Search results for: Communities
Page 2/3 21 items
The Collaborative Action Research Network: 30 Years of Agency in Developing Educational Action Research
This article provides an analysis of the Collaborative Action Research Network's (CARN) origins and development since its foundation in 1976. Cultural-historical activity theory is used as an analytical framework: key concepts are succinctly summarised and then used to identify and explore CARN's agency in developing educational action research. The article focuses on key themes of CARN's activity, such as developing teachers' knowledge as an engine of school reform, establishing an action research literature and supporting the challenging processes of collaboration. The article explores some of the disruptions and contradictions in CARN over the years. The article concludes with an agenda for future development.
Updated: Jun. 23, 2010
Using an activity theory framework, the authors examine how preservice teachers and middle school students utilized instant messaging in educational contexts. They also examine the impact of instant messaging on the development of community among preservice teachers.Qualitative results from six focus groups and two personal interviews indicate that instant messaging enhanced the development of community among the preservice teachers. It also facilitated the breakdown of teacher-student social barriers while being predominantly exploited as a social rather than an academic medium.
Updated: Mar. 09, 2009
Some mentors while part of school communities might be seen as discharging their mentoring responsibilities in a relatively isolated manner. This study seeks to develop an understanding of how mentors operating in different phases learn to mentor and to sustain their growth as mentors and to seek to identify how they construct their 'communities of mentoring'.
Updated: Jan. 12, 2009
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse.
Updated: Dec. 14, 2008
Capturing Authenticity, Transforming Perception: One Teacher's Efforts to Improve Her Students' Performance by Challenging Their Impressions of Self and Community
In this essay, the author describes the efforts of a public school teacher to improve her students' writing by attempting to increase their connectivity to their community.By designing photojournalism projects that prompt students to capture their authentic experiences, the teacher hopes to challenge the students' negative perceptions of their community. The author elaborates on the personal and pedagogical dilemmas that the teacher faced while engaged in this work.
Updated: Nov. 30, 2008
The study described in this paper investigates how graduate students in language and linguistic specializations develop and perceive community and how these perceptions or developments differ according to medium (chat, discussion board, or face-to-face class and group discussions). The results of this study confirm that it is indeed possible to develop a sense of community through computer mediated communication tools and that classroom learning is not the only way to achieve strong communities.
Updated: Oct. 23, 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
'Can Anyone Offer any Words of Encouragement?” Online Dialogue as a Support Mechanism for Preservice Teachers
A qualitative case study was conducted to examine the use of computer mediated communication (CMC) for psychological support of preservice teachers. The study utilized online discussions of 15 preservice teachers, and explored the subjects of discussion as well as how they communicated with each other. Results reveal the special ways the teachers demonstrated their emotional engagement, responsiveness to each other and meaning-making through storytelling.
Updated: Feb. 12, 2008
This article introduces the concept of 'free spaces' as an important site for the development of theory and practice around youth activism, teacher development, and the transformation of public and private space in urban schools and communities. Nearly a quarter of a century ago, Evans and Boyte (1986) introduced the concept of 'free spaces' in their book: Free spaces: the sources of democratic change in America.
Updated: Feb. 11, 2008
The article describes teachers' feelings of susceptibility as expressed in an online teachers' community in Mainland China. The study reveals how changes in policy affect teachers' professional relations and identities. The study also argues that while Chinese cultural tradition is used to give teachers authority, it also imposes burdens on teachers and subjects them to close scrutiny, which consequently makes them feel more vulnerable.
Updated: Feb. 05, 2008