ethanporcaro/eric-fulltext-meta huggingface dataset:
Filming Frenchtown: Listening to and Learning from Storied Lives
Author: Fendler, Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,Story Telling,Extracurricular Activities,Documentaries,Film Production,Personal Narratives,Neighborhoods,Vignettes,Narration

This paper explores how teens used storytelling during a yearlong, extracurricular documentary film project. The project invited a group of 8-12 teens and university researchers to act as visual narrative inquirers in a local historic neighborhood. We explore the role of story, framing our project as a form of engaged pedagogy, and draw connections between storytelling and filming. We conclude that at the heart of the project is a shared dialogue. In this project, the scenario of filming enacted an encounter, and came to life through the stories the teens took in, and the stories they produced in response. This project explores how young people use storytelling to understand and communicate individual and collective stories. Interested in both the physical places people call home and the communities that people define as being at home in (Morley, 2001), a group of young people used video documentary to inquire into these physical and rhetorical homes (Augé, 1995). The project took place over one school year where students acted as narrative inquirers in a local historic neighborhood. The teens initially experienced the neighborhood through walks (Irwin, 2006), then they began informally mapping these walks through film and photography (Powell, 2010). In the final stages of the project, students planned, organized and, in some cases, created documentary videos. Like any good story, we begin with a discussion of the setting, followed by an introduction of the characters and a description of the plot, where we will briefly establish the structure of the learning environment and the pedagogical model informing our project. The paper then moves to the action, where we share the stories the teens documented. Finally, we close with a resolution, where we offer suggestions, reflections, and considerations for how narrative ways of thinking and doing alter educational practice in informal spaces.
Children&apos;s Macro-Level Navigation Patterns in Hypermedia and Their Relation with Task Structure and Learning Outcomes
Author: Paans, Cindy
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Navigation (Information Systems),Hypermedia,Task Analysis,Reading Processes,Learning Processes,Predictor Variables,Outcomes of Education

This study investigated macro-level navigation patterns in children's hypermedia learning, and how they related to task structure and learning outcomes. For this purpose, 5th and 6th grade learners performed a hypermedia assignment in which a high (n=57) versus a low (n=54) level of structure was provided. By means of qualitative analyses of their navigation activities, 6 macro-level navigation patterns were distinguished: linear reading, selective reading, video viewing, massed writing, late onset writing, and unpredictable reading. Results showed that the linear reading pattern was more frequent in the high structure environment, and that both the high structure environment and the linear reading pattern were associated with the highest quality of the children's written assignments. Navigation patterns and task structure did not clearly predict children's declarative knowledge gains or knowledge transfer. These findings show that there are multiple ways to navigate through a hypermedia environment, but that these are not all equally successful for learning. Moreover, the provided task structure in the environment may affect the occurrence of successful navigation patterns.
Listening to Our Students: THEIR Stories
Author: Roessingh, Hetty
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Elementary School Students,Teacher Student Relationship,Literacy,Foreign Countries,Childrens Writing,Teaching Methods,English (Second Language),Listening Skills,Vocabulary Development,Childrens Literature,Cultural Differences,Cultural Awareness

Storytelling in the classroom has long been recognized for its many benefits, especially as a bridge from orality to literacy. With the changing demographic landscape present in current elementary classrooms across Canada and internationally, storytelling reaps additional benefits for promoting the goals of inclusion among diverse learner profiles. This article provides an updated literature review reflecting these shifting instructional mandates, offers practical ideas for using storytelling in the contemporary classroom, and provides an illustrative sample of a co-constructed story between student and teacher, highlighting the many ways in which storytelling benefits all learners.
&quot;I&apos;m Hiding&quot;: Using the Stories-Around-Poems to Explore the Role of Vulnerability in Today&apos;s University Classrooms
Author: Hoben, John L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Poetry,Critical Incidents Method,Higher Education,College Students,Foreign Countries,Personal Narratives,Preservice Teacher Education,Emotional Response,Experience

This self-study examines the authors' attempts to use narrative to create impactful and transformational learning experiences. The essay describes a process of auto-ethnographic inquiry during which the researchers explored critical incidents related to their use of stories in university classrooms. Further discussion of these experiences led to the creation of two individual poems that deepened our appreciation for the rich connections between narratives and confessional poetry. By using these research tools, the authors explore the role of vulnerability and self-disclosure in the creation of meaningful classroom encounters.
Using a Narrative Tool to Help Quebec English-Speaking Students Produce Personal Histories of Belonging
Author: Zanazanian, Paul
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Personal Narratives,English,Language Minorities,Foreign Countries,History Instruction,Language Usage,French,Teaching Methods,Student Research

This article introduces Jörn Rüsen's concept of narrative competence as a useful pedagogical framework for operationalizing a remedial narrative tool designed to help make room for Quebec's English-speaking minority in the teaching of school history. Developed through empirical research and representing a schema-like narrative structure, the &quot;Narrative Template Tool's&quot; aim is to assist students to produce and validate personal (his)stories of belonging through conducting original historical research. To counter the dangers of indoctrination, the tool moreover employs a feature of the &quot;orientation&quot; component of narrative competence--use-of-history--as a means of helping students account for their emerging perspectives.
Stories, Curriculum Making, and Tension as Support for Identity Shifts: A Narrative Inquiry
Author: Jack-Malik, Sandra
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Autobiographies,Inquiry,Experience,Females,Identification (Psychology),Personal Narratives

This research is nestled within Huber, Murphy, and Clandinin's (2011) understanding of curriculum making as situated not only in schools, but also in homes and communities and at the intersections of all three. It also relies on Clandinin, Murphy, Huber, and Orr's (2010) reconceptualization of tension as a space where educative experiences can occur. An autobiographical narrative inquiry into home, school, and community curriculum making, highlights an educator's efforts to teach relationally while being wide-awake to how past experiences inform future ones. This inquiry brings to life tension-filled moments and, in so doing, creates a space to know teachers as curriculum makers at home, at school, and in the community. It also suggests one of the values of autobiographical narrative inquiry is the safe space it creates to empathically enter the world of others. Mostly it encourages the reader to think about curriculum making as sentient, ever changing, and as an available support as teachers struggle to sustain their practices.
Stories in Mathematics Teacher Education: Preservice Teachers&apos; Experiences Creating an &quot;Important Book&quot;
Author: Jao, Limin
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teacher Education,Preservice Teachers,Secondary School Mathematics,Mathematics Instruction,Childrens Literature,Story Telling,Teaching Methods

This paper describes a mathematics task inspired by a children's storybook, The &quot;Important Book&quot; by Margaret Wise Brown, and how secondary mathematics preservice teachers' (PSTs') experiences with this reform-based task influenced their development as educators. Findings suggest that PSTs enjoyed the opportunity to be creative and make connections to personal experiences. Engaging in this writing task also affected PSTs' development as mathematics teachers as it allowed them to think more broadly about mathematics teaching and see the value in reform-based approaches for teaching.
Listening across Difference: Oral History as Learning Landscape
Author: High, Steven
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral History,Interviews,Ethics,Confidentiality,Active Learning,Class Activities,History Instruction,Foreign Countries,College Students

Oral history as a field of research, teaching, archival collection, community building or engagement, truth and reconciliation, and creative practice, emerged with the diffusion of the tape recorder in the 1960s and 1970s. This was a time of enormous social and political upheaval. As a result, oral history was quickly taken up by feminists, working-class and queer activists, racial minorities, and other marginalized people who sought to record the hidden stories that would otherwise be lost. This article introduces readers to the field of oral history, its methodology and ethics. Oral history is a creative practice, open to adaptation and experimentation. As it is a place of listening across difference, oral history interviewing presents itself as a unique learning landscape. Several pedagogical examples are also shared.
My Sister&apos;s Voice: Guiding My Hope as a Teacher and Teacher Educator for Teaching and Learning
Author: Stoddart-Morrison, Remonia
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Student Experience,Teaching Experience,Teacher Role,Foreign Countries,Elementary Secondary Education,Higher Education,Individual Characteristics,Individual Development,Story Telling

Schools are relational places where the meeting of characters, stories, experiences, and understandings move about each other daily. In the busyness of school life, time is usually not taken to listen to, observe, and share the stories and experiences of others; to shift from a condition of moving about to a place where we are walking alongside. The narratives provided here are reflections on my experiences of my time in school as student, teacher, and administrator. I write these to honor my sister's voice and the many voices that fueled my hope as a teacher and teacher educator for teaching and learning.
Using Story to Understand Teacher Knowledge
Author: Pinnegar, Stefinee
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Story Telling,Teacher Educators,Prior Learning,Teaching Methods

The knowledge preservice teachers bring is experiential, grounded in stories they've lived and told. Because of the way story captures experience, it's valuable in the learning-to-teach process. In this commentary, we return to narrative research we completed to consider the stories preservice teachers tell in learning to teach. We explore what we know about teaching from stories we've told and consider how story positions teacher educators. These explorations provide narrative insights that guide us in developing stronger teachers. These stories allow us to build on teacher knowledge as well as disrupt preconceptions and beliefs within their teacher education.
In Defense of Clichés: Life Writing as Iteration and Interrogation
Author: Leggo, Carl
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),Poetry,Language Styles,Creative Writing,Biographies,Writing Instruction,Writing Research,Misconceptions

For over 30 years I have been committed to theorizing, interrogating, and practicing life writing as an academic, pedagogical, and curricular discipline. In my life writing I often write what one reviewer called &quot;clichés of the heart.&quot; I wonder what is wrong with clichés. Why are so many people so ready to criticize others for clichés? In an effort to address these kinds of concerns and questions, I offer 13 poetic, narrative, and citational ruminations in defense of clichés. I am eager to understand how clichés are connected to writing about life and learning how to live informed by writing.
I Wish, I Wonder, and Everything I Like: Living Stories of Piano Teaching and Learning with Young Children
Author: Ryu, Jee Yeon
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Children,Musical Instruments,Music Education,Teaching Methods,Music Teachers,Autobiographies,Singing

The purpose of my inquiry is to learn more about how young children learn to play the piano through examining my own teaching practice. By using autoethnography as a creative nonfictional form of storytelling, I illustrate my learning journey in search for joyful and meaningful ways of exploring music and piano playing with young beginner students. In writing stories about my learning experiences as a piano teacher, I discuss the importance, value, and need for piano teachers' autoethnographies.
Storytelling in Teacher Professional Development
Author: Rosen, Tracey
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Faculty Development,Teaching Experience,Video Technology,Teacher Workshops,Workstations,Interpersonal Communication,Multimedia Materials,Reflective Teaching,Consultation Programs,Technology Integration

Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. &quot;Stories, particularly those that are concrete and readily identified with, are particularly powerful for transferring knowledge rich in tacit dimensions&quot; (Swap, Leonard, Shields, &amp; Abrams, 2001, p. 105). When teachers share their stories with each other, they create a reality based on concrete possibility. This article will focus on how we use teacher stories and conversations in professional development (PD) to create positive realities for teaching and learning.
Teachers Storying Themselves into Teaching: Comics as an Emergent and Relational Form of Research
Author: LeBlanc, Natalie
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cartoons,Research Methodology,Mentors,Beginning Teachers,Teacher Attitudes,Personal Narratives,Story Telling,Teacher Collaboration,Communities of Practice,Teaching (Occupation),Teacher Motivation,Professional Identity

In this article, we explore two comics that were produced in a province-wide teacher mentorship initiative in British Columbia, Canada. Comics-based research, undertaken through a collaborative approach, underscores the potential for this kind of research to highlight teacher stories and methodologically engage in an artistic collaboration within a research team. We use this opportunity to discuss how the mentoring project brought to our awareness the importance of sharing teachers' stories among peers, as teachers came together to study their professional practices.
The Design-Debrief: Using Storytelling to Connect Preservice Teacher Reflection with Design-Thinking
Author: Baer, Stephanie
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Story Telling,Reflection,Design,Grade 1,Thinking Skills,Teaching Methods,Empathy,Brainstorming,Cooperative Learning

As a teacher educator, I prepare preservice students for regular reflection about teaching and learning by incorporating design-thinking and storytelling. In order to facilitate more interactive reflection on students' early teaching experiences, I developed the design-debrief--a classroom activity that asked students to story their teaching experience with first-graders using the design-thinking process. I make connections to how design-thinking and storytelling enabled a more complex and systematic way to approach teacher reflection.
The Intersection of Pedagogical Documentation and Teaching Inquiry: A Living Curriculum
Author: MacDonald, Margaret
Date: 2018-00-00
Type: Journal Articles
Subjects: Documentation,Early Childhood Teachers,Reflection,Primary Education,Inquiry,Evaluation Methods,Early Childhood Education,Foreign Countries,Student Participation,Graduate Study

Using interpretive research methods, this paper examines the use of pedagogical documentation (PD) as a storied method of assessment and inquiry by in-service K-3 teachers. Our findings show that PD is highly effective in opening &quot;reflective space&quot; for primary teachers and children aged five to eight and inviting co-inquiry to deeper pedagogical examination and interpretation of learning. The intersection of PD as a storied approach to evaluation and in teacher inquiry was implemented in a variety of ways as teachers adapted PD to meet their communal needs and address their professional goals. We conclude with a discussion of the power of digital images in learning stories and inquiry.
Personal and Reflective Epistemology in Pre-Service Teacher Education
Author: Heiney-Smith, Jill
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Epistemology,Reflection,Foreign Countries,Educational Research,Cognitive Processes,Preservice Teachers,Minority Group Teachers,Beliefs

Teacher preparation programs aim to provide pedagogical skills for knowledge development and critical thinking. Yet teacher candidates themselves have views and understandings of the very nature of knowledge, or epistemology, which might inhibit or advance their development as teachers. This paper begins with an overview of Kitchener's (1983) model for cognitive processing and later work in epistemological development, The Reflective Judgment Model (1994, 2004). Next, a presentation of research in teacher candidate epistemology in Poland is compared with a study of teacher candidate perceptions in Singapore, both grounded by Kitchener's model of knowledge development. Finally, a comprehensive research review by Sleeter (2000) reveals the limitations of such studies in the application to historically under-served students and teachers of color in the United States.
Stories to (Re)Name By: Relationally Living and Narratively Inquiring within the Multilayered Midst
Author: Saleh, Muna
Date: 2018-00-00
Type: Journal Articles
Subjects: Diversity,Identification (Psychology),Autobiographies,Story Telling,Teacher Characteristics,Inquiry,Cultural Differences,Cultural Influences,Individual Characteristics,Racial Bias,Social Bias

(Re)telling and (re)living our stories within our response community, we became more wakeful (Greene, 1995) to processes of (re)naming that contoured ways in which we were storied in diverse worlds (Lugones, 1987). We also gained a deeper appreciation as to how we, in turn, (re)named ourselves and others. Narratively inquiring (Clandinin &amp; Connelly, 2000) into the stories of our names, we autobiographically illuminate our understandings of our (shifting and multiple) selves and experiences and make visible educative possibilities for educators and others looking to compose spaces of mutual care and understanding within the many worlds we co-inhabit.
Story as Pedagogy: A Reflective Commentary
Author: Glesne, Corrine E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reflection,Story Telling,Higher Education,College Faculty,Graduate Study,Teaching Methods,Personal Narratives,Undergraduate Study,Autobiographies,Writing Skills,Creative Writing

This commentary seeks to encourage reflection upon learning and teaching through story. The authors illustrate ways they have used story in their teaching and what they perceive as the benefits of doing so. They explore how they learned through narrative as children and why they came to value it as a way of seeing and thinking. Then they consider how story disciplined their approaches to professional work before identifying specific narrative strategies used in teaching undergraduate and graduate students. The article concludes with suggestions about ways to better integrate narrative practices into teaching and learning.
Storytelling as Self-Study: Exploring the &quot;Bildungsroman&quot; of Teacher Educators
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Teacher Educators,Preservice Teacher Education,Personal Narratives,Prior Learning,Experience,Individual Development,Career Choice,Reflection,Self Actualization

This article presents the reflections of &quot;The Self-Study Group,&quot; a community of teacher educators and scholars. In this article, we utilize the theoretical framework of &quot;Bildung&quot; and the literary genre of &quot;Bildungsroman&quot; to explore the work of being a teacher educator. Drawing upon the results of a narrative self-study, we explore how, for individual teacher educators, the significance of teacher education stems from one's life story, including lived experiences from being a child, being a student, and being a teacher. We argue that the acts of authoring and telling of stories have the potential to illuminate the interconnected nature of the personal and the professional dimensions of teacher educator self-formation. [This article was written by &quot;The Self-Study Group,&quot; a collection of 11 teacher educators and scholars who work at Texas Tech University in Lubbock, Texas. Group members include: Aaron S. Zimmerman, Cheryl A. Bottoms Brewer, Linnie Greenlees, Elizabeth Isidro, Zinab Muñoz, Yvonne Cásares Khan, Ana Torres, Shannon Watson, Elizabeth Woodall, Amani Zaier, and Xi-aofang Zeng.]
The Current State and Development of Inclusive Education in Belarus. A Case Study Using the Mozyr District (Polesye Region) as an Example
Author: Valetov, Valetin Vasilyevich
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Educational Development,Socialization,Special Needs Students,Speech Language Pathology,Allied Health Personnel,Professionalism,Students with Disabilities,Faculty Development,Preschool Children,Secondary School Students,Rehabilitation Programs,Vocational Education,Special Education

The article presents the current state and tendencies in the development of inclusive education in the Polesye region, the Gomel region, the Republic of Belarus), based on analytical and statistical data. The role of the Center for Correctional and Developmental Training and Rehabilitation in the implementation of the educational process and socialization of individuals with special developmental needs is revealed. The ways of increasing the level of speech pathologists' professionalism in working with disabled students are highlighted. The role of the international project &quot;Training and retraining of teachers and education administrators in the environment of diversity&quot; in the formation of an inclusive culture of education system specialists is noted.