Search results for: Conflicts
Page 2/2 17 items
This article explores an example of messy collaboration that occurred in the context of a Learning Study conducted in a secondary school in Hong Kong working in partnership with education faculty from a local tertiary institution. The article analyses the dynamics of the interactions between the participants in this Learning Study by drawing on the literature on micropolitics.
Updated: Oct. 04, 2011
The initial goal of this research project was to redesign a learning theory course as transitional space. The research then evolved into an analysis of how unresolved conflict from younger learning selves influence graduate preservice teachers' acquisition of teacher identity. Two case study illustrations of preservice teachers resulted from this work. These illustrations demonstrate how transitional space is troubled space and the unevenness of teacher development.
Updated: Jul. 26, 2011
The author describes the need of the curriculum studies community to look at a new dialectic—one marked by a physics that pull ideas inward toward some centripetal center. However, there is tension between looking for unifying ideas as they articulate with a multiplicity of incommensurate ones has marked the nature of most scholarly thinking. Despite this tension, several projects have recently been launched in the field that might signal a new age for curriculum studies. These projects have opened a new dialogue that considers possibilities of finding some semblance of canon or disciplinarity in the field.
Updated: Mar. 17, 2011
The authors are three professors whose interests in collaborative self-study processes have led them to a shared research project investigating their collective experiences. The authors' aim is to identify practical implications of the tensions that emerged from collaborative group study. The findings suggest that groups engaged in collaborative self-study have to be both open and closed. Negotiating the tensions of these apparent opposites locally and within the field may have a large impact on what self-study will become.
Updated: Feb. 21, 2011
Dealing with School Violence: The Effect of School Violence Prevention Training on Teachers' Perceived Self-Efficacy in Dealing with Violent Events
This study deals with the relationship between school violence prevention training and teachers' perceived self-efficacy in handling violent events. Three indicators were used to examine teachers' self-efficacy: personal teaching efficacy (PTE), teachers' efficacy in the school as an organisation (TESO), and teachers' outcome efficacy (TOE). A significant relationship was found between teachers who reported receiving high levels of support from the school and TOE in dealing with violence.
Updated: Jan. 12, 2010
Many educators may be apprehensive about instigating intellectual conflict among students because of the lack of operational procedures to guide them. Constructive controversy is an instructional procedure that is designed to create intellectual conflict among students. The authors of this paper summarize the theory underlying constructive controversy. They also review the results of their meta-analysis of the validating research.
Updated: Apr. 06, 2009
The article describes the use of Augusto Boal's Theater of the Oppressed (TO), as a form of academic and social support used in a recruitment and retention program for bilingual teachers in the Southeastern United States. Bilingual teacher critical discourse is discussed in language tools, and individual relationships.
Updated: Nov. 24, 2008