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Author
Series
Language
English
Description
Marjorie Barrett Logsdon, a teacher of high school English literature and composition, explores the experiences that led to her decision to transform her authoritarian pedagogical practice. Believing that sharing power with students is more conducive to writing-as-process (as opposed to wrtiing-as-product), Marjorie is surprised to encounter resistance, not only from students, but within herself. Writing in the genre of the speculative/personal essay,...
Author
Series
Language
English
Description
In this book, scholar-practitioners offer alternatives to the five-chapter thesis crafted in the tradition of science reports. As authors of meritiorious and award-winning dissertations, they provide insights into the challenging process of conceptualizing interpretive methods of inquiry including narrative, heuristic, social cartography, grounded theory, spritiual inquiry, reflective art-making; and essay writing. Each author explores the interconnections...
Author
Series
Language
English
Description
From Moment to Meaning: The Art of Scholar-Practitioner Inquiry is, grounded in the premise that context-embedded studies can yield important insights into the complexities of educational practice. For Scholar-Practitioners, such inquiries often arise when the routine course of events is, disrupted. The resulting disequilibrium precipitates a desire to understand what happened. Gaining such understanding entails a capacity for recollective, introspective,...
Author
Series
Language
English
Description
The contributors to this edited collection of think pieces reflect on their experiences as members of a group intent on studying their own practice. In sharing the challenges and rewards of study group participation, the authors hope to encourage others to engage in similarly productive study group experiences. This message is particularly important given current school improvement initiatives seeking to involve educational practitioners.
Author
Series
Language
English
Description
WENDY W. CAUGHEY MILNE provides insights into a process of teacher reflection grounded in aesthetic ways of knowing. Combining sketches, self-critique,and literature from the field of art education, Milne explores the mindset she brings to her teaching of elementary art. Drawn from her award-winning dissertation, the book comprises a series of Portfolio Artifacts, each of which highlights one or more pedagogical dilemmas.
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