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1.
ABSTRACT

Academics and practitioners are often at a loss when it comes to understanding the ethical socio-political and cultural contexts that invade the world of adapted physical activity. Ethical practice is situated in the local and the specific. In this article we highlight the reality that both academics and practitioners need to be ever mindful that the cultures surrounding the education, sport and rehabilitation components of adapted physical activity are distinctive environments that vary across the globe. Because of the cultural diversity surrounding adapted physical activity, we set out an embryonic framework for ethically thinking about practice in our field. Ultimately, we hope that this framework will go some way to illuminate questions of situated ethical importance that are becoming increasing conundrums within adapted physical activity.  相似文献   

2.
ABSTRACT

In this article, we reflect on the contributions of the social sciences to the field of adapted physical activity by examining the theories and methods that have been adopted from the social science disciplines. To broaden our perspective on adapted physical activity and provide new avenues for theoretical and empirical exploration, we discuss and evaluate broad ideas/tensions arising from the social science literature—the individual versus social/ecological, and social science of adapted physical activity versus social science in adapted physical activity. We intentionally focus discussion on the application of specific lines of inquiry in the social sciences that have not yet emerged (or have done so only in limited applications) in the field of adapted physical activity. Such untapped areas of scholarship in the social sciences can lead to broader understanding, innovations, and new lines of inquiry when applied to an adapted physical activity context.  相似文献   

3.
Abstract

In this article, we explore how a posthumanist stance has enabled us to work a different consideration of the way in which voice is constituted and constituting in educational inquiry; that is, we position voice in a posthuman ontology that is understood as attributable to a complex network of human and nonhuman agents that exceed the traditional understanding of an individual. Drawing on the work of Deleuze and Guattari, Barad, and Bennett, we present a research artifact that illustrates how this posthuman voice is productively bound to an agentic assemblage. The reconfiguration of a posthuman voice with/in an educational research artifact further enables us to explore various analytic questions: What happens when voice exceeds language and is more than (un)vocalized words emanating from a speaking subject? If the materiality of voice is not limited to sound (i.e. self-present language emitted from a human mouth), how do we account for it? That is, how might the materiality of voice be located in the space of intra-action among human and non-human objects? We conclude with implications for thinking qualitative methodology in education differently.  相似文献   

4.
Abstract

Referring to Haraway’s concept of tentacularity, this article embarks on a curious research practice-inspired speculative journey to think with material tentacular becomings in an Australian kindergarten. Some of the questions that guided our curious research practice asked: How does curious practice as a postqualitative methodology enable us, as researchers, to cultivate a presence that creates the conditions for these research encounters and events to be perceived? What becomes possible for generative relational diverse learning with matter-energies if we accept that there is no rational explanation at hand? What worlds come into being if we speculate instead of rationalize? How do children animate, and are animated relationally, in particular worlds and not in others? How do we, as researchers, become entangled within children’s ways of perceiving and naming encounters? We experimented with Haraway’s notion of tentacularity as our navigational tool to map four entangled territories in this article.  相似文献   

5.
Exploring the role of archives in recovering the histories of teachers' lives and the potential of archival research as living inquiry, a non-traditional perspective is offered concerning life writing as a way into an epistemological storying of the past. Archival research as living inquiry is examined both as a methodological approach to theorizing practice, and as a method of gathering information in public collections that is rendered through life writing. The application of this emerging form of research has the potential to change structures of teaching and learning, and in the process, provide suitable methods to write accounts of educational histories. In this case, I document my archival quest into Bessie's story as an exemplar of how reflective practice can contribute to becoming a researcher of history through unorthodox approaches and methods. This inquiry is motivated by questions that include: Why should a teacher of the past matter to teachers today? What value do archives hold in teacher education? How might we rethink our methods of inquiry to give meaning to the lives of women teachers?  相似文献   

6.
ABSTRACT

It is commonly accepted that inquiry in adapted physical activity involves the use of different disciplines to address questions. It is often advanced today that complex problems of the kind frequently encountered in adapted physical activity require a combination of disciplines for their solution. At the present time, individual research questions in adapted physical activity are most often developed and pursued by researchers from a single discipline despite incentives to the contrary. However, the inclusion of multiple disciplines to address research questions raises a number of challenges. A major one is effective communication. The language related to the use of multiple disciplines is often used loosely. Key terms, such as multi-disciplinary, interdisciplinary, transdisciplinary, and cross-disciplinary, are often used interchangeably. We introduce the technical meaning of these terms and outline some key epistemic challenges to communication across disciplines and highlight the importance of willingness, on the part of researchers, to carefully listen to each other.  相似文献   

7.
This article examines STEM learning as a cultural process with a focus on non-dominant communities. Building on my work in funds of knowledge and mathematics education, I present three vignettes to raise some questions around connections between in-school and out-of-school mathematics. How do we define competence? How do task and environment affect engagement? What is the role of affect, language, and cognition in different settings? These vignettes serve to highlight the complexity of moving across different domains of STEM practice—everyday life, school, and STEM disciplines. Based on findings from occupational interviews I discuss characteristics of learning and engaging in everyday practices and propose several areas for further research, including the nature of everyday STEM practices, valorization of knowledge, language choice, and different forms of engagement.  相似文献   

8.
This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' learning through reading to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning? This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change.  相似文献   

9.
The researcher–participant relationship has the potential to be reciprocal, a relationship in which each contributes something the other needs or desires. Participants devote their time, effort, experiences, and wisdom to inform and shape the researcher’s study. The researcher’s scope, depth, and nature of inquiry introduce vulnerability to participants’ lives. In turn, researchers are susceptible to variable involvement and apathy from participants. While neither the relational aspect of research nor its potential for reciprocity is new, we are concerned that the concept is overshadowed in the current, positivistic culture of evidence in education research. Using vignettes from our special education research, we describe the affordances of a stance of reciprocity, illustrating the contours of the component in recruitment, participation, analysis, and presentation. We ask: How do truth traditions support reciprocity? How do we authentically reciprocate participants’ efforts throughout the research process? And finally, how might qualitative work embrace reciprocity and lead education research to a broader conceptualization of evidence, one that expands the transformative potential of our collective work?  相似文献   

10.
ABSTRACT

As practitioner inquiry is now established as a widely-recognized research tradition and flourishing movement for educational change, we might consider ways that practitioner inquiry could be conceptualized and executed to broaden implementation, deepen understanding, and sustain inquiry within teacher education. Arts-based research may be an ideal methodology for the extension and sustainment of such inquiry as its visual, performative orientation lends itself to participant engagement and provides access in the representation and dissemination of results. This article will put forth models for advancing arts-based practitioner inquiry within the field of teacher education, by drawing from multiple cycles of a dual-layered, ABER study. This vision of arts-based practitioner inquiry is that of inclusion, increasing the number of those who conduct and interact with research; collaboration, blurring boundaries between the inquiries of teacher educators and pre-service teachers; accessibility, tapping into the power of the arts to engage and communicate in ways that scientific language cannot; and continued engagement, using learning from one cycle to inform inquiry in the next.  相似文献   

11.
In this paper, we question how we might disrupt positivist research paradigms that preclude students from engaging and experiencing ownership in the research process. We question what we, as professors, could do to facilitate the transition from traditional research reporting to a disposition of inquiry that allows for ambiguity and discovery in the research process.

Evidence presented was gathered over the course of a two-year qualitative research project completed in a capstone education course. Like most capstone courses, we required a summative research paper, but student work suggested they had minimal interest or enthusiasm for the project. However, by redirecting our students' research interest from traditional research reporting to the generation of authentic research questions drawn from their student teaching experience, a solution emerged. The students' questions provided the basis for the ensuing qualitative inquiry project that afforded them a new and authentic type of inquiry.

This paper describes the process our students engaged in to complete this qualitative inquiry, including the identification of the research question and analysis of field notes and documents. It concludes by sharing samples of the students' research questions and findings that illustrate the authentic inquiry and ownership they experienced as a result of the project.  相似文献   

12.
ABSTRACT

This integrative literature review takes up the ongoing discussion about the place of mixed methods designs in educational research. We focus on studies that investigate the role of argumentation in inquiry-based learning, either as a means for enhancing inquiry (argument-based inquiry) or as a learning outcome (inquiry-based argument). We argue that this field of research offers a perfect example of the ways in which a paradigm and its research questions call for mixed-methods designs. We then present an integrative review to explore patterns and identify gaps in the literature, asking: (1) How frequently and in what ways are mixed methods used in the field? (2) What rationales are driving the use of mixed methods? and (3) To what extent is the potential of mixed methods research being realized in the field?. For readers studying argumentation in inquiry-based instruction, we hope to open up a critical dialogue about aims and methodologies in the field. For readers interested in mixed-methods designs we hope to offer a case study of how to build a rationale from within a discipline for leveraging the range of mixed methodologies to study a problem. We conclude with recommendations for further research.  相似文献   

13.
Abstract

How can we teach inquiry? In this paper, I offer practical techniques for teaching inquiry effectively using activities built from routine textbook exercises with minimal advanced preparation, including rephrasing exercises as questions, creating activities that inspire students to make conjectures, and asking for counterexamples to reasonable, but false, conjectures.  相似文献   

14.
ABSTRACT

Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.  相似文献   

15.
ABSTRACT

Two related but distinct questions are often asked by educators as they try to make their schools more effective. These are: “Which of the many activities that we do have greater benefits for students?” and, “How can we make our schools better than they are now?” The first question focuses specifically on the impact of schools on student outcomes and the characteristics of effective schools, whereas the second addresses the implementation of change and school improvement. This article addresses the research related to these two questions and describes the application of this research in a large school district in Ontario, Canada.  相似文献   

16.
ABSTRACT

Global multicultural teacher education courses and programs have made claims to offer Prospective Teachers (PSTs) a global understanding of diversity and multiculturalism. However, there is very little research that has examined the classroom experiences of PSTs and teacher educators. Drawing on a collaborative autoethnography, this article explores the ways our transnational identities shaped our experiences (as a PST and a teacher educator) in a global teacher education course focused on diversity and multiculturalism. We were guided by the following research question: How do we, as South Asian transnational migrants, experience the curriculum of a global multicultural education course in the United States? We found that the curricular nationalism within multicultural education courses often negates any critical engagement with the influence of transnationalism on immigrants and their educational experiences. Transnational migrants are expected to translate their experiences, cultural practices, and life ways to fit into the container of the U.S. nation-state. Furthermore, there was a visible absence of narratives and research about transnational lives and identities in the course curriculum. As teacher education programs prepare PSTs to enter classrooms with growing immigrant populations, it is important that we attend to this glaring gap in both practice and research.  相似文献   

17.
Interpreting unfamiliar graphs: A generative, activity theoretic model   总被引：3，自引：1，他引：3  
Research on graphing presents its results as if knowing and understanding were something stored in peoples' minds independent of the situation that they find themselves in. Thus, there are no models that situate interview responses to graphing tasks. How, then, we question, are the interview texts produced? How do respondents begin and end utterances? And, what is the relation between words and gestures used as part of the communication? Based on a database developed in two studies with research scientists (N = 37), we developed a theoretical framework using cultural-historical activity theory for understanding the texts produced during interviews. Our framework addresses three major findings, whose implications are discussed in the paper. First, the interview text is the contingent and situated product of the entire activity system, including interviewer and other aspects of the setting; the interview text can therefore not be reduced to the cognitive properties of the individual interviewee. Second, the interpretation unfolds in time, shaping the way the graph itself is perceived; unlike a written text that accompanies a graph, the verbally produced interview text therefore has to be analyzed through a moving interpretive window without recourse to subsequently produced talk. Third, gestures, speech, and the perceptual aspects of the graph currently salient to the interviewee, have to be understood as expressions that are irreducible to one another, requiring comprehensive research reports to present all modes of concurrent expression.  相似文献   

18.
In the context of an educational or clinical intervention, we often ask questions such as “How does this intervention influence the task behavior of autistic children?” or “How does working memory influence inhibition of immediate responses?” What do we mean by the word influence here? In this article, we introduce the framework of complex dynamic systems (CDS) to disentangle the meaning of words such as influence, and to discuss the issue of education and intervention as something that takes place in the form of complex, real‐time, situated processes. What are the applied implications of such a CDS framework? Can we use it to improve education? Five general principles—process laws—are introduced, which can be used to guide the way we formulate research questions and methods, and the way we use the results of such research. In addition, we briefly discuss a project in progress, in which we ourselves attempt to apply the process laws that govern educational activities. Finally, we report about a discussion about the usability of the process laws, both in educational research and in the classroom, as was held during our workshop at the Mind, Brain, and Education Conference, November 2014.  相似文献   

19.
Not understanding is central to scientific work: what scientists do is learn about the natural world, which involves seeking out what they do not know. In classrooms, however, the position of not‐understanding is generally a liability; confusion is an unfortunate condition to resolve as quickly as possible, or to conceal. In this article, we argue that students' public displays of uncertainty or confusion can be pivotal contributions to the classroom dynamics in initiating and sustaining a class's science inquiry. We present this as a central finding from a cross‐case analysis of eight episodes of students' scientific engagement, drawing on literature on framing to show how participants positioned themselves as not‐understanding and how that was consequential for the class's scientific engagement. We show how participants enacted this positioning by asking questions or expressing uncertainty around a phenomenon or model. We then analyze how participants' displays of not‐understanding shaped the conceptual, epistemic, and social aspects of classroom activity. We present two cases in detail: one in which a student's positioning helped initiate the class's scientific engagement and another in which it helped sustain it. We argue that this work motivates considering how to help students learn to embrace and value the role of expressing one's confusion in science.  相似文献   

20.
This paper charts our thinking about engagement in reading. It begins where we began, which is inside a single classroom. The paper ends where we have arrived now, with a model of context for engaged reading. During this pursuit, we asked three major questions. Those questions serve as a framework for this paper, and are the following: (1) How can we increase long-term reading engagement in the classroom? (2) Is our approach for increasing reading engagement and motivation more effective than traditional reading instruction? (3) What are the critically important features of a classroom context that fosters long-term reading engagement?  相似文献   

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