- Cheryl J. Craig works at Texas Aedit
ABSTRACT This inquiry explores the scholarly influence of Elliot Eisner by examining how ideas derived from his scholarship have spread. The study begins with Eisner’s bio-sketch and a literature review on the history of ideas and the use... more
ABSTRACT This inquiry explores the scholarly influence of Elliot Eisner by examining how ideas derived from his scholarship have spread. The study begins with Eisner’s bio-sketch and a literature review on the history of ideas and the use of knowledge in education, followed by descriptions of this paper’s research method and data sources. The analysis revolves around (1) the influence of Eisner’s ideas and approaches, (2) Eisner’s direct impact through his involvement in projects/organizations, and (3) Eisner’s effect on the academic literature. Discussions of generative scholarship, intergenerational legacy and scholarly influence conclude the work, along with the suggestion that the inquiry be re-enacted with other noteworthy scholarly figures in order to increase the understanding of the influence of ideas and research dissemination in the field of education.
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... View all references, 197332. Noddings, N. 2009. Commentary. LEARNing Landscapes:Curriculum Issues and Innovations , 2(2): 17–24. View all references, 198335. Schwab, JJ 1971. The practical: Arts of the eclectic. School Review , 81:... more
... View all references, 197332. Noddings, N. 2009. Commentary. LEARNing Landscapes:Curriculum Issues and Innovations , 2(2): 17–24. View all references, 198335. Schwab, JJ 1971. The practical: Arts of the eclectic. School Review , 81: 461–489. ...
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The cumulative research of Joseph J. Schwab contributed to undergraduate education, Jewish education, and secondary school science reform in addition to curriculum deliberations approached through his “Practical” papers, which were... more
The cumulative research of Joseph J. Schwab contributed to undergraduate education, Jewish education, and secondary school science reform in addition to curriculum deliberations approached through his “Practical” papers, which were intended to mend the theory-practice divide. Schwab’s contributions to education have resulted in his continuing recognition as a leading curriculum figure. His career path features successes and challenges he faced, most often through the experiences and in the voices of those surrounding him. Six fine-grained exemplars from contemporary international research programs instantiate how Schwab’s scholarship continues to exert a major influence in the field. There are representative projects, chapters, and articles that represent Schwab’s ideas for (a) their currency (2010–2020), (b) their adequacy as Schwab-informed approaches, and (c) their ability to go beyond the simple exchange of research findings, which Schwab abhorred. The exemplars revolve around “The Practical” (Canada, China, Israel), Eros and education (U.S.), acts of teaching (U.S.), and connections among “The Practical,” Confucianism, and the German Didaktik (Singapore, U.K.) in addition to serial interpretation (U.S.). These robust exemplars originate with the research of students of Schwab, students of students of Schwab, national and international research teams and/or those who came to know his contributions and impact through the literature. Why Schwab’s scholarship has not been disseminated comprehensively has to do with its particularity and the challenge of generalizing approaches that were never intended to be prescriptions for large populations. Other obstacles include the fact that Schwab was ahead of his time. He defended what could be learned from practice and practitioners and vehemently opposed straight-laced forms of accountability and outcomes-based research.
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This self-study uses narrative inquiry and the “best-loved self” heuristic to examine how educators sustain themselves along their career continuums. The work highlights the importance of knowledge development through human interactions... more
This self-study uses narrative inquiry and the “best-loved self” heuristic to examine how educators sustain themselves along their career continuums. The work highlights the importance of knowledge development through human interactions in communities of knowing and asserts the value of thinking again. Hope for a better future—in whatever form it appears—is the overarching theme.
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In many ways, self-study of practice research—“the study of one’s self, one’s actions, one’s ideas, as well as [the] “not self” (Hamilton & Pinnegar, 1998, p. 236)—is a misnomer (Craig & Curtis, in press). While the research genre... more
In many ways, self-study of practice research—“the study of one’s self, one’s actions, one’s ideas, as well as [the] “not self” (Hamilton & Pinnegar, 1998, p. 236)—is a misnomer (Craig & Curtis, in press). While the research genre unquestionably revolves around self, it always includes others because practices necessarily unfold in the milieus in which we are immersed. We mostly are “assisted selves” because our inquiries are informed directly or indirectly by interactions with others and the responses they, in turn, give back to us (Day, personal communication, 2018). It may be that the term, “intimate scholarship” (Hamilton, 1995; Pinnegar & Hamilton, 2015), is more reflective of the Self-Study of Teaching and Teacher Education Practices (S-STEP) research tradition. The bottom line is that truth claims are irrevocably “bound up in the contingencies of context” (Nash, 2004, p. 39), and other people are unavoidably implicated. Instead of reliability and validity verifying S-STEP’s truth claims as is the case with the positivist paradigm, verisimilitude (lifelikeness) (Bruner, 2010) and trustworthiness (Mishler, 1990) are two main qualities that other teachers, teacher educators, and researchers use to determine the believability of our accounts of practice and whether our findings would be actionable in their settings (Lyons & LaBoskey, 2002). These “less demanding measuring stick[s]” (Bruner, 2010, p. 45), which trace back to distinctions Aristotle made between episteme (formal knowledge) and phronesis (practical knowledge) (Fenstermacher, 1994; Kessels & Korthagen, 1996: Tirri, Husu, & Kansanen, 1999), necessarily return us to the contested nature of context (Craig, 2009) and to other people and their need to assert their narrative truths as fellow human beings (Spence, 1984). This is especially the case where trustworthiness is concerned because we are called to evidence the same interpretive themes longitudinally, preferably using different research tools. While we can permissibly take up the task of self-facing (Anzaldua, 1987/1999; Lindemann Nelson, 1995) in teaching and teacher education, we soon realize that we “…can’t get to truths sitting in a field smiling beatifically… We don’t have much truth to express unless we have gone into… those [metaphorical] rooms and closets and woods and abysses that we were told not to go in to” (Lamott, 2007, p. 201). The ethically entangled Gordian knot (Craig, Evans, Li, & Stokes, 2018a) for every researcher of educational practice is that other people who have rights to privacy and fair treatment of their own, occupy and interact in all the places that we need to go into to grow as people, professionals, and members of the S-STEP community. So, what are self-study of practice researchers to do? In this chapter, I tackle this research ethics question by addressing the following sub-themes: (1) coming to the question, (2) standing in the story, (3) respecting others’ rights, (4) interpreting actions open-endedly, (5) learning from others, (6) writing sensitively, (7) assuming an intelligent reader, and (8) living with the consequences. To make my points, I draw forward for readers’ examination examples from my own research experiences and inquiries in the qualitative research vein. I end by summarizing the most pressing ethical issues as well as the significant educational opportunities inherent in the self-study research genre.
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In this chapter, teachers from the School Portfolio Group examine tools that they have used to cultivate and scaffold their own reflective practice. First, they explore three images of teachers: as curriculum makers, researchers, and... more
In this chapter, teachers from the School Portfolio Group examine tools that they have used to cultivate and scaffold their own reflective practice. First, they explore three images of teachers: as curriculum makers, researchers, and reflective practitioners. Building on Lyons’ definition of reflective practice, the authors examine the individual tools of personal journals, personal portfolios, and reflective writing the and
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Research Interests: Psychology and Reciprocal
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Traces Joseph J. Schwab\u27s life, scholarly work, and influence in several fields; this study uses the inquiry into inquiry approach
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This issue of Teachers and Teaching: theory and practice (TTTP) offers a selection of articles authored by scholars from Hong Kong/New Zealand (co-authored work), Singapore, Australia, Spain, the Netherlands, Norway and the United States.... more
This issue of Teachers and Teaching: theory and practice (TTTP) offers a selection of articles authored by scholars from Hong Kong/New Zealand (co-authored work), Singapore, Australia, Spain, the Netherlands, Norway and the United States. The combined scholarly contributions, all highly diverse in topic and places of origin, loosely cohere around the theme ‘teaching and learning: participation and interaction’. This theme closely aligns with TTTP’s purpose as the official journal of the International Study Association on Teachers and Teaching. Readers will see how the first three articles (the Netherlands, the United States, and Norway) center on teaching and learning in community; the next two articles (Singapore and Hong Kong/New Zealand) revolve around teacher feedback and tensions between knowledge transmission and student-focused teaching approaches; and the last two articles focus on music and technology (Spain and Australia) and how participation and integration of knowledge takes place. Each work makes an important contribution to the field of education and offers important takeaway points of value to readers. ‘What’s in a Name: Dimensions of Social Learning in Teacher Groups’, authored by Emmy Vrieling, Antoine van den Beemt, and Maarten de Laat from the Netherlands, illuminates the underpinnings of teacher group approaches to professional development, or ‘social learning’, to use the authors’ vernacular. According to the aforementioned researchers who conducted the meta-level literature analysis, four dimensions characterize teacher groups: (1) practice, (2) domain and value creation, (3) collective identity, and (4) organization. Practice has to do with the practical work on which the teacher group is focused; domain and value creation refers to the area of knowledge associated with the group’s purpose; collective identity pertains to the shared vision; and organization describes how the teacher group structures itself. The resultant literature review – evidenced on a comprehensive grid – provides an important theoretical overview for describing and analyzing different forms of social learning within teacher groups or communities as they are alternately described. However, as Vrieling, van den Beemt, and de Laat caution, their survey of the literature on teacher group learning is theoretical in nature. How – and whether – the four dimensions of teacher group learning play out in different social and cultural settings remains to be seen. TTTP’s readers will undoubtedly look forward to the authors’ next article to see if their theory holds in their practical research setting/s. The second article of this issue, ‘Teachers Talking about Teaching and School: Collaboration and Reflective Practice via Critical Friends Groups’ – contributed by Lisa Kuh from the United States – serves as a bookend piece to the first article already described. While the aforementioned Dutch work on teacher groups is theoretical, the American research study that follows it presents a field-based ethnographic case of a Critical Friends Group in action. Viewed through the previous authors’ dimensions of teacher groups, Kuh’s article is put into practice (practical
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... Hurricane Ike swept through Houston, damaging schools, apartment complexes, and businesses alike ... how to go up in front of people and confront our fears about people through starting to interact with them and performing for them
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... Hurricane Ike swept through Houston, damaging schools, apartment complexes, and businesses alike ... how to go up in front of people and confront our fears about people through starting to interact with them and performing for them
As for Janis Christiana, another Hawthorne ...
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ABSTRACT This autobiographical narrative inquiry uses an ascribed, stock Chinese metaphor to make sense of my career trajectory. My thinking with the metaphor reaches back to my childhood, follows how various metaphorical images surfaced... more
ABSTRACT This autobiographical narrative inquiry uses an ascribed, stock Chinese metaphor to make sense of my career trajectory. My thinking with the metaphor reaches back to my childhood, follows how various metaphorical images surfaced longitudinally in my research program, and characterizes the increasing incommensurability between my local work landscape and my growing international reputation. Foundational to my stories of experience are the narrative concepts of sacred stories, secret stories, cover stories, and counter stories. When I received a major international research award in 2015, my career reached a crossroads where I knew I either would have to quit the profession or find employment elsewhere. I could no longer remain healthy in an environment profoundly unhealthy for me. This research story captures my journey of confronting and transcending the dragon gate. It illuminates how I freed myself of one institution’s challenges, while making peace with, and becoming part of, a more hospitable university environment. This narrative research study makes public how a myriad of stories has shaped and re-shaped my academic career over time.
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While much research has been produced around what policy makers and theorists want preservice and practicing teachers to know and to do, little work has been conducted around what preservice and practicing teachers need in order to feel... more
While much research has been produced around what policy makers and theorists want preservice and practicing teachers to know and to do, little work has been conducted around what preservice and practicing teachers need in order to feel sustained in the teaching profession. Similarly, much has been written about teacher quality from a distance. However, a paucity of research has concentrated on the conditions essential to nurturing the qualities of the best-loved self of teachers along the career continuum.
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ABSTRACT
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Research Interests: Sociology, Education, Research Methodology, Mathematics Education, Narrative, and 14 moreEvaluation, Qualitative Research, Narrative Inquiry, Research Agenda, Social Context, Educational, Inquiry, Teacher knowledge, Narrative Criticism, Research Method, Context Effect, Social Influences, Point of View, and Research Methods
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... of narrative authority and knowledge communities as individuals' knowledge shifts over time and place. ... she knew and, in turn, hear different versions of her own stories or new ... Group assignments provided the potential... more
... of narrative authority and knowledge communities as individuals' knowledge shifts over time and place. ... she knew and, in turn, hear different versions of her own stories or new ... Group assignments provided the potential for the development of knowledge communities through the ...
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This article features an international inquiry of two high-poverty urban schools, one Canadian and one American. The article examines poverty in terms of “small stories” that educators and students live and tell, often on the edges,... more
This article features an international inquiry of two high-poverty urban schools, one Canadian and one American. The article examines poverty in terms of “small stories” that educators and students live and tell, often on the edges, unheard and unaccounted for in grand narratives. It also expands the story constellations approach to narrative inquiry by adding a new set of paired stories: stories of poverty–poverty stories. The overall intent is to illuminate in more nuanced ways the complex factors that shape people’s lives outside the boundaries of policy prescriptions.