Wholeness. In J. Dalton, M. Hall, & C. Hoyser, Eds). The whole person. Lectio Divina as a transformative tool for teaching and learning. Lanham, MD: Rowman & Littlefield Publishers.
Dalton, J.E. (2019). [Review of Art as contemplative practice: Expressive pathways to the self by Michael A. Franklin]. Albany, NY: State University of New York. Studies in Art Education. Alexandria, VA
Campbell, L. & Dalton, J. E. (2019). Researching contemporary handwork: Stitching as renewal, remembrance, and revolution. Art Education. National Art Education Association.
Hall, M., Dalton, J.E., Oliver, K., Jones, L.F. Watson, V., Hoyser, C., & Santavicca, N. (2019). Drawing out the soul: Contemporary arts integration. International Journal of Art Education.
Dalton, J.E. (2018) Lectio Divina and meditation: Exploring identity through contemplative practice. In Inquiry Learning & Teaching Art: Special Issue: Professional Identity. In G. James Daichendt (principal editor) S Klein, K. Maragali. 7(3). Intellect Ltd Visual Essays.
Dalton, J. E. (2018). Embracing a contemplative life: Art and teaching as a journey of transformation. In, J.E. Dalton, K. Byrnes, & E. Dorman, (Eds.), The teaching self: Contemplative practices and pedagogy in pre-service teacher education. Lanham, MD: Rowman & Littlefield.
Dalton, J.E. (2018). Opening the contemplative mind through art. In Garbutt & N. Roenpagel (Eds.) & A. Rourke and V. Rees (Series Curators), The mindful eye: Contemplative pedagogies in visual arts education. Transformative pedagogies in the visual domain: Book No. 3. Champaign, IL: Common Ground Research Networks.
Dalton, J.E. & Dorman, E. H. (2018) Blending the professional and personal: Cultivating authenticity in teacher education through contemplative pedagogy and practices. Self-Study of Teacher Education Practices (SSTEP) a special interest group of AERA.
Dalton, J. E. (2016). Artfully aware: Contemplative practice in the classroom. International Journal of Arts & Society. Common Ground Publishing.
Hrenko, K. & Dalton, J. E., (2015). 1 middle school + 2 teacher education programs=3 ways of enacting community-based art education. International Journal of Arts & Society. Common Ground Publishing.
Dalton, J. E. (2015). The expressive teacher: Renewing vitality through arts-based professional development. Journal Arts for Life (JaFL). Tallahassee, FL: Florida State University. Advance online publication.
Dalton, J. E. (2015) Art, Love, and Learning. In, P.L. Thomas, P.R. Carr, J., Goreleski, J. & B. Porfilio (Eds.), Pedagogies of kindness and respect: On the lives and education of children. New York, NY: Peter Lang, USA.
Dalton, J. E. & Hrenko, K. (2015). Contemporary approaches to integrating visual art & music. In, N. Robinson & F. Spano. Teaching general music education: A K-12 experience. Dubuque, IA: Kendall Hunt Publishing.
Dalton, J.E. (2012). Altered perspectives: Shaping teachers experiences through arts-based professional development. Unpublished Doctoral dissertation. EGS University. Switzerland.
Dalton, J.E. (January 2009). Notan: Studies in contrast. School Arts Magazine. Davis Publications
Dalton, J.E. (February 2009). The art of Senufo cloth. School Arts Magazine. Davis Publications
Dalton, J.E. (2007). Puppetry in the classroom. School Arts Magazine. Davis Publications
Dalton, J. (2001). A prayer quilt. Teaching Tolerance. Southern Poverty Law Center https://www.tolerance.org/magazine/fall-2001/belief-in-action