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Beyond Reflective Practice: Blogging-With Place as a Diffractive Practice for (Re)Imagining Place-Based Education
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Karen Nociti – Contemporary Issues in Early Childhood, 2024
This article proposes the diffractive practice of blogging-with Place as an alternative to a reflective journal. Reflective practice is a priority for teachers, with reflective journaling often employed as a method for documenting a teacher's experiences and knowledge about sites that are intended for place-based teaching and learning. However,…
Descriptors: Foreign Countries, Place Based Education, Reflective Teaching, Early Childhood Education
Interrogating the Use of Mixed Methods in Developmental Evaluation
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MacGregor, Stephen W.; Cooper, Amanda – AERA Online Paper Repository, 2022
We interrogate the opportunities and challenges of using mixed methods (MM) within a developmental evaluation (DE) context by drawing on two illustrative cases that investigated educational change in Canada. Methods: Multi-case design and cross-case analysis, with a focus on examining common patterns across the two cases, enabling new ways of…
Descriptors: Mixed Methods Research, Evaluation Methods, Barriers, Educational Change
Investigating New Literacies among Teacher Educators: A Multi-Institution Collaborative Self-Study
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Nash, Brady Lee; Karkar Esperat, Tala Michelle; Pierce, Kathryn Mitchell; Shimek, Courtney H.; Rose, Crystal Dail; Ivanyuk, Lyudmyla; Fletcher, Lauren – Literacy Research: Theory, Method, and Practice, 2023
This multi-institutional, collaborative self-study explores how teacher educators learn to embed new literacies (NL) in teacher education coursework. Utilizing collaborative self-study methodology, seven faculty engaged in a year-long collaborative study focused on the incorporation of NL in preservice teacher education courses, meeting regularly…
Descriptors: Teacher Educators, Barriers, Preservice Teachers, Literacy Education
Knowledge Mobilization in the Production of Education Research: A Mixed Methods Study
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Farley-Ripple, Elizabeth; MacGregor, Stephen; Mazal, Mia – Center for Research Use in Education, 2023
Calls to improve relationships between research and practice abound, among them efforts to help researchers to work in partnership with and communicate more effectively with policy and practice audiences, informing those that govern and design educational policies and those charged with implementation in schools and classrooms, respectively. These…
Descriptors: Correlation, Theory Practice Relationship, Educational Policy, Policy Formation
Critical SFL Praxis in Teacher Education: Insights from Australian SFL Scholars
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Troyan, Francis John; Harman, Ruth; Zhang, Xiaodong – Language and Education, 2021
To acknowledge the lasting and increasing influence of Halliday's theory of systemic functional linguistics (SFL) on teacher education, this article outlines Critical SFL Praxis (CSFLP) in teacher education as an activist effort in research and practice. Informed by systemic functional linguistics, the critical approach seeks to push back against…
Descriptors: Linguistics, Linguistic Theory, Activism, Teacher Education Programs
Strengthening Responsive and Reciprocal Relationships in a Whanau Tangata Centre: An Action Research Project
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Clarkin-Phillips, Jeanette; Carr, Margaret – Teaching and Learning Research Initiative, 2009
This project came about after discussions with the general manager of the Wellington Region Free Kindergarten Association and Jeanette Clarkin-Phillips (University of Waikato) about setting up a research partnership to support the teachers at Taitoko Kindergarten in Levin. The teachers were establishing an integrated community centre (the whanau…
Descriptors: Foreign Countries, Action Research, Pilot Projects, Parent Workshops