bluuebunny/crossref_metadata_2025 huggingface dataset:
The Master Teacher Program: Professional Development for College Teachers
Authors: Kerwin-Boudreau Susan
Published: November 2019

In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.
Inquiry Literacy: A Proposal for a Neologism
Authors: Shore Bruce M. , Birlean Camelia , Walker Cheryl L. , Ritchie Krista C. , LaBanca Frank , Aulls Mark W.
Published: November 2019

Literacy definitions, the growth of inquiry literacy in science education, and the developmental nature of inquiry literacy within learners’ experiences in diverse content domains are outlined. Classroom-based vignettes illustrate elements of inquiry literacy in science, social studies, and mathematics. A preliminary list of qualities of student inquiry literacy is presented. These qualities could potentially be monitored in individuals and classrooms as the range of literacy knowledge, skills, and dispositions increases in breadth, depth, and fluency.
Unexpected Learning: Two PhD Candidates Narratively Inquire Into Their Experiences With an ESL Group
Authors: Jack-Malik Sandra , Sun Miao
Published: November 2019

We inquired into stories we lived whilst members of an ESL group. We used a narrative inquiry methodology. Our inquiry revealed tensions between identities given and identities continually negotiated between teacher, student and group member. Dewey’s (1938) concept of experience, notions of literacy acquisition (Collins & Blot, 2003; Cummins, 2001; Heath, 1983; Rose, 1989; Street, 1995), and Connelly and Clandinin’s (1990) ideas about teacher knowing, teacher identity and curriculum serve as the theoretical framework. Our inquiry helped us imagine educational landscapes which are responsive to ESL learners and a place where members of dominant discourse communities can wonder about the existence of hegemony.
A Well-Rounded Education: The Gateway to Successful Careers and Lives
Authors: Goldbloom Michael
Published: November 2019

Michael Goldbloom explains how his education in Liberal Arts and Law has helped him pursue careers as varied as lawyer, newspaper publisher, community leader and now, Principal of Bishop’s University. He believes that learning good communication skills in elementary and secondary school as well as interacting with others in an effective and respectful way are key elements to any future career. His family’s emphasis on education and community involvement was critically important to the educational and career choices he made. He makes a case for the model of the small university as an ideal community for young people to develop their academic skills, participate in sports or artistic pursuits, contribute to student life and forge relationships with fellow students and professors. Lastly, Mr. Goldbloom supports the idea that entrepreneurship should be a key ingredient in postsecondary education, not just for business students, but for all students to have the ability to manage their careers.
Evidence in Education
Authors: Levin Ben
Published: November 2019

How much can we reasonably expect from research in education? There are many reasons to think the effects could be both powerful and positive. The call to make more use of research evidence does not in any way conflict with professional autonomy; if anything, it reinforces it.There are many areas of education where we do not have enough evidence to be confident about what to do. However, there are areas where we do have enough knowledge and yet are not applying it broadly. The take-up of evidence greatly depends on professionals’ belief that their work should be guided by reliable knowledge, yet that belief is itself largely created by social practices and communication patterns. Many of the necessary elements to do so are simply not there today in most schools or school systems. Many of these features could be reinforced with relatively little effort with good results for students.
Commentary: Disappearing Into Another’s Words Through Poetry in Research and Education
Authors: Glesne Corrine
Published: November 2019

Increasingly, researchers turn to literary and artistic forms such as drama, short story, and poetry to present data interpretations. Artistic representations of research highlight the contextual nature of knowledge, interconnections between research tale and teller, role of language in creating meaning, and serve to communicate with audiences beyond academic communities.This paper discusses use of poetic representations in qualitative research and then explores ways in which poetic representations could be used in public schools, their contributions to learning, and how they can be evaluated. Of most importance is that a sense of "play" be maintained so that language, form, and data become avenues for discovery and creativity.
"To Avoid Embarrassment, Poetry Should Keep Itself to Itself": An Autoethnographic Exploration of the Place of Poetry in Adult Literacy Teacher Education
Authors: Tracey Shelley
Published: November 2019

This paper explores the reasons for the author’s reluctance to bring examples of her own poetry into her practice as teacher educator on a program for adult literacy tutors. The paper begins with the author’s poem, "The Place of Poetry," which is used as a tool for reflection on the author’s assumptions about her identities as poet and as educator. The paper ends with poems written by the author’s students, which demonstrate that the use of poetry in education has the potential to facilitate transformative learning.
The Everything and the Nothing of Educational Experience: The Poetic Vicissitudes of Tom Wayman’s Did I Miss Anything?
Authors: Lewkowich David
Published: November 2019

In Tom Wayman’s poem Did I Miss Anything?, the poet-teacher offers a series of responses to the above question, posed by a student unaware of the always contextual nature of learning. The poet replies:"Nothing" and "Everything." In the course of this paper, I use this poem as a prompt, approaching the tensions held in these words not as a chuckle at the student’s expense, but instead, as a humorous challenge that revisions the question of what is at stake in the educational act, and as an absurd gesturing into the boundaries of what the possibilities of teaching might be.
Commentary: Writing Picture Books
Authors: Yolen Jane
Published: November 2019

In this interview Jane Yolen, award-winning author of children’s picture books, talks of how her books come into being and the sometimes long period between the first spark of an idea and the time writing begins. She explains the many types of research that can be required for different types of books, giving examples from her own work. She also provides insight as to the role of the writer, the illustrator and the editor in creating the final version of a children’s picture book. Finally, she reveals her own favourite children’s picture books and gives advice to those wishing to write in this genre.
Inquiry Revisited: The Role of Puzzlement in Today’s Classroom
Authors: Cordeiro Pat
Published: November 2019

Inquiry in today’s classrooms has been reduced to a formula for learning the scientific method with any given topic, most often in science in elementary school.While there is value in acquiring a method for approaching a query, students are deprived of the opportunity to construct their own queries, to pursue their natural puzzlement over personal and real-world dilemmas. Questions arise about the value of this procedure in assisting students to develop facility with the genres of the disciplines.
Crystallization: Teacher Researchers Making Room for Creative Leaps in Data Analysis
Authors: Shagoury Ruth
Published: November 2019

In this article, the author shares new approaches to data collection and analysis which encourage using "crystallization": an intriguing new method that has emerged in recent years as a kind of three-dimensional data analysis strategy that welcomes the new lens that artistic thinking can bring to conducting and writing research. Examples from teacher-researchers include ways to use storytelling, art, self-reflection, children’s books, metaphor, and imagination to expand the field of data collection and analysis.
Teacher-Based Inquiry in the BCT Project
Authors: Wall A.E. Ted , Breuleux Alain , Heo Gyeong Mi , Rye Karen , Goyetche Marie-Helen , Lemay Véronique
Published: November 2019

Over the past four years, teacher-based inquiry has played a central role in the Building Community Through Telecollaboration Project, which involves Quebec elementary school teachers in a community of practice focused on the integration of ICT-supported learning into the classroom. During the school year, the teachers met in four face-to-face meetings. Between these meetings, three Cycle Team Leaders facilitated ongoing collaboration using a variety of communication tools. Some of the questions that were addressed in the project and the results that were generated through its multi-organizational partnership are shared along with some of the major lessons learned.
Mind, Brain, and Education: The Birth of a New Science
Authors: Ferrari Michel , McBride Hazel
Published: November 2019

In this paper, we examine the history of the emerging discipline of Mind, Brain, and Education (MBE) and explore the benefits as well as the difficulties involved in integrating neuroscience into educational policy and practice. We examine the power of neuroscience to impact practice and document the rise of neuromyths. History is on the side of the new discipline of MBE, but there is still much important work to be done to make neuroscientific findings accessible, comprehensible, and relevant to educators.
Designing a Robot’s Brain: An In-Class Learning Task
Authors: Kerwin-Boudreau Susan
Published: November 2019

In this article I discuss a learning task adapted for the college classroom in which students learn about the parts and functions of the brain by designing a robot’s brain. This task is based on a four-phase model (engage, inform, practice, and feedback) of instructional design outlined by McAlpine (2004). I describe the four phases in relation to this learning task and provide samples of student feedback. I conclude with a discussion of how this model maximizes student learning.
Yearning for Words, Learning With Words: Poetic Ruminations
Authors: Leggo Carl
Published: November 2019

As a poet I am always seeking ecological interconnections amidst body, brain, language, knowing, mind, consciousness, education, imagination, heart, cognition, and spirit. In language play I hope to find my way to a purposeful pedagogy that acknowledges and honours how learning is always a holistic adventure in process and flux, an adventure of human becoming filled with wonder and mystery beyond the counting, but always abundantly available for courting with wild delight and desire.
The Impact of Visual Frameworks on Teacher Candidates’ Professional Reflection
Authors: Maynes Nancy , Julien-Schultz Lynn
Published: November 2019

This study examined teacher candidates’ reflections about the use of two graphic organizers referenced in their teacher education program. Fourteen themes were identified relating to teacher candidates’ instructional focus; awareness of the value of the organizers to improve focus on their students’ learning, growth, and independence with instructional tasks; and their focus on professional growth. Data from this study provides information to allow future comparison of teacher candidates’ diversity in reflections with their teaching evaluations. Connections with brain development are identified to support the use of complex graphic organizers in professional contexts for teachers.
A Space to Learn
Authors: Dalton CJ
Published: November 2019

Weighted with the demands of graduate studies and frustrated by a writing deadline, a doctoral student is transformed by unexpected and vivid memories of a most beloved place of learning: a space containing the critical elements of energized creativity, well-worn tools, and the warmth of devoted guidance. Through interwoven reflection and the tools of meaning making, this student achieves a deep understanding of what a space to learn requires for educational inspiration.
The Early Bird Gets the Worm: How Early Morning Exercise Creates Inspired Learners and Educators
Authors: DeLaurentis Heather , Howes David
Published: November 2019

As the nation grapples with how to shrink the achievement gap and raise the level of achievement for all students, educators need to rethink how they deliver instruction and how students learn. Sitting in chairs all day long is not the most conducive way to learn. It is critical that schools look towards morning movement and exercise programs to stimulate increased brain activity and energize children to be ready and able to focus on their academics throughout the day.
The Influence of Nature on Learning: The Case of Fosen Folk School in Norway
Authors: Hansen Ronald
Published: November 2019

This institutional ethnography provides an intensive, holistic description and compelling story of a different way of learning. It creates insight and understanding about learning that is not possible in the confines of school systems driven and governed by global economics. How do the instructors, headmaster, and students at Fosen Folk School in Norway teach/learn in a non-academic residential school? Their way of learning helps explain the complex territory between the instincts and tendencies that govern our learning when it is unfettered by institution/government standards, and the norms/values which characterize what is thought, within the formal learning system, to constitute effective teaching/learning. The relationship of self to people, nature, and the environment becomes discernible, understandable.
Commentary: Reflections on Some Dangers to Childhood Creativity
Authors: Csikszentmihalyi Mihaly
Published: November 2019

In this commentary, renowned author and psychologist Mihaly Csikszentmihalyi reflects on the state of creativity in today’s children. From his many years of studying creativity, Dr. Csikszentmihalyi has observed that the most creative people share a common experience in childhood: that of being left alone, often in a barren environment, and of being bored. Paradoxically, solitude and boredom become the springboard from which a creative passion is born. Finally, the author questions whether the presence of technology in children’s lives today is an opportunity for learning or a source of effortless experiences that are not conducive to nurturing creativity
Commentary: A Week in Creativity
Authors: Piirto Jane
Published: November 2019

The author recounts a week in October, describing her teaching, writing, thinking, mail, and other activities that relate to her professional and personal work on creativ- ity. This personal creative non ction piece also contains poetry and references to her books and lectures. The author chose this form in order to emphasize the autobio- graphical nature of work in the area of creativity.
Identity and Creativity: Putting Two and Two Together
Authors: Dobson Margaret Louise
Published: November 2019

"Questions, not method, are the heart of research" (Hendry, 2010, p. 73). Prompted by untutored intuition in the form of questions generated from two stories about teaching and educational leadership, this investigation looks for insights, not answers, to the mystery of identity and creativity. Putting two and two together reveals an intangible "in-between" (Arendt, 1974); distinguishes thinking and knowing (Arendt, 1971); elucidates intuition and intellect (Bergson, 1998/1907); exposes emotion and feelings as vital aspects of reason (Damasio, 1994; 1999); and conspires to revitalize the meaning and purpose of education.
Creative Literacies and Learning With Latino Emergent Bilinguals
Authors: Martínez-Álvarez Patricia , Ghiso María Paula , Martínez Isabel
Published: November 2019

Research documents the benefits of implementing pedagogical practices that foster creativity in order to prepare students for a changing future and to meet the needs of emergent bilingual learners. Designing pedagogical invitations that make room for creativity is especially urgent given educational policies in the United States which privilege decontextualized, standardized learning aimed at "testable" skills, often in opposition to more expansive multilingual and multimodal learning opportunities. The current study explores how multimodal literacy experiences grounded in bilingual learners’ sociocultural realities stimulated creativity and allowed students to demonstrate and practice their creative abilities.
Creativity in the Person: Contemporary Perspectives
Authors: Treffinger Donald J. , Selby Edwin C. , Schoonover Patricia F.
Published: November 2019

All individuals, working alone or in collaboration with others, have creative characteristics, but activate and apply them in varied ways, at different times, and in response to differing tasks and conditions. A shift from asking, "How creative are you?" to the challenging question, "How are you creative?" moves us beyond looking at level of creativity ("high, average, or low") and to consider style of creativity (varied ways of expressing and applying creativity). Understanding each student’s unique creative strengths enables educators to differentiate learning and instruction effectively for creativity and innovation as well as for other important educational outcomes.
Commentary: At the Evolving Intersection of Teaching and Technology
Authors: Snyder Tom
Published: November 2019

In this interview, Tom Snyder recounts how his technological curiosity led him to build computers at a very young age. He describes how later, as a fifth grade science teacher, he started writing big group simulations on a RadioShack TRS80 computer, which served as the launching point for his future and ongoing career as an educational software developer. He talks about the key changes and trends he has witnessed over the past 40 years in the realms of technology, business, and education. In addition, he critically discusses the works of Vygotsky and Piaget as well as the "huge influence" that Jerome Bruner’s educational path had on his life.
An Honest Account of the Humbling Experience of Learning to Teach Online
Authors: Ferrario Kimberly , Hyde Corinne , Martinez Brandon , Sundt Melora
Published: November 2019

The focus of this article is on lessons learned about teaching through the online environment from the experience of 120+ instructors who transitioned from teaching in a traditional face-to-face environment to a blended synchronous and asynchronous online world. We admit that we entered the synchronous virtual world with faulty assumptions and misplaced confidence, believing that what worked in the brick-andmortar world should also work, with little adaptation, in the virtual world. There continues to be so little literature about teaching in the synchronous virtual environment that we had to rely on our ability to learn quickly by trial and error.
Reimagining a Writer’s Process Through Digital Storytelling
Authors: Hicks Troy , Turner Kristen , Stratton Jodi
Published: November 2019

Building on Hillocks’ (1995) concepts of the declarative and procedural knowledge that writers need in order to craft effective writing, this article explores the writing process of one pre-service teacher as she moved from a personal narrative to an essay to a digital story. The authors argue that digital writers—in addition to needing declarative and procedural knowledge—must also understand knowledge of technology in order to more fully realize the potential of digital storytelling. Implications for teachers and teacher educators are discussed in relation to Mishra and Koehler’s (2008) "technological pedagogical content knowledge,” or TPACK.
E-Learning Pedagogy: Addressing Struggling Learners in Regular K-12 Classrooms as an Intransigent Design Problem
Authors: Imholz Susan , Goldman Ricki
Published: November 2019

As online education providers gain a foothold in the US public education system nationwide as supplemental and primary providers of curriculum materials, they are replicating some of the same pedagogical mistakes that brick-and-mortar schools have created in the curriculum development process—by not accommodating the struggling learner. Our paper and discussion concerns K-12 online content providers and their curriculum development processes.
Getting Intelligence Into the Minds of People
Authors: Lawler Robert W.
Published: November 2019

In conversation, Seymour Papert once asked me, "What’s the point of studying Artificial Intelligence if not to get intelligence into the minds of people?" His question inspires my juxtaposition of explorations of Natural Learning and Constructed Personal Knowledge. Since "you can’t learn about learning without learning about learning something,"1 the analyses will proceed with two examples. The first, focused on strategy learning at tic-tac-toe, concludes that learning depends on specific relationships among the elements of the context in interaction with processes of incremental cognitive change. The second analysis, focused on mastering a solution for Rubik’s Cube, argues the importance of reformulation of representations as a strategy for learning in more complex situations, and that the integration of multiple modalities of representation can be a key to "getting the intelligence into the minds of people."
Supporting Climate Science Research With 21st Century Technologies and a Virtual Student Conference for Upper Elementary to High School Students
Authors: Malmberg Julie S. , Maull Keith E.
Published: November 2019

Engaging young science learners today requires a plethora of tools that oftentimes leverages technology in novel ways. This paper describes the use of several 21st century technologies to engage science learners in locally relevant climate science research projects and the presentation of these projects in an entirely online virtual student conference. Case studies demonstrating the use of and effectiveness of 21st century technologies and GLOBE protocols are also included. Through technology, students were able to find out more about distant locations and their own environments, talk to scientists, and make studying climate science personally relevant. Finally, the implementation and structure of the GLOBE Virtual Student Conference is described.
Re-forming Networks Through "Looping": An Ecological Approach to a Teacher’s Incorporation of New Technologies in Early Childhood
Authors: Strong-Wilson Teresa , Smith-Gilman Sheryl , Bonneville Penny Albrant
Published: November 2019

In this article, we discuss a teacher’s agency and digital pedagogy who, following a four-year Learning with Laptops professional development initiative, relocated from a Grade Six to a Grade One class. An ecological perspective on teacher agency combined with Actor Network Theory underscores the "repertoires for manoeuvre" available to teachers (Priestley et al., 2012, p. 211). The early childhood classroom presented unique openings for "looping" elements of the teacher’s previous network into a new context. Through re-forming networks, new spaces for digital pedagogy materialized.
Commentary: Getting Back on Track: The Importance of Play and Storytelling in Young Children’s Development
Authors: Paley Vivian Gussin
Published: November 2019

In this interview, Vivian Paley describes how her curiosity and love of young children led her to work in early childhood education. She shares some of her own learning experiences with children that eventually resulted in her writing 13 books. As children go to school earlier, there is less and less time for play. This dramatic play and re-enactment is critical for children and constitutes an "original level playing field" in classrooms with wide diversity in culture and language. Finally, she explains that the most important characteristic of an excellent early childhood teacher is that of valuing kindness, in order to create a classroom that is fair and inclusive.
Creating an Early Childhood Nature-Based Play Space—A Success Story
Authors: Munroe Elizabeth
Published: November 2019

This article chronicles the successful expansion of an existing play space, filled with commercial play equipment, to include a nature-based area for the young children attending an early childhood program in a Canadian First Nations community. This change was sparked by the centre director’s participation in a one-hour workshop focused on the importance of children being in nature. The subsequent process the director went through to provide a nature-based space is described here. The responses of the children and the early childhood educators to the new space are reported. Concluding thoughts about why this particular director might have been inspired and able to effect this change are offered.
Commentary: Navigating the Delicate Emerging Synchronicity Between Inclusion and Access
Authors: Fovet Frederic
Published: November 2019

The author examines how the synchronicity between access and inclusion is emerging in both the K-12 and post-secondary fields. Previously, both agendas have too often been artificially distinguished, it is argued. The article examines the opportunities this creates for the hands-on implementation of inclusive practices in the class, and considers some of the repercussions this organic merge will have at policy level. The author also highlights how the progressive overlap between inclusion and access best practices—such as Universal Design for Learning—benefits the full spectrum of diverse learners.
Stakeholders’ Inquiries About the Systemic Inclusion of Late Adolescent Newcomers to Canada: Moving From Questions to Understandings
Authors: Arnett Katy
Published: November 2019

Drawing on data collected during a larger, year-long ethnographic study of a pilot program designed to serve late adolescent newcomers to Canada, this paper uses notions of the phenomenological approach to consider the "inclusion" of late adolescent newcomers in Canada’s education system. The present consideration seeks to frame how some stakeholders implicated in a pilot program to help this particular learner population came to understand the forces that seemingly perpetuated the students’ oppression within the education system. In particular, issues of the parameters of language education, federal and provincial education policies, and funding were identified as the key influences within the phenomenon.
Relatedness-Supportive Learning Environment for Girls in Physical Education
Authors: Gibbons Sandra L.
Published: November 2019

The challenges and issues associated with girls’ disengagement from high school physical education are serious and long standing. This disengagement has provided the impetus for the examination of alternative strategies to facilitate girls’ engagement in physical education. The purpose of this paper is to share a range of gender-inclusive practices in physical education grounded in the concept of a relatedness-supportive learning environment. "Relatedness" is the feeling of being connected to others in a social context. In turn, "relatedness support" refers to the social environments in which individuals have the opportunity to develop healthy relationships with others.
Storytelling to Teach Cultural Awareness: The Right Story at the Right Time
Authors: Baldasaro Mary McCullum , Maldonado Nancy , Baltes Beate
Published: November 2019

Stories contain the wisdom of the world, teaching cultural values, building community, celebrating cultural diversity, and preserving cultural identity. Where truth is suppressed, story is an instrument of epiphany and develops metaphorical understanding. A storytelling guild in Canada had been a cultural institution for 23 years, so when the center faced permanent closure, members were devastated. The purpose of this phenomenological study was to investigate the moment of this lived experience using interviews and focus groups. Findings indicated story strengthens content retention and language acquisition. These findings led to the development of a project focused on story-centered lessons for teachers.
Autobiographical Narrative Inquiry: Tellings and Retellings
Authors: Saleh Muna , Menon Jinny , Clandinin D. Jean
Published: November 2019

Questions of diversity and inclusion are central to learning to engage in narrative inquiry. By engaging in autobiographical narrative inquiry (Clandinin & Caine, 2012; Clandinin & Connelly, 2000), we tell and retell stories related to diversity. In doing so, we puzzle about inquiring in ethical ways alongside diverse participants. We tell and retell three stories in our efforts to break with the taken-for-granted in our lives. We draw forward resonances around the challenging, yet ethical necessity, of facing ourselves (Anzaldua, 1987/1999; Lindemann Nelson, 1995) as we attend to the complexity of lives.
Commentary: Shifting Teacher Education From "Skilling Up" to Sustaining Beginning Teachers
Authors: Downey C. Aiden , Schaefer Lee , Clandinin D. Jean
Published: November 2019

Early career teacher attrition is a serious concern. While the problem is usually seen as one of skilling up new teachers, based on a two-year study with 50 early career teachers, we suggest the importance of attending to what sustains them. While beginning teachers need knowledge and skills, they also need places that allow them to continue to live out their stories to live by, identity stories that encompass both who they are and are becoming as teachers and as people. Attending to stories to live by means we attend to teacher knowledge, knowledge shaped in, and expressed in, both personal and professional knowledge landscapes.
Culturally Responsive Teaching: Stories of a First Nation, Métis, and Inuit Cross-Curricular Infusion in Teacher Education
Authors: Vetter Diane , Haig-Brown Celia , Blimkie Melissa
Published: November 2019

This paper explores how the work of the infusion of First Nation, Métis, and Inuit traditions, perspectives, and histories at York University’s Faculty of Education Barrie Site unfolds in practice. It also highlights the learning experiences of pre-service teachers, the majority of whom were non-Aboriginal. Using narrative accounts of practice in faculty and practicum classrooms, the authors elaborate on a set of guiding principles to highlight their practical application by demonstrating what their implementation looks like in local school classrooms. They subsequently describe the challenges faced by faculty and pre-service teachers as they moved theoretical knowledge into practical settings.
Teaching ICT to Pre-Service Teachers: Experiences and Reflections
Authors: Zhang Zuochen
Published: November 2019

Information and Communication Technologies (ICT) are increasingly used in education settings, and graduates from teacher education programs are expected to have adequate knowledge and skills to integrate ICT in their teaching. Inspired by some studies that report cases about pre-service teachers’ ICT-related learning in different countries in Asia, this article presents, in case-study format, the experimentations carried out regarding the teaching of ICT as part of the curriculum to pre-service teachers in a teacher education program in Ontario, Canada. The aim is to share with instructors and researchers in teacher education institutions and programs what we can learn from our experiences, and how we can use these experiences to improve our practice.
More Than Hoop Jumping: Making Accreditation Matter
Authors: Burbank Mary D. , Goldsmith Melissa M. , Bates Alisa
Published: November 2019

This study provides a discussion of faculty perspectives on the impact of national accreditation on a teacher education program. Research questions from a three-year investigation examined the influence of accreditation on how teacher educators approach their work and whether meeting accreditation requirements contributes to ongoing, systemic self-reflection. Self-study survey data identified faculty perspectives on the influence of accreditation on planning, instruction, curriculum development, assessment, collaboration, reflection, and awareness of accreditation discussions. Accreditation as a form of self-study reveals both strengths and the inherent challenges of meeting the sometimes competing goals of accreditation requirements and meaningful examinations through self-reflection. Study implications underscore the need for conscious efforts to maintain self-reflection as central to program improvements and considerations for teacher educators’ work.
Unlearning to Be the Teacher: Findings From an Action Research Study
Authors: Casey Gail
Published: November 2019

As the practitioner-researcher, the author integrated social and participatory media into her classes. Action research was used to explore how such media might enhance learning. The study found that the unique qualities of new media could be used to develop an active environment; students learned a lot from each other. Many complexities and tensions emerged and a shift in the teacher-to-student relationship occurred resulting in the need for the author to unlearn many past teaching practices.
Understanding Inquiry as Stance: Illustration and Analysis of One Teacher Researcher’s Work
Authors: Dana Nancy Fichtman
Published: November 2019

The development of "inquiry as stance" is a foundational component of the teacher research movement. Yet, it is difficult to exemplify this construct to gain insights into its meaning and what it might look like in practice. The purpose of this article is to initiate discussion about the construct of stance through the provision and analysis of an eight-minute video clip depicting one teacher researcher’s work. Three components of stance are discussed in relationship to the video example: (1) Data Collection as a Part of Teaching, (2) Roles of Inquirer and Teacher Blend Seamlessly With One Another, and (3) Commitment to the Creation of More Equitable Classrooms.
Commentary: Professional Learning: A Community of Practice for Great Schools
Authors: Darling-Hammond Linda
Published: November 2019

In this interview, Linda Darling-Hammond describes the optimal way in which professional learning can be developed and implemented for teachers and school leaders. She emphasizes that teachers need to collaborate within a school and also have the opportunity to be part of a community with other schools. She explains that schools that are most successful are those where teachers, parents, and community organizations create relationships that support students inside and outside the school. As information access increases, she hopes that schools will be able to give students the skills to "learn how to learn" in order to use that information to contribute constructively to society.
Commentary: Teachers’ Professional Development: A Vital Lever for Change
Authors: Webster Megan
Published: November 2019

In this interview, Megan Webster describes key tenets of teachers’ professional development. First, it needs to be practice-focused, meaning that the subject is very close to what teachers do every day. Secondly, teachers need to have opportunities to examine expert forms of practice; teachers need models of excellent performance. Finally, teachers must be able to practice and receive feedback in a supportive environment with peers who work in the same subject. This model, described as the "cycle of investigation and enactment," is best implemented in a sustained, long-term way. This model allows teachers to build relationships, develop trust, and commit to improving their teaching practice. She concludes by stating that high-quality professional development for teachers is "one of the greatest levers for change that we have."
Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home
Authors: Guerra Catia , Hanratty Beatrice , Onofre Andreia , Tedeschi Michele , Wilenchik Laura , Knobel Michele
Published: November 2019

This paper describes what a group of teacher researchers learned from conducting an action research project in an urban elementary school serving a multilingual community in the northeastern United States. A key goal of the project was to enhance parents’ and caregivers’ support of students’ literacy development in ways that built on home literacy practices. Teachers’ learning included understanding the importance of true collaboration, responding to parent feedback, and teacher-led professional development.
Making Room for Inquiry and Creativity From Pre-Kindergarten Through University
Authors: Gulla Amanda Nicole , Pinhasi-Vittorio Limor , Lehner-Quam Alison
Published: November 2019

Professional development with teachers, whether they are in pre-K-12 schools or in higher education, creates opportunities for discussions among teachers and teacher educators about how to find spaces for creativity and the imagination within the structure of the Common Core State Standards, a set of national standards adopted on a stateby-state basis in the U.S. Two education faculty members and an education librarian from a large city university held workshops, bringing together university faculty in arts and humanities, science, mathematics and education, and pre-K-12 teachers to explore the potential for inquiry and creativity in the Common Core State Standards.
Capturing the Processes of Our Transformative Learning in a Transdisciplinary Research Course
Authors: Richards Janet C.
Published: November 2019

Transdisciplinary scholarship has experienced a renaissance in higher education. Yet, little research has captured transformations in students’ viewpoints as they collaborate in transdisciplinary courses to consider solutions to complex societal problems. In this narrative inquiry, I chronicled my doctoral students’ perspectives and my thinking in a Transdisciplinary Research class in which students attempted to unravel the social justice dilemma of escalating economic disparities between rich and poor citizens in the United States. I believe knowledge is socially constructed. Therefore, student collaboration and sharing of their reflective stances were integral to the curriculum.
"‘Cause It Has to Happen": Exploring Teachers’ Resistance to LGBT Literature and Issues in a Teacher Inquiry Group
Authors: Wiltse Lynne , Boyko Theresa
Published: November 2019

This paper explores teachers’ resistance to LGBT literature and issues by examining how a group of teachers, as part of a social justice research project, responded to an article that examined reasons why teachers who hold anti-homophobic views still resist teaching LGBT texts and topics in their classrooms. Boler and Zembylas’s (2002) notion of a "pedagogy of discomfort" provides a framework for understanding reluctance to move out of one’s comfort zone. The story of how one of the research participants pushed the boundaries of possibility by undertaking subsequent professional development initiatives at her school offers an alternative to teacher resistance.
Commentary: Fiction as a Transformative Tool
Authors: Leavy Patricia
Published: November 2019

This piece explores the potential of ction as a powerful pedagogical tool within and beyond the academy. Drawing on professors’ examples, literary neuroscience, and my experience as an author of sociological ction and editor of the Social Fictions book series, I suggest how ction can be used to foster critical thinking, consciousness- raising, forge micro-macro connections, engage learners in deep re ection, teach substantive content, and promote understanding and empathy across di erences.
Portraits of High Potential-High Need Students: The Role of Teacher Inquiry
Authors: Baska Ariel , VanTassel-Baska Joyce
Published: November 2019

This article examines inquiry-based instructional approaches to working with students who have high potential, but also special needs. The article focuses on inquiry as the thread that weaves together a plan of instruction that has been successful for these students across the high school years in one teacher’s classroom. Pro les of students are described with commentary as to the approaches employed with positive results. Commonalities of instruction, such as the use of metacognition, the use of acceleration, and the use of career counseling, are provided alongside student commentary where appropriate. A plan for the use of inquiry techniques in the classroom concludes the article.
Artful Research Approaches in #amwritingwithbaby: Qualitative Analysis of Academic Mothers on Facebook
Authors: CohenMiller A. S.
Published: November 2019

This study contemplates one facet of academic motherhood through the use of artful research approaches in qualitative research to examine the (im)balance of being a mother writing academic works while raising and caring for a young child, as presented in an online hashtag Facebook campaign, #amwritingwithbaby. Speci cally, this study uses an analysis of online posts and arts-based representations of ndings through a comparison of narrative, poem, and word clouds. Through using popular media for representing the ndings, this study helps address the accessibility of artful inquiry into the growing body of works seeking equity for women and mothers in academia.
Using Arts-Based Research Exercises to Foster Reflexivity in Qualitative Research
Authors: Faulkner Sandra L. , Kaunert Chelsea A. , Kluch Yannick , Koc Esen Saygin , Trotter Stormy P.
Published: November 2019

Re exivity is a ubiquitous, varied, and, at times, contentious concept in qualitative inquiry that presents challenges as we strive to understand and use the concept in our work. The authors present their collaborative understanding of re exivity using their semester-long research journals, re exivity models, collaborative poetry, and collage exercises as evidence. The article details how using arts-based research exercises in the classroom can facilitate understanding and use of the concept of re exivity.
Creativity and Imagination in Schools: A Reflection on Practice
Authors: Ish Mandy Hollands
Published: November 2019

In this paper, I consider how valuing the arts, teaching artfully, thinking re ectively, and re-imagining the shape and scope of the classroom environment are elements of teacher practice critical in fostering creativity and imagination in the classroom. I share personal narratives of both my past school experiences and my son’s more recent experiences with school as I address the question, "What might the opportunity to imagine an alternative to today’s typical classroom look like, to envision a di erent perspective, and to do so within an aesthetic worldview?" Maxine Greene’s (1978) notion of "wide-awakeness" underpins my response.
Suicide Is Painless: An Autoethnography of Tragedy
Authors: Lee Karen V. , Gouzouasis Peter
Published: November 2019

This autoethnographic duet is an artful inquiry about the tragedy of a beginning music teacher. A painful story about a music teacher and sexual allegations from an adolescent female, our composition blends music and story to transform understandings through creative engagement and push the boundaries to evoke visceral and emotional responses regarding suicide. Sociocultural issues draw deep re ection about wider political issues that arise for teachers who display di culties with moral issues and misguided choices. The epiphany-epiphony (Gouzouasis, 2013) through story and music reveals the cultural irony of ideology and secrecy in professional misconduct. Unfortunately, in this circumstance, the outcome was catastrophic.
Creating Spaces for Arts-Informed Responses in Teacher Education Programs
Authors: Lewis Lerona Dana , Wright-Harvey Asia , Moisey Tobias
Published: November 2019

We address the bene ts and challenges of using an arts-informed response in an undergraduate teacher education course from the perspective of a teacher and two students. Feminist pedagogies provide the theoretical lens through which our experiences are analyzed. From the teacher’s perspective, this arts-informed approach modeled to pre-service teachers how they could use arts-informed inquiry in their future classrooms, to engage in conscious raising about inequality, while meeting di erent learning styles in their classrooms. From the students’ perspective, it was surprising to be invited to do an arts-informed reading response. Acceptance depended on the perception of risk. Our conclusion is that more space should be created for arts-informed approaches in undergraduate teacher education programs.
Exploring Methodological Inventiveness Through Collective Artful Self-Study Research
Authors: Pithouse-Morgan Kathleen , Coia Lesley , Taylor Monica , Samaras Anastasia P.
Published: November 2019

We are teacher educators working in South Africa and the United States. Collectively we explored and extended our understanding of methodological inventiveness in self- study research through an artful process we have named "virtual polyvocal research jamming." We make explicit our extemporary, dialogic process, showing how we imagined and played with artful research practices: rich pictures, poetry, oral performance, and dance. Through collective analysis of our process and products, we share our learning about methodological inventiveness, highlighting how nding imaginative ways to express and make sense of insights can deepen and extend shared re ection, analysis, and communication in educational inquiry.
HUBUNGAN ANTARA NYERI REUMATOID ARTRITIS DENGAN KEMANDIRIAN ADL PADA LANSIA
Authors: Kartini Kartini , Samaran Elisabeth , Marcus A
Published: November 2019

Arthritis or commonly called rheumatism is a disease that attacks the joints and surrounding structures. Rheumatic disease in the community is often considered a trivial disease because it does not cause death, but if not treated quickly rheumatism can make limbs function abnormally, starting from bumps, stiff joints, difficulty walking, even lifelong disability. Objective: to find out there is a relationship between rheumatoid arthritis pain and independence of Activity daily living (ADL) in the elderly. Research Methods: This study used a quantitative research design with a cross sectional approach to reveal the relationship between independent variables (Rheumatoid Arthritis pain) and the dependent variable of Independent Activity daily living (ADL) at the same time and once a measurement. Statistical tests using chi-square consisted of 33 respondents. Results: From the results of the chi-square statistical test obtained p value = 0.047 (p <0.05) there was a relationship between rheumatoid arthritis pain and the independence of the elderly in the puskesmas classaman city of Sorong. Conclusion: There is a relationship between Rheumatoid Arthritis pain and the degree of independence in carrying out daily life activities in the elderly in the working area of ​​the Sorong City Community Health Center (p value = =, 047)

Keywords: Rheumatoid Pain Arthritis; Elderly ADL

Bibliography: 2002 – 2017