Search results for: Craig Cheryl J.
Page 1/1 10 items
Coming to Know in the ‘Eye of the Storm’: A Beginning Teacher’s Introduction to Different Versions of Teacher Community
This article describes the experience of one beginning teacher in her first year of teaching. The findings reveal that three themes of global significance available for reflective analysis are interwoven throughout Anna Dean’s narrative of coming to know teacher community in her first year of teaching: (1) conflicting versions of teacher community, (2( shifting school landscapes shifting teacher identities, and (3) The eye of the storm-the perfect storm metaphors. The author concludes that beginning teacher’s experience of teacher community in the eye of a storm reveals how what exists in school contexts and in professional relationships between and among experienced teachers, administrators and consultants affects beginning teachers’ knowledge developments.
Updated: Feb. 24, 2015
This article brings together two sources previously cut off from one another, the narrative inquiry research method and the digital storytelling approach, to inform how the live research projects became represented. This meta-level ‘inquiry into inquiry’ traversed all four narrative inquiries and the digital exemplars produced for each to show how digital narrative inquiries attend to eight considerations: relationship, perspective, authorial voice, cultural/contextual considerations, relevance, negotiation, audience and technology were learned.
Updated: Mar. 24, 2013
This research depicts different reform initiatives which were conducted in middle school at the fourth-largest urban center in the United States over the decade from 1999 to 2009. The study focuses on teachers’ experiences of three reform endeavors and how tensions in teacher knowledge and community developed as a consequence of each. The participants were Nineteen educators, including several main teacher participants as well as some supporting teacher and administrators.
Updated: May. 23, 2012
In this article, a longitudinal view of professional development at T.P. Yaeger Middle School, a campus involved in several organized reform initiatives, has been presented from the perspective of an eighth-grade teacher who has been a 10-year participant in this research. The author uses four fine-grained narrative exemplars to feature the teacher’s and some of his colleagues’ experiences of teacher learning within the context of school reform.
Updated: Jul. 26, 2011
“Evaluation Gone Awry”: The Teacher Experience of the Summative Evaluation of a School Reform Initiative
This article examines the summative evaluation of an organized school reform programme in the United States from the teacher perspective. The study provides fine-grained details of how the evaluation of the particular reform effort went “awry” in the view of some teachers who directly participated. The inclusion of two teacher narratives particularly demonstrates how practitioners' intents and desires became overtaken by evaluators' stances and theoretical frames. This research discusses the difficulties relating to non-participant observation, issues associated with not negotiating final evaluation reports, and failure of evaluation studies to enter into human subjects agreements with teachers.
Updated: Dec. 03, 2010
Change, Changing, and Being Changed: A Study of Self in the Throes of Multiple Accountability Demands
Using the narrative inquiry research method, this self-study of the author’s teacher education practices examines the influence of four simultaneous accountability reviews on her personal experiences and identity within academia. Drawing on evidence excerpted from journal entries, work samples, historical documents and meeting notes, the author reconstructs a series of changes concerning human subjects reviews, course syllabi requirements, student assignments, grading procedures and personal productivity. The self inquiry reveals individual and institutional compromises that were made to achieve acceptable measures of success as determined by external agencies.
Updated: Jun. 20, 2010
The field of self-study of teaching and teacher education practices, like a number of other areas of inquiry, appears negligent in paying intellectual debt to Joseph Schwab who revolutionalized the fields of curriculum and teaching in the 1970s with his ideas about the practical. In this article, the author trace her personal journey of coming to know Schwab's contributions and how she came to vicariously know Schwab as a professor who not only paved the scholarly way to self-study, but also appeared to practice a form of self-study by making his personal teaching an object of inquiry.
Updated: Jan. 19, 2009
The article explores the roots of narrative research in education and the focuses on 'story constellation', a narrative inquiry that uncovers teacher's knowledge of school reform. The story' is a three-dimensional inquiry space, and sketches how the place, human-agency, and the living of school reform played out differently in differing school areas.
Updated: Jun. 19, 2008
Utilizing narrative inquiry, the article explores the dilemmas of theory and practice. The writer, formerly a standard testing K-12 teacher, and now a full time professor, addresses the dilemmas and claims that until teacher education in universities and practical teaching are addressed, school reform cannot be fully realized.
Updated: May. 27, 2008
The article describes a study that connects teachers' experiences of reflective school portfolio to the qualities of teachers' knowledge communities. The author makes the case that the development of a dynamic knowledge community among teachers is foundational to the successful reflective school portfolio-making experience.
Updated: Mar. 06, 2008