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Journal articles on the topic 'Kent State Shootings'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Mundey, Lisa. "Above the Shots: An Oral History of the Kent State Shootings." History: Reviews of New Books 45, no. 4 (April 20, 2017): 89. http://dx.doi.org/10.1080/03612759.2017.1311174.

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2

Bristow, Nancy K. "The Kent State Shootings, the Long 1960s, and the Contest Over Memory." Reviews in American History 45, no. 3 (2017): 518–25. http://dx.doi.org/10.1353/rah.2017.0075.

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3

Steidl, Christina R. "Book Review: Above the shots: An oral history of the Kent State shootings." Armed Forces & Society 44, no. 3 (August 28, 2017): 557–60. http://dx.doi.org/10.1177/0095327x17726071.

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4

Cochran, Joshua D. "13 Seconds: A Look Back at the Kent State Shootings by Philip Caputo." Michigan Historical Review 32, no. 1 (2006): 124–25. http://dx.doi.org/10.1353/mhr.2006.0013.

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5

Catalano, Joshua Casmir. "President William T. Jerome III: Why Bowling Green State University Remained Open after the Kent State Shootings." Ohio History 123, no. 1 (2016): 51–72. http://dx.doi.org/10.1353/ohh.2016.0005.

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6

Raber, James, Richard E. Ferdig, Enrico Gandolfi, and Robert Clements. "An analysis of motivation and situational interest in a location-based augmented reality application." Interaction Design and Architecture(s), no. 52 (June 10, 2022): 198–220. http://dx.doi.org/10.55612/s-5002-052-011.

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Research has provided evidence that augmented reality (AR) can be an effective tool to improve teaching and learning across multiple domains. Research is limited, however, in several key areas related to AR. For instance, motivation and situational interest are critical to student learning outcomes. However, little is known about the relationship between the two constructs and AR, particularly for AR that leverages location-based triggers. This study addressed this need by analyzing data from participants who used an application that delivers location-based, instructional AR content about the tragic shootings that occurred on May 4th, 1970, at Kent State University. Data findings showed significant decreases in motivation, but significant growth in situational interest and content knowledge. Implications for development of future location-based AR applications are discussed.

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7

Perkiss, Abigail. "Review: Above the Shots: An Oral History of the Kent State Shootings by Craig S. Simpson and Gregory S. Wilson." Public Historian 39, no. 4 (November 1, 2017): 174–76. http://dx.doi.org/10.1525/tph.2017.39.4.174.

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8

Powell, Christopher. "67 Shots: Kent State and the End of American Innocence by Howard Means, and: Above the Shots: An Oral History of the Kent State Shootings by Craig S. Simpson and Gregory S. Wilson." Labour / Le Travail 82, no. 1 (2018): 274–77. http://dx.doi.org/10.1353/llt.2018.0054.

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9

KIM, Min Ho. "The implications of ‘May 4, 1970 and its aftermath’ for citizenship education in the United States and Korea: “The constitutional rights against national security ideology”." Korean Comparative Education Society 33, no. 2 (May 31, 2023): 89–127. http://dx.doi.org/10.20306/kces.2023.33.2.89.

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This study aims to analyze the influence of the ‘May 4, 1970 Kent State Shootings and its aftermath’(Ma4a) on citizenship education in American high schools and to identify implications for the institutionalization of movement-oriented citizenship education in Korea. The data were analyzed using the methodology of ‘qualitative content analysis.' The data on Ma4a was collected by visiting the ‘May 4 Site,’ ‘May 4 Visitors Center,’ and ‘May 4 Digital Archive’ at KSU in 2021 and 2022. It was also useful to refer to the undergraduate course on Ma4a. The data on high school citizenship education in the United States were collected from Ohio Curriculum Standards of social studies, history textbooks, and teachers’ lesson plans. ‘May 4, 1970’ was described as “civil disobedience” rather than “riot” in social studies curricula, history textbooks, and lesson plans after its institutionalization from the late 1990s to the early 2000s. The constitutional right of ‘freedom of speech and assembly’ was not undermined by the ‘national security ideology.’ However, after the events of September 11, 2001, and the 2008 economic crisis, the Ohio Department of Education described the people's right to protect themselves from only “undue” governmental interference. The paradigm of citizenship education in U.S. schools changed due to the contest between state-centric citizenship and participatory citizenship. Social movements influenced citizenship education through the institutionalization of movement knowledges by movement intellectuals, which took a lot of time. This study has implications for the institutionalization of movement-oriented citizenship education, such as ‘Jeju 4·3 education for peace and human rights’ in Korean schools.

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10

Masterson, James. "America in Performance of 20th Century Identity and Individualism in Chrissie Hynde’s Reckless." European Journal of Life Writing 11 (April 21, 2022): 41–69. http://dx.doi.org/10.21827/ejlw.11.38628.

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Chrissie Hynde relocated to London from her native Ohio in 1973. She has now spent well over twice as much time in Britain as she has in America, only moving back briefly to care for her dying parents - whose passing facilitated the releasing of her autobiography: Reckless (2015). When she moved to London she felt she had found her spiritual home, in direct contrast to Akron, her fast changing hometown. In forming this link Hynde can tell us a lot about America from a British perspective. She lived on the front line with, for example, first hand experience of the Kent State University shooting, whilst England still had no place for the Street Fighting Man: Her America is not the wild west of her hero Keith Richards, nor the ‘continuous positioning of himself vis-à-vis America’ of her ex-husband Ray Davies. Hers is the visceral and realistic picture of a failing society. Hynde is a complex character. Famously tetchy, intensely private, why did this American become such an Anglophile, living under the noses of the infamous English media? Cynical of the American Dream she chose to escape to what was the most exciting place in the world of entertainment in the 1970s. Talking of her material heritage she states ‘it was the ‘land of opportunity’ but people like mine didn’t get very many back then’. How prescient she was, as those failures come home to roost now in the politics of the US. Chrissie Hynde is arguably the epitome of the ‘British Other’, a legal alien if you will, offering a perceptive eye and commentary upon the world across the pond. Like Henry James before her, she adds an extra, informed, dynamic in her sharp analysis of America compared to anyone else.

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11

"May 4 Collection: Kent State Shootings: Oral Histories." Reference Reviews 28, no. 7 (September 9, 2014): 50–51. http://dx.doi.org/10.1108/rr-06-2014-0145.

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12

Chatfield, Sheryl, Kristen DeBois, and Erin Orlins. "Reflections on Trauma: A Phenomenological Qualitative Secondary Analysis of Archived Interviews about Adolescent Experiences During the 1970 Kent State Student Shootings." Qualitative Report, 2021. http://dx.doi.org/10.46743/2160-3715/2021.5026.

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Among short-term mental health consequences for adolescents who have proximate or direct experience with mass shootings in school settings are posttraumatic stress and posttraumatic stress disorder. Identifying incidence of enduring mental health impacts is challenging due to difficulty of tracking individuals into adulthood. The purpose of this paper is to use qualitative secondary analysis to explore how seven individuals reflectively describe and interpret their lived experiences as adolescents during the May 4, 1970, Kent State University Vietnam protest that resulted in deaths and injuries to students fired upon by Ohio National Guard. Archived transcripts from interviews conducted up to 48 years after the event were analyzed using a phenomenological qualitative approach. Aspects of common experience included confusion, emotionally charged responses from others directed toward community members following the event, and belief the experience had a profound and lasting impact on their lives, exemplified by vivid memories of minute details and comparative responses to other events. These findings illustrate how others’ reactions and subsequent incidents contribute to retraumatization into adult years. This report demonstrates the value of qualitative secondary analysis in general, while specific findings illustrate long-term impact of an adolescent trauma experience.

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13

Mapes, Jennifer, and Sara Koopman. "Sharing Stories of Tragedy: Mapping Narratives of the Kent State Shooting." Cartographic Perspectives, September 27, 2020. http://dx.doi.org/10.14714/cp96.1665.

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14

Aiken, Rebekah M. "Do National Tragedies Create Change? Kent State Shooting and the Actions Taken After." Journal of Undergraduate Research at Minnesota State University, Mankato 21, no. 1 (July 21, 2021). http://dx.doi.org/10.56816/2378-6949.1219.

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15

Kaiser, Gary E. "My First 51 Years Teaching Microbiology at The Community College of Baltimore County." Teaching and Learning Excellence through Scholarship 1, no. 1 (August 16, 2021). http://dx.doi.org/10.52938/tales.v1i1.1367.

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I have had just one job interview in my life and it was for the position of Biology Instructor at Catonsville Community College. Having just completed my M.S. Degree at Northern Illinois University, I knew I needed employment because I was moving to Maryland prior to September 1970. After enquiring about the possibility of a teaching position at 4 Maryland community colleges, I was granted an interview at Catonsville Community College. On May 4, 1970, I found myself driving from Illinois to Maryland for a real job interview. I remember the date because I was listening on my car radio to the aftermath of the Kent State shooting earlier that day. The interview apparently went well because I was offered the position beginning in September for the amazing salary of $10,000! My professional life had begun. Armed with little more than a love of microbiology and a lot of patience and desire, I began the journey to hopefully become the best microbiology educator of which I am capable. Fifty-one years later I am still striving for that goal.

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