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Book Review: Rowing Through the Barbed Wire Fence by Rima Karaliene
No full textTranslated by Dovilas Bukauskas. Scotts Valley: CreateSpace Publishing, 2017
New Playing Fields: Evolving Approaches to Teaching Sport Literature
No full textAlthough stories about sport were written as early as the Olympian Odes of Ancient Greece, the genre and academic study of sport literature is still in its relative nascence. But although sport lit- erature courses have only been taught at postsecondary institutions for the last forty years, their remarkable popularity and potential for interdisciplinary study have made them a fixture at many academic institutions. As a sport literature instructor, I have honed my own best practices for teaching sport literature, developed in response to the unique challenges and opportunities as- sociated with this area of study. This commentary discusses the evolving field of sport literature, in terms of teaching and learning practices. By illuminating key areas of consideration, includ- ing definitions, objects of study, and teacher-student expectations, I outline how sport literature can provide students and instructors with a more open, progressive, and mutable model that car- ries forward into their work. Ultimately then, this commentary explores the unique potential of teaching sport literature and finding new and positive approaches for teachers across disciplines
Vivendo em Transição para a Formação de Professores em Canadá: reflexões pessoais e retratos de dois Estudantes de doutorado do sexo feminino vietnamitas
No full textLiving in transition while studying teacher education leads to multiple challenges for doctoral students as they situate themselves in the intersections with new sociocultural environments. The navigation process affects their personal and professional self-formation in constructing and reconstructing their multiple identities-making. In this paper, we, two Vietnamese female teachers, examine our life experience transitioning from Vietnamese to Canadian culture while pursuing our doctoral studies. The collaborative autobiography allows us to reflect, retell and relive our stories since we arrived in Canada. Through deconstructing our stories, we were amazed at the resonances of our tensions in new life-making experiences and perspective transformation in learning and conducting research. We hope our experiences are promising to shorten the gap in understanding experiences of those doctoral students composing life in similar education landscapes, which helps ease their difficulties and cultivate their academic and professional achievements. We also contribute more personal, social, cultural, and familial narratives to the dominant institutional narratives of Canadian teacher education.Vivir en transición mientras se estudia la formación docente genera múltiples desafíos para el doctoradoestudiantes a medida que se sitúan en las intersecciones con nuevos entornos socioculturales.El proceso de navegación incide en su autoformación personal y profesional en la construccióny reconstruir sus múltiples identidades. En este artículo, nosotras, dos mujeres vietnamitasmaestros, examinen nuestra experiencia de vida en la transición de la cultura vietnamita a la canadiense mientrascursando nuestros estudios de doctorado. La autobiografía colaborativa nos permite reflexionar, recontar yrevive nuestras historias desde que llegamos a Canadá. A través de la deconstrucción de nuestras historias, estábamosasombrado por las resonancias de nuestras tensiones en nuevas experiencias y perspectivas que hacen la vidatransformación en el aprendizaje y la realización de investigaciones. Esperamos que nuestras experiencias sean prometedoras paraacortar la brecha en la comprensión de las experiencias de aquellos doctorandos que componen la vida enpanoramas educativos similares, lo que ayuda a aliviar sus dificultades y a cultivar su rendimiento académico.y logros profesionales. También aportamos más a nivel personal, social, cultural y familiar.narrativas a las narrativas institucionales dominantes de la formación docente canadiense.Vivre en transition tout en étudiant la formation des enseignants entraîne de multiples défis pour les doctorantsétudiants qui se situent aux intersections avec de nouveaux environnements socioculturels.Le processus de navigation affecte leur auto-formation personnelle et professionnelle dans la constructionet la reconstruction de leurs identités multiples. Dans cet article, nous, deux femmes vietnamiennesenseignants, examinez notre expérience de vie en passant de la culture vietnamienne à la culture canadienne tout enpoursuivre nos études doctorales. L\u27autobiographie collaborative nous permet de réfléchir, de raconter etrevivre nos histoires depuis notre arrivée au Canada. En déconstruisant nos histoires, nous étionsémerveillés par les résonances de nos tensions dans de nouvelles expériences et perspectives de vietransformation dans l\u27apprentissage et la conduite de la recherche. Nous espérons que nos expériences promettent deraccourcir l\u27écart dans la compréhension des expériences de ces doctorants qui composent la vie dansdes paysages éducatifs similaires, ce qui contribue à atténuer leurs difficultés et à cultiver leur scolaritéet réalisations professionnelles. Nous apportons également une contribution plus personnelle, sociale, culturelle et familialenarratifs aux récits institutionnels dominants de la formation des enseignants au Canada.Viver em transição enquanto estuda formação de professores leva a múltiplos desafios para o doutoradoalunos à medida que se situam nas intersecções com novos ambientes socioculturais.O processo de navegação afeta sua autoformação pessoal e profissional na construçãoe reconstruindo suas múltiplas identidades. Neste artigo, nós, duas mulheres vietnamitasprofessores, examinar nossa experiência de vida na transição da cultura vietnamita para a canadense enquantocontinuar nossos estudos de doutorado. A autobiografia colaborativa nos permite refletir, recontar ereviver nossas histórias desde que chegamos ao Canadá. Ao desconstruir nossas histórias, fomosespantado com as ressonâncias de nossas tensões em novas experiências e perspectivas de vidatransformação na aprendizagem e na realização de pesquisas. Esperamos que nossas experiências sejam promissoras paraencurtar a lacuna na compreensão das experiências desses doutorandos que compõem a vida emcenários de educação semelhantes, o que ajuda a aliviar suas dificuldades e cultivar suae realizações profissionais. Também contribuímos com mais recursos pessoais, sociais, culturais e familiares.narrativas institucionais dominantes da formação de professores canadenses
Expanding Expectations: Faculty Perceptions on Student Retention
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The shift in the political environment calling for greater student retention in higher education is changing the work dynamics of higher education faculty. Despite many initiatives, the research indicates that faculty have the greatest impact on student persistence. The demands for faculty time continues to increase and to broaden. No longer do faculty just teach courses, engage in research, and perform some service; today many faculty are also expected to help in student retention. This descriptive survey looks at faculty perceptions of their roles in retention efforts and the impacts on faculty expectations. Results show a general trend of faculty having increasing responsibilities for student success. Particularly, the expectations of faculty have shifted more towards having faculty provide mentoring and building more personal relationships with students.
Developing Teacher Identity while Creating Culturally Authentic Materials
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Teacher candidates enter teacher education programs as part of the process of becoming professional educators. As they progress through these programs, their thinking and beliefs about teaching and being a teacher are supported or challenged and their professional identity is developed. Traditionally, these programs provide course work and practica aimed towards learning theory and practical knowledge, but these and other opportunities can influence teacher candidates’ subsequent identity development as well. This study looked at the professional identity development of three teacher education students, who created culturally authentic stories and educational materials for students in Thailand. Using grounded theory, various data sources were triangulated to discover if the teacher education students developed their professional identity in an ‘other space.’ Results showed that ample opportunities were provided to express, examine, and adjust how the teacher candidates see themselves as emerging professionals in the classroom.
A Brief History of the International Alliance for Invitational Education
No full textBeyond our Galaxy, in some forgotten time (circa 1968), two young professors at the University of Florida, Betty Faye Siegel and William Watson Purkey, applied for and received a small grant from the Noyes Foundation of of New York to train educators. The grant provided modest fellowships for teams of teachers, principals, and school board members to attend a three-week residential summer program on humanizing the educative process. Although the funding was to be for a single summer, the program was so successful that the Noyes Foundation continued its support for the next eight years
Editorial
No full textWelcome to the 20th volume of the Journal for Invitation Theory and Practice! Having served as editorfor nine years and associate editor for one, the honor of introducing our newest editor has been awarded tome. It is with great pleasure that I introduce to you Professor Sheila Therese Gregory as the new editor ofJITP, who oversaw the publication of this, the 20th volume
The Basic Tenets of Invitational Theory and Practice: An Invitational Glossary
No full textA review of the literature which concentrates on Invitational Theory and Practice (ITP) has revealed aninconsistent and oft times confusing or contradictory use of named concepts, labels, phrases, wordings, definitions,and other such titles of major ITP principles (Shaw and Siegel, 2010). Presented in a glossary type format, thepurpose of this article is to identify and define the basic tenents of Invitational Theory and Practice (ITP).Additionally, this glossary is proposed as the accepted standard for the various concepts and terminologies used todescribe and or explain ITP in a consistent manner for application across a variety of disciplines and settings
Editorial: Sailing New Waters
No full textOn behalf of the Alliance and the Editorial Board I am pleased to present the second issue of our new journal. This edition continues the exploration begun last winter to develop and expand invitational theory and report on the application of invitational practices. I appreciate the complimentary letters and comments about the premier issue and hope readers find that this and future publications adequately reflect the mission of the Alliance and the development of invitational theory and practice
Eastern Sources of Invitational Education
No full textInvitational education has epistemological roots in ancient eastern philosophies, particularly the better-known ones such as Buddhism, Taoism and Confucianism. These philosophies share the basic assumptions of invitational education—a sensitivity to and consideration of others\u27 needs, emanating from a continuing awareness of self and inner truth. The purpose of this article is to give a brief introduction to the historical figures who advanced these philosophies, and to present a brief indication of the commonalties these belief systems share with invitational education. In addition, practical applications of each of these philosophies are offered for classroom settings. If this purpose is met, the reader will enjoy not only a broader appreciation of invitational education, but also its enhanced applications as well