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Defining Spirituality: Critical Implications for the Practice and Research of Educational Leadership
Direct linkHafner, Madeline M.; Capper, Colleen A. – Journal of School Leadership, 2005
This essay problematizes the current discourses on spirituality and leadership, particularly in terms of how spirituality is defined. To this end, the authors provide a brief overview of the different definitions of spirituality as explicated in the literature on spirituality and leadership, identify the underlying epistemologies of these…
Descriptors: Religious Factors, Instructional Leadership, Educational Practices, Educational Research
Download full textJacobs, Karen Dupre; Kritsonis, William Allan – Online Submission, 2007
The purpose of this article is to discuss strategies for the secondary, public school educators to implement postmodern thinking in the United States of America. Postmodernism is a set of strategic practices that erase limits or norms to abide by placed upon people in society. The time is now for educators to be recognizant of these changes.…
Descriptors: Public Education, Public Schools, Educational Strategies, Educational Practices
Moss, Pamela A.; Piety, Philip J.; Gamson, David; Spillane, James P.; Miele, David B.; Knapp, Michael S.; Copland, Michael A.; Swinnerton, Juli A.; Ikemoto, Gina Schuyler; Marsh, Julie A.; Firestone, William A.; Gonzalez, Raymond A.; Resnick, Lauren; Besterfield-Sacre, Mary; Mehalik, Matthew; Sherer, Jennifer Zoltners; Halverson, Erica; Erickson, Frederick; Little, Judith Warren; Diamond, John B.; Cooper, Kristy; Hickey, Daniel T.; Anderson, Kate T.; Gitomer, Drew H.; Duschl, Richard A.; Carr, Peggy; Dogan, Enis; Tirre, William; Walton, Ebony; Thorn, Christopher; Meyer, Robert H.; Gamoran, Adam; Gee, James Paul; Phillips, Denis C. – Yearbook of the National Society for the Study of Education, 2007
Much of the methodological literature currently influential in the education policy community has focused on research studies and assessments intended to support generalizable conclusions about "what works" or what students "know and can do." Until recently, far less attention has been paid to how educators actually interpret and use this…
Descriptors: Educational Change, Accountability, Yearbooks, Decision Making
Reybold, L. Earle; Flores, Belinda Bustos; Riojas-Cortez, Mari – Professional Educator, 2006
Teacher beliefs are mediated and lived in the dialectic of teacher education and teacher practice. We reframe this dialectic of "teacher" preparation as "faculty" preparation, as many faculty are not prepared for the rigors of teaching, and most are not trained in the ethics of their profession. We propose a critical model of faculty development…
Descriptors: Diversity (Faculty), Faculty Development, Moral Development, Organizational Development
Johnson, Genevieve Marie – Online Submission, 2005
Instructionism refers to educational practices that are teacher-focused, skill-based, product-oriented, non-interactive, and highly prescribed. Constructivism refers to educational practices that are student-focused, meaning-based, process-oriented, interactive, and responsive to student interest. There is disagreement regarding which curricular…
Descriptors: Teaching Methods, Educational Practices, Constructivism (Learning), Reading Instruction
Peer reviewedElkind, David – Montessori Life, 2003
Presents three basic epistemological positions (empiricism, nativism, and constructivism) and argues that Maria Montessori's educational practice reflected all three positions. Describes how the constructivist position is reflected in the High/Scope program, and compares and contrasts this position with that of Montessori. Asserts that although…
Descriptors: Constructivism (Learning), Developmentally Appropriate Practices, Early Childhood Education, Educational Philosophy
Peer reviewedJordan, Anne; Stanovich, Paula – Journal of Research in Special Educational Needs, 2003
This study examined the epistemological beliefs of elementary teachers through their descriptions of their work with students with disabilities. Differences in teacher belief constructs were related to instructional practices and to the prevailing beliefs in a school about teachers' responsibilities for students with disabilities. Teachers'…
Descriptors: Beliefs, Disabilities, Educational Practices, Elementary Education
Peer reviewedPopkewitz, Thomas S. – Theory and Research in Social Education, 1998
Revisits arguments posed in two 1970s articles from "Theory and Research in Social Education." Discusses topics such as the ideas of curriculum as embodiments of governing practices and the contributions of postmodern thought to educational theory, particularly knowledge as the effects of power. (CMK)
Descriptors: Curriculum, Educational History, Educational Practices, Educational Research
Culbertson, Jack – 1979
A number of conclusions can be drawn from an examination of epistemological questions relevant to the building of a theory of research practice in educational administration: (1) the realms addressed by the human sciences and by the natural sciences differ markedly in degree if not in kind; (2) the "theory" movement was guided epistemologically by…
Descriptors: Educational Administration, Educational Planning, Educational Policy, Educational Practices
Peer reviewedRoss, Saul – Quest, 1981
The epistemology of physical education, showing the sources from which physical education draws its theory, is used to address the reciprocal relationship between theory and practice. Models are used to clarify the relationships among various subdisciplines in the field of physical education, and suggestions are offered for a more coordinated…
Descriptors: Educational Objectives, Educational Practices, Educational Research, Educational Theories
Peer reviewedWhite, Richard T. – Studies in Science Education, 1998
Science education is not exempt from the general criticism that research has had little effect on classroom practice. Argues that teachers do not reject research about practice, they ignore it. Contains 46 references. (DDR)
Descriptors: Educational Practices, Educational Research, Elementary Secondary Education, Epistemology
Claxton, Guy – Cambridge Journal of Education, 2006
Creativity in education often takes the form of concentrated periods of arts-based "light relief" from the rigours of the National Curriculum. In psychology, on the other hand, creativity is often associated with a dramatic moment of "illumination" in solving scientific, mathematical or practical problems. This paper explores a third approach…
Descriptors: Thinking Skills, National Curriculum, Learning Strategies, Creativity
Lankshear, Colin – 1999
This paper looks at challenges that face the epistemological model on which formal education is based as a result of the rapid growth in use of new communications and information technologies (CITs). The argument has three parts. The first describes some phenomena associated with the development during recent decades of these new CITs and their…
Descriptors: Computer Mediated Communication, Developing Nations, Educational Practices, Educational Principles
Peer reviewedPopkewitz, Thomas S. – Educational Researcher, 1997
Explores some features of controversies about the production of knowledge by considering assumptions that have guided social theory at least since the 19th century. When systems of reasoning in educational studies are examined as social practices, it becomes apparent that the stakes of educational research are social and political as well as…
Descriptors: Educational Practices, Educational Research, Elementary Secondary Education, Epistemology
Smock, Charles D., Ed. – 1978
This set of five papers is related to the Mathemagenic Activities Program (MAP) for early childhood education of the University of Georgia's Follow Through Program. The MAP is based on Piagetian theory and provides sequentially structured sets of curriculum materials and processes that are designed to continually challenge children to learn about…
Descriptors: Cognitive Development, Curriculum, Developmental Psychology, Early Childhood Education
