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1. Welcoming Narratives in Education: A Tribute to the Life Work of Jonathan Silin. Occasional Paper Series 45

Author

Bank Street College of Education, Boldt, Gail, Boldt, Gail, and Bank Street College of Education

Abstract

This issue of the Bank Street "Occasional Paper Series" is a labor of love. It testifies love for Jonathan Silin, who for 17 years served as Editor-in-Chief. This issue has been designed to exemplify two commitments that have shaped the decades of Jonathan's career and that will resonate with readers of the "Occasional Paper Series": (1) Jonathan's passionate belief in the power of narrative; and (2) Jonathan's devotion to nurturing intergenerational relationships for creating conditions that can welcome newcomers into the extant world. To celebrate the spirit of Jonathan's lifetime of work, this issue has invited scholars to tell stories of education as hospitality, as welcoming the newcomer and the stranger, with all the complexities this involves. To create the issue itself as an act of welcoming, a group of curriculum theorists who are newer to the field --scholars whose voices are emerging as powerful representatives of a new generation of scholars-- were invited to write essays. Each of these theorists were paired with a more senior scholar, who wrote a response to their paired partner. In inviting the senior scholars to respond, they were asked to put narrative to use in welcoming the work of their partner, again exemplifying hospitality, creativity, and care. Invited authors were told that their pieces did not have to directly reference Jonathan's work; some did and some did not. Regardless, what followed from the invitation to contribute was nothing less than a profound testament to the spirit of Jonathan's work, leading to inspired acts of support and generosity shown by our contributors to one another, all occurring during the extreme stresses of the COVID-19 pandemic.

Published
2021

2. 'Twelve Apostles' and a Few Heretics. Historical Paper 1

Author

Shera, Jesse H.

Abstract

There is much more to learn from reading the biographical and philosophical writings of leaders in higher education about what education for librarianship was and should be than from the literature of library education itself. This article contains an alphabetical list with annotations of 23 books on exploring the issues and problems of higher education. The list started as 12 and was referred to as "Shera's Twelve Apostles," and has now expanded to 23. The article concludes with a few titles that do not fall within the self-imposed limits of the bibliography, but ought to be mentioned as being important to anyone concerned with library education. [For the commentary on this article, "The Four Rightly Guided Caliphs. Commentary on Shera, J. (1969). Twelve Apostles and a Few Heretics," see EJ1073513. This article was originally published in the "Journal of Education for Librarianship."]

Published
2015

3. Navigating Difficult Waters: Learning for Career and Labour Market Transitions. Research Paper No 42

Author

Cedefop - European Centre for the Development of Vocational Training

Abstract

This report analyses how learning supports labour market transitions and career changes of adult workers across five countries (Denmark, Germany, Spain, France and Italy). To make the most of career and labour market opportunities, individuals have to rely on their own resources and their agency but also know how to navigate the institutional context. To make successful labour market transitions, individuals need to have a sense of direction, they need to learn about opportunities, and they need to learn skills. Education and training has a special role in supporting adult workers in their careers, providing them with the competences, qualifications and, in some cases, with the self-confidence needed for successful transition. Guidance services tailored to individual needs can help individuals find appropriate career trajectories in their search for suitable job opportunities, and can foster relational, emotional, cognitive and practical learning. [This report is the result of a team effort. Cedefop is grateful to Alan Brown, Jenny Bimrose and Barbara Merrill from the University of Warwick (Institute for Employment Research and Centre for Lifelong Learning) for coordinating the research teams and contributing to and editing project reports. The interviews were carried out and the country reports prepared by country teams: Massimo Tomassini from the Faculty of Education Science, University of Roma Tre and Silvia Zanazzi from the Faculty of Education Science, University of Roma La Sapienza (Italy); Rie Thomsen, Ida Juul and Pia Cort from Aarhus University (Denmark); Esther Oliver and Lena de Botton from the University of Barcelona and Itxaso Tellado from University of Vic (Spain); M'Hamed Dif from the University of Strasbourg (BETA-Céreq Alsace), Rachel Mulvey from the University of East London and Sophie Perdrix from the University of Lausanne (France); as well as Simone Haasler and Barbara Rinken from the University of Bremen (Germany). Cedefop experts Antje Barabasch and Giovanni Russo coordinated the study, under the supervision of the Head of Area Pascaline Descy, with a valuable contribution from Pedro Moreno Da Fonseca who reviewed this publication. The work was carried out under Cedefop's service contract No AO/RPA/GRUSSO-ABARA/Narrative learning transitions/015/11.]

Published
2014

4. Leonard Covello: A Study of Progressive Leadership and Community Empowerment. Occasional Paper Series 24

Author

Bank Street College of Education, Krakowsky, Lorenzo, Krakowsky, Lorenzo, and Bank Street College of Education

Abstract

This paper tells the remarkable and compelling story of Leonard Covello, a ground breaking progressive educator who worked tirelessly to shape public education in New York City during the first half of the 20th century. Covello was the founding principal of Benjamin Franklin High School (BFHS) in East Harlem in the 1930s. The author invites everyone to explore a little known part of the past and frames a critical discussion about what the future might be. The major objective of this study is to examine Covello's work within the twin frameworks of educational leadership and progressivism. It begins by providing a biographical sketch of Covello and then explores his professional and personal philosophy and the way that these played out in his roles as educational and community leader, sociopolitical activist, and community ethnographer. It then examines BFHS as a new paradigm for educational institutions, with an emphasis on its pioneering work in developing student leaders, engaging in community activism, and promoting intercultural education. Finally, it looks at the larger implications of Covello's work in an era of increased emphasis on testing and standardization. By looking back to Covello's work, the author locates the problems of our present situation in schools' retreat from a core progressive goal--the development of social capital within students and community members. (Contains 3 footnotes. Introduction written by Patrick Shannon.)

Published
2010

5. Leading the 21st Century Demographic: Multi Context Theory and Latina/o Leadership. White Paper Prepared for the Hispanic Association of Colleges and Universities

Author

Hispanic Association of Colleges and Universities (HACU), Valle, Fernando, and Rodriguez, Cristobal

Abstract

Public and higher education alike have much to gain from serving the largest and fastest growing demographic in the United States. The Latina/o population in the U.S. is young and fervent and will continue to influence political, financial and educational communities, both geographically and socioeconomically. In this theoretical analysis and case examples, the authors apply Robert Ibarra's (2001) perspective on the development of Multicontextuality with Latina/os in educational spaces, focusing on leadership and examining the cultural wealth and contributions Latina/o leaders and educators bring to educational systems and communities. We argue for the development of future Latina/o leaders by examining the multicontextuality of Latina/o educational leaders in the P-20 pipeline as an untapped resource where they exhibit unique and diverse sets of abilities to respond to the trends in economic, civic, and personal spheres. Proficiency in multicontextual leadership advances the democratic, transformational, and distributive with ultimately a transformative leadership discourse in higher education, advancing the development of Latina/o's throughout the educational pipeline.

Published
2012

6. Professional Identity as Learning Processes in Life Histories. Roskilde University Life History Project Paper.

Author

Roskilde Univ. Center (Denmark). and Salling Olesen, Henning

Abstract

The question of how to theorize the subjective side of work within a life history perspective was explored. The findings of a study on engineers' subjective recognition of their lives, their education and jobs, and their life perspectives and the findings of a study of continuing education within a number of white-collar and semiprofessional work domains were cited as supporting the existence of a close interrelationship between professional learning and personal development. It was argued that, within the theory of modernization, professionalization appears as a moment in rationalization of society. The ongoing professionalization within public human services in the Nordic countries and elsewhere was used to illustrate how professional learning leads to personal development. The evolution of various human service occupations from "craft-like" occupations to professions was shown to parallel the process of development of a new identity during which individuals who had viewed themselves as individuals performing labor for a wage began viewing themselves as individuals in a career or "position." The concept of identity was discussed in relation to Ute Volmerg's conception of basic socialization as a production of identity, Erikson's cultural psychology theory, and Lorenzer's theory of socialization, as well as in relation to the concepts of contradiction and ambivalence. (Contains 27 references.) (MN)

Published
2000

7. Experience and Life History. Roskilde University Life History Project Paper.

Author

Roskilde Univ. Center (Denmark). and Salling Olesen, Henning

Abstract

The Life History Project at Denmark's Roskilde University is a 5-year research project that was initiated in 1998 to examine learning and participation in adult and continuing education from a life history perspective. The project was designed to build on a broad range of qualitative interview studies and case studies into learning processes. The research methodology designed for the project was grounded in the critical theory tradition and in the following premises: (1) the need to adopt a "holistic" approach that takes the learner's perspective; (2) the notion of experience and the specificity of the learning subject; (3) the need to move beyond conventional hermeneutics to "in-depth hermeneutics," which involves looking for meanings and implications going beyond the knowledge or intent of the acting, knowing, or speaking subject; and (4) the notion that a learning subject is a historical product of modernity and the need to relate it to a dynamic-utopian concept of a learning individual. (Contains 12 references.) (MN)

Published
2000

8. Work and Leaving Home: The Experience of England and Wales, 1850-1920. Working Paper.

Author

Schurer, K.

Abstract

Data from the 1811 and 1851 census in England and Wales as well as other data from those countries in 1891 and 1921 were analyzed to investigate individuals' timing and extent of departure from the parental home. The authors found the following: (1) there was a gradual increase in the ages at which children left the parental home; (2) the pace of departure became more rapid over the entire period studied for males, although for females, the pace was increased in the twentieth century; (3) there was a decline in non-familial residence; and (4) there was a rise, especially in the twentieth century, in post-marriage co-residence with parents. The trends were attributed to a general decline in farm employment and domestic service (where employees had traditionally been given room and board) and the subsequent rise in urbanization and industrialization. The period from the mid-nineteenth century to the early twentieth century increasingly witnessed a divergence between the experience of leaving the parental home and entry into the labor market. The author suggested further research on the changing patterns of the timing of entry into the workplace. (Contains 17 tables and 73 references.) (AJ)

Published
2000

9. Telling Modernization: Three Voices. Life History, Gender and the Discourse of Modernization. Roskilde University Life History Project Paper.

Author

Roskilde Univ. Center (Denmark). and Anderson, Linda

Abstract

The relationship between life history, gender, and the discourse of modernization was examined from the perspective of a researcher with extensive experience performing evaluations about modernization within human services in Denmark. Three stories about site-based management in two human service institutionsa youth center and a boarding school for autistic childrenwere presented to illuminate fragments of the complex condition that modernization represents. One story, which was told by a female superintendent, reflects feelings of skepticism and professional pride and discusses modernization in terms of development. A second story, which was told by a male superintendent, stresses the challenges and criticism encountered during modernization. In analyzing the stories, the author explored the following themes: (1) the discourse of modernization; (2) pre-existing or interpretive narratives; (3) the notion of the dialectical, liberated, and dispersed subject and the various theoretical forms in which life histories emerge; (4) the concepts of subject and surface and their relationship to the discourse of life history and modernization; (5) fluent and fixed icons of life history; (6) lost virginity and floating space as images of modernization; and (7) rituals of passage, storytelling, imagination, and the researcher's voice. (Fourteen endnotes and 27 references are included.) (MN)

Published
2000

10. Life Histories and Learning. Language, the Self and Education. Papers from an Interdisciplinary Residential Conference at the University of Sussex (Brighton, England, United Kingdom, September 19-21, 1994).

Author

Kent Univ., Canterbury (England)., Sussex Univ. (England)., and Hoar, Mary

Abstract

These 31 papers illustrate and reflect on the application of autobiographical/life history techniques in research and teaching in higher and adult education institutions in the United Kingdom and from Western and Eastern Europe. The papers are: "Writing and Rewriting Writer Identity" (Aitchison et al.); "In Search of the Meaning of Education" (Antikainen et al.); "Life History in Research Careers" (Blaxter et al.); "Automathsbiographies" (Briggs); "To Become a Researcher" (Bron); "Life History and Personal Values in the Selection and Training of Professionals" (Clifford); "Maths Life Histories" (Cobden, Thumpston); "Using Life Histories on a 'Ways into Work' Course" (Costley, Thompson); "From Chambermaids to Graduates" (Daggett); "Adult Education and Life History" (Davis);"Hidden Histories" (Delfanne); "Biographical Research in Adult Education" (Egger); "New Methods for Life Course Analysis of Students' Lives" (Farnes); "Starting a Personal Profile" (Griffiths); "Histories and Horoscopes" (Hamilton); "Cleaners Tell Their Life Stories" (Harnsten); "An Eighteenth-Century Poet Reveals Himself as an Educator" (Jones); "Narratives and Identity in Higher Education" (Lea); "Secret Worlds of the Way We Talk" (Lewis); "'The Swift Course of My Life'" (Mace); "Hearing Voices, Changing Lives" (Mann); "Life History and Creative Writing" (Michelson); "'Autobiography Unit': A Case Study" (Monaghan); "Life History, Disability, and Special Education" (Potts); "Crossing Cultural Divides" (Preece); "Using Lifelines" (Pryor et al.); "Life History and Motivation for Adult Education" (Schrader-Naef); "Quilting a Life History" (Sellers); "Adult Learning in a Time of Transition" (Shelley); "Accrediting Selves?" (Stuart); "The Importance of Identity and Difference in Relation to the Life Histories of Learners" (Sukhnandan); "Life Histories in a Historical Context" (Thapar); "Women, Education, and Class" (Thomas); "How Did I Get Here? An Account of Routes and Decisions Affecting Entry into and Experiences of Higher Education" (Thombs et al.); "Exploring Educational Life Histories" (Thomson); "Whose Story, Whose Terms? Some Problems of Reflectivity in Life History Research" (West); and "The Influence of Some Life Experiences on the Perceived Value of Action Learning Sets in the Development of Personal and Managerial Skills in a Higher Education Environment" (Williams). (YLB)

Published
1994

11. Jan Komensky--The Teacher of Nations. Occasional Papers, 18.

Author

Southampton Univ. (England). Centre for Language Education. and Hawkins, Eric

Abstract

The speech, given to commemorate the tercentenary of the visit of Jan Komensky (Johann Amos Comenius--the latinised form of his name) to England, outlines the educational reforms suggested by him and chronicles his life. Komeny, born in 1652 in southeast Moravia, was personally affected throughout his life by war and disease and traveled about Europe, writing profusely about education. Komeny was interested in acquisition of native and second languages, and was a pioneer in insisting on the importance of early second language instruction. Another area of concern for him was the state of higher education, which then took as its purpose the transmitting of existing knowledge, not creation or questioning of it. He made plans for a Universal College, more diverse in composition than any other, which would enable scholars to experiment freely and exchange discoveries across national frontiers. Among his ideas about education were also these: equality of opportunity for children; equal opportunities for women; education beginning at birth; need for education for parenthood; and a number of current approaches to second language teaching and learning, including use of visual aids, direct association of language and referent, functional vocabulary, and use of concrete examples rather than abstract rules. A 25-item bibliography is included. (MSE)

Published
1994

12. Historical Literature and Democratic Education. Occasional Paper.

Author

National Council for History Education, Inc., Westlake, OH. and Scott, John Anthony

Abstract

This document discusses the movement to bring original historical sources into the classroom. Because students of history need access to sources of information that provide direct or primary evidence about reality, teachers must show that realistic alternatives to the traditional history text exist. In the first section of this paper, efforts to make original sources available are traced to their origin in pamphlets distributed by the Old South Meeting House in Boston and based on a series of summer lectures delivered in 1883. The contributions of historians Edwin Doak Mead and Frederick Jackson Turner, who believed that the scholar's highest obligation in a democracy was to support and nourish public history education, is contrasted with the rift that set in later between history scholars and history teachers sometime in the 1930s. In the second section, the need to allow history teachers the freedom and time to seek out instructional materials and primary sources that emphasize themes and fill needs that these teachers have encountered in their classes is stressed. The third section illustrates the human and dramatic quality of literature in which ordinary people, especially young people, tell their own story, with examples of contemporary accounts of a young mother's survival of an Indian attack in Massachusetts in 1676, of a soldier in the American Revolution, and of a 92-year-old former slave woman. The paper suggests that such documents may illustrate different viewpoints and experiences, as well as the process of conflict and change in society. The fourth section lists different biographies and series of books that can be used. The fifth section suggests how changes can make primary source materials available. (DK)

Published
1991

13. Older Women, Older Men. The Findings of a Small-Scale Study into Gender Issues in Later Life. Occasional Papers Series: No. 8.

Author

Edinburgh Univ. (Scotland). Centre for Continuing Education. and Bamford, Caroline

Abstract

The question of what it means to be a man or woman as one moves through life was explored through a series of interviews with 28 grandparents who all lived in eastern Scotland. They ranged in age from 50 to nearly 80 and ranged in background from deprived to wealthy. The interviewees were asked to reflect on the historical changes that had occurred during their lifetimes and on being a man or woman in later life. Most interviewees welcomed the erosion of gender divisions and the loosening of gender stereotypes. Only a few women longed for the days when the private world of the family was more exclusively their responsibility. Although nearly all the women had some paid work experience and mentioned the personal gains from having a paid job, the key sense of worth for many of them still lay in the private world of the home. The men did not generally place as much significance on the home, and they generally received a sense of self-worth through employment that persisted into their retirement years. Many of the people leading the fullest lives were no longer living in marriages. (Contains 17 references.) (MN)

Published
1996

14. Sense of Gloominess and Despair in Edgar Allan Poe's Selected Poems: Textual and Analytical Approaches

Author

Mariwan Hasan, Rayan Karim, and Sara Muhsin

Abstract

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one ofhis statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.

Published
2024

15. Managing the Ongoing Impact of Colonialism on Mathematics Education

Author

Mathematics Education Research Group of Australasia (MERGA) and Owens, Kay

Abstract

This paper is a brief summary of a large historic research project in Papua New Guinea (PNG). The project aimed to document and analyse the nature of mathematics education from tens of thousands of years ago to the present. Data sources varied from first contact and later records, archaeology, oral histories, language analyses, lived experiences, memoirs, government documents, field studies, and previous research especially doctoral studies. The impacts of colonisation, post-colonial aid and globalisation on mathematics education have been analysed and an understanding of the current status of mathematics education established as neocolonial. Managing neocolonial education policies may minimise the loss of cultural ways of thinking.

Published
2023

16. Winsor, Dewey, and Putnam: The Boston Experience. Occasional Papers.

Author

Illinois Univ., Urbana. Graduate School of Library and Information Science., Davis, Donald G., Carpenter, Kenneth E., Wiegand, Wayne A., Aikin, Jane, Davis, Donald G., Carpenter, Kenneth E., Wiegand, Wayne A., Aikin, Jane, and Illinois Univ., Urbana. Graduate School of Library and Information Science.

Abstract

This volume contains three papers about early library leaders with Boston (Massachusetts) connections. Donald G. Davis, Jr. provides an introduction to the papers. "Justin Winsor, Librarian and Scholar" (Kenneth E. Carpenter) discusses the life of Justin Winsor, who was director of the Boston Public Library (1868-76), president of the American Library Association, and Director of the Harvard University Library (1877-97). "Dewey in Boston: 1876-1883" (Wayne A. Wigand) summarizes Melvil Dewey's career, focusing on his years in Boston. "Referred to the Librarian, with Power To Act: Herbert Putnam and the Boston Public Library" (Jane Aikin) traces the roots of Putnam's achievements as director of the Boston Public Library (1895-99), leading to his appointment as Librarian of Congress. All of the papers contain references. (MES)

Published
2002

17. John Dewey, an Appreciation

Author

Clopton, Robert W.

Abstract

The subject of the annual Presidential address of Phi Kappa Phi, presented on May 8, 1962, was John Dewey. Dewey is identified in the public mind chiefly as an educational philosopher. In this address, the author describes the life and work of John Dewey as an indefatigable student of life whose interests ranged, like those of Aristotle, over the spectrum of human experience and whose curiosity and incisive intelligence led him into analyses of an almost incredible variety of human problems.

Published
2015

18. Charlotte Bronte, 'Villette,' and Teaching. Occasional Paper No. 123.

Author

Michigan State Univ., East Lansing. Inst. for Research on Teaching. and Buchmann, Margret

Abstract

Teaching has a history in which women figure prominently. Driven by need and ambition, many women worked as schoolteachers in the nineteenth century, although not necessarily attracted by the work itself. This essay focuses on Charlotte Bronte, examining the constraints and values that account for her choice of teaching as a career. It is based on two literary masterpieces: Charlotte Bronte's novel "Villette" and a biography of Bronte, (Mrs. Gaskell's "Life of Charlotte Bronte"). The aim is to provide reflection about conditions of teaching through the presentation of a woman's story, fictional and lived, with complex and concrete content, crafted with literary genius, and capable of bringing universal and time-bound questions to the attention of the reader. It accordingly raises philosphical issues of general human interest in a specific context: questions concerning choice and change, freedom and love, self-realization and the pursuit of goodness. In particular, it urges a consideration of the paradox that many of the structural features of teaching regarded as evils today--such as eased entry, low retention, flat careers--fit with the lives of women that are typically contingent on or coordinated with the needs of others. (JD)

Published
1988

19. Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2012 Du Groupe Canadien D'étude en Didactique Des Mathématiques (36th, Québec City, Québec, Canada, May 25-29, 2012)

Author

Canadian Mathematics Education Study Group (CMESG), Oesterle, Susan, Allan, Darien, and Liljedahl, Peter

Abstract

This submission contains the Proceedings of the 2012 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Laval University in Québec City, Québec. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, a panel discussion, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) Towards an Understanding of Ethical Practical Action in Mathematics Education: Insights from Contemporary Inquiries (Margaret Walshaw); (2) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (3) Cooda, Wooda, Didda, Shooda: Time Series Reflections on CMESG/GCEDM (William Higginson); (4) Panel: What is Fundamental Mathematics for Learners? (Elaine Simmt, Darien Allan, Ralph Mason, Ruth Beatty, Peter Taylor, and Hélène Paradis); (5) Numeracy: Goals, Affordances, and Challenges (France Caron and Peter Liljedahl); (6) Diversities in Mathematics and their Relation to Equity (Beverly Caswell and David Wagner); (7) Technology and Mathematics Teachers (K-16) / La technologie et l'enseignant mathématique (K-16) (Chantal Buteau and Nathalie Sinclair); (8) La preuve en mathématiques et en classe / Proof in Mathematics and in Schools (David Reid and Denis Tanguay); (9) The Role of Text/books in the Mathematics Classroom / Le rôle des manuels scolaires dans la classe de mathématiques (Peter Appelbaum and Susan Gerofsky); (10) Preparing Teachers to Develop Algebraic Thinking in Primary and Secondary School / Préparer les enseignants au développement de la pensée algébrique au primaire et au secondaire (Hassane Squalli, Chris Suurtamm, and Viktor Freiman); (11) Collaboration Between Research in Mathematics Education and Teaching Mathematics: Case Study of Teaching Infinity in Calculus (Miroslav Lovric); (12) Dialogue sur la lecture de textes historiques dans la classe de mathématiques / Dialogue on Reading Original Texts in the Mathematics Classroom (Louis Charbonneau and David Guillemette) [Written in French]; (13) Teaching Toward Equity in Mathematics (Beverly Caswell); (14) Inequalities in the History of Mathematics: From Peculiarities to a Hard Discipline (Elena Halmaghi); (15) The Study of On-line Situations of Validation Experienced by 13- and 14-year-old Students With and Without the Aid of an Electronic Forum (Manon Leblanc); (16) Institutional Acculturation of the Researcher, Teacher, and Secondary 1 Students with Learning Difficulties in Problem Situations Involving Rational Numbers / Les effets d'une démarche d'acculturation sur l'action didactique conjointe de l'enseignant, des élèves et du chercheur, dans l'enseignement/apprentissage des nombres rationnels auprès d'élèves en difficultés d'apprentissage (Geneviève Lessard) [Written in French]; (17) Mathematics Education: An Aporetic of Epistemology, Language and Ethics (Jean-François Maheux); (18) Diverse Perspectives on Teaching "Math for Teachers": Living the Tensions (Susan Oesterle); (19) Conversations Held and Roles Played During Mathematics Teachers' Collaborative Design: Two Dimensions of Interaction (Armando Paulino Preciado Babb); (20) The Ordinary Yet Extraordinary Emotions and Motives of Preservice Mathematics Teachers (Oana Radu); (21) Élaboration et analyse d'une intervention didactique, co-construite entre chercheur et enseignant, visant le développement d'un contrôle sur l'activité mathématique chez les élèves du secondaire / Development and Analysis of a Didactic Intervention, Co-constructed Between Researcher and Teacher For the Development of a Control of the Mathematical Activity Among High School Students (Mireille Saboya) [Written in French]; (22) Publishing in the Journal of Mathematics Teacher Education (Olive Chapman and Margaret Walshaw); (23) Is It Possible to Measure the Effectiveness of a Specific Approach to Teaching Foundations Mathematics in a Post-Secondary Setting? / Est-il possible de mesurer l'efficacité d'une approche spécifique à l'enseignement mathématiques fondations dans un cadre de post-secondaire? (Taras Gula); (24) Challenges in Supporting Mathematics Teachers to Develop Their Teaching Practices (Lionel Lacroix); (25) Rapport sur le ad hoc éthique et éducation mathématique / Report on the Ethics and Mathematics Education Ad Hoc (Jean-François Maheux); (26) Reading Biographies and Autobiographies of Mathematicians: What Do They Tell Us About the Subject of Mathematics? (Veda Roodal Persad); (27) Online Environments for Mathematics Sharing and Collaboration (Geoffrey Roulet); (28) Ad Hoc Session on Planning for the Next Canadian Math Education Forum (CMEF) to be Held in May 2014 (Peter Taylor); (29) Preservice Elementary Teachers' Beliefs Toward Mathematics and Mathematics Teaching (Sean Beaudette, Alexandra Penn, and Geoffrey Roulet); (30) Gearing Up For Grade 9: A Learning Object (Laura Broley); (31) Students' Perceptions of the Role of Theory and Examples in College Level Mathematics (Dalia Challita and Nadia Hardy); (32) Une expérimentation de pratiques gagnantes en enseignement des mathématiques / An Experiment with Successful Practices in Mathematics Teaching (Lucie Deblois); (33) Blended Mathematical Collaboration Using a Wiki, Geogebra and Jing (Jill Lazarus and Geoffrey Roulet); (34) Some Things Technologies Can Tell Us About Technologies: An Instrumented Analysis of Two Successive Mathematics Curricula (Jean-François Maheux and Fabienne Venant); (35) Investigating the Teaching Practices of a Group of Mathematics Graduate Students (Tod L. Shockey and Sibylle Weck-Schwarz); (36) Mathematics For Young Children: Exploring What is Possible in Early Mathematics Education? (Diane Tepylo, Joan Moss, Catherine Bruce, Tara Flynn, Diana Chang, and Zachary Hawes); and (37) Mise à l'essai d'une situation d'enseignement-apprentissage en lien avec le métier du scénographe pour favoriser l'engagement mathématique des élèves du 1er cycle du secondaire (Josianne Trudel) [Written in French]. Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2011 proceedings, see ED547245.]

Published
2013

20. The Changing Academic Profession over 1992-2007: International, Comparative, and Quantitative Perspectives. Report of the International Conference on the Changing Academic Profession Project, 2009. RIHE International Seminar Reports. No. 13

Author

Research Institute for Higher Education, Hiroshima University

Abstract

The Research Institute for Higher Education (RIHE) in Hiroshima University started a program of research on the Changing Academic Profession (CAP) in 2005. This research is funded by the Ministry of Education and Science as a grant-in-aid for scientific research headed by Professor Akira Arimoto, Director of the Research Institute for Higher Education, Hijiyama University and Professor-Emeritus of Hiroshima University. Before the conference in 2009, they had already held three international conferences in this topic. The fourth conference was held in Hiroshima in January 2009. This conference was organized by RIHE in cooperation with Hijiyama University, Japan. The conference addressed issues concerning the following three specific themes: (1) Internationalization of the profession; (2) Education and research activities of the profession; and (3) Personal characteristics or careers of the profession. This publication contains the following papers: (1) Changing Academic Profession in the World from 1992 to 2007 (Akira Arimoto); (2) Teaching "versus" Research in the Contemporary Academy (William K. Cummings); (3) Biographies, Careers and Work of Academics (Ulrich Teichler); (4) International Dimensions of the Australian Academic Profession (Leo Goedegebuure, Hamish Coates, Jeannet van der Lee, and Lynn Meek); (5) The Internationalization of Japan's Academic Profession 1992-2007: Facts and Views (Futao Huang); (6) The Internationalization of the American Faculty: Where Are We, What Drives or Deters Us? (Martin J. Finkelstein, Elaine Walker, and Rong Chen); (7) The Academic Profession in a Diverse Institutional Environment: Converging or Diverging Values and Beliefs? (Simon Schwartzman and Elizabeth Balbachevsky); (8) Education and Research Activities of the Academic Profession in Japan (Hideto Fukudome and Tsukasa Daizen); (9) The Academic Profession in Mexico: Changes, Continuities and Challenges Derived from a Comparison of Two National Surveys 15 Years Apart (Jesus F. Galaz-Fontes, Manuel Gil-Anton, Laura E. Padilla-Gonzales, Juan J. Sevilla-Garcia, Jose L. Arcos-Vega, and Jorge G. Martinez-Stack); (10) Teaching and Research across Academic Disciplines: Faculty's Preference, Activity, and Performance (Jung Cheol Shin); (11) Teaching and Research in English Higher Education: New Divisions of Labour and Changing Perspectives on Core Academic Roles (William Locke and Alice Bennion); (12) The Changing Employment and Work Situation of the Academic Profession in Germany (Anna Katharina Jacob and Ulrich Teichler); (13) The Changing Academic Profession in Japan (Yusuke Hasegawa and Naoyuki Ogata); and (14) What Changes Happened to the Academic Profession over 1992-2007? (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, footnotes and references. [This paper was co-created with Research Institute for Higher Education, Hijiyama University.

Published
2009

21. Celebrating the Influence of Knowles' Andragogy on Dr. Clinton Lee (Andy) Anderson and Military (Army) Education: A Tribute

Author

Edwards, Grey and Henschke, John A.

Abstract

This paper presents a summary of Dr. Clinton Lee (Andy) Anderson's 40+ years Military (US Army) Educator Service implementing Dr. Malcolm S. Knowles' perspective on andragogy. Some specifics of Anderson's implementation include five Adult Basic Education (ABE) characteristics of facilitating Knowles' andragogy, six differences between teaching and facilitating adult learning and teaching children, fourteen self-actualization of andragogical, self-directed learning initiatives implemented in US Army education, ten general characteristics of adult learning in andragogy, and fifteen directions of growth in ABE learners' maturation. [For full proceedings, see ED628982.]

Published
2022

22. Perspectives in Theory: Anthology of Theorists affecting the Educational World

Author

Bicking, Misty M., Collins, Brian, and Fernett, Laura

Abstract

A compilation of research papers on theorists that affect the educational world are collected in this anthology. Twenty-one students, through the course of their education class, Social and Psychological Conditions of Learning--EDUC 320, researched and applied their knowledge in the elementary and secondary school environments. The contributing authors are the following: Melissa Bartlett, Misty Bicking, Maura Bird, Lauren Boyer, Adel D. Broadwater, Thomas Cochrane, Brian Collins, Colin Curry, Justin Everhart, Kristin Ezzell, Laura Beth Fernett, Jamin Gibson, Heather Manning, Kelly Marie Martin, Jennifer Nicewarner, Brian Porter, Denise Reed, Whitney Reed, Kathleen Sutton, Barbara Taylor, Loria Webb.

Published
2008

23. Stages of Learning: Building a Native Curriculum. Teachers' Guide, Student Activities--Part I, Research Unit--Part II.

Author

Manitoba Dept. of Education and Training, Winnipeg. Literacy Office. and Candline, Mary

Abstract

This language arts curriculum developed for Native American students in Manitoba (Canada) consists of a teachers' guide, a student guide, and a research unit. The curriculum includes reading selections and learning activities appropriate for the different reading levels of both upper elementary and secondary students. The purpose of the unit is for students to develop skills in brainstorming, biography writing, letter writing, note taking, researching, interviewing, spelling, and vocabulary. Reading selections focus on Elijah Harper, an Ojibway Cree Indian who helped defeat the Meech Lake Accord, an amendment to Canada's Constitution proposed in 1987. The Meech Lake Accord would have transferred power from the federal government to provincial governments and would have failed to take into account the interests of Natives, women, and minorities. The curriculum also includes reading selections on the creation of the Aboriginal Justice Inquiry and on Crazy Horse. The guide includes directions for pre-reading activities, ideas for discussions, post-reading activities, and answers to student learning activities. Students work together using notes from class discussions to write a biography of Elijah Harper. Students are then required to write a biography on a Native person of their choice who has been recognized for making a contribution to Native culture. The guide also includes additional resources; information on interviewing, letter writing, brainstorming, biographies, and spelling; background information on the Meech Lake Accord and the Aboriginal Justice Inquiry; and additional ideas for classroom activities. The student activities guide includes comprehension questions for discussion or written response; vocabulary, grammar, and spelling exercises drawing on the content of the reading selections; and supplementary word search activities. The research unit, written for upper elementary and secondary students covers the following topics: how to research, choosing a topic, organizing research, making notes, finding reference materials, using guide words, using the card catalogue, using the encyclopedia, using periodicals, making a research diary, using a bibliography, organizing by subtopics, organizing by outlining, using tables and graphs, and reference review. Each topic includes student learning activities. (LP)

Published
1992

24. Learning of Biographical Writing for Coping with Ethnic Prejudice in a Culturally Diverse Society

Author

Thoyibi, Muhammad, Haryanti, Dwi, Prastiwi, Yeny, and Susiati

Abstract

The purpose of this paper is to explore if the learning of biographical writing contributes to the positive views and attitudes towards others of different groups. The paper used the Research and Development approach by designing and implementing a learning model of biographical writing. The subjects of this study were 200 seventh-grade students having different ethnic and religious backgrounds from nine junior high schools. The data-collecting method was pretest-posttest. The results of the study demonstrated that the average scores of the aspects of student empathy, student positive attitudes towards ethnic differences, and student positive attitudes towards religious differences increased in all the schools investigated. The increase of average score in the aspect of student empathy, positive attitudes towards ethnic differences, and positive attitudes towards religious differences could be classified into three categories: high, medium, and low. Most of the schools under study experienced medium and low increases of average score in all aspects.

Published
2022

25. Why My Educator Joy Is Thriving: And How to Build a More Supportive Educational System

Author

Albrecht, Christopher

Abstract

The author believes that happiness equals success. Which is why, at age 50, the author fears retirement. The author believes that he may have found the fountain of youth for his spirit: the joy of teaching children, living in his community, and getting to witness learning. The author loves what he does. By asking he got to this point, he hopes the joy he feels can be shared. All teachers deserve to feel this good. Thousands of factors shape every teacher. This article presents the story of the author from childhood to now, divided into five narratives: (1) The Foundation; (2) Creative and Confused; (3) The Whole Teacher; (4) Poverty or Purpose; and (5) Educator for Life. None is all that unusual, but a lot can be gleaned from them.

Published
2022

26. Biographical Profiling of Nikola Tesla for the Creation of an Engaging Story

Author

Hadzigeorgiou, Yannis

Abstract

This paper focuses on the potential of storytelling as a means of influencing students to become engaged with science and to choose a career in a STEM field. Given the role that leaders can play in motivating and influencing people and considering Nikola Tesla a leader in the fields of electrical engineering and science, the paper identifies Tesla's leadership traits, as these emerge from his life story, that is, actual historical events regarding his life and his scientific/technological work. These leadership traits refer to (a) imaginative thinking and innovation, (b) persistence/perseverance, and (c) vision, and point to the need for empirical studies to document the effectiveness of the Nikola Tesla story to motivate and influence students. The significance of the Nikola Tesla story for science education is also discussed.

Published
2022

27. Eduard Toda, de bibliòfil i mecenes de biblioteques a mestre de bugada de papers

Author

Estivill Rius, Assumpció

Subjects
Patronage, Monestir d'Escornalbou, Private libraries, Toda, Eduard, Escola Superior de Bibliotecàries de Barcelona, Catalonia, Biographies, Universities, History, Lecturers, Library history, Donations, Bibliography. Library science. Information resources
Abstract

En el setanta-cinquè aniversari de la mort d'Eduard Toda, que va ser diplomàtic, egiptòleg, escriptor i historiador, que va redescobrir i divulgar l'alguerès, que va reconstruir i restaurar Escornalbou i Poblet, que va compilar bibliografies i va ser un bibliòfil i un mecenes exemplar, s'analitza en primer lloc aquest darrer aspecte de la seva activitat que va contribuir a enriquir les biblioteques i els arxius del país. A continuació es presenta la seva relació amb l'Escola de Bibliotecàries que es va iniciar gràcies al lligam que havia establert amb la Biblioteca de Catalunya amb les seves generoses donacions de materials bibliogràfics. A partir de la documentació conservada a l'arxiu de l'antiga Escola de Bibliotecàries, es mostren les distintes facetes d'aquella relació: les excursions a Escornalbou que es complementen amb tot un recorregut cultural, les estades de les alumnes a Poblet on col·laboren en l'organització de la biblioteca pobletana, la introducció de les classes de restauració en el pla d'estudis de la carrera, la posada en marxa d'un laboratori de restauració que, per moltes dècades, compartiran l'Escola i la Biblioteca de Catalunya, etc. Certament, els vincles de Toda amb l'Escola es van caracteritzar per un afecte mutu i algunes de les activitats que va promoure amb les alumnes van contribuir a donar a l'Escola aquell toc d' Diplomat, Egyptologist, writer and historian, Eduard Toda is remembered as the man who rescued the Algherese dialect of Catalan from oblivion and who helped rebuild the monastery libraries of Escornalbou and Poblet. On the occasion of the seventy-fifth anniversary of his death, this paper reviews Toda’s book collecting activities, his general love of books and his outstanding work as a benefactor of libraries, which together contributed to enriching our country’s book heritage. The paper then turns to Toda’s relationship with the school for librarians the Escola de Bibliotecàries, which was founded thanks to his donation of a number of book collections to the Library of Catalonia. As recorded in the archives of the old Escola, this relationship was based on a number of different activities: Toda’s trips to Escornalbou, which also provided an opportunity for cultural study; his organization of periods of residence for student librarians at Poblet to help rebuild the monastery’s library; his creation of classes in book restoration in degree courses in librarianship; and the creation of a workshop for restoring library materials, which for many decades helped to link the Escola and the Library of Catalonia. Finally, as the article shows, Toda’s ties with the Escola de Bibliotecàries were reinforced by the mutual affection existing between him and the school as well as by the activities he organized with its students, which gave the school its singular nature as a place of study during the 1930s.

Published
2016
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28. Independence, Dependence, and Intellectual Disability: From Cultural Origins to Useful Application

Author

Danforth, Scot

Abstract

American government educational policy and leading advocacy groups commonly espouse independence as a primary goal for young people with intellectual disabilities. An extensive philosophical literature of autonomy has focused mostly on analyses of cognition that achieve individual self-governance. But the loosely defined concept of independence used by disability policymakers and advocates provides a more malleable, social understanding that involves someone actively relying on the assistance of others. The purpose of this paper is to examine the cultural, historical origins of the notion of independence for disabled persons through an exploration of the biography of Ed Roberts, the father of the independent living movement, and the cultural context of Berkeley, California, in the 1960s and 1970s, where the movement began. The paper applies those cultural concepts to the life situations of persons with intellectual disabilities, asking how well independence serves as a useful goal for the group.

Published
2021

29. New Challenges to Education: Lessons from around the World. BCES Conference Books, Volume 19

Author

Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)

Abstract

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

Published
2021

30. Jullien: Founding Father of Comparative and International Education Still Pointing the Way

Author

Wolhuter, Charl

Abstract

The aim of this paper is to conduct such an appraisal of Jullien's ideas and vision, as a guiding light for the future development of the field in the twenty-first century world. The paper commences with a brief biographical sketch of the life of Jullien, followed by his vision for the field. This vision is then placed within the context of the pre-history and history of the field up to today. After Jullien the field of Comparative Education was at first side-tracked by the rise of nation-states, and the field tended to serve rather narrow national interests. However, a series of wide-changing societal changes are taking place in the twenty-first century globalised world. A global education expansion and reform project is taking-off as a response to these changes. The field of Comparative Education is superseded by Comparative and International Education, and with the vision of Jullien, this field has the promise to inform that international project in pursuing its objective of creating a more humane world. [For the complete Volume 14, Number 1 proceedings, see ED568088.]

Published
2016

31. From Didachography to AI: Metaphors Teaching Is Automated by

Author

Ferreira, Giselle Martins dos Santos, Lemgruber, Márcio Silveira, and Cabrera, Thiago Leite

Abstract

Although automation is not a novelty, high hopes are currently pinned on more and more ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius' "didachography," a portmanteau coined in his 1657 "Didactica Magna" to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI-related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius' time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, perhaps accepting that key aspects of what makes us human may always resist engineering.

Published
2023

32. Robert Caro's Papers Find a Home

Author

Schuessler, Jennifer

Subjects
Archival materials -- Exhibitions, Biographers -- Works, Biographies, Books, General interest, News, opinion and commentary, New York Historical Society -- Exhibitions
Abstract

After decades of dogged (and still unfinished) efforts to chronicle every detail about Lyndon B. Johnson, the master biographer's vast paper trail has found a permanent home. Robert Caro is [...]

Published
2020

33. 'JALDA's' Interview with Professor James P. Lantolf: Dialectical Emergence of Language and Consciousness in Society

Author

Karimi-Aghdam, Sae

Abstract

James P. Lantolf is George and Jane Greer Professor Emeritus of Language Acquisition and Applied Linguistics and former director of the Center for Advanced Language Proficiency Education and Research at the Pennsylvania State University, USA. He is currently Adjunct Professor of Applied Linguistics in the same academic unit at Xi'an Jiaotong University. He is founder of the Sociocultural Theory and Second Language Learning research group, which has been holding an annual meeting to discuss research in progress on second language acquisition from the perspective of sociocultural theory since 1993. He is founding editor of "Language and Sociocultural Theory" (Equinox Press, 2013 to present) and was co-editor of "Applied Linguistics" (Oxford University Press, 1993-1998). He served as President of the American Association for Applied Linguistics (AAAL) in 2004 and was recipient of the AAAL Distinguished Scholarship and Service Award in 2016. He has co-authored or co-edited nine books and has published more than 140 articles and book chapters. His seminal book entitled "Sociocultural Theory and the Genesis of Second Language Development" (2006, coauthored with Steven L. Thorne) published by Oxford University Press coupled with a co-edited volume "Vygotskian Approaches to Second Language Research" (1994, coedited with Gabriela Appel) ushered in a new upswing of research on language development and teaching from the sociocultural theory vantage point. His latest co-edited book "The Routledge Handbook of Sociocultural Theory and Second Language Development" was published in 2018. The following is a written interview with James P. Lantolf conducted by Saeed Karimi-Aghdam. Dr. Karimi Aghdam is Associate Professor of English Language and Didactics in the Faculty of Education and Arts at Nord University, Norway. He is a member of the editorial board of "Language and Sociocultural Theory" and serves on the advisory board of the "Journal of Applied Linguistics and Applied Literature: Dynamics and Advances."

Published
2020

34. Castles and Inverted Castles: The Work of Marcia J. Bates

Author

Hartel, Jenna

Abstract

Introduction: Theorist Howard D. White has made a call to action for "scientist-poets" to synthesize concepts and oeuvres in the centrifugal literature of information science. In response, this paper interprets the work of canonical information scientist Marcia J. Bates through the original metaphor of "castles and inverted castles". Methods: An intellectual biography and close reading is performed on a sample of eight major papers by Bates. Analysis. Bates's career is sketched and the eight landmark papers are summarized; then, the papers are analysed in terms of the architectural metaphor and located at different conceptual levels in the discipline. Results: Castles (elaborately built seats of power that bridge borderlands) express many of the unique qualities of Bates's work. Inverted castles (an invention of the author) reflect an additional utilitarian and pedagogical aspect of her thinking. Conclusion: A conclusion offers critical remarks on Bates's contribution. The outcome is a vivid interpretation of the work of one notable information scientist. [Paper was published as part of Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

Published
2013

35. Rewriting the Women Enmity Lore: New Voices in Autobiographical Narratives

Author

Yakubu, Anthonia Makwemoisa

Abstract

Many women were socially conditioned as children to believe that gender operates on a superiority/inferiority axis -- the male has been naturally created to be in charge and to take dominion of all living and non-living things including plants, animals, fishes, birds, children, and women. For the women, they are to be submissive to the biological order of things which patriarchy has worked hard to institutionalise. One of the means patriarchy has adopted to sustain this belief is the divide and rule tactic, where women are taught to believe that they cannot work together, cannot love one another and cannot support one another because they do not like themselves. This belief is propagated through folklore, especially in co-wife rivalry tales. Another common instance is the raging 'war' between mothers-in-law and daughters-in-law. This paper will analyse the common myth that women are their own worst enemies through selected Nigerian folktales, and in the second part, will analyse contemporary Nigerian women's autobiographies, with particular emphasis on the 3-volume biographical compendium, "Women of Valour," and how these women negated this erroneous belief in their narratives. One of the findings of this paper is that women's autobiographies have significantly disabuse many of these patriarchal myths about women, thereby rewriting and re-narrating women's life histories. Another finding is that many of the women featured in the biography used the medium as a platform to voice themselves into being, thereby empowering themselves through the narration of their life stories.

Published
2018

36. Poems Found among the Resolution Scrapbooks: A Teacher Narrative Inquiry

Author

Morawski, Cynthia M.

Abstract

Six pre-service teachers participated in a component of narrative inquiry that took place the week before their teacher education program began. The component offered the teachers a variety of multimodal activities, such as body biographies, teaching museums, and paper tearing representations, all making use of repurposed materials, to critically consider their recurring narratives in relation to their recurring pedagogical beliefs and practices. Handmade journals and resolution scrapbooks acted as places to reflect and record their responses (Author). For this paper, I turned to narrative inquiry supported by found poetry and focus on the part of the component that contains the written contents of the teachers' resolution scrapbooks. More specifically, I asked, "What are the effects of the application of the resolution scrapbook on the recurring narratives of six pre-service teachers?"

Published
2018

37. Windows into the Past: Narrative Insights into Education

Author

Peeler, Eleanor

Abstract

The intent of this paper is to stress the importance of narrative and story, and to share the experience of opening the windows of memory to look into the past and uncover fascinating and valuable histories as portrayed in a current study. The longitudinal study of an educator follows his life story and his role in education. Set in Victoria, it explores the founding of the State's education system and highlights progressive developments. The life story reveals the history of the system and evolving philosophies that influenced the life of the subject. The study considers the philosophies and how they influenced the subject's thinking and actions. Using windows as a metaphor, Part 1 of the paper includes discussion regarding the appropriacy of narrative as a research tool, considers the notion of memory and introduces the research subject. Part 2 gives insights into three distinct periods and the part played by three men who guided Victoria's educational development and growth throughout the twentieth century. In relation to each is a brief discussion of their influence on the career of the research subject.

Published
2013

38. A Tale of Two 'isms': Constructivism in Practice.

Author

Feldman, Allan

Abstract

The opinion in this paper is that there is a need to reexamine the meaning of constructivism in an age where the concept has come to mean different things to different people. This paper examines one person's understanding of constructivism in order to uncover multiple meanings of the term in ways that ultimately affect teachers' practice in K-12 education. The case study and its associated analysis is a combination of a case study that is biographical and a critical analysis of what is meant by constructivism, using personal perspectives and guided by the insight gained through the case study. Data for the case study came from the published and unpublished writings of the subject and interviews conducted with the subject. The critical analysis is in part a hermeneutic review of the literature. The paper concludes by linking various meanings of constructivism to three problematic areas: confusion over what is meant by knowledge, identification of who learners are, and the application of constructivist theories in classroom practice. (LZ)

Published
1995

39. Research on the History of Women.

Author

Golemba, Beverly E.

Abstract

This paper discusses the difficulties encountered during research on the accomplishments of lesser known women for inclusion in a biographical dictionary of such women. The dictionary includes biographical sketches of 761 women representing 50 countries and 35 fields of endeavor from 1600 to the present. The paper focuses on the difficulties of finding women who had made accomplishments during certain periods, the unevenness of the recording of women's history, the overall lack of information, and that many women's accomplishments were credited to or plagiarized by their husbands, fathers, and brothers. The work of 300 additional women had to be abandoned because of the lack of sufficient information about them. The purpose of this research was to correct the misconceptions that women accomplished nothing, that some were exceptions, and that women's history is different. Because the theme of the meeting for which this paper was prepared concerned immigrants, the biographies of five immigrant women are featured as examples of the contributions made by women. (Author/DB)

Published
1992

40. Torsten Husén--A Co-Founder and Chairman of IEA from 1962 to 1978

Author

Genova, Teodora

Abstract

This paper reviews the work and contribution of one of the most influential comparativists in education--Torsten Husén in the period when he was a co-founder and chairman of the International Association for the Evaluation of Educational Achievement (IEA) in the 60 and 70 decades of the 20th century. At that particular time, the first major cross-national and widely reported IEA surveys were carried out. The author places special emphasis on the exemplary First International Mathematics Study (FIMS), which "presents the results of the first completed survey of the achievements of thirteen-year-olds, pre-university mathematics and nonmathematics students in twelve countries" (Eckstein, 1977). As a result, the IEA initial studies revolutionized the reality of Comparative Education as a scientific field and an academic discipline in a way that it proved that such research was completely feasible. [For the complete Volume 13, Number 1 proceedings, see ED568595.]

Published
2015

41. Exploring How Degree Apprentices Experience Their Engineering Identity through Life Story Interviews and the Twenty Statement Test (TST)

Author

Liquete, Elena, Dekoninck, Elies, and Wisker, Gina

Abstract

Every year, around 35% of engineering graduates (mainly female and ethnic minority graduates) in the UK choose roles outside engineering. Given that engineering disciplines struggle to attract recruits, this represents a significant loss of qualified talent the profession can ill afford. A possible reason why engineers choose not to practise after qualifying may be that they have not developed a professional engineering identity during their engineering education. Research shows that engineering identity is an important indicator of persistence in both engineering education and the engineering profession. The purpose of this research is to gain a deeper understanding into the process of engineering identity formation in undergraduates studying for an engineering apprenticeship degree in England, with a view to proposing changes to engineering education that may better support the development of an engineering identity. A qualitative methodology is well-suited to the study of how engineering identity develops in engineering students, given that we are interested in the personal experiences of engineering students rather than in measuring standardised outcomes. This research is inspired by narrative inquiry through the use of life story interviews (LSI). This paper outlines the findings of a preliminary study with first and final year students. The findings presented are surprising in that they seem to indicate that the four years of a degree apprenticeship have little impact on students' identification with engineering. Going forward, engineering educators need to consider how the development of an engineering identity can be supported in engineering education.

Published
2021

42. Negotiations of Language(s) and Inequalities in Transnational Family Biographies

Author

Schnitzer, Anna

Abstract

Families that live in a new environment after having fled or migrated go through transformation processes that are connected to various challenges and possibilities. The focus of this paper is on negotiations of language policies in family biographies and family language practices, comparing cases of migrant families who arrived to Switzerland in different legal contexts of migration. The article addresses how these transnational families negotiate the meaning of (family) languages against the background of hegemonic language and migration policies. Questions of how these policies are experienced and dealt with and in what ways they do enable or disable possibilities for action are addressed using a qualitative analysis of narrative family interviews and participant observations in transnational families that now live in German-speaking Switzerland. On the basis of the analyses of interview transcriptions and field notes, I show how families deal with experiences of social and educational inequalities in the context of transnational pathways of education and how these are negotiated in the families. Language learning appears not only as an (un)available possibility, but it also requires one to return to the status of a student. At the same time, it is accompanied by a deep struggle for identity and belonging.

Published
2023
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43. Transforming Language Brokering Policies at School: Learning from Students with Transnational Biographies

Author

Thoma, Nadja and Draxl, Anna-Katharina

Abstract

Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions.

Published
2023
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44. Call for Papers for a Language in India www.languageinindia.com Special Volume on Autobiography and Biography in Indian Writing in English.

Author

Das, Pauline, Vijaya, K. R., and Sheela, Amutha Cham

Subjects
AUTOBIOGRAPHY, BIOGRAPHIES, INDIC literature (English)
Abstract

The author invites scholars from South Asian nations to contribute their papers with focus on important autobiographies and biographies in all of South Asia. He describes how autobiographies and biographies occupy an important place in Indian writing in English. He then offers a rationale and justification for writing autobiography, citing leaders such as Jawaharlal Nehru and Mahatma Gandhi. In addition, the author explores the controversial nature of biographies and autobiographies.

Published
2011

45. Migration and Education: A Narrative Approach to the Experience of Foreign Students in Portugal

Author

Nada, Cosmin Ionut and Araújo, Helena Costa

Abstract

Non-English-speaking countries are attracting burgeoning numbers of foreign students, yet research regarding these students' experiences remains rather scarce. In line with global tendencies, Portuguese universities are seeing substantial growth in foreign student enrolment. This paper addresses the lived experiences of foreign students in the period following their arrival in a new cultural context, discussing the role that language and social support play in their adaptation. Rooted in a narrative approach, this paper is based on 41 in-depth biographic interviews. The findings indicate that the ways in which students deal with the challenges of living and studying in a foreign country are highly diverse. Nevertheless, a universal aspect of their narratives is the central role assumed by social support. Although social support has beneficial outcomes for foreign students' adaptation, if provided inadequately it can lead to less positive outcomes and even to marginalization.

Published
2018

46. Ageing and Learning Experiences: The Perspective of a Polish Senior Immigrant in Sweden

Author

Rawinski, Malgorzata Malec

Abstract

The general aim of this paper is to present some insights into Polish senior immigrants in Sweden. In particular, it seeks to identify and illustrate the important contribution of previous generations of Polish senior immigrants in building on the diverse culture, traditions and values of the Polish community (Polonia) in Sweden. The paper considers what it means to be an older (age 65+ year) Polish immigrant in Sweden. A biographical method was used in this research to gain these insights. The research evidence was largely collected by means of narrative interviews. Life history is one of the ways to gain insights into the experiences of individuals. A narrative output is never an isolated product. There is always a close link between narrative and other social, cultural and ideological contexts. This paper emphasizes that stories and participant experiences will make more sense if there is a good understanding of the broader contexts in which the individual's story and experiences are embedded. Because of its brevity, the focus of this paper is an in-depth rendition of one older woman's learning experiences in adjusting from war-torn Poland to Sweden.

Published
2017

47. The Truth and Harriet Martineau: Interpreting a Life.

Author

Weiner, Gaby

Abstract

This paper explores the difficulty of claims to truth in the analysis of the life of the Victorian feminist, reformer, educationist, and celebrity, Harriet Martineau (1802-76). She was widely known as a truthful person. For example, her contemporary, the poet Elizabeth Barrett Browning, wrote in 1845 that "her love of the truth is proverbial among her friends, and even among such are averse from her present views." It is argued, however, that predating the ideas of the French philosopher Michel Foucault by a century or more, Martineau recognized an essential element of truth production--that truth is linked in a circular relation with systems of power which produce and sustain it, and to effects of power which it induces and which extend it (Foucault, 1980). Her strategies for placing boundaries around the truths that could be spoken about her, provide an example of how regimes of truth are created and how social eminence may be grasped and sustained. Martineau recognized that control of communication was crucial to the advancement of her truth. The paper contributes to debates regarding the value of auto/biographical approaches in educational and historical research, in particular in relation to women. (Contains 30 references.) (Author/BT)

Published
2003

48. Adult Learning and HRD. Symposium.

Abstract

This symposium on adult learning and human resource development consists of three presentations. "Adult Learning Principles and Concepts in the Workplace: Implications for Training in HRD" (Margot B. Weinstein) reports on findings from interviews with restaurant employees who reported that training practices using adult learning principles increased their learning and made them feel more qualified and confident, valued and essential to the success of the organization, and increased their collaborative and problem solving skills. "The Legacy of Malcolm Knowles: Studying Andragogy Andragogically" (Mary Boudreaux, Thomas Chermack, Janis Lowe, Lynda Wilson, Elwood F. Holton III) describes the examination of a portion of Malcolm Knowles' personal correspondence and the subsequent creation of a database to index it. "Facilitating Learning with Graduate Students in Human Resource Development" (Barbara J. Daley) describes an investigation of the ways in which constructivist teaching strategies influence learning and examines the positive learning results experienced by graduate students who used concept mapping as a constructivist strategy. The second and third papers contain figures and tables. All three papers include substantial bibliographies. (AJ)

Published
2002

49. HRD: Past, Present and Future. Symposium.

Abstract

This document contains three papers from a symposium on the past, present, and future of human resource development (HRD). "Revisiting the New Deal: A Longitudinal Case Study" (Judy Pate, Graeme Martin, Jim McGoldrick) draws upon data from a longitudinal case study of the links between job security and HRD to examine the new psychological contract between employers and employees in the context of changing economic circumstances. "R. Wayne Pace, First President of the Academy of Human Resource Development: An Historical Perspective" (Heather Hanson, Gary N. McLean) uses information from original documents, a historical video, and electronic conversations with R. Wayne Pace, first president of the Academy of Human Resource Development, and six of his colleagues to provide a brief history of Pace's activities as a leader in school, church, and the field of HRD, with special attention to his eclectic background in organizational communication and HRD. "HRD: A Perspective on the Search for New Paradigms in a Time of Crisis" (Ross E. Azevedo, Gary N. McLean) uses Kuhn's and Nagel's frameworks to explore the death of a mixed paradigm for HRD and proposes 18 activities to help identify new paradigms for the field of HRD. All three papers include substantial bibliographies. (MN)

Published
2002

50. Teaching Biography in the Senior English Classroom.

Author

Dixon, Mel

Abstract

Stories consume lives and lives become stories. A unit of study examines the creation of self in autobiographies and biographies looking closely at how we construct a life from the fragments of human experience and memory. This paper looks briefly at the different theoretical perspectives about biography and autobiography, following closely the ideas presented in David McCooey's "Artful Lives," and then show how these perspectives can be taught in the classroom through a series of exercises. The unit uses a variety of genres and modes to explore the way the self is constructed, including film, eulogy, reviews, and obituaries as well as the autobiographies and biographies. Suggestions for suitable teaching texts are offered. (Author/RS)

Published
2001