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Engaging in Educational Research-Practice Partnerships guides
academic researchers into forming mutually respectful,
collaborative, and scalable partnerships with school practitioners.
Despite robust theoretical and conceptual planning, research on
learning is often removed from real settings and generates findings
with limited practical relevance, yielding frustration for K-12
stakeholders. This book provides invaluable resources to
researchers seeking to work with practitioners as they solve
problems and improve outcomes while answering fundamental questions
about who gets to generate knowledge, from where, to whom, and in
what contexts. A range of illustrative case studies and strategies
explores how to apply appropriate theories and methodologies,
negotiate agendas that ensure mutually beneficial goals, determine
the role of pracademics, establish institutional supports,
policies, and procedures that amplify impact and sustainability,
and much more.
Engaging in Educational Research-Practice Partnerships guides
academic researchers into forming mutually respectful,
collaborative, and scalable partnerships with school practitioners.
Despite robust theoretical and conceptual planning, research on
learning is often removed from real settings and generates findings
with limited practical relevance, yielding frustration for K-12
stakeholders. This book provides invaluable resources to
researchers seeking to work with practitioners as they solve
problems and improve outcomes while answering fundamental questions
about who gets to generate knowledge, from where, to whom, and in
what contexts. A range of illustrative case studies and strategies
explores how to apply appropriate theories and methodologies,
negotiate agendas that ensure mutually beneficial goals, determine
the role of pracademics, establish institutional supports,
policies, and procedures that amplify impact and sustainability,
and much more.
In this text Jardine, Clifford, and Friesen set forth their concept
of curriculum as abundance and illustrate its pedagogical
applications through specific examples of classroom practices, the
work of specific children, and specific dilemmas, images, and
curricular practices that arise in concrete classroom events. The
detailed classroom examples and careful philosophical explorations
illustrate the difference it makes in educational theory and
classroom practice to think of the curriculum topics entrusted to
teachers and students in schools as abundant. The central idea is
that viewing what is available to teachers and students in
classrooms as abundant, rather than scarce, makes available the
unseen histories, language, images, and ideas in everyday classroom
life-makes it possible to break open the flat, literal
"ordinariness" of classroom events, makes their complex and
contested meanings visible, understandable, and pedagogically
useful. Understanding the disciplines entrusted to schools (such as
mathematics, writing, reading) as living inheritances, not as
inert, finished, static, manipulable objects, means that the work
of the classroom requires getting in on the real, living
conversations that constitute these disciplines as they actually
function in the classroom. This view of curriculum as abundance has
a profound effect on classroom practice. Curriculum in Abundance
addresses curriculum and teaching topics such as mathematics,
science, environmental education, social studies, language arts,
and the arts curriculum; issues that arise from inviting
student-teachers and practicing teachers into the idea of
curriculum of abundance; the issue of information and
communications technologies in the classroom; and the philosophical
underpinnings of constructivism and the dilemmas it poses to
thinking about curriculum in abundance. All of the chapters provide
images of how to conduct interpretive research in the classroom.
This critically important text for undergraduate and master's-level
courses on curriculum methods, curriculum theory, teacher research,
and philosophy of education speaks eloquently to students,
teachers, teacher educators, and researchers across the field of
education.
In this text Jardine, Clifford, and Friesen set forth their concept
of curriculum as abundance and illustrate its pedagogical
applications through specific examples of classroom practices, the
work of specific children, and specific dilemmas, images, and
curricular practices that arise in concrete classroom events. The
detailed classroom examples and careful philosophical explorations
illustrate the difference it makes in educational theory and
classroom practice to think of the curriculum topics entrusted to
teachers and students in schools as abundant. The central idea is
that viewing what is available to teachers and students in
classrooms as abundant, rather than scarce, makes available the
unseen histories, language, images, and ideas in everyday classroom
life-makes it possible to break open the flat, literal
"ordinariness" of classroom events, makes their complex and
contested meanings visible, understandable, and pedagogically
useful. Understanding the disciplines entrusted to schools (such as
mathematics, writing, reading) as living inheritances, not as
inert, finished, static, manipulable objects, means that the work
of the classroom requires getting in on the real, living
conversations that constitute these disciplines as they actually
function in the classroom. This view of curriculum as abundance has
a profound effect on classroom practice. Curriculum in Abundance
addresses curriculum and teaching topics such as mathematics,
science, environmental education, social studies, language arts,
and the arts curriculum; issues that arise from inviting
student-teachers and practicing teachers into the idea of
curriculum of abundance; the issue of information and
communications technologies in the classroom; and the philosophical
underpinnings of constructivism and the dilemmas it poses to
thinking about curriculum in abundance. All of the chapters provide
images of how to conduct interpretive research in the classroom.
This critically important text for undergraduate and master's-level
courses on curriculum methods, curriculum theory, teacher research,
and philosophy of education speaks eloquently to students,
teachers, teacher educators, and researchers across the field of
education.
An accessible text that assumes no prior knowledge, this book is
grounded in the realization that "STEM" and "STEM Education" have
not yet evolved into fully coherent fields of study, and fills this
gap by offering an original model and strategy for developing
coherences in a way that both honors the integrity of each of
STEM's constituent disciplines and explores the ways they can
amplify one another when used together to address complex
contemporary issues. This book demonstrates how STEM can and should
be understood as more than a collection of disciplines; it is a
transdisciplinary, possibility-rich domain that is much more than
the sum of its parts. Building on the actual work of scientists,
engineers, and other professionals, the authors disrupt
preconceptions about STEM domains, and provide the tools and
evidence-based approaches to create new possibilities for all
learners. Covering historical influences, theoretical frameworks,
and current debates and challenges, this book positions teachers
and students as agents of change. Each chapter features In Brief
openers to introduce the topic; Opening Anecdotes to reflect the
chapter's key themes; Sidebars to put core principles in context;
Consolidating Key Points activities to summarize and highlight
important details; and Challenges to build upon and extend topics
explored in the chapter from different angles.
An accessible text that assumes no prior knowledge, this book is
grounded in the realization that "STEM" and "STEM Education" have
not yet evolved into fully coherent fields of study, and fills this
gap by offering an original model and strategy for developing
coherences in a way that both honors the integrity of each of
STEM's constituent disciplines and explores the ways they can
amplify one another when used together to address complex
contemporary issues. This book demonstrates how STEM can and should
be understood as more than a collection of disciplines; it is a
transdisciplinary, possibility-rich domain that is much more than
the sum of its parts. Building on the actual work of scientists,
engineers, and other professionals, the authors disrupt
preconceptions about STEM domains, and provide the tools and
evidence-based approaches to create new possibilities for all
learners. Covering historical influences, theoretical frameworks,
and current debates and challenges, this book positions teachers
and students as agents of change. Each chapter features In Brief
openers to introduce the topic; Opening Anecdotes to reflect the
chapter's key themes; Sidebars to put core principles in context;
Consolidating Key Points activities to summarize and highlight
important details; and Challenges to build upon and extend topics
explored in the chapter from different angles.
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