Brinda, Wayne

Secondary Methods, Education Lab II, Reading and Writing in the Content Curriculum, Adolescent Literature.

As an educator, researcher, and stage director, Wayne teaches and conducts research on adolescent literacy, theatre, and Holocaust education. As the Artistic Director of Prime Stage Theatre in Pittsburgh, he produces adaptations of literature and educational programs that “bring literature to life.”

Prior to his position as an Assistant Professor in the Duquesne University School of Education, Wayne taught English and theatre at The Oakland School, Sewickley Academy Senior School, and was Director of Playhouse Jr. A reviewer of the National Middle School Journal, Wayne also conducts research on using young adult literature and the theatre to teach the Holocaust as a Museum Teaching Fellow at the US Holocaust Memorial Museum in Washington DC.

His articles and presentations have been published by and presented at Jagiellonian University in Poland, Seton Hill University, Journal of Adolescent and Adult Literature, The ALAN Review, the National Council of Teachers of English, The National Middle School Association, the American Alliance for Theatre and Education, and the International Reading Association.

Research 

Brinda, W. “With Many Adolescents being Reluctant or Struggling Readers, What are the Reading Attitudes and Histories of Preservice Teachers Who Will Eventually Introduce Literary Experiences to Students?” Funded by the ALAN Foundation

Brinda, W. (2007). “The Odyssey Project: Eighth Grade, Urban Students Bring a Classical Work of Literature to Life.” Research conducted at Sto-Rox High School, McKees Rocks, PA.

Brinda, W. (2005). “Connect Kids to the Classics: An Action, Reflective Research Study Built Upon the Experiences, Suggestions, and Responses of Adolescents to Create Theatrical Experiences that make Literary Classics Accessible, Relevant, Comprehensible, and Enjoyable.” Funded by Children’s Theatre Association of America.

Brinda, W. (2004). “The “Butterfly Project: Using the Literature and Theatre Production of I Never Saw Another Butterfly as a Backdrop for Focus Groups of Teachers, Holocaust Survivors, Scholars, and Adolescents to Address: What is being taught; What do adolescents want to know; What should be taught in Holocaust education?” Sponsored by PA Humanities Council.

Publications 

Brinda, W. (2011). A "Ladder to Literacy:" A New Approach that Transformed Aliterate Adolescents into Engaged Readers.” Middle School Journal, Fall Issue.

Brinda, W, and Certo, J. (2010). “Bringing Literature to Life for Urban Adolescents: Using Art and Drama in a Novel Study.” Journal of Aesthetic Education. 

Brinda, W. (2010). Going Beyond the Cognitive Domain: Twenty-First Century Students Make Discoveries about the Holocaust . Seton Hill Conference Proceedings volume, "Learn. Teach. Prevent. Holocaust Education in the 21st Century," Seton Hill University, Greensburg, PA.  

Brinda, W. (2007). “Three Acts to Engagement and Enjoyment:Theatre Brings Literature Back to Life for Reluctant and Struggling Readers.” Literacy Learning: The Middle Years,Australian Literacy Educators’ Association, 15(2) 29-36.

Brinda, W.(2008). “Bringing Literature to Life for Reluctant Readers: A Collaborative, Participatory Study using Theatre for Young Audiences Experiences to Address Adolescent Aliteracy.”Youth Theatre Journal, 21. 

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.

Brinda, W. (2008). “Theatre Connects Kids to Literary Classics.” Stage of the Art, 87(3). 

Brinda, W. (2008). “What One Good thing comes from War? Adolescents’ Questions about War and Conflict are answered in Non-fiction Literature.” The ALAN Review, Winter issue. 

Brinda, W. (2008). “Build Literacy Bridges for Adolescents with Holocaust Non-fiction Literature: Explore Connections with Adolescent Identities in Eugene Pogany’s In My Brother's Image: Twin Brothers Separated by Faith after the Holocaust.” American Journal of Education. 

Brinda, W.(2008). “Using Holocaust Literature and Theatre to Make Relevant Connections For Adolescents.” Journal of Aesthetic Education. 

Certo, J. and Brinda, W. (In press). “Bringing Literature to Life for Urban Adolescents: Using Art and Drama in a Novel Study.” Journal of Adolescent and Adult Literacy. 

Brinda, W. (In press).“Holocaust Literature for the Adolescent Audience: Using Theatre to Address Pedagogical and Historical Issues Accurately and Authentically”Holocaust Education Conference, National Catholic Center for Holocaust Education. Seton Hill University, Greensburg, PA. 

Brinda, W. (2007). “Finding Contemporary Role models for Adolescent Girls and Women from the Holocaust: Using Theatre to Make Holocaust Literature Come to Life Today.” Legacy of the Holocaust: Women and the Holocaust. Jagiellonian University Press, Krakow, Poland. 97-115.

Presentations 

Brinda, W. (2011) “Learning about the Holocaust through Interactive Technology,” American Hungarian Educators Association Conference, John Carroll University, Cleveland, OH.

Brinda. W. (2007). "The Odyssey Project: An Exploratory Study and Literacy/theatre Project that Investigated the Use of Theatrical Interventions to help Teachers Address Aliterate Adolescents." American Educational Research Association Conference, New York.

Brinda, W. (2007). “The Present and Future Challenges of Holocaust Education: Helping Students Create Life-long Connections between People.” Middle Tennessee State University Holocaust Studies Conference, Murfreesboro, TN

Biro, R., Brinda. W., DeRose, K. (2006). “Holocaust Literature for Elementary, Secondary and College Levels: Ethical Perspectives, Pedagogical Challenges, and Interdisciplinary Dimensions.”The National Catholic Center for Holocaust Education - Seton Hill University, Greensburg, PA.

Brinda. W. (2006). “All the World was His Stage: Karol Wojtyla, The Phenomenological Actor, Director, Playwright, and Pope.” Phenomenology of John Paul II Conference, Duquesne University, Pittsburgh PA.

Brinda. W. (2006). “Authentic Strategies that Stimulate Adolescents’ Critical Thinking Skills through Personal Connections with Literature using In My Brother's Image: Twin Brothers Separated by Faith after the Holocaust,by Eugene L. Pogany.” International Reading Association 21st World Congress on Reading, Building Literacy Bridges, Budapest, Hungary.

Professional Development Workshops: 

Brinda, W. (2011). A "Ladder to Literacy:" A New Approach that Transformed Aliterate Adolescents into Engaged Readers.” National Middle School Conference, Nashville, TN  

Brinda, W. (2008). Take Your Students on a Field Trip Inside Your Classroom When You Can’t Take Them on a Field Trip Outside of School! National Middle School Association Middle Level Essentials Conference, Minneapolis, MN. 

Brinda, W. (2007). “Wow! Moments with Literature and Content Texts. Collaborative Strategies with Reading, Writing, and Creating that Make Literature and Social Studies Texts Relevant, Accessible, Comprehensible, and Enjoyable for Struggling, Reluctant, and Gifted Adolescent Readers.” Building on Students’ Success Allegheny Intermediate Unit Conference. Pittsburgh, PA

Brinda, W. (2007) "Discover, Enjoy, Learn: Reviving Excitement of Reading Literature through Theatre." 5th International Conference on Imagination and Education, Vancouver, BC.

Mautino, R., Biancaniello, S., Biro, R. and Brinda, W. (2007). “Using Visualization and Imagery in Multiple Pieces of Literature to: Enhance Comprehension and Enjoyment of Reading among Adolescent Readers.” Hawaii International Conference on Education, Honolulu, HA.

Brinda, W. (2006). “Connecting Kids to the Classics: Alternative Strategies from a Research Study to help Adolescents find Classical Literature Comprehensible, Accessible, and Enjoyable” Building on Students’ Success Conference, Pittsburgh, PA.