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2008 - NCA 94th Annual Convention Words: 222 words || 
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1. Cloud, Nicole. "Performing the Embodiment of Other: Illuminating the Self: The Role of Performing Other in the Performance Classroom" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, <Not Available>. 2019-05-26 <http://citation.allacademic.com/meta/p257077_index.html>
Publication Type: Invited Paper
Abstract: A text is a site of struggle; over meaning, and over power. Performance is that very battle embodied. In the global arena of the construction, (re)production, negotiation, contestation, and co-constitution of meaning, I articulate a call for opening up as contested space the confines of the classroom through critical performance, inviting the voices of bodies from the periphery into the very centers of our institutions of knowledge assembly. Through an autoethnographic reflexive essay recounting my experience instructing an introductory-level communication course alongside my enrollment in a graduate-level performance course, I contend that in inscribing an Other onto the self through critical performance in the classroom we open up the discourse(s) of power and privilege (and thus marginality) for potential scrutiny, critique, dismantling, and emancipatory change. I argue that when students are given the lens through which to recognize and articulate their own position of privilege, and are then asked to reconcile it with the voices of those often muted, they enflesh an agency often inaccessible to them from inside the apparatus of higher education. Critical performance pedagogy exposes a path toward empowerment from within the walls of the very institutions instrumental in reifying the hegemony that organizes our lived condition. To take this path is to deconstruct the boundaries of our felt experience, and renders visible terrain we have yet to traverse.

2014 - Tenth Annual Congress of Qualitative Inquiry Words: 149 words || 
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2. Lester, Jessica. and Gabriel, Rachael. "Performance as practice: uses of performative texts in a practice-based pedagogy for teacher education" Paper presented at the annual meeting of the Tenth Annual Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 21, 2014 <Not Available>. 2019-05-26 <http://citation.allacademic.com/meta/p718736_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this presentation, we share the process and practice of integrating a performative text into teacher education courses. Within courses in reading assessment and educational psychology, we invited students to re-embody a text that explores the moment of labeling a child “reading disabled” (Moran & McGill-Franzen, 2013). This text dealt with difficult and dilemmatic concepts, such as labeling theory, the widespread use of progress monitoring tools for data-driven instructional decision-making, and the consequences of tracking children based on assessment results.

We asked our students to read and perform the text as a group. Then, students engaged in a group discussion focused on unpacking the implications of the text and their experiences reading and performing it for everyday practice. Within this presentation, we highlight the performance, facilitation process, and student responses in order to outline both practical and theoretical implications of using performative texts as part of a practice-based pedagogy.

2014 - ISME Words: 307 words || 
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3. Stevanovic, Ena. "Performance Anxiety, Self-Esteem, Self-Efficacy and Attitudes Towards Performance in American, Czech and Balkan University Music Students" Paper presented at the annual meeting of the ISME, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil, Jul 20, 2014 <Not Available>. 2019-05-26 <http://citation.allacademic.com/meta/p706661_index.html>
Publication Type: Spoken Paper (Abstract)
Review Method: Peer Reviewed
Abstract: Music Performance Anxiety (MPA) is one of the most frequently reported problems among professional musicians that can cause severe performance impairment, hindering musicians from reaching their full potential as performers. Possible contributing characteristics are low general self-efficacy and low self-esteem. (Sinden, 1999). MPA is a relatively neglected phenomenon in Eastern European literature and is considered to be a personal issue that cannot be influenced by the education system. Therefore the aim of this study is to investigate the relationship between MPA, self-esteem and self-efficacy and to examine possible differences in attitudes towards performance between American, Czech and Balkan university music students. Surveyed participants were 53 music students from Croatia, Bosnia and Herzegovina, Czech Republic and the USA. Research data were collected using Rosenberg Self-Esteem Scale (1965), Sherer Self-Efficacy Scale (1982) and Kenny Music Performance Anxiety Inventory (2004). In addition, we used the qualitative method. Ten participants were interviewed using a 40 item structured interview in order to examine their attitudes toward performance in their educational environment. Findings suggest that low self-esteem and low general self-efficacy are significant predictors of MPA in all three groups. Persistence and initiative items in the self-efficacy scale are highly negatively correlated with MPA (p<0.05), while there is no significant correlation between the items of effort and MPA. Female participants reported significantly higher anxiety levels than male. American students have higher scores in self-esteem scale, while there is no significant difference in self-efficacy items between the groups. Qualitative analysis shows that all three groups consider insufficient preparation, lack of experience and low self-confidence to be the major causes of MPA, whereas Czech and Balkan students reported more negative experiences in the education system and they tended to blame their teachers for high level of MPA and lack of confidence. Implications of these findings for teachers and learners in higher education are also discussed.

2015 - American Society of Criminology – 71st Annual Meeting Words: 202 words || 
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4. Broscious, Courtney., Cheesman II, Fred. and Kleiman, Matt. "When Research Meets Practice: Drug Court Performance Management Using Performance Targets and Scenario-Based Training" Paper presented at the annual meeting of the American Society of Criminology – 71st Annual Meeting, Washington Hilton, Washington, DC, Nov 17, 2015 <Not Available>. 2019-05-26 <http://citation.allacademic.com/meta/p1032039_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: Drug courts in the US have largely developed from local responses to community needs. As the number of drug court programs within states increase, state-level actors have begun to examine ways to hold local programs accountable by requiring performance measure reporting. Often the reporting is looked at as simply a required task and not a program management tool for the local programs. This paper explains the process of implementing statewide adult drug court performance measures as both an accountability mechanism and a performance management tool. In particular, it focuses on the process used by the National Center for State Courts in the state of Wisconsin. Performance targets were identified by a consensus approach with critical adult drug court stakeholders, informed by germane research literature. Training was based on realistic drug court problem scenarios developed by former drug court coordinators on NCSC staff. The performance targets will be of particular interest to any state that has adopted performance measures for their adult drug courts and set the ground work for developing a broad consensus around effective and efficient drug court performance. The impacts of this approach will be examined with surveys of local courts within Wisconsin.

2017 - Association for Asian Studies - Annual Conference Words: 249 words || 
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5. Gordanier, Amy. "Command Performances: Opera Performers and the Imperial Household in Late 18th-Early 19th-Century China" Paper presented at the annual meeting of the Association for Asian Studies - Annual Conference, Sheraton Centre Toronto Hotel, Toronto, Canada, <Not Available>. 2019-05-26 <http://citation.allacademic.com/meta/p1190349_index.html>
Publication Type: Panel Paper
Abstract: For the Qing court in the late eighteenth and early nineteenth centuries, theatrical performance was more than personal amusement: it was part of the rhythm of court life and an integral component of dynastic image making, and court patronage and censorship are prominent in the standard history of Chinese opera. The court is often pictured as a unitary player, summoning, selecting, and forbidding at will—though in fact, through the Neiwufu (Imperial Household Department), it was part of a complex, long-distance ecosystem of opera performance and performers. Using literary and archival sources, this paper examines the channels through which the Neiwufu interacted with the theater world, supplying the court with operatic entertainment and supporting state efforts to supervise popular culture.

The Neiwufu recruited eunuch and bondservant performers, but also reached further afield, through institutions like the Suzhou Silk Works and salt gabelle merchants in wealthy Yangzhou, to tap into local opera networks and recruit professional performers. Uncovering the experiences of low-status performers enmeshed in these networks reflects broader questions about Qing-era state-society relations; performing for the emperor and the court was no ordinary engagement, and while it might bring great rewards, entering the Neiwufu’s jurisdiction also came with dislocations and losses of autonomy. This paper investigates how performers of different backgrounds navigated these mixed incentives, and how the court's thirst for opera in the Qianlong period (1735-1795), and the waning of that thirst by the Daoguang period (1820-1850), affected the theater worlds in both Beijing and the Jiangnan cultural heartland.

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