This paper aims to review the research paradigms of action research, narrative inquiry, and teacher research, mainly through the writings of John Elliott; F. Michael Connelly and D. Jean Clandinin; and Marilyn Cochran-Smith and Susan Landy Lytle respectively, for conceptual possibilities for fruitful schoolteacher and University researcher…

Plenty of research tells us that culture is the most essential ingredient in a healthy organization, yet there are many colleagues who wonder whether research has a healthy place in their campus cultures. The reflections here - originally offered during a discussion at the CCCU's International Forum in 2022 - offer some suggestions for nurturing…

In this interview, author, researcher, and professor D. Jean Clandinin reflects on her many years of experience as a narrative inquiry researcher, teacher, and teacher educator. She believes that growing up in a large, extended family with rooted engagement in the community set the stage for her later interest in narrative inquiry. She describes…

A pervasive neoliberal doctrine is rapidly changing the landscape of higher education in the United States. Applying free-market ideology to the university sphere has created an environment in which faculty are expected to be expert researchers able to procure external funding as well as excellent teachers who produce students that strengthen the…

Integration of research into teaching is a major area of interest in the field of higher education. Considerable work has been done on how staff and students view this integration, how it can be achieved in practice and how it might best be researched by scholars. However, relatively little research has considered how research-informed teaching…

In recent decades, three forms of practitioner research have emerged: Reflective Practice, Action Research, and Exploratory Practice. While Reflective Practice and Action Research focus on teachers-as-researchers, Exploratory Practice positions learners as co-researchers, alongside teachers, teacher educators, and others. This article adds to…

U.S. research universities have long endeavored to be cosmopolitan places, yet the disciplines of economics, political science, and sociology have remained stubbornly parochial. Despite decades of government and philanthropic investment in international scholarship, the most prestigious academic departments still favor research and expertise on…

Design thinking is becoming more commonly used as a collaborative, problem-solving approach in higher education outside design disciplines. With the pivot to remote and online learning in response to Covid-19 and lockdown measures, many educators have had to rethink their practice and collaboration in design thinking, without the usual recourse to…

This paper explores the tensions that surfaced as a teacher of physical education (PE) shifted his "stories to live by" [Clandinin, D. J., & Connelly, F. M. (1999). "Storying and restorying ourselves: Narrative and reflection." In A. Y. Chen & J. Van Maanen (Eds.), "The reflective spin: Case studies of teachers in…

The following article explores how one researcher blended verbal and visual literacies to disrupt conceptualizations of traditional qualitative research. Engaging visual modalities as a research tool, the author invites readers into an a/r/tographical multimodal post qualitative journey that deeply explores the power and value of visual research.…

Locally or individually, STEM programs provide additional opportunities to engage K-12 students, including those from marginalized groups, with the support of STEM outreach organizations through the co-construction and implementation of STEM activities during school, out of school, at home, and in the community. Research suggests that…

This study describes a teacher-researcher's experience of scaffolding his business English learners in identifying, formulating, and exploring language learning puzzles using the principles of exploratory practice. Adopting both qualitative and quantitative methods, the teacher-researcher reflected upon the learner-initiated and learner-centred…

This study explores how structured reflective practice by teachers in a Reform congregational school contributes to relational growth and the development of an inquiry stance in teaching. Analysis of teachers' responses to weekly prompts about their classroom experiences reveals three prominent themes: classroom management as inquiry, the tension…

Within the field of outdoor education, some theorists argue that although leaps and gains have been made in terms of educating for the intrapersonal or "self"-development, they have come at the expense of the development of equally important relations with the local land and community (Hales, 2006; Loynes, 2002). Given this foregrounding…

This paper reports the development and empirical testing of a model of the factors that influence the teaching-research nexus. No prior work has attempted to create a measurement model of the nexus. The conceptual model is derived from 19 propositions grouped into four sets of factors relating to: rewards, researchers, curriculum, and students.…