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2. Liberal Adult Education--Perspectives and Projects. A Discussion Paper in Continuing Education. Number 4.
- Author
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Warwick Univ., Coventry (England). Dept. of Continuing Education., Duke, Chris, Duke, Chris, and Warwick Univ., Coventry (England). Dept. of Continuing Education.
- Abstract
This document contains 14 papers on the purposes and traditions, challenges and dilemmas, and new approaches and issues in liberal adult education. The following papers are included: "Introduction" (Duke); "Decus et Tutamen: Liberal Adult Education" (Thomas); "Tradition in British University Adult Education and the WEA [Workers' Educational Association]" (Fieldhouse); "The WEA and Liberal Adult Education" (Ross); "Liberal Adult Education as Catalyst for Change: Everett Dean Martin and the American Association for Adult Education" (Day); "Liberal Adult Education and the Liberation of Adults" (Shimada); "Vocationalism, Competence and Dewey's Liberalism" (Hyland); "Contractualism: The Modern Alternative to Liberal Adult Education in the Australian University" (Bagnall); "The Liberal Tradition: How Liberal? Adult Education, the Arts and Multiculturalism" (Jones); "Accreditation: The Dilemma of Liberal Adult Education" (Benn); "Women's Education in Japan" (Yamamoto); "Liberal Adult Education: A Contemporary Approach" (McIntosh); "Adult Education from Below: Notes from a Participatory Action Research Project" (Schratz); "Lifelong Education a Necessity" (Gestrelius); and "Postscript--The Wadham Conversation" (Duke). (MN)
- Published
- 1992
3. Global Knowledge Transfer Issues. Symposium 12. [AHRD Conference, 2001].
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This document contains three papers on global knowledge transfer issues and human resource development (HRD). "Indigenizing Knowledge Transfer" (Gary N. McLean) explores examples of HRD in which ethnocentric perspectives predominate and argues that, unless a HRD develops a global perspective, efforts to transfer knowledge within academia and corporate HRD settings are nearly certain to fail. "How to Develop Human Resources: Technical Rationality or Social Moral Responsibility? A Comparison of Western and Chinese Human Resource Theory and Practice" (Baiyin Yang, De Zhang) proposes a theoretical framework for cross-cultural study in organizational behavior and uses the framework to compare U.S. and Chinese human resource theory and practice. The study demonstrates that Chinese managerial philosophy is centered on social morality whereas U.S. managerial philosophy is characterized as technical rationality. "Enhancing Commitment and Overcoming the Knowing-Doing Gap: A Case Study at the Technikon Northern Gauteng (TNG) in South Africa" (Hilda Martens, Jan Verhagen) reports on a case study during which a social constructionist framework was used to examine the problem of overcoming the knowing-doing gap and increasing commitment in an action research at a South African tertiary educational institution. All three papers include substantial bibliographies. (MN)
- Published
- 2001
4. Studies in Teaching: 2011 Research Digest. Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 15, 2011)
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Wake Forest University, Department of Education and McCoy, Leah P.
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This document presents the proceedings of 16th Annual Research Forum held June 15, 2011, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) The Effects of Prompted Math Journaling on Algebra 1 Students' Achievement and Attitudes (Heidi I. Arnold); (2) Group Work and Attitude (Greg Bartley); (3) Assessing How Current Events Contribute to Student Learning Outcomes in a Civics and Economics Course (LaShunda Faison); (4) What is the Impact of Inquiry-Based Instruction in a Group Setting? (Jennifer Foreman); (5) Developing Oral Language Ability in the High School Spanish Classroom (Eleanor Fuller); (6) "There's an App for That:" A Study Using Apple iPads in a United States History Classroom (Emily R. Garcia); (7) Increasing Parent Involvement: Using Newsletters to Expand School-Home Communication (Meredith Horton); (8) Guided Discovery Learning with Collaborative Discourse (Chloe Johnson); (9) Multiple Types of Assessment and Learning Styles (Jill Klinepeter); (10) Recognizing and Understanding Irony (Cederick Moore); (11) The Use of Contextualized Listening Activities to Develop Listening Comprehension in the High School Spanish Classroom (John A. Mundell); (12) The Effects of Photograph Analysis on Students' Historical Thinking Skills (Anna Newman); (13) Effective Approaches for Teaching Irony in the High School English Classroom(Carmen Peek); (14) Inspiring Instrumental Genesis through Guided Reflection (Jacob Steven Perry); (15) Global Citizenship Education in Secondary Social Studies: Utilizing Global Newspapers to Help Students Identify Global Perspectives and Bias (Andrew R. Petrilli); (16) The Use of Authentic Materials in Developing Oral and Written Language Ability in the Secondary Spanish Classroom (Amy Plyler); (17) Teaching "Habits of Mind": Impact on Students' Mathematical Thinking and Problem Solving Self-Efficacy (Cayce Poindexter); (18) The Impact of Feedback on Student Confidence, Self-Efficacy, and Attitudes Toward Mathematics (Lauren Redman); (19) Understanding Students' Ability to Recognize Irony (Grace Rishel ); (20) Improving Student Achievement through Error Analysis (Lauren Schnepper); (21) Using Homework to Improve Students' Abilities to Self-Regulate (Brian A. Smith); (22) The Use of Food as a Context to Develop Cultural Awareness in the High School Spanish Classroom (Silvia Timmerding); (23) Teaching High School Students to Identify Irony and its Effects (Sarah Vroom); (24) Recasts, Elicitation, and Praise: Tools for Oral Language Production in the High School Spanish Class (Kenneth L. Wallace, Jr.); and (25) Music and Culture in the High School Spanish Classroom (Rachel Will). (Individual papers contain references.) [Abstract revised to meet ERIC guidelines.]
- Published
- 2011
5. Imagining New Worlds Together: Leveraging Technology to Decolonize Transcultural Learning
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Kirshner, Jean, Blair, Debbie, Castillo, William, and Tzul, Ofni
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This paper describes the work of teachers from United States and Belize, who took the opportunity that COVID's challenges presented to collaborate in building professional development for teachers in both locations. Leveraging both technology and relationships, educators representing a variety of skill sets, schools, and positions in Belize and in the United States, co-created seminars that were live, interactive and responsive to teacher needs in real time. We sought feedback during this professional development in real time as we have continued to follow up with participants regarding the strengths and barriers of this work. We believe the meeting of our minds and screens during these times of COVID is testimony to the power of collective struggle and triumph through our shared vision, our desire to continuously improve our teaching practice, and our commitment to collaborate as we build an increasingly knowledgeable and united teaching coalition that will continue to shape our shared future. [For the full proceedings, see ED625421.]
- Published
- 2021
6. Borderland Education beyond Frontiers: Policy, Community, and Educational Change during Times of Crisis
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Kew, Kristin and Fellus, Olga
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In this paper, we put center stage the story of a community in the borderland of Palomas and Deming, two twin towns located across the border from each other. In regular times, almost a thousand children crossed the checkpoint every day from Palomas in Mexico to Deming in the United States to attend school. During the COVID-19 pandemic, accessibility to education has been almost completely denied for students living in Mexico. This paper unpacks the findings from a critical case study focused on the school leadership of the community and marks the beginning of a larger action-research initiative aimed at forging alliances with and among community stakeholders, researchers, and community leaders to bring transformative change. Findings suggest that these borderland cities do not view themselves as divided by a physical or ideological "Frontera" or "Barrera." Rather, they see themselves as a unified community whose members live on both sides of the border. The Palomas-Deming borderland community shares one mission of creating the necessary conditions to provide educational equity for all students in the region with U.S. passports regardless of a student's country of residence. Within these contexts, our paper adds to the sparse scholarship on borderland education and highlights community-based needs for and capabilities of transformative educational change that we perceive as the pathway to more equitable opportunities for learning.
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- 2022
- Full Text
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7. Three Decades of Literacy Preservice Teachers' Engagement in Research: Operationalizing Critical Reflexivity to Explore Possibilities for Increasing Racial Literacy
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Lammert, Catherine
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In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social practice view of race and uses activity theory to answer the questions: How have researchers considered race as a factor in research on literacy preservice teacher education? How can preservice teachers' experience with research be (re)designed to help develop their racial literacy? Findings demonstrate that in the reviewed studies, 51% of researchers addressed preservice teachers' race, and 34% addressed K-12 students' race. Far fewer studies, however, acknowledged their own race or that of field supervisors and mentor teachers, which ultimately minimized their roles. Findings also emphasize four design principles for literacy teacher education programs that aim to include research: collaboration between K-12 partners and universities; selective teacher educator scaffolding; engagement with diverse communities; and extensive time spent as part of the pathway toward racial literacy. The implications and uses of an existing literature base that reflects shifting reporting standards related to race are also examined.
- Published
- 2022
8. Research Methods in HRD. Symposium 40. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]
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This document contains three papers from a symposium on research methods in human resource development (HRD) that was conducted as part of a conference on HRD. "Utilizing Electronic Mail To Survey Human Resource Development Practitioners: A Comparison between Electronic Mail and the U.S. Postal Service for the Purpose of Data Collection: Reducing the Costs of Bureaucracy" (Harold Shoemaker, James J. Kirk) reports on a study establishing that electronic mail elicited a significantly higher response rate than regular mail (41% versus 25%) but did not alter response patterns by gender or years in the HRD profession. "Trends in the Literature: A Comparative Analysis of 1998 HRD Research" (Loretta L. Donovan, Victoria J. Marsick) documents the following three trends in HRD research: (1) HRD has made strong inroads as an area of professional practice; (2) the field continues to use qualitative and quantitative tools relatively equally; and (3) the number of articles published in the field increased by 50% this past year. "Reflection-in-Action of a Research Partnership" (Wendy E. A. Ruona, Darren C. Short) outlines the learning points identified as key to successful research partnership projects by two researchers who spent more than 2 years in such a partnership. The papers contain reference sections. (MN)
- Published
- 2000
9. Action Research: A Tool for Improving Teacher Quality and Classroom Practice
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O'Connor, Katherine A., Greene, H. Carol, and Anderson, Patricia J.
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Background: Action research is a meaningful form of research because it is conducted by the teacher in his or her own classroom. Action research requires a teacher to design a study in an area of interest and conduct it in their own classroom. Action research is a requirement for some masters of education programs in the United States. Purpose: To examine Master degree students' experiences and insights about participating in an action research program. Two guiding research questions were examined (1) What do teachers report as the most difficult parts of the action research process? and (2) How does participation in action research impact teachers' current and future instructional practices? Setting: An Elementary Master's program in the Southeastern United States. Study Sample: 34 graduate students in an elementary MAED degree program. Research Design: Qualitative. Data Collection and Analysis: The study uses content analysis and descriptive statistics. The survey instrument used was a 14-item survey divided into three sections of questions. The first two sections utilized a Likert scale. The final section had four open ended questions. It was given to students at the conclusion of their course requiring planning for the action research project. Findings: After analysis, action research participants explained that analyzing the data was the most difficult part of the action research process. The analysis also demonstrated that teachers felt that action research positively impacted their teaching. Conclusion: Two general conclusions about the action research process emerged: action research is an effective professional process that impacts daily/future teaching, and the action research process elicits change. Citation: O'Connor, K., Greene, H., & Anderson, P. (2006, April). Action research: A tool for improving teacher quality and classroom practice. Paper Discussion Presented at the American Educational Research Association 2006 Annual Meeting, San Francisco, CA. (Contains 2 tables.)
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- 2006
10. Whiteness in the Social Studies Classroom: Students' Conceptions of Race and Ethnicity in United States History
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Martell, Christopher C.
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In this study, the researcher examined student conceptions of "Whiteness" as it relates to past and present U.S. history. Using Critical Race Theory as the lens, this study employed mixed methods, analyzing teacher observations, classroom artifacts/student work, survey, and interview data from White students and students of color at an ethnically and economically diverse urban high school. The results showed most students could explain that race had an important role in U.S. history and could supply examples of race playing a role in specific historical events. However, students of color were more likely to express that racism is still common in the current day, while White students were more likely to express that racism is uncommon. The following are appended: (1) Interview Questions; (2) Interview Protocol; (3) Coding Dictionary; and (4) Gold Rush Lesson Handout. (Contains 2 tables.)
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- 2013
11. Pre-Service Teacher Action Research: Concept, International Trends and Implications for Teacher Education in Turkey
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Kizilaslan, Irem and Leutwyler, Bruno
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Action research is increasingly recognized as an important component in initial teacher education programs in different countries around the world. Either as an inquiry project conducted during a field experience, or as a research-inclusive course, action research processes are introduced to student teachers during their study period in order to support the development of reflective teachers. The present contribution briefly examines some pre-service teacher action research practices in different countries, identifies similarities and differences and discusses implications for teacher education in Turkey. [For complete volume, see ED567040.]
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- 2012
12. School-Based YPAR: Negotiating Productive Tensions of Participation and Possibility
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Call-Cummings, Meagan, Ní Sheanáin, Úna, and Buttimer, Chris
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YPAR seeks to position youth as experts on their worlds, investigating issues that affect their lives and then taking action to create solutions. As such, one of the key epistemological principles underpinning YPAR is the robust participation of youth throughout the knowledge creation process. A growing body of literature examines what youth participation looks like in the context of YPAR that is enacted in school settings. Building on this recent work, this paper drills down on the concept of participation as the authors examine the tensions around adult and youth participation that we faced as we engaged with youth and teachers in different participatory studies in urban Ireland, urban USA, and suburban USA. We conclude that, while those who engage in YPAR should seek collective action throughout the process, more often than not YPAR is a dance of intra-action, always shifting and flowing to respond to and take up the evolving and entangled needs, knowledges, and understandings of those involved.
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- 2022
- Full Text
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13. Boys, Blogs and Books
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International Association of School Librarianship (IASL), School Library Association of Queensland Inc. (SLAQ), and Pickworth, Margo
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In an action research project, young male students from Sydney, Australia and Richmond, USA contributed to a collaborative writing blog. Both groups of students shared the same text with their class teachers, while using the medium of collaborative blogging, a process which was facilitated and managed by the teacher-librarian. Data was gathered using both qualitative and quantitative methods to determine whether the project assisted boys to become powerful, prolific and confident writers. Results indicated that the blogging process failed to provide any increase in the volume of writing; however the opportunity to share opinions and ideas globally provided motivation to write more powerfully and with increased confidence. (Contains 3 figures.)
- Published
- 2010
14. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 1
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International Group for the Psychology of Mathematics Education., Woo, Jeong-Ho, Lew, Hee-Chan, Park, Kyo-Sik Park, and Seo, Dong-Yeop
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The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A Personal Coming of Age? (Chris Breen); (2) Certainty, Explanation and Creativity in Mathematics (Michael Otte); (3) I Need the Teacher to Tell Me If I Am Right or Wrong (Anna Sierpinska); and (4) School Mathematics and Cultivation of Mind (Jeong-Ho Woo). Plenary panel papers include: (1) Introduction to the PME Plenary Panel, "School Mathematics for Humanity Education" (Koeno Gravemeijer); (2) Humanizing the Theoretical and the Practical for Mathematics Education (Cristina Frade); (3) Making Mathematics More Mundane--A Semiotic Approach (Willibald Dorfler); (4) Mathematics: A Human Potential (Martin A. Simon); and (4) Need for Humanising Mathematics Education (Masataka Koyama). The first research forum, Learning through Teaching: Development of Teachers' Knowledge in Practice (RF01) includes: (1) A View on the Teachers' Opportunities to Learn Mathematics through Teaching (Roza Leikin and Rina Zazkis); (2) Integrating Virtual and Face-to-Face Practice: A Model for Continuing Teacher Education (Marcelo C. Borba); (3) Teachers' Learning Reified: The Professional Growth of Inservice Teachers through Numeracy Task Design (Peter Liljedahl); (4) Constraints on What Teachers Can Learn from their Practice: Teachers' Assimilatory Schemes (Martin A. Simon); and (5) What and How Might Teachers Learn via Teaching: Contributions to Closing an Unspoken Gap (Ron Tzur). The second research forum, Researching Change in Early Career Teachers (RF02), includes: (1) Introduction (Peter Sullivan); (2) Researching Relief of Mathematics Anxiety among Pre-Service Elementary School Teachers (Markku S. Hannula, Peter Liljedahl, Raimo Kaasila, and Bettina Rosken);(3) Teachers' Learning from Learning Studies: An Example of Teaching and Learning Fractions in Primary Four (Lo Mun Ling and Ulla Runesson); (4) Tracking Teachers' Learning in Professional Development Centered on Classroom Artifacts (Lynn T. Goldsmith and Nanette Seago); (5) Teacher Change in the Context of Addressing Students' Special Needs in Mathematics (Orit Zaslavsky and Liora Linchevski); (6) Researching Change in Prospective and Beginning Teachers (Laurinda Brown and Alf Coles); and (7) Summary and Conclusions (Markku S. Hannula). Information relating to discussion groups, working sessions, short oral communications, and poster presentations conclude this volume of the 31st proceedings. (Individual papers contain references.)
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- 2007
15. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 2
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International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a
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This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others: Multimembership on the Process of Introducing Technology in the Classroom (Nelia Amado and Susana Carreira); (6) Improving Student Teachers' Understanding of Fractions (Solange Amorim Amato); (7) Autodidactic Learning of Probabilistic Concepts through Games (Miriam Amit and Irma Jan); (8) Graduate Students' Processes in Generating Examples of Mathematical Objects (Samuele Antonini); (9) Reasoning in an Absurd World: Difficulties with Proof by Contradiction (Samuele Antonini and Maria Alessandra Mariotti); (10) Will Penelope Choose Another Bridegroom? Looking for an Answer through Signs (Ferdinando Arzarello, Luciana Bazzini, Francesca Ferrara, Ornella Robutti, Cristina Sabena, and Bruna Villa); (11) Motivation and Perceptions of Classroom Culture in Mathematics of Students across Grades 5 to 7 (Chryso Athanasiou and George N. Philippou); (12) Deductive Reasoning: Different Conceptions and Approaches (Michal Ayalon and Ruhama Even); (13) The Tendency to Use Intuitive Rules among Students with Different Piagetian Cognitive Levels (Reuven Babai); (14) Coming to Appreciate the Pedagogical Uses of CAS (Lynda Ball and Kaye Stacey); (15) Students' Conceptions of "m" and "c": How to Tune a Linear Function (Caroline Bardini and Kaye Stacey); (16) A Contradiction between Pedagogical Content Knowledge and Teaching Indications (Ibrahim Bayazit and Eddie Gray); (17) Identifying and Supporting Mathematical Conjectures through the Use of Dynamic Software (David Benitez Mojica and Manuel Santos Trigo); (18) Students Constructing Representations for Outcomes of Experiments (Palma Benko and Carolyn A. Maher); (19) Logarithms: Snapshots from Two Tasks (Tanya Berezovski and Rina Zazkis); (20) Trying to Reach the Limit--The Role of Algebra in Mathematical Reasoning (Christer Bergsten); (21) Semiotic Sequence Analysis--Constructing Epistemic Types Empirically (Angelika Bikner-Ahsbahs); (22) Service Teaching: Mathematical Education of Students of Client Departments (Erhan Bingolbali, John Monaghan, and Tom Roper); (23) Students' Thinking about the Tangent Line (Irene Biza, Constantinos Christou, and Theodossios Zachariades); (24) Habermas' Theory of Rationality as a Comprehensive Frame for Conjecturing and Proving in School (Paulo Boero); (25) Extending Students' Understanding of Decimal Numbers via Realistic Mathematical Modeling and Problem Posing (Cinzia Bonotto); (26) Different Media, Different Types of Collective Work in Online Continuing Teacher Education: Would You Pass the Pen, Please? (Marcelo C. Borba and Rubia B. A. Zulatto); (27) Reformulating "Mathematical Modelling" in the Framework of the Anthropological Theory of Didactics (Marianna Bosch, Fco. Javier Garcia, Josep Gascon, and Luisa Ruiz Higueras); (28) Students' Impressions of the Value of Games for the Learning of Mathematics (Leicha A. Bragg); (29) The Transition from Arithmetic to Algebra: To Reason, Explain, Argue, Generalize and Justify (Trygve Breiteig and Barbro Grevholm); (30) Resisting Reform Pedagogy: Teacher and Learner Contributions (Karin Brodie); (31) Manifestations of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (32) Types of Representations of the Number Line in Textbooks (Alicia Bruno and Noemi Cabrera); (33) Educational Neuroscience: New Horizons for Research in Mathematics Education (Stephen R. Campbell); (34) Variability in a Probability Context: Developing Pre-Service Teachers' Understanding (Daniel L. Canada); (35) Implementing a Reform-Oriented Mathematics Syllabus: A Survey of Secondary Teachers (Michael Cavanagh); (36) Student's Modelling with a Lattice of Conceptions in the Domain of Linear Equations and Inequations (Hamid Chaachoua, Marilena Bittar, and Jean-Francois Nicaud); (37) Using Reading and Coloring to Enhance Incomplete Prover's Performance in Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (38) Aspects of Teachers' Pedagogical Content Knowledge for Decimals (Helen Chick, Monica Baker, Thuy Pham, and Hui Cheng); (39) Collaborative Action Research on Implementing Inquiry-Based Instruction in an Eighth Grade Mathematics Class: An Alternative Mode for Mathematics Teacher Professional Development (Erh-Tsung Chin, Yung-Chi Lin, Yann-Tyng Ko, Chi-Tung Chien, and Hsiao-Lin Tuan); (40) Routine and Novel Mathematical Solutions: Central-Cognitive or Peripheral-Affective Participation in Mathematics Learning (Mei-Shiu Chiu); (41) The Role of Self-Generated Problem Posing in Mathematics Exploration (Victor V. Cifarelli and Jinfa Cai); (42) A Longitudinal Study of Children's Mental Computation Strategies (Barbara Clarke, Doug M. Clarke, and Marj Horne); (43) Assessing Fraction Understanding Using Task-Based Interviews (Doug M. Clarke, Michal Sukenik, Anne Roche, and Annie Mitchell); (44) Evaluation of a Teaching Concept for the Development of Problem Solving Competences in Connection with Self-Regulation (Christina Collet and Regina Bruder); (45) Developing Probability Thinking in Primary School: A Case Study on the Constructive Role of Natural Language in Classroom Discussions (Valeria Consogno, Teresa Gazzolo, and Paulo Boero); (46) Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels (Tom J. Cooper, Annette R. Baturo, and Edlyn J. Grant); (47) "Aim High--Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Edlyn J. Grant); (48) Development of Children's Understanding of Length, Area, and Volume Measurement Principles (Margaret Curry, Michael Mitchelmore, and Lynne Outhred; (49) Mathematics-for-Teaching: The Cases of Multiplication and Division (Brent Davis, Elaine Simmt, and Dennis Sumara); (50) Generative Concept Images (Gary E. Davis and Catherine A. Pearn); (51) Developmental Assessment of Data Handling Performance Age 7-14 (Pauline Davis, Maria Pampaka, Julian Williams, and Lawrence Wo); (52) The Effect of Different Teaching Tools in Overcoming the Impact of the Intuitive Rules (Eleni Deliyianni, Eleni Michael, and Demetra Pitta-Pantazi); (53) Investigating Social and Individual Aspects in Teacher's Approaches to Problem Solving (Fien Depaepe, Erik De Corte, and Lieven Verschaffel); (54) Maths Avoidance and the Choice of University (Pietro Di Martino and Francesca Morselli); (55) Primary Students' Reasoning about Diagrams: The Building Blocks of Matrix Knowledge (Carmel M. Diezmann); (56) Integrating Errors into Developmental Assessment: "Time" for Ages 8-13 (Brian Doig, Julian Williams, Lawrence Wo, and Maria Pampaka); (57) Vygotsky's Everyday Concepts/Scientific Concepts Dialectics in School Context: A Case Study (Nadia Douek); (58) Creating Mathematical Models with Structures (Katherine Doyle); (59) Mechanisms for Consolidating Knowledge Constructs (Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz, and Baruch Schwarz); and (60) Reconciling Factorizations Made with CAS and with Paper-and-Pencil: The Power of Confronting Two Media (Paul Drijvers, Carolyn Kieran, Andre Boileau, Fernando Hitt, Denis Tanguay, Luis Saldanha, and Jose Guzman). (Individual papers contain references.)
- Published
- 2006
16. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 1
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International Group for the Psychology of Mathematics Education., Chick, Helen L., and Vincent, Jill L.
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The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary lectures include: (1) Modelling Students' Learning in Argumentation and Mathematics Proof (Fou-Lai Lin); (2) Travelling the Road to Expertise (Stacey); (3) Telling Identities (Sfar and Prusak); and (4) Co-Constructing Artefacts and Knowledge in Net-Based Teams (Reimann). The plenary panel section includes: (1) What Do Studies Like PISA Mean to the Mathematics Education Community? (Jones); (2) From a Profile to the Scrutiny of Student Performance (Yoshinori); (3) The PISA-Study (Neubrand); (4) Some Results from the PISA 2003 International Assessment of Mathematics Learning (Kieran); and (5) The Foundation and Spectacle of [the Leaning Tower of] PISA (Williams). The first research forum (RF01) includes: (1) Not Everything Is Proportional (De Brock, Van Dooren, and Verschaffel); (2) Designing Instruction on Proportional Reasoning with Average Speed (Gravemeijer, van Galen, and Keijzer); (3) Folding Perimeters (Friedlander and Arcavi); and (4) The Dolls' House Classroom (Ainley and Pratt). The second research forum (RF02) includes: (1) Shaping a Multi-Dimensional Analysis of Signs (Arzarello, Ferrara, Robutti, Paola, and Sabena); (2) Working with Artefacts (Bussi and Maschietto); (3) The Role of Gestures in Mathematical Discourse (Edwards); (4) Connecting Talk, Gesture, and Eye Motion for the Microanalysis of Mathematics Learning (Ferrara and Nemirovsky); (5) Why Do Gestures Matter? Gestures as Semiotic Means of Objectification (Radford); (6) Gestures, Signs and Mathematisation (Williams); and (7) Building Intellectual Infrastructure to Expose and Understand Ever-Increasing Complexity (Kaput). The third research forum (RF03) includes: (1) Using Growth Points to Describe Pathways for Young Children's Number Learning (Gervasoni); (2) Number Attainment in Sri Lankan Primary Schools (Hart); and (3) Mathematics Recovery (Pearn). The fourth research forum (RF04) includes: (1) The Place of Theory in Mathematics Education Research (Lester, Jr.); (2) Theories of Mathematics Education (Lerman); (3) The Articulation of Symbol and Mediation in Mathematics Education (Armella); (4) Using Theory to Advance Our Understandings of Student Cognitive Development (Pegg and Tall); (5) Trends in the Evolution of Models and Modeling Perspectives on Mathematical Learning and Problem Solving (Lesh and English); and (6) Issues and Tendencies in German Mathematics-Didactics (Torner and Sriraman). (Individual papers contain references.)
- Published
- 2005
17. Culminating Experience Action Research Projects, Volume 18, Part 2, Spring 2016
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University of Tennessee at Chattanooga, College of Health, Education and Professional Studies, McAllister, Deborah A., McAllister, Deborah A., and University of Tennessee at Chattanooga, College of Health, Education and Professional Studies
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As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5010 Methods of Educational Research course, (b) a required learning assessment required during student teaching, or (c) a newly-designed project. The course is, also, taken by elementary and secondary teachers who are, already, licensed to teach. The action research projects, from spring semester 2016 (part 2), are presented. This Action Research Project includes: (1) Second Language Acquisition and Vocabulary Instruction in an ESOL Classroom: Which Model Works Best? (Bradley Balthrop); (2) Action Research Study of Classical Teaching Methods vs. Active Learning Methods in the Middle School Social Studies Classroom (Brian Bass); (3) A Case Study Documenting the Effects of Response to Intervention Practices on Mathematics Success in Elementary Education (Jessica Kane); and (4) The Different Approaches to Teaching English as a Second Language in Japan and the U.S. and How this Affects the Student's English Skills (Asami Nakano). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 18, Part 1, Spring 2016," see ED573167.]
- Published
- 2018
18. Exploring the Self/Group Initiated and On-the-Job Learning Activities of Low Income Women.
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Butterwick, Shauna
- Abstract
The self- and group-initiated and on-the-job learning activities of low-income women were explored in a study of a small group of low-income mothers living in the greater Vancouver area of British Columbia, Canada. During the study, the low-income women attended meetings during which a participating researcher documented the women's experiences. The researcher collected additional data through e-mail conversations with the women. The women's first income-generating project involved making gift baskets of homemade foods and ready-to-use mixes. In their second major venture, the women made connections with selected nonprofit organizations in the United States and Central America and purchased handcrafted items from the cooperatives for resale. Their third venture was to create a World Wide Web-based catalogue where other nonprofit groups could purchase space to sell their handmade crafts. During these ventures, the women also explored a wide range of sources for obtaining grants to support their endeavors and made connections with other women's groups via the Internet. The women's activities provided evidence of the diverse learning paths emerging form various income-generating group projects and illustrated their efforts to work cooperatively in a spirit of entrepreneurship. The study also illustrated the possibilities of using academic resources and activist-oriented research to work in solidarity with low-income women. (MN)
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- 2002
19. Research to Reality: Putting VET Research To Work. Proceedings of the Australian Vocational Education and Training Research Association (AVETRA) Conference (4th, Adelaide, Australia, March 28-30, 2001).
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Australian Vocational Education and Training Research Association, Alexandria.
- Abstract
This document contains 95 papers and summaries of 5 poster sessions from an Australian conference on putting vocational education and training (VET) research to work. The following are among the areas covered in the papers: factors affecting VET graduates' employability over time; technical and further education (TAFE) institutes as models of learning organizations; school noncompleters' outcomes in VET; increasing disabled students' participation in VET; VET management; bringing research and policy development together; innovative and flexible approaches to training package implementation; online support for VET clients; work-based learning; self-determined learning in the workplace; quality control and employability; using statistical software to interpret educational research; moving from andragogy to heutagogy in VET; drivers of learning cultures within organizations; VET practices in foreign countries; action research as action learning; challenges facing TAFE teachers; urban disadvantage and provider equity strategies; factors preventing uptake of apprenticeships and traineeships among secondary school adolescents; literacy and first-line management; performance level assessment; linkages between adult continuing education and VET; using training indicators to improve VET planning; student experiences of generic competency learning; managing the transformation to an e-learning organization; learning from small enterprise structured work placements; and using research to inform business and strategic decisions. Many papers include substantial bibliographies. (MN)
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- 2001
20. Academy of Human Resource Development (AHRD) Conference Proceedings (Tulsa, Oklahoma, February 28-March 4, 2001). Volumes 1 and 2.
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Academy of Human Resource Development, Baton Rouge, LA. and Aliaga, Oscar A.
- Abstract
This document contains 127 papers and innovative sessions and three poster sessions presented at a conference on human resource development (HRD). A program overview, author index, keyword index, and a CD-ROM version of the document are also included. The papers are grouped by the conference's 44 symposiums, which were devoted to the following topics: action learning; integrating university and corporate learning with work; HRD in Asia; distance learning; HRD in Latin America; trust in organizations; global team development; coaching and knowledge transfer; ethics and integrity in HRD; organization values; issues in evaluation; global knowledge transfer issues; leadership development; transfer of learning; HRD theory; organizational development; the role of HRD in women's career development; knowledge management and human capital; organizational change; university programs; theory building; human resource management issues; workplace learning; managerial performance issues; improving learning with technology; professional development; informal learning; emotions and behavior in the workplace; evaluation in HRD; organizational enhancement; workplace learning issues; managing the HRD function; career development issues; research issues in HRD; adult learning; learning organizations; measurement and research tools; assessment and evaluation modeling; issues in training; workplace issues in human resources; executive and management development; HRD and small manufacturers; motivation for improving performance; and redefining HRD. Most papers include substantial bibliographies. (MN)
- Published
- 2001
21. Passion and Politics: 99 Years of Adult Education. Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education (18th, Montreal, Canada, June 10-12, 1999) = Passion et Politique: 99 Ans d'Education des Adultes. Actes Annuel de L'Association Canadienne pour L'Etude de L'Education des Adultes (18e, Montreal, Canada, 10-12 Juin, 1999).
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Hrimech, Moham
- Abstract
This document contains 35 papers and 4 symposia/poster sessions presented at a Canadian conference on the study of adult education. The following papers are among those included: "Adult Education on the Internet: New Dawn Breaking or Sky Falling?" (Archer); "'Shapeshifting': Negotiating Identity in First Nations Adult Education" (Atleo, Atleo); "Beginning to Unravel Our Conceptions of Reflective Practice: Reflecting On A Definition of Reflective Practice" (Benjamin et al.); "A Critical History of National Adult Literacy Policy in Tanzania and Recent Canadian Project Experience" (Blunt); "The Impossible Issue of Professionalization for Adult Educators in Quebec" (Bouchard); "Identities and The Changing Community College Landscape" (Brewer); "The Sound of Clashing Cultures: Coordinating External Training In An Academic Department" (Church, Foth); "Lost in Space: Reinventing Ourselves as Learners on The New Frontier" (Conrad); "Spiritual Possibilities of Informal Learning" (English); "Experiential Learning Revisited" (Brillinger); "Good Work! Redefining Academic Values From a Critical Feminist Perspective" (Gouthro); "Canadian and US Academic Adult Education (1917-1970)" (Grace); "Experiential Learning: Who Benefits Who Loses?" (Grosjean); "Social Movements and Professional Cadre: The Formation Of An Aboriginal Teacher Education Program" (Hesch); "'But I'm Not A Therapist': The Challenge of Creating Effective Literarcy Learning For Survivors of Trauma" (Horsman); "Knowledge Construction In The Virtual Classroom" (Kanuka, Kreber); "Response-ability For Writing Research That Honors Practitioners' Ways of Knowing" (Lander); "Can We Design Culturally Sensitive Interactive Distance Education? Maybe" (Lauzon); "Reducing Communicative Distortion in the Cyber-Learning Paradigm" (Petlock); "Mapping the Fault Line: The Rise of Professionalization and the Fall of Social Policy in North American Adult Education" (Quigley); "A Framework for a Cultural Materialist Approach to Adult Learning" (Sawchuk); "Public and Private Relationships for Adult Educators" (Scott); "From Learning to Credential: PLAR (Prior Learning Assessment and Recognition)" (Spencer et al.); "It Takes Two to Tango: Defining the Century as a Discourse Between Learning and Education" (Thomas); "A New Initiative for Continuing Professional Development" (Wright, Einsiedel, Jr.). Most papers contain author abstracts in both English and French. (AJ)
- Published
- 1999
22. Improving Teacher Education through International Cooperation and Partnership.
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Carlson, Helen L. and Stenmalm-Sjoblom, Lena
- Abstract
The Early Childhood Teacher Education Program at Vaxjo University in Sweden and Early Childhood Studies Program at the University of Minnesota, Duluth, have established a three-part, collaborative, research-based international project to improve early childhood teacher education. One aspect of the program is a two-tiered student exchange. Undergraduate teacher education students attend classes at each other's university during the regular academic year, and graduate, in-service students attend intensive summer courses at each other's campuses during the summer. Another aspect of the project is an ongoing collaborative faculty research project. Survey and interview research students involving parents and practicing professionals have been completed and published in both countries. Findings indicate a more inner-directed, group-oriented approach to teacher education in Sweden, and a more outer-directed, individualistic approach in the United States. The final aspect of the project is a combination of student exchange and research. Advanced students who are currently teaching have become involved in action research where questions of mutual interest (e.g., parent involvement and integrated curricula) have been studied in each country and the results shared. Further, new models of practice have been implemented in each country through graduate research with an international component. (AC)
- Published
- 1992
23. Too Long Neglected: Gifted Young Children
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Koshy, Valsa and Robinson, Nancy M.
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Identifying gifted and talented children and providing appropriate educational experiences for them has been firmly placed on the educational agenda in England by the Labour government since 1999. In the U.S.A., gifted education has received a high profile for several decades. In both countries, however, the needs of the younger gifted child have received scant attention. In this paper the authors argue that it is important to make provision for this group of children. They review available research findings on both identification of younger gifted children and what we known about intervention programmes. The paper also provides a background of what is currently happening in England and in the U.S.A., with reference to younger gifted children. It is hoped that this paper will provide a framework for international debate and provide some impetus for policy making and for practitioners. (Contains 2 footnotes.)
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- 2006
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24. Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey
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Barrie, Simon C., Bucat, Robert B., Buntine, Mark A., Burke da Silva, Karen, Crisp, Geoffrey T., George, Adrian V., Jamie, Ian M., Kable, Scott H., Lim, Kieran F., Pyke, Simon M., Read, Justin R., Sharma, Manjula D., and Yeung, Alexandra
- Abstract
Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed over some 15 years as part of a large national Australian study pertaining to the area of undergraduate laboratories--Advancing Science by Enhancing Learning in the Laboratory. This paper reports on the development of the survey instrument and the evaluation of the survey using student responses to experiments from different institutions in Australia, New Zealand and the USA. A total of 3153 student responses have been analysed using factor analysis. Three factors, "motivation," "assessment" and "resources," have been identified as contributing to improved student attitudes to laboratory activities. A central focus of the survey is to provide feedback to practitioners to iteratively improve experiments. Implications for practitioners and researchers are also discussed.
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- 2015
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25. Sustainability or Limitless Expansion: Paradigm Shift in HRD Practice and Teaching
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Ardichvili, Alexandre
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Purpose: This paper aims to discuss a shift from the mentality of limitless growth and expansion to the new sustainability paradigm in HRD practice, and identifies what corresponding changes are needed in human resource development (HRD) university programs. Design/methodology/approach: The paper is based on a review of the literature in HRD and related fields, and of curricula of a sample of HRD programs in the USA. Findings: Five themes were found in the academic literature: critique of HRD's fixation with performance outcomes and lack of emphasis on developing sustainable and responsible members of society; role of HRD in embedding sustainability in organizational cultures; training and development methods, aimed at increasing sustainability awareness and at developing related skills; sustainable leadership and leadership development; and interconnectedness of HRD, sustainability, corporate social responsibility (CSR), and business ethics. Review of the contents of a sample of HRD graduate programs suggested that these programs rarely incorporate sustainability-focused courses or course segments. Research limitations/implications: Future research needs to conduct an in-depth review and analysis of the existing HRD graduate coursework in a larger sample of HRD programs to determine the extent of coverage of sustainability-related topics. In addition, a review of the literature from related fields (e.g. business and management, HRM, and engineering), is needed to identify successful examples of sustainability-related curricular innovations. Furthermore, it would be beneficial to conduct action research-based studies of experimental development and implementation of courses and/or teaching modules, focused on sustainability issues. Practical implications: There are three main areas where changes in HRD curricula are needed: economic foundations of HRD (to demonstrate the economic necessity of the paradigm change); systems theory (to provide a solid understanding of the systemic nature of inter-relationships between the economy, environment, and society); and self-leadership and individual moral development as related to individual employees' role in promoting sustainable organizations. Originality/value: While there is some research on the role of HRD in organizational sustainability, this article is the first to address issues of corresponding changes in HRD academic curricula.
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- 2012
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26. An Examination of Post-Secondary Education Access, Retention, and Success of Foster Care Youth
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Day, Angelique
- Abstract
Changes in the U.S. economy have made the attainment of a higher education credential more important than ever to ensure self-sufficiency. Therefore, it is critical that the child welfare, K-12, and higher education systems encourage and support the postsecondary educational aspirations of court wards. When the state makes the decision to remove a child from his/her biological home, it bears the responsibility to provide the educational guidance as well as assistance otherwise provided by families during the transition from high school to college. This dissertation explores the educational outcomes of older youth in care by first looking at the perceptions of high school aged foster youth in identifying the barriers and pathways they face in graduating from high school and accessing college and then will investigate persistence in post-secondary education for a sample of foster care alumni who are enrolled at a four-year college. The first study investigates the barriers and pathways high school and college-aged foster care youth face in completing high school and in transitioning from high school to college using action research strategies, which are based on an empowerment theoretical framework. The second study follows a cohort of students who were able to successfully enroll in a four-year university and tracks persistence in their post-secondary education program using two logistic regression models. The final study takes a look at the same cohort of university enrolled students, but tracks time varying indicators including persistence to graduation and academic achievement of the students throughout their post-secondary journey through the use of discrete time hazard models. Paper two aims to address whether having a placement history in the foster care system predicts dropping out, controlling for gender and race. Paper three examines the issue of college persistence by using an event history analysis to model relative risk of graduation from college over time. Study three also includes an additional time varying covariate, academic performance (GPA), and examines whether academic achievement predicts time to graduation. Although each paper is independent, they are connected by the common theme of college access and persistence of young people who have aged out of the foster care system. The benefit to the author of the three-paper method is that the task of submitting the findings of the study for publication is eased as the dissertation contains three stand-alone articles. A drawback for the reader of the three-paper method is that there is redundancy in reading the same sections in each paper. The reader is encouraged to keep in mind that some information may be redundant when read as a whole document. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2011
27. Teachers, Responsibility and Action Research
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Feldman, Allan
- Abstract
My purpose in writing this article is to examine the claim that "Teachers are responsible for what happens in their classrooms" in relation to action research. Although the claim appears to be a fairly straightforward, it has multiple meanings that depend on the ideologies of those making the claim. I argue that an often-overlooked way of thinking about how teachers are responsible for what happens in their classrooms is to see responsibility as one facet of teachers' ways of being. Way of being is an existential concept that is related to the situatedness of teachers' lives, their constructions of their selves, and the ways in which they experience and conceive of freedom. This existential perspective leads me to conclude that for teachers to be aware of and to act in ways that are responsible to themselves and to their students they must be aware of their existential freedom. I conclude the paper with an examination of the ways that teachers' participation in collaborative action research can help them to become more aware of their existential freedom. The paper ends by presenting an example of action research that shows how a focus on existential concerns can illuminate the living contradictions of one's practice and identify real and mythical constraints so that one can act responsibly to help students to assume the responsibility of their own selfhood.
- Published
- 2007
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28. 55th Yearbook of the National Reading Conference (Miami, Florida, November 30-December 3, 2005)
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National Reading Conference, Inc., Hoffman, James V., Schallert, Diane L., Fairbanks, Colleen M., Worthy, Jo, Maloch, Beth, Hoffman, James V., Schallert, Diane L., Fairbanks, Colleen M., Worthy, Jo, Maloch, Beth, and National Reading Conference, Inc.
- Abstract
Close to 1,100 people attended the 55th Annual Meeting of the National Reading Conference at the Intercontinental Hotel in Miami, Florida from November 30-December 3, 2005. A record number of proposals were submitted this year (548), with 392 papers, symposia, and round tables accepted. This year's conference theme was inclusiveness and synthesis of epistemologies, research design, and methods. Plenary speakers represented research paradigms such as literacy as social practice, literacy as brain functioning, and literacy as critical reflection and action. Invited symposiums consisted of representatives from across paradigms as they addressed crucial issues facing educators today. Following a preface and awards presented to Albert J. Kingston and Oscar S. Causey, the papers in this yearbook include: (1) Presidential Address: New Literacies, Reading Research, and the Challenges of Change: A Deictic Perspective (Donald J. Leu); (2) Invited Address: New Literacies, New Times: How do We Describe and Teach the Forms of Literacy Knowledge, Skills, and Values People Need for New Times? (Brian V. Street); (3) Award Address: What Does Culture Have to Do With It? (Victoria Purcell-Gates); (4) NRC Annual Review of Research: Critical Participatory Action Research and Literacy Achievement of Ethnic Minority Groups (Ernest Morrell); (5) Student Award: So That You'll Be Good Readers: ESL Teachers' Classroom Discourses about Reading (Megan Madigan Peercy); (6) Children Transact with Biography: Reader Response Styles of Elementary School Students (Mary Starrs Armstrong); (7) High-Stakes Assessment and Writing Instruction (Diane Barone); (8) Students' Experience of Dialogic Tensions in Responding to Multicultural Literature (Richard Beach, Amanda Haertling Thein, and Daryl Parks); (9) Mentoring in the Political and Cultural World of Academia: An Exploration of the Experiences of Literacy Educators (Mark Cobb, Dana L. Fox, Joyce E. Many, Mona W. Matthews, Ewylor, Gertrude Tinker Sach Yan Wang, and Faith H. Wallace); (10) Problematizing Adolescent Literacies: Four Instances, Multiple Perspectives (Mark Dressman, David O'Brien, Theresa Rogers, Gay Ivey, Phillip Wilder, Donna Alvermann, Elizabeth Moje, and Kevin Leander); (11) Working with Teachers to Change the Literacy Instruction of Latino Students in Urban Schools (Georgia Earnest Garcia, Teresa Mendez Bray, Raul A. Mora, Mariana A. Ricklefs, Joan Primeaux, Laura C. Engel, and Kimberly Garley-Erb); (12) E-literature and the Digital Engagement of Consciousness (Rebecca Luce-Kapler, Teresa Dobson, Dennis Sumara, Tammy Iftody, and Brent Davis); (13) Critical Performative Literacies: Intersections Among Identities, Social Imaginations and Discourses (Carmen L. Medina); (14) Connections Across Literacy and Science Instruction in Early Childhood Education: Interweaving Disciplines in Pre-Service Teacher Education (Karla J. Moller and Barbara Hug); (15) Tutoring: A Personal and Professional Space for Preservice Teachers to Learn about Literacy Instruction (Denise N. Morgan, Beverly Timmons, and Maria Shaheen); (16) Power in Cultural Modeling: Building on the Bilingual Language Practices of Immigrant Youth in Germany and the United States (Marjorie Faulstich Orellana and H. Julia Eksner); (17) From Pre-service to In-service: The Evolution of Literacy Teaching Practices and Beliefs in Novice Teachers (Michelle Pierce and Francesca Pomerantz); (18) Understanding the Paradoxical Relationship between Domain Specificity of In-service Literacy Teachers' Epistemological Beliefs and Their Instructional Practices (Gaoyin Qian and Liqing Tao); (19) Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction (Judith A. Scott, Shira Lubliner, and Elfrieda H. Hiebert); (20) Teacher Scaffolding of First-Graders' Literary Understanding During Read Alouds of Fairytale Variants (Lawrence R. Sipe and Anne E. Brightman); (21) Scientific Literacy and Commercial Reading Programs: An Analysis of Text and Instructional Guidance (Martha L. Smith, Linda M. Phillips, Stephen P. Norris, Sandra L. Guilbert, and Donita M. Stange); (22) "I Want to Meet My Students Where They Are!": Preservice Teachers' Visions of Culturally Responsive Literacy Instruction (Jennifer D. Turner); (23) Redesigning Literacy Preservice Education at Four Institutions: A Three-Year Collaborative Project (Mark D. Vagle, Deborah R. Dillon, Judith Davison-Jenkins, Bonita LaDuca, and Vicki Olson); and (24) Facilitating or Limiting? The Role of Politeness in How Students Participate in an Online Classroom Discussion (Ming-Lung Yang, Yu-Jung Chen, Minseong Kim, Yi-Fan Chang, An-Chih Cheng, Yangjoo Park, Treavor Bogard, and Michelle Jordan). This publication also contains an Introduction to the 55th NRC Annual Meeting (Victoria Purcell-Gates). (Individual papers contain references.)
- Published
- 2006
29. A Tale of Two Adult Learners: From Adult Basic Education to Degree Completion
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Johnson, C., Duckworth, V., Apelbaum, C., and McNamara, M.
- Abstract
This action research study sought to understand what contributed to the success of two adult learners who had previously been left behind by the educational system. The findings revealed the importance of supportive educators, as well as a personal support system. In addition, their participation in this study was an empowering experience for the students. [This paper was published in "NADE Digest," v5 n1 2010.]
- Published
- 2010
30. Education, Policy and Social Justice: Searching the Borderlands between Subjective Science and Experimental Art
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Gitlin, Andrew
- Abstract
There is a tradition of knowledge production connected to schools and social justice, for more than a half century, that has been in place in schooling around the globe--action research. While action research is not a singular methodology, many of the most influential developers of this approach have suggested a link with social justice. Inherent in this approach is a value and respect for those who have traditionally been left out of the knowledge production process. Action research suggests that schooling already has done some of the foundational work necessary to address the global economic crisis. With all this promise, action research as is true of so many methodologies, is tied and seduced by a set of traditions largely unseen which make the knowledge produced reflective of the past as opposed to the possibilities of an unknown innovative future. What is needed is new forms of knowledge production that are freed to better serve the purpose of social justice (more equitable relations in a general sense) and to do so through policies that escape the limits of the same old tired approaches that have dominated the political landscape of the United States and for the most part have increased the gap between rich and poor. This essay considers a few foundational traditions that inform some of the major developers of the action research methodologies. The author identifies these traditional constructs, and illuminates the work of Joan Miro as an exemplar of a segment of the art community, that the author refers to as the experimentalist artists. It provides a contrast with the traditions of action research which the author argues belongs to a genre of methodologies he terms subjective science. The essay concludes with a turning point that looks at how subjective science and this alternative experimental art approach might be used so that action research can reinvent itself to more strongly embrace an ethic of social justice, broadly defined, in schools and do so in innovative ways. (Contains 5 footnotes.)
- Published
- 2009
31. A Call for Action (Research): Applying Science Education Research to Computer Science Instruction
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Clement, John M.
- Abstract
In educational research, investigators in one field are often ignorant of similar research in other fields. Physics education in particular has undergone dramatic reforms in recent years, all based on insights gained from conducting educational research. Often, pedagogical methods resulting from research in one field can be revised and transferred to another. This paper demonstrates that many methods used in physics and other science programmes can be adapted to teaching computer science. The author has pursued action research in computer science and implemented ideas from science education, especially from physics education, in teaching computer science classes at a small religious secondary school in the southwestern United States. This paper presents ideas and teaching strategies with the hope of building bridges between computer science education research and other science education research. (Contains 5 footnotes.)
- Published
- 2004
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32. Towards Understanding Leadership in Early Childhood Context: Cross-Cultural Perspectives. Acta Universitatis Ouluensis, E Scientique Rerum Socialium 35.
- Author
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Hujala, Eeva, Puroila, Anna-Maija, Hujala, Eeva, and Puroila, Anna-Maija
- Abstract
Recognizing the importance of leadership in determining the quality of early care and education programs, the International Leadership Project (ILP) was initiated in 1996 to develop an understanding of cross-cultural perspectives on leadership, to develop a conceptual framework of leadership, and to develop cross-cultural methodologies for examining leadership. This volume is based on papers presented at a 1997 meeting in Finland of the project's international research group and focuses on theoretical and methodological perspectives in researching leadership. Following an introduction and background to ILP (Eeva Hujala and Anna-Maija Puroilla), the chapters are: (1) "Problems and Challenges in Cross-Cultural Research" (Eeva Hujala); (2) "Cross-Cultural Methodologies in Early Childhood Education" (Manjula Waniganayake); (3) "Theoretical Perspectives on Educational Leadership" (Veijo Nivala); (4) "Contextual and Situational Perspectives on Leadership in Early Education Centres" (Kirsti Karila); (5) "Action Research in Early Childhood Settings throughout the World" (Jillian Rodd); (6) "Two Conceptions of Action Research: A Continuation of Traditional Social Research and a New, Critical Social Science" (Jouni Peltonen and Terhi Halonen); (7) "Leadership in Early Childhood in Australia: A National Review" (Manjula Waniganayake); (8) "An International Study of Leadership in Early Childhood: The Australian Perspective" (Manjula Waniganayake, Terry Nienhuys, Anthoula Kapsalakis, and Romana Morda); (9) "Leadership in Early Childhood in England: A National Review" (Jillian Rodd); (10) "Towards Understanding Leadership in the Context of Finnish Early Childhood" (Eeva Hujala, Kirsti Karila, Veijo Nivala, Anna-Maija Puroila); (11) "Peculiarities of Early Education Leadership in Russia (the Republic of Karelia)" (Olga Melnik and Olga Sizova); and (12) "Surveying Leadership in United States Early Care and Education: A Knowledge Base and Typology of Activity" (Catherine Rosemary, Kathleen Roskos, Christina Owendoff, and Colleen Olson). Each chapter contains references. (KB)
- Published
- 1998
33. International Colloquium on Education: British and American Perspectives (4th, Swansea, Wales, United Kingdom, May 22-24, 1995). Proceedings.
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Wales Univ., Swansea. Dept. of Education.
- Abstract
This collection of studies represents collaboration between the Departments of Education of the University of Wales Swansea and the University of Wisconsin-La Crosse. The papers are as follows: (1) "Analysing the Social Climate of Schools and Classrooms" (Robert W. Bilby); (2) "Reading Whose World?" (Diane Cannon); (3) "The National Council of Teachers of Mathematics' Standards: Systemic Change for the Twenty-first Century" (M. Elizabeth Cason); (4) "Developing Baseline Assessment: A Useful Tool or a Necessary Evil?" (Gill Harper-Jones); (5) "A Critical Analysis of Identification, Evaluation, Placement and Programming Processes for Students in the United States Who Are Identified as Having Exceptional Needs" (Hal Hiebert); (6) "The Effects of Recent Government Policy on the Provision of English Language Instruction for Children of Ethnic Minorities in South Wales" (Graham Howells); (7) "Cooperative Learning in the Workshop: Integrating Social Skills, Group Roles and Processing to Facilitate Learning in the Integrated Language Arts Classroom" (Carol A. Kirk); (8) "Issues and Concerns: Meeting Needs of Teachers Who Work with At-Risk Youth" (Bob Krajewski); (9) "Inservice Education for Teachers through the University of Wisconsin-La Crosse Continuing Education and Extension" (Barbara Manthei); (10) "Reconnecting Educators: The Responsibility of University Faculty to Public School Faculty--a UW-La Crosse Case Study" (James R. Parker); (11) "Education Policy Making in Wales: A Research Agenda" (Robert Phillips); (12) "Issues and Trends in American Education from the Perspective of an Educator/Student" (Marilyn Pitzner); (13) "Developing Thinking Skills in Mathematics" (Sonia Jones and Howard Tanner); and (14) "The Role of the Subject Head of Department in Secondary Schools--A Neglected Area of School Effectiveness Research?" (C. K. Turner). (ND)
- Published
- 1995
34. Lights, Cameras, Action Research!--Moviemaking as a Pedagogy for Constructivist Israel Education
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Backenroth, Ofra and Sinclair, Alex
- Abstract
In this article we analyze moviemaking as a unique pedagogy that is used in a preservice semester in Israel program for the preparation of Israel educators: Students create their own short films about an aspect of Israeli society and/or their relationship with it. We analyze the students' movies, together with students' reflective papers about the process of making them, and show how this pedagogy exhibits the major characteristics of progressive constructivist education. We also show how the pedagogy enables students to grapple with difficult aspects of Israel in a personally compelling fashion.
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- 2015
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35. Navigating Layers of Teacher Uncertainty among Preservice Science and Mathematics Teachers Engaged in Action Research
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Capobianco, Brenda M. and Ní Ríordáin, Máire
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Action research provides valuable opportunities for preservice teachers to improve their practice, their understanding of their practice, and the situation in which their practice takes place. Moreover, action research empowers preservice teachers to critically examine an experience that demonstrates their potential to be influential researchers within their educational situations. In this study we utilize the construct of teacher uncertainty to characterize different dilemmas that preservice science and mathematics teachers encounter as they embark upon their first action research experience. Our study is guided by the following questions: what types of uncertainty do preservice teachers encounter; and in what ways can teacher action research facilitate how preservice teachers confront and embrace their uncertainties with becoming teachers as well as teacher researchers? This study represents a collaboration between a science teacher educator from the United States and a mathematics teacher educator from Ireland. We merge our research methodologies including data from qualitative sources (i.e. semi-structured interviews, reflections, and final action research papers) to isolate trends among the teachers' uncertainties. Results indicated that preservice teachers harbour a range of uncertainties not only with learning how to teach science and mathematics but also with learning to engage in action research. A case can be made that doubts about one's efficacy as a science or mathematics teacher are sometimes difficult; however, through action research, this sense of uncertainty can be recognized, accepted, and addressed in a positive and productive manner.
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- 2015
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36. The Importance of Action Research in Teacher Education Programs
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Hine, Gregory S. C.
- Abstract
Following entry into the workforce, there are limited opportunities for new graduate teachers to engage in critically reflective activities about their educative practice. In an increasingly complex and challenging profession, the need for teachers, administrators and school systems to become involved in professional development activities is ever present. Undertaking a unit in action research methodology provides those professionals working in the education system with a systematic, reflective approach to address areas of need within their respective domains. The University of Notre Dame Australia (Fremantle) offers a core unit in action research methodology as part of its eight (8) unit Master of Education degree. This paper discusses the place of action research within a Master of Education degree, and within the teaching profession. The approaches adopted by two tertiary institutions (one in the United States, and one in Australia) to teach action research to educators are highlighted. More specifically, the professional practice employed by one academic to teach the action research unit within a Master's degree course is outlined. The author has taught the unit "ED6765: Action Research in Education" for the past four years consecutively, and believes the skills and knowledge developed as part of undertaking this unit are critically important within teacher education and the teaching profession. Some examples of past action research projects designed and implemented by students are also included.
- Published
- 2013
37. On Valuing Peers: Theories of Learning and Intercultural Competence
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Cajander, Asa, Daniels, Mats, and McDermott, Roger
- Abstract
This paper investigates the links between the "contributing student pedagogy" and other forms of peer-mediated learning models, e.g. "open-ended group projects" and "communities of practice." We find that a fundamental concern in each of these models is the attribution of "value"; specifically, recognition of the value of learning that is enabled by peer interaction, and the way in which value is created and assessed within a learning community. Value is also central to theories of "intercultural competence." We examine the role that the concept of value plays in the development cycle of intercultural competence and relate it to its function in peer-mediated learning models. We also argue that elements of social learning theory, principally recent work on value creation in communities of practice, are very relevant to the construction and assessment of the type of activities proposed within the contributing student pedagogy. Our theoretical analysis is situated within the context of a globally distributed open-ended group project course unit and our conclusions are illustrated with reference to student practice in this environment. (Contains 1 table and 1 figure.)
- Published
- 2012
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38. Developing a Culture of Collaboration: A Departmental Exploration of Science Literacy at Sunset School
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Miller, Tamara Jill
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This paper presents the results of a study that examined the effects of using an action research process to explore science teachers' views on science literacy as well as improve collaboration among department members. Data were collected by documenting the action research process and interviewing teachers at a suburban K-12 school in Southern California. Findings suggest that teachers' views of science literacy vary more by context than by individual, and that collaboration seems to be useful in expanding teachers' beliefs about science literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2012
39. The Shift Needed for Sustainability
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Smith, Peter A. C. and Sharicz, Carol
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Purpose: The purpose of this action research is to begin to assess to what extent organizations have in practice begun to make the shift towards triple bottom line (TBL) sustainability. Design/methodology/approach: A definition of TBL sustainability is provided, and key elements of TBL sustainability considered necessary to success are identified based on current literature and public commentary. An assessment is made via published surveys and an action research study of how these components are being addressed now and for the future. The action research study involved the design and launching of a Zoomerang survey that was posted both in the USA and on international websites and blogs. Findings: The synthesis from the research reveals a lack of a clear definition of sustainability which sets in motion a whole systemic dynamic. The data from the action research exemplify this dynamic. First, there is a pattern of adopting a short-term focus and expediency in decision making. Second, problem solving favors the "quick fix" over thoughtful consideration and development of the key components for sustainability. The research may also lead to questioning the urgency of implementing the very complex systemic TBL sustainability at this time in view of widespread climate concerns, versus concentrating on the more straightforward carbon footprint reduction. Research limitations/implications: A major implication is the pressing need to clearly define sustainability and its organizational implications. Organizations must then make the shift from a short-term perspective to more of a long-term perspective, such that the clearly defined sustainability concerns will be addressed. Research conclusions are based on limited published data and a single survey; further research is required to substantiate the conclusions. Practical implications: Sustainability is making some inroads in organizations but far too many organizations are only "going through the motions" with predictable results for overall need for improvement. A cohesive, clear linkage among the defining characteristics of sustainability, and guidelines for implementation, are proposed in this paper. Originality/value: This action research presents data on how sustainability is actually viewed and implemented in organizations, and suggests from a systemic point of view which critical components of sustainability are yet to be seriously addressed. (Contains 1 table and 2 figures.)
- Published
- 2011
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40. Participatory Action Research and Environmental Learning: Implications for Resilient Forests and Communities
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Ballard, Heidi L. and Belsky, Jill M.
- Abstract
How can a participatory approach to research promote environmental learning and enhance social-ecological systems resilience? Participatory action research (PAR) is an approach to research that its' supporters claim can foster new knowledge, learning, and action to support positive social and environmental change through reorienting the standard process of knowledge production. PAR is posited as being particularly suitable for use with historically disadvantaged groups. As such it may be a useful tool for environmental learning which would enable a social-ecological system to better respond to change as theorized by resilience thinkers. In this paper, we examine a PAR project to determine how PAR fostered environmental learning and, in turn, how the learning influenced resilience. The project partnered an ecologist, federal and state forest managers, and harvesters of salal ("Gaultheria shallon"), a non-timber forest product gathered and sold for use in the floral industry in the forests of the Olympic Peninsula, Washington, USA. Based on interviews with each group of partners during and after the PAR project, we found that the PAR approach did indeed generate environmental learning, defined here as ecological literacy, civic literacy, values awareness, and self-efficacy, and contributed to resiliency through promoting greater diversity, memory, redundancy, and adaptive capacity. However, the political vulnerability of the salal harvesters, who were largely undocumented Latino workers, inhibited the extent to which adaptive measures could be taken to revise permitting procedures and additional collaborative research. We conclude that the PAR approach is a valuable tool for environmental learning but the extent to which learning can actually promote system change and greater resilience must also be understood within the underlying context, especially political realities. (Contains 2 figures and 2 tables.)
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- 2010
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41. The Elephant in the Living Room that No One Wants to Talk about: Why U.S. Anthropologists Are Unable to Acknowledge the End of Culture
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Tanaka, Greg
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Findings from a four-year action research project at a highly diverse, West Coast U.S. university reveal that a large percentage of white students cannot trace their identities to a particular nation in Europe and are, as a result, unable to name the shared meanings of a particular ethnic culture. Each time Latino, Asian American, and African American classmates describe their families' ethnic histories, it is the European American student who feels dissociated. Extracted from a polyphonic novelistic ethnography, this essay focuses on an exchange among three students at a town hall meeting and explores the ramifications for social cohesion when members of "the dominant group" appear to be experiencing declining subjectivity. This reflection also raises two larger disciplinary questions: (1) How can 10,000 U.S. anthropologists continue to deploy the concept of culture at field sites outside the United States when so many in their own population cannot claim an ethnic culture of their own? and (2) Given the recent turn in events in the U.S. political scene, shouldn't anthropologists now begin developing new constructs for social analysis after race and culture?
- Published
- 2009
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42. Making the Implicit Explicit: Supporting Teachers to Bridge Cultures
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Rothstein-Fisch, Carrie, Trumbull, Elise, and Garcia, Sandra Gloria
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In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism-collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school practices allowed teachers to think differently about their students and their own teaching, and with that change in thinking came the immediate and ongoing creation of a wide range of innovations to bridge home and school cultures. Shifting to a preschool emphasis, we discuss how the individualism-collectivism framework has been used in professional development for early childhood educators. A broad view of professional development is discussed including the role of college faculty, early childhood program administrators, teachers, and families. We suggest how such professional development might be mounted through use of methods and materials that promote explicit models of immigrant cultures to reduce home-school cultural mismatches for immigrant children.
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- 2009
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43. Troubling Teacher Identity: Preparing Mathematics Teachers to Teach for Diversity
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de Freitas, Elizabeth
- Abstract
This paper reports on an action research project designed to explore the complexities of pre-service mathematics teacher resistance to social justice issues. Research on equity and mathematics education has indicated that such resistance seems particularly strong for mathematics teachers. Twelve pre-service mathematics teachers participated in a course-based research project to explore this issue. Participants completed a classroom discourse analysis and a self-study narrative as part of their secondary mathematics methods course. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity.
- Published
- 2008
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44. A Study of Participatory Action Research as Professional Development for Educators in Areas of Educational Disadvantage
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James, E. Alana
- Abstract
This paper presents the final analysis of a mixed methodological study of participatory action research (PAR) as professional development. The participants were administrators and teachers studying extreme educational disadvantage caused by homeless and transient living conditions. Two questions are answered: 1. What was the experience of educators with the PAR process? 2. Why might PAR be a useful tool in addressing educational disadvantage. This study adds to the debate on use of PAR and challenges its usual deployment in the United States as "teacher research." Results drive the conclusion that wide-based, networked projects such as this can be a successful tool for adaptive leadership, allowing educators to address socio-economic disparities in their classrooms and schools.
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- 2006
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45. Student-Produced Action Research in Early Childhood Teacher Education
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Hatch, Amos, Greer, Tiffany, and Bailey, Karyn
- Abstract
This article describes how preservice teachers accomplish and write up action research projects as part of their teacher preparation at one university in the United States. The paper is divided into four major sections. In the first section, the instructor describes how teacher research is introduced to teacher education students and how they are guided through the processes of conceptualizing, doing, and writing up their projects. The next two sections are the stories of two 1st-year teachers who describe and reflect on what they learned from completing action research projects under the direction of the instructor. The concluding section offers generalizations that synthesize lessons learned by the authors.
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- 2006
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46. Don't Wait till the Cows Come Home: Action Research and Initial Teacher Education in Three Different Countries
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Ponte, Petra, Beijard, Douwe, and Ax, Jo
- Abstract
This article outlines the experiences of educators in three teacher education institutes in the USA, Australia and the UK as they experiment with carrying out programmes based on ideas of action research. The emphasis is on experiences with programmes of initial education for secondary school teachers. A descriptive case study aimed to find out what critical issues teacher educators on the three courses experienced as they attempted to work with programmes based on ideas of action research and what we can learn from that. The data were gathered by means of semi-structured interviews. In this study action research is conceived as an interactive method by which teachers and student teachers can develop knowledge. The paper first presents the theoretical framework, followed by the research design and presentation of the findings and finally the conclusion and discussion. The educators in all three institutes reported that students mastered simple, non-systematic forms of reflection before they were able to carry out fully-fledged action research in a systematic way and that they learned to master action research by doing it. Courses extending over several years with ideas of action research running through them as a constant theme provided the most fertile ground for this. The programmes seemed to have the best chance of success when there was commitment, continuity and communication in the education team. It was also important that it was not only the institutes or only the schools that had a say over the education of teachers: a shared say created better conditions for programmes based on action research. (Contains 2 notes, 5 tables, and 3 figures.)
- Published
- 2004
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47. SCUTREA Conference Proceedings, 1970-1997. 25th Anniversary CD-ROM.
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Standing Conference on Univ. Teaching and Research in the Education of Adults.
- Abstract
This CD-ROM contains 693 papers on university teaching and research in the education of adults that were presented during the 27-year period from 1970 through 1997. The CD-ROM is designed to be used with the Macintosh, Windows 95, and Windows 3.1 operating systems and Adobe Acrobat Portable Document Format (version 3), which is included along with the papers. Papers can be accessed by clicking titles in lists of papers from each year's proceedings; clicking paper titles listed in an alphabetically arranged list of key words; and searching for a word or combination of words associated with paper titles, authors, and key words. Free text searches can also be performed. The following are among the topics covered in significant numbers of papers: adult education; adult basic education; adult educators; adult learning; adult students; adult vocational education; aging; andragogy; behavioral objectives; community education; community development; competency-based education; computer-assisted instruction; counseling; course content; course evaluation; curriculum design/development; educational finance; educational practices; educational principles; educational research; educational theories; evaluation methods; further education; labor education; learning processes; learning theories; lifelong education; literacy education; National Vocational Qualifications; older adults; professional continuing education; professional development; reflective practice; research design; research needs; research utilization; student and teacher attitudes; and women's education. (MN)
- Published
- 1997
48. Varieties of Curriculum Action Research: Constraints and Typologies in Anglo-Irish and American Projects.
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McKernan, Jim
- Abstract
Curriculum research is reviewed. In Part 1, a survey is reported that was designed to: (1) acquire information on action research projects in Ireland (North and South), the United Kingdom, and the United States; (2) determine the principal method of data collection; (3) identify the rank-order priority of constraints on research; (4) classify studies as practical, scientific, or critical; (5) identify reasons for action research; and (6) identify influential action researchers and exemplars. The following factors were identified and rank-ordered as constraints on action research: time to do research; lack of resources; problems in school organization; acquiring skills and knowledge to conduct research; division of labor in curriculum research; and the language of educational research. In Part 2, aspects of the three-nation action research project are discussed, focusing on models of action research labeled scientific, collaborative, and critical conceptions. It is argued that educational institutions and publishers have tended to constrain the development of an international conception of educational action research. Contains 28 references. (KM)
- Published
- 1989
49. Manpower Management in Canada; A Selected Bibliography. Bibliography Series: No. 3.
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Queen's Univ., Kingston (Ontario). Industrial Relations Centre. and Williams, C. Brian
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This bibliography is composed of 1,125 citations ranging in date from 1960 to 1966 with a number of pioneering studies, published in the late 1950's, also included. Studies conducted in Canada and the United States are reported for the broad field of manpower and employment. Part I focuses on topics in the fields of employment and unemployment. Part II focuses on topics in manpower supply, manpower planning, and manpower utilization. Part III includes additional useful sources such as bibliographies, a review of current Canadian manpower studies, catalogs of agencies, manpower papers, and manpower publications of the Federal Government. Entries are arranged alphabetically according to author within each topic. An author index is included. (CH)
- Published
- 1968
50. Crossing Borders, Breaking Boundaries. Research in the Education of Adults. An International Conference. Proceedings of the Annual SCUTREA Conference (27th, London, England, United Kingdom, July 1997).
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Standing Conference on Univ. Teaching and Research in the Education of Adults. and Armstrong, Paul
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The following are among the 104 papers included: "Vocational Education and Training Partnerships in Remote Aboriginal Communities" (Arnott, Dembski); "Participation in Adult Education" (Benn); "Learning Organisations" (Bierema); "A Conceptual Framework for Understanding the Institutional Dynamics Involved in a University's Response to an Allegation of Racism" (Bishop); "An Analysis and Critique of Transformation Theory and Adult Learning" (Boucouvalas); "Research in Adult Learning" (Brew); "Reforming Australian Education and Training" (Brown); "Challenging Metrocentrism" (Butler); "Life at the Glass Ceiling" (Caffarella, Clark, Ingram); "Crossing Borders and Breaking Boundaries" (Cavanagh); "Learning as a Non-unitary Self" (Clark); "New Education Policy Directions in South Africa" (Cooper); "Globalisation and a Pedagogy of (Dis)location" (Edwards, Usher); "Learning to Learn" (Ettling, Hayes); "Postgraduate Education and Adult Education" (Ferrier); "The Significance of African-American Language and Learning in an Adult Education Context" (Flowers, Sheared); "Intimate Cultures of Learning" (Fraser, West); "Technologies of Compliance in Training" (Garrick, Solomon); "Learning Trajectories" (Gorard et al.); "The Political/Economic Boundary of Adult and Continuing Education" (Grosjean); "Crossing Borders in Research in Adult Education" (Hake); "The Practice of Guidance in an Employee Development Programme" (Harrison); "Demand and Supply of Adult Education and Training" (Houtkoop); "Beyond Facilitation in Adult Education" (Johnson-Bailey, Cervero); "Epistemology of Groups as Learning Systems" (Kasl, Marsick); "Vocational Education and Really Useful Knowledge" (Kilminster); "Is There a Boundary between Formal and Nonmoral Education?" (Kilpatrick); "Identifying Groups of Learners through the Use of Learning Strategies" (Kolody, Conti, Lockwood); "Understanding Adult Student Learning Using Theories of Academic Literacy" (Lea); "Working Class Culture, Adult Education and Informal Learning" (Livingstone); "Action-Based Research" (Lucas, Davies, Cochrane); "Restructuring Adult Education" (McIntyre); "Afri-centricity" (Mashengele); "Boundaries and Quality" (Millar); "Challenging Boundaries in Adult and Higher Education through Technological Innovation" (Miller, Leung, Kennedy); "Minority Women at the Iron Borders of Academe" (Mojab); "Research Findings on the Effectiveness of Guided Imagery/Visualisation as a Technique in the Facilitation of Transformative Learning" (Morton); "Workers as Learners and Learners as Workers" (Payne); and "On Formal, Non-formal Lifelong Learning" (Percy). (MN)
- Published
- 1997
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