Negotiating power and politics in practitioner inquiry communities

2002 ◽  
Vol 2002 (95) ◽  
pp. 61-72 ◽  
Author(s):  
Cassandra Drennon
Keyword(s):  
Practitioner Inquiry ◽  
Inquiry Communities

Transforming groups: Developing practitioner inquiry communities

1996 ◽  
Vol 1996 (71) ◽  
pp. 71-80
Author(s):  
Cassandra Drennon ◽  
Diane L. Foucar-Szocki
Keyword(s):  
Practitioner Inquiry ◽  
Inquiry Communities

scholarly journals Addressing Religious Diversity through Children’s Literature: An “English as a Foreign Language” Classroom in Israel

2015 ◽  
Vol 17 (2) ◽  
pp. 92 ◽  
Author(s):  
Rawia Hayik
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
Religious Diversity ◽  
Middle Eastern ◽  
Practitioner Inquiry ◽  
Religious Groups ◽  
Reader Responses ◽  
Region I ◽  
Language Classroom ◽  
Efl Students

Conflicts between different religious groups occasionally arise in my Christian and Muslim Israeli-Arab EFL students’ school and area. In an attempt to increase students’ knowledge of and respect for other faiths in the region, I conducted practitioner inquiry research in my religiously diverse Middle-Eastern classroom. Grounded in critical literacy, I used a book set of religion-based literature alongside critical literacy engagements to effect some change in students’ tolerance towards other faiths. This article describes my journey of exploring students’ reader responses to religion-based texts and issues.

Structured Ethical Reflection in Practitioner Inquiry: Theory, Pedagogy, and Practice

2016 ◽  
Vol 80 (4) ◽  
pp. 430-443 ◽  
Author(s):  
Douglas M. Stevens ◽  
Mary Brydon-Miller ◽  
Miriam Raider-Roth
Keyword(s):  
Practitioner Inquiry ◽  
Ethical Reflection ◽  
Theory Pedagogy

Sounding out synthesis: Investigating how educators in a teaching with technology course use sonic composition to remix reflection

2020 ◽  
Vol 17 (3) ◽  
pp. 218-235 ◽  
Author(s):  
Jon M Wargo
Keyword(s):  
Teacher Education ◽  
Structural Feature ◽  
Sociocultural Theory ◽  
Practitioner Inquiry ◽  
Social Semiotics ◽  
Teaching With Technology ◽  
Graduate Level ◽  
E Learning ◽  
Online Teacher ◽  
Technology Course

This study explores how educators ( n =  23) in a graduate-level “teaching with technology” course used the affordances of digital composing, and sonic composition in particular, to “sound out” reflection. Using the twin-lenses of sociocultural theory and social semiotics, findings suggest that sound operated as a: rhetorical tool for illustrating affect/argument; complementary mode to syncretic meaning; and a diegetic structural feature/locating mechanism. Examining how multimodality became a technology and communicative resource for teachers to remix reflection, this study highlights the frictions and freedoms of using sound to synthesize learning in the online teacher education classroom. As such, this article proposes novel ways to think with sound in e-learning and (re)educates the senses to hear practitioner-inquiry in new ways.

Sign in / Sign up

Export Citation Format

Share Document