Wayne Brinda, Ed.D.
Stage Director, Producer, Educator, Holocaust Teaching Fellow
EDUCATION PROJECTS
Dissertation: “Bringing Literature to Life for Reluctant Readers: A collaborative, participatory study using Theatre for Young Audiences
experiences to address adolescent aliteracy” (2004).
Thesis: “Exploration and examination of how American Children’s Theatres meet the needs of today’s children” (1988).
Available Workshops:
Brinda, W. Perry, M. (2019). Teaching the Holocaust Through Theater. Presented with the Holocaust Center of Pittsburgh.
Brinda, W., Dombek, D. (2017). “Using Danielson: Broadening awareness of the teacher effectiveness instrument for teacher candidates.” PAC-TE Conference, Harrisburg, PA
Brinda, W. (2016). “Pop Rocks and Punctuation.” 1st Annual Conference on Academic Research in Education, University of Nevada Las Vegas College of Education.
Brinda, W. (2014). “Activate reading engagement with an in-class field trip.” NCTE National Convention, Washington, DC.
Brinda, W. (2013). “Use ‘Teasers’ to transform reluctant and struggling students into motivated and enthusiastic readers.” 42nd Annual
PAC-TE Teacher Education Assembly, Harrisburg.
Brinda, W. (2013). “Engaging students in inquiry through field trips in your classroom.” IERG Conference on Imagination and Education 2013 hosted by the Imaginative Education Research Group at Simon Fraser University, Vancouver, BC
Brinda, W. "Holocaust through Young Adult Literature." Workshop for teachers and students.
Brinda, W. (2013). “Memories: A short play about the Hungarian Holocaust that preserves the past and connects to the future.” American Hungarian Educators Association Conference, Rutgers University,New Brunswick, NJ.
Brinda, W. (2011). “Learning about the Holocaust through interactive technology.” American Hungarian Educators Association 36th Annual Conference, John Carroll University, Ohio.
Brinda, W. (2010). Going beyond the cognitive domain: Twenty-first century students make discoveries about the Holocaust. The Ethel LeFrak Holocaust Education Conference on Holocaust Education, Seton Hill University, Greensburg, PA.
Journal Articles:
Chityo, J., Brinda, W. (2018). “Teacher preparedness in co-teaching.” International Journal of Whole Schooling. February 2018, (33.1).
Brinda, W. (2011). “A ‘Ladder to Literacy:’ A new approach that transformed aliterate adolescents into engaged readers.” National Middle School Journal. Fall 2011.
Certo, J., Brinda, W., (2011). “Bringing literature to life for urban adolescents: Artistic, dramatic instruction and live theatre .” Journal of Aesthetic Education. Fall 2011 (45.3).
Brinda, W. (2008). “Build literacy bridges for adolescents with Holocaust literature and theatre.” Journal of Aesthetic Education. Winter 42(4) 31-44.
Brinda, W. (2008). “Engaging aliterate Students: A Literacy/theatre project helps students comprehend, visualize and enjoy literature.” Journal of Adolescent and Adult Literacy, 51(6) 488-496.
In-school projects:
Tell a Myth: Designed and implemented a project with a children’s literature class in Bradford High school where students adapted three stories into a play presented to second graders at a local school.
The Odyssey Project: Designed, implemented, and assessed a literacy/theatre project for a diverse population of urban students and teacher.
Rural Literacy Project: Researched, wrote, and secured endorsement from the West Virginia Board of Education; Engaged middle school students, a professional playwright, theatre majors, and artists to create and produce a stage adaptation of the Appalachian translation of "Jack and the Beantree."