1,720,990 research outputs found
Becoming the university : early presidential discourses of Gordon Gee
Get PDFBECOMING THE UNIVERSITY: EARLY PRESIDENTIAL DISCOURSES OF GORDON GEEByMichael W. RishellThe author explores Gordon Gee's career as a university president. There is a special focus on the journey Gee made between 1990, when he first became president of The Ohio State University, to 2007, when he returned to Ohio State for another term as university president ten years later. During this time away from Ohio State, he served as the president (or chancellor) of both Brown University and Vanderbilt University. Data are reviewed from these presidencies, as well.Individual discourse, professional discourse, and organizational discourse were examined through a variety of data, including discourse analyses of the speeches given by Gee in the early days of each of these four presidencies.The dissertation provides a model, The Triangle of Leadership Discourse, which serves to illustrate the necessary balance of discourses which must remain in harmony with one another for the tenure of leadership to be successful.Thesis (Ph. D.)--Michigan State University. Higher, Adult And Lifelong Education, 2011Includes bibliographical reference
Poetry pedagogy in secondary English : two articles using poetic inquiry
No full textIn two articles the author extends insight into poetry pedagogy for secondary English classrooms underpinned with theories of Dewey, Friere, and Ranciere. Both articles examine the teaching practices and corresponding identities of the English teachers who teach poetry despite current pressures for testing and accountability that often narrow the high school curriculum. The first article is an analysis of interviews and a focus group exploring teacher-poets\u2019 perceptions of how poetry affords identity and agency growth for themselves and for their students. This study views identity and agency from the guiding perspective of Moje & Lewis\u2019s (2007) work which places these entities within sociocultural contexts. Analytical findings showed that the three teacher-poets reported growth in students\u2019 identities and agency as writers, and that the teacher-poets\u2019 own poetry writing afforded personal identity and agency to teach poetry writing. The second article also explores teacher-poet pedagogical agency, this time through an autoethnography that centers on the author\u2019s development as a teacher of poetry writing in the secondary English classroom. Here, the author draws first on Foucault (1972) to frame her exploration of her early classroom practices that depended on teacher control of the students\u2019 behavior and assignment output. Then she describes how her pedagogy proceeded to emancipatory practices evoking Freire (1970) and Ranciere (2010). Pedagogy in this article moved from traditional teacher-as-expert practice, to a classroom where students are empowered to own their learning as equals in a classroom of inquiry and sharing.Thesis (Ph. D.)--Michigan State University. Curriculum, Instruction, and Teacher Education, 2018Includes bibliographical reference
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The Role of the Arts in Extending and Challenging the Boundaries of History Education: A Review of P. Clark & A. Sears (2020). The Arts and the Teaching of History
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Disturbing practice : reading and writing (social studies) teacher education as text
No full textAlthough preservice teacher education comprises only a small part of student
teachers' socialization into the teaching profession, it nevertheless has an
important impact of student teachers imagination through an educative world it
renders both possible and the intelligible.
Anchored in a secondary social studies methods course at the University
of British Columbia, and following six of its student teacher participants through
their university- and practicum-based experiences, this year-long ethnographic
study explores the production of knowledge and knowing in presevice teacher
education. As such, it examines how particular versions and visions of education,
teaching, and learning are made possible as well as on what they, in turn, make
possible for prospective social studies teachers learning to teach. Exploring how
teachers' ways of being are dependent, in part, on student teachers' ways of
becoming, this study examines what happens to student teachers during their
preservice education and, as a result, what they make happen because of what
happens to them. Examining the complex relationship between the knowledge
student teachers are given and the knowledge they themselves produce, this
dissertation considers not only what student teachers choose to say and do but
also what structures their choices.
Disturbing the practice of teacher education by examining how discourses
use and are used and what, in the process, gets covered over, silenced, and
ignored, this dissertation attempts to extend the traditional exploration of how
prospective social studies student teachers learn to manage ideas and theories in
the teacher education classrooms to the examination of how the use of ideas and
theories in those very classrooms manages those who attempt to engage them.
Organized as a multivocal text in which the running narrative is
interrupted and interrogated by the researcher's own reflexive comments about
the impossibilities of knowing and those of the participants about the study and
its textualization, this dissertation focuses on the problematics and possibilities in
the process of learning to teach, highlighting and publicly engaging them in
order to bring more of what we do in university-based teacher education
classrooms into the fold of the discussion both about and in teacher educationEducation, Faculty ofCurriculum and Pedagogy (EDCP), Department ofGraduat
Third-grade students' historical thinking and The BIG History Lesson
Get PDFIn this study I consider the marginalization of social studies in elementary education, as well as the benefits of participating in museum experiences to enhance history learning and skill development (i.e. historical thinking skills). What is the potential for elementary students in using historical thinking skills to "do history" in the ways that historians might? And how might these students engage in a history museum setting that lasts longer than one day? To address these issues I followed third-grade students and their teacher to a state history museum for an immersion museum experience--The BIG History Lesson. For five consecutive school days, I observed these third-grade students participating in hands-on activities, docent- and historian-led presentations, and free-choice explorations. I also studied the students' use of historical thinking skills (sourcing, contextualizing, inferring, and corroborating) throughout the museum week. Additionally, I conducted pre- and post-interviews with focal students of varying academic abilities, and engaged them in pre- and post-historical thinking activities. The results of these observations, interviews, and historical thinking activities suggest that these third-grade students could use historical thinking skills to varying degrees, provided there was explicit modeling and multiple opportunities to do so. Students' skill usage at the museum and during the historical thinking activities was similar, although their skills during the activities were more frequently applied and more finely-tuned. My findings highlight the importance of scaffolding and modeling to foster young students' development of historical thinking skills (and helping them know when to employ the skills). Students' sporadic use of historical thinking skills at the museum suggested that although they were in a more "authentic" and immersing environment to learn and be exposed to history, they needed explicit scaffolding and guidance for how and when to use these skills in generative ways.Thesis (Ph. D.)--Michigan State University, Curriculum, Instruction and Teacher Education, 2012Includes bibliographical references (pages 207-222
A just memory : learning to teach a more just social studies through the analysis of its memories
Get PDFThis study investigated what is remembered about social studies education, how memories can be made useful in current classrooms, and how this knowledge can inform a social studies-to-be imagining future memories. Special attention was paid as well to issues of social justice and how they were engaged in in the past, how they have been taken up in the present, and how they might be re-imagined in the future. By doing so, this study enlivened the utility of memory and opened remembering up as a terrain of analysis to be included and considered in both social studies classrooms and teacher preparation institutions. Memories shared and analyzed in part 1 of this qualitative study were drawn from experiences over the past twenty years, both through surveys and semi-structured active interviews. In part 2, interviews with current practitioners and a thorough analysis of their units were combined with interviews of students who participated in those units to provide a fuller picture of how memories are formed, challenged, and/or reified in the process of learning to teach. Finally, in part 3 of the study, pre-service teachers, using data from other parts of the study, envisioned what memories their future classrooms might create and how they might better be realized. Embracing poststructural notions of time and memory expressed through the theorizing of Gilles Deleuze, the study seeks to trouble the notion of time and elucidate potential utility in both the past and future, or better put, the mingling of them in the present moment. By doing so, it demonstrates that the intentional consideration of what and how we remember social studies experiences may help in advancing the cause of developing a more just understanding of ourselves, the world we live in, and how we might experience it more justly.Thesis (Ed.D.)--Michigan State University. Curriculum, Instruction, and Teacher Education, 2021Includes bibliographical references (pages 209-217
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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