Crossing boundaries and building learning communities: critical education and narrative research as praxis
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cresskill, NJ
Hampton Press
2009
|
| Schriftenreihe: | Critical education and ethics
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | IX, 205 S. |
| ISBN: | 9781572737198 9781572737204 |
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| 500 | |a Includes bibliographical references and index | ||
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Datensatz im Suchindex
| _version_ | 1804138364607135744 |
|---|---|
| adam_text | CONTENTS ACKNOWLEDGMENTS IX PART I: FOUNDATIONS OF CRITICAL NARRATIVE
ETHNOGRAPHY 1. NARRATIVE ANALYSIS OF TRANSLATING CRITICAL PEDAGOGY INTO
PRACTICE: 1 AUTHOR S PERSONAL AND PROFESSIONAL STORY OF EXPERIENCE
INQUIRY-BASED INSTRUCTION: EXPLORING CRITICAL PEDAGOGY FOR PRACTICE 9
GROUNDED IN PRACTICE AND THEORY 18 CRITICAL TEACHER EDUCATION FOR
LEADERSHIP 19 TEACHER EDUCATION PRACTICE 20 SCHOLAR-PRACTITIONER TEACHER
EDUCATION AND CRITICAL PEDAGOGY 24 CRITICAL ETHNOGRAPHY, POST-FORMALISM,
AND NARRATIVE INQUIRY 25 AS CRITICAL PEDAGOGY OVERVIEW OF CHAPTERS 27
NORES 30 REFERENCES 34 APPENDIX A: INTERSTATE NEW TEACHER ASSESSMENT AND
SUPPORT CONSORTIUM 42 (INTASC) MODEL STANDARDS FOR BEGINNING TEACHERS
LICENSING AND DEVELOPMENT (1992) APPENDIX B: THE MISSION OF THE IPFW
SCHOOL OF EDUCATION 43 ADOPTED J ANUARY 10, 1996 IPFW SCHOOL OF
EDUCATION CONCEPTUAL FRAMEWORK: 43 A LEARNING AND LEADERSHIP MODEL
INTERLUDE ONE 45 2. PROVISIONS OF TRUSTWORTHINESS IN CRITICAL NARRATIVE
RESEARCH: 47 BRIDGING INTERSUBJECTIVITY AND FIDELITY CONTEXT OF
EXPERIENCE 47 V VI CONTENTS PROVISIONS OF TRUSTWORTHINESS 50 CRITICAL
RESEARCHER AS POLITICAL AUTHOR 54 SOME OF THE LITERATURE AND FIDELITY AS
SOCIAL ACTON CONNECTED 58 FINAL REFLECTION 61 ~OTE 62 REFERENCES 62
INTERLUDE TWO 65 PART 11: CRITIEAL ETHNOGRAPHIES, POST-FORMAL METHODS,
AND ~ARRATIVE ANALYSIS 3. CROSSING CULTURAL BORDERS THROUGH
INTERSUBJECTIVITY: CRITIEAL 69 MULTICULTURAL CRITIQUE AND ISSUES OF
FIDELITY IN POST-FORMAL ~ARRATIVE INQUIRY THEORETICAL CONTEXT OF THE
STORY 69 CONTEXT OF STORY IN PRACTICE 72 TEXT OF STORY: BY TERESA PEREZ
AND MARY LAMBERT, 73 CRITICAL- PARTICIPANTS CRITICAL REFLECTIONS: BY
GLENDA MOSS, CRITICAL-RESEARCHER 83 REFERENCES 84 4. AUTHENTIE RESEARCH
PARTICIPATION IN LEARNING TO TEACH 87 THROUGH PORTFOLIO ~ARRATIVE
DEVELOPMENT: A FIDELITY ISSUE BACKGROUND TO PORTFOLIO ASSESSMENT AT IPFW
87 PURPOSE OF THE STUDY 88 PORTFOLIO ASSESSMENT: SUMMATIVE SHOWCASE OR
TRANSFORMATIVE PROCESS? 90 CRITICAL INQUIRY IN TEACHING AND PORTFOLIO
ASSESSMENT PRACTICE 93 CONFLICT OF TEACHER PROFESSIONALIZATION: LAYERS
OF REFLECTIVE 96 TEACHER IDENTITY WITHIN MANDATED PORTFOLIO ASSESSMENT
EMERGENT SCHOLAR-PRACTITIONER AS REFLECTIVE TEACHER IDENTITY 96
CONCLUSION 101 REFERENCES 101 5. MULTICULTURAL TRANSFORMATION THROUGH
ACTION RESEARCH: 105 ~OTES FROM PRE-SERVICE TEACHERS LAURI BENDER,
MICHELLE SORG, DUSTI DUEKWORTH, TEREA SISTRUNK MATT BIRKENBEUL,JUSTIN
SMITH, WITH GLENDA MOSS CONTEXTUALIZING THE ~ARRATIVE ANALYSIS 105
THEORETICAL FRAME AND METHODOLOGY 107 CONTEXT: INITIATION AND
DEVELOPMENT 108 KEY PLAYERS 110 DIALOGUE AND TEACHING FOR CHANGE 111
REFERENCES 112 INTERLUDE THREE 114 CONTENTS VN PART THREE: NARRATIVE
INQUIRY FOR CRITICAJ PARTICIPATION 6. CAN CRITICAL EDUCATION RESEARCH BE
A FACTOR IN OPPOSING 119 THE STANDARDS MOVEMENT?: CRITICAL MULTICULTURAL
HOPE DONNYA STEPHENS, DIMPLE SADLER, AND GLENDA MOSS INTRODUCTION 119
THEORETICAJ FRAME 121 A STORY OF TAAS AND AFRICAN AMERICANS 124 THE
IMPACT OF THE EXCET ON AFRICAN AMERICANS 128 PREPARING TO TEACH ANALYSIS
OE CRITICAL NARRATIVES-CULRURAL REPRODUCTION 132 REVISITED: SO WHAT S
NEW HERE? CONTRADICTIONS: SPACES OF HOPE 133 VOICES ILIUMINATED 135
IMPLICATIONS FOR TEACHING: MULTIVOICEDNESS BEYOND 136 STANDARDIZED TESTS
NOTES 137 REFERENCES 138 7. AMISH TEACHER DIALOGUES WITH TEACHER
EDUCATORS: 141 RESEARCH, CULTURE, AND VOICES OF CRITIQUE HENRY ZEHR,
GLENDA MOSS, ANDJOE NIEHOLS CONTEXTUALIZING THE STORY: VOICE OF AN AMISH
TEACHER 141 CONTEXTUALIZING THE STORY: VOICE OF A TEACHER EDUCATOR 144
AND QUALITATIVE RESEARCHER CONTEXTUALIZING THE STORY: VOICE OF A TEACHER
EDUCATOR 145 AND QUANTITATIVE RESEARCHER CRITICAL FRAME, AND METHODOLOGY
DESIGN AND ANALYSIS: 148 GLENDA S PERSPECTIVE NARRATIVE ANALYSIS OF
RESEARCH ON THE AMISH: 155 HENRY S INSIDER PERSPECTIVE NARRATIVE
ANALYSIS OF RESEARCH ON THE AMISH: 162 GLENDA S AND JOE S OUTSIDER
PERSPECTIVE HENRY S FINAL REFLECTION 163 GLENDA S FINAL REFLECTION 165
JOE S FINAL REFLECTION 166 EPILOGUE 166 NOTES 167 REFERENCES 168
APPENDIX A 171 8. AFRICAN AMERICAN NEW TEACHERS CRITICAL STORIES: 173
LEARNING TO TEACH, BECOMING CERTIFIED, AND TEACHING LICHELLE BEELER,
FELIEIA RENEE LEWIS, CHRISTINA HAYES, AND ALICIA RUSSELI, WITH GLENDA
MOSS VIII CONTENTS PROLOGUE 174 THEORETICAL FRAME 174 AUTOBIOGRAPHY BY
CHRISTINA HAYES 175 AN EXPERIENCE TO REMEMBER BY LICHELLE L. BEELER 179
CRITICAL STORY OF BECOMING A BI-RACIAL TEACHER 181 BY ALICIA RUSSELL
CRITICAL BIOGRAPHY BY FELICIA RENEE LEWIS 183 RESEARCHER NARRATIVE
REFLECTION BY GLENDA MOSS 188 REFERENCES 189 PART FOUR: IMPLICATIONS FOR
TEACHER EDUCATION PRACTICE AND PROFESSIONAL DEVELOPMENT 9. NARRATIVE USE
AND THE REVITALIZATION OF TEACHER EDUCATION 193 REFERENCES 197 AUTHOR
INDEX 199 ~~I~~ 200
|
| adam_txt |
CONTENTS ACKNOWLEDGMENTS IX PART I: FOUNDATIONS OF CRITICAL NARRATIVE
ETHNOGRAPHY 1. NARRATIVE ANALYSIS OF TRANSLATING CRITICAL PEDAGOGY INTO
PRACTICE: 1 AUTHOR'S PERSONAL AND PROFESSIONAL STORY OF EXPERIENCE
INQUIRY-BASED INSTRUCTION: EXPLORING CRITICAL PEDAGOGY FOR PRACTICE 9
GROUNDED IN PRACTICE AND THEORY 18 CRITICAL TEACHER EDUCATION FOR
LEADERSHIP 19 TEACHER EDUCATION PRACTICE 20 SCHOLAR-PRACTITIONER TEACHER
EDUCATION AND CRITICAL PEDAGOGY 24 CRITICAL ETHNOGRAPHY, POST-FORMALISM,
AND NARRATIVE INQUIRY 25 AS CRITICAL PEDAGOGY OVERVIEW OF CHAPTERS 27
NORES 30 REFERENCES 34 APPENDIX A: INTERSTATE NEW TEACHER ASSESSMENT AND
SUPPORT CONSORTIUM 42 (INTASC) MODEL STANDARDS FOR BEGINNING TEACHERS
LICENSING AND DEVELOPMENT (1992) APPENDIX B: THE MISSION OF THE IPFW
SCHOOL OF EDUCATION 43 ADOPTED J ANUARY 10, 1996 IPFW SCHOOL OF
EDUCATION CONCEPTUAL FRAMEWORK: 43 A LEARNING AND LEADERSHIP MODEL
INTERLUDE ONE 45 2. PROVISIONS OF TRUSTWORTHINESS IN CRITICAL NARRATIVE
RESEARCH: 47 BRIDGING INTERSUBJECTIVITY AND FIDELITY CONTEXT OF
EXPERIENCE 47 V VI CONTENTS PROVISIONS OF TRUSTWORTHINESS 50 CRITICAL
RESEARCHER AS POLITICAL AUTHOR 54 SOME OF THE LITERATURE AND FIDELITY AS
SOCIAL ACTON CONNECTED 58 FINAL REFLECTION 61 ~OTE 62 REFERENCES 62
INTERLUDE TWO 65 PART 11: CRITIEAL ETHNOGRAPHIES, POST-FORMAL METHODS,
AND ~ARRATIVE ANALYSIS 3. CROSSING CULTURAL BORDERS THROUGH
INTERSUBJECTIVITY: CRITIEAL 69 MULTICULTURAL CRITIQUE AND ISSUES OF
FIDELITY IN POST-FORMAL ~ARRATIVE INQUIRY THEORETICAL CONTEXT OF THE
STORY 69 CONTEXT OF STORY IN PRACTICE 72 TEXT OF STORY: BY TERESA PEREZ
AND MARY LAMBERT, 73 CRITICAL- PARTICIPANTS CRITICAL REFLECTIONS: BY
GLENDA MOSS, CRITICAL-RESEARCHER 83 REFERENCES 84 4. AUTHENTIE RESEARCH
PARTICIPATION IN LEARNING TO TEACH 87 THROUGH PORTFOLIO ~ARRATIVE
DEVELOPMENT: A FIDELITY ISSUE BACKGROUND TO PORTFOLIO ASSESSMENT AT IPFW
87 PURPOSE OF THE STUDY 88 PORTFOLIO ASSESSMENT: SUMMATIVE SHOWCASE OR
TRANSFORMATIVE PROCESS? 90 CRITICAL INQUIRY IN TEACHING AND PORTFOLIO
ASSESSMENT PRACTICE 93 CONFLICT OF TEACHER PROFESSIONALIZATION: LAYERS
OF REFLECTIVE 96 TEACHER IDENTITY WITHIN MANDATED PORTFOLIO ASSESSMENT
EMERGENT SCHOLAR-PRACTITIONER AS REFLECTIVE TEACHER IDENTITY 96
CONCLUSION 101 REFERENCES 101 5. MULTICULTURAL TRANSFORMATION THROUGH
ACTION RESEARCH: 105 ~OTES FROM PRE-SERVICE TEACHERS LAURI BENDER,
MICHELLE SORG, DUSTI DUEKWORTH, TEREA SISTRUNK MATT BIRKENBEUL,JUSTIN
SMITH, WITH GLENDA MOSS CONTEXTUALIZING THE ~ARRATIVE ANALYSIS 105
THEORETICAL FRAME AND METHODOLOGY 107 CONTEXT: INITIATION AND
DEVELOPMENT 108 KEY PLAYERS 110 DIALOGUE AND TEACHING FOR CHANGE 111
REFERENCES 112 INTERLUDE THREE 114 CONTENTS VN PART THREE: NARRATIVE
INQUIRY FOR CRITICAJ PARTICIPATION 6. CAN CRITICAL EDUCATION RESEARCH BE
A FACTOR IN OPPOSING 119 THE STANDARDS MOVEMENT?: CRITICAL MULTICULTURAL
HOPE DONNYA STEPHENS, DIMPLE SADLER, AND GLENDA MOSS INTRODUCTION 119
THEORETICAJ FRAME 121 A STORY OF TAAS AND AFRICAN AMERICANS 124 THE
IMPACT OF THE EXCET ON AFRICAN AMERICANS 128 PREPARING TO TEACH ANALYSIS
OE CRITICAL NARRATIVES-CULRURAL REPRODUCTION 132 REVISITED: SO WHAT'S
NEW HERE? CONTRADICTIONS: SPACES OF HOPE 133 VOICES ILIUMINATED 135
IMPLICATIONS FOR TEACHING: MULTIVOICEDNESS BEYOND 136 STANDARDIZED TESTS
NOTES 137 REFERENCES 138 7. AMISH TEACHER DIALOGUES WITH TEACHER
EDUCATORS: 141 RESEARCH, CULTURE, AND VOICES OF CRITIQUE HENRY ZEHR,
GLENDA MOSS, ANDJOE NIEHOLS CONTEXTUALIZING THE STORY: VOICE OF AN AMISH
TEACHER 141 CONTEXTUALIZING THE STORY: VOICE OF A TEACHER EDUCATOR 144
AND QUALITATIVE RESEARCHER CONTEXTUALIZING THE STORY: VOICE OF A TEACHER
EDUCATOR 145 AND QUANTITATIVE RESEARCHER CRITICAL FRAME, AND METHODOLOGY
DESIGN AND ANALYSIS: 148 GLENDA'S PERSPECTIVE NARRATIVE ANALYSIS OF
RESEARCH ON THE AMISH: 155 HENRY'S INSIDER PERSPECTIVE NARRATIVE
ANALYSIS OF RESEARCH ON THE AMISH: 162 GLENDA'S AND JOE'S OUTSIDER
PERSPECTIVE HENRY'S FINAL REFLECTION 163 GLENDA'S FINAL REFLECTION 165
JOE'S FINAL REFLECTION 166 EPILOGUE 166 NOTES 167 REFERENCES 168
APPENDIX A 171 8. AFRICAN AMERICAN NEW TEACHERS' CRITICAL STORIES: 173
LEARNING TO TEACH, BECOMING CERTIFIED, AND TEACHING LICHELLE BEELER,
FELIEIA RENEE LEWIS, CHRISTINA HAYES, AND ALICIA RUSSELI, WITH GLENDA
MOSS VIII CONTENTS PROLOGUE 174 THEORETICAL FRAME 174 AUTOBIOGRAPHY BY
CHRISTINA HAYES 175 AN EXPERIENCE TO REMEMBER BY LICHELLE L. BEELER 179
CRITICAL STORY OF BECOMING A BI-RACIAL TEACHER 181 BY ALICIA RUSSELL
CRITICAL BIOGRAPHY BY FELICIA RENEE LEWIS 183 RESEARCHER NARRATIVE
REFLECTION BY GLENDA MOSS 188 REFERENCES 189 PART FOUR: IMPLICATIONS FOR
TEACHER EDUCATION PRACTICE AND PROFESSIONAL DEVELOPMENT 9. NARRATIVE USE
AND THE REVITALIZATION OF TEACHER EDUCATION 193 REFERENCES 197 AUTHOR
INDEX 199 ~~I~~ 200 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Moss, Glenda |
| author_facet | Moss, Glenda |
| author_role | aut |
| author_sort | Moss, Glenda |
| author_variant | g m gm |
| building | Verbundindex |
| bvnumber | BV035187924 |
| callnumber-first | L - Education |
| callnumber-label | LB1731 |
| callnumber-raw | LB1731 |
| callnumber-search | LB1731 |
| callnumber-sort | LB 41731 |
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| dewey-search | 370.71/1 |
| dewey-sort | 3370.71 11 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Book |
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| spelling | Moss, Glenda Verfasser aut Crossing boundaries and building learning communities critical education and narrative research as praxis Glenda Moss Cresskill, NJ Hampton Press 2009 IX, 205 S. txt rdacontent n rdamedia nc rdacarrier Critical education and ethics Includes bibliographical references and index Lehrer Teachers Training of United States Teachers In-service training United States Action research in education United States Multicultural education United States Critical pedagogy United States Interkulturelle Erziehung (DE-588)4123440-6 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Interkulturelle Erziehung (DE-588)4123440-6 s Lehrerbildung (DE-588)4035093-9 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016994584&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Moss, Glenda Crossing boundaries and building learning communities critical education and narrative research as praxis Lehrer Teachers Training of United States Teachers In-service training United States Action research in education United States Multicultural education United States Critical pedagogy United States Interkulturelle Erziehung (DE-588)4123440-6 gnd Lehrerbildung (DE-588)4035093-9 gnd |
| subject_GND | (DE-588)4123440-6 (DE-588)4035093-9 (DE-588)4078704-7 |
| title | Crossing boundaries and building learning communities critical education and narrative research as praxis |
| title_auth | Crossing boundaries and building learning communities critical education and narrative research as praxis |
| title_exact_search | Crossing boundaries and building learning communities critical education and narrative research as praxis |
| title_exact_search_txtP | Crossing boundaries and building learning communities critical education and narrative research as praxis |
| title_full | Crossing boundaries and building learning communities critical education and narrative research as praxis Glenda Moss |
| title_fullStr | Crossing boundaries and building learning communities critical education and narrative research as praxis Glenda Moss |
| title_full_unstemmed | Crossing boundaries and building learning communities critical education and narrative research as praxis Glenda Moss |
| title_short | Crossing boundaries and building learning communities |
| title_sort | crossing boundaries and building learning communities critical education and narrative research as praxis |
| title_sub | critical education and narrative research as praxis |
| topic | Lehrer Teachers Training of United States Teachers In-service training United States Action research in education United States Multicultural education United States Critical pedagogy United States Interkulturelle Erziehung (DE-588)4123440-6 gnd Lehrerbildung (DE-588)4035093-9 gnd |
| topic_facet | Lehrer Teachers Training of United States Teachers In-service training United States Action research in education United States Multicultural education United States Critical pedagogy United States Interkulturelle Erziehung Lehrerbildung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016994584&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT mossglenda crossingboundariesandbuildinglearningcommunitiescriticaleducationandnarrativeresearchaspraxis |