Rethinking Institutions: Philanthropy as an Historiographic Problem of Knowledge and Power     

Kay  Lily E. 《Minerva》1997,35(3):283-293

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Teacher's 'space of change' in educational reforms: A model for analysis applied to a recent reform in Portgual     

Lily Orland-Barak 《课程研究杂志》2013,45(4):451-468

This qualitative study examines mentors' interpretations of their practice as revealed through writing and discussing their cases in a university postgraduate course in Israel. The data were examined for emergent features of the practice of in-service mentoring in the Jewish and Arab sectors within the Israeli school system. Content analysis of the cases and of the discussions that followed their presentation in class revealed a unique 'discourse of mentoring' or 'language of practice' that reflected mentors' concerns over issues of accountability and boundaries of roles in their practice. From a programmatic perspective, the study reveals that a university teacher-education course based on case-method pedagogy constitutes a safe and challenging context for mentors to voice dilemmas inherent in their field experiences that are often silenced by the system.  相似文献   

Sometimes a novice and sometimes an expert: mentors’ professional expertise as revealed through their stories of critical incidents     

Lily Orland‐Barak  Hayuta Yinon 《牛津教育评论》2013,39(4):557-578

Drawing on the methodology of critical incidents, this study sets out to explore the perspectives that 20 experienced in‐service mentors in Israel adopt towards critical incidents in their work, as they account for how they reason about and act upon these incidents. Mentors’ stories of critical incidents shed light on the complex nature of mentors’ professional expertise, reflected in the finding that experienced mentors’ reasoning and behaviour constantly fluctuates between a novice and an expert stage, depending upon the nature of the situation and the type of mentor–mentee interaction that the mentor is confronted with. The study supports the more dynamic, discontinuous and interactionist view of the acquisition of expertise, highlighting the regressions and progressions that play out when experienced professionals take up an additional role, such as in the passage from teaching to mentoring.  相似文献   

Cracks in the iceberg: surfacing the tensions of constructivist pedagogy in the context of mentoring     

Lily Orland‐Barak 《Teachers and Teaching》2013,19(3):293-313

In this study, the reciprocity between educational reforms and the role of teachers is examined. A social-discursive approach to sense-making provides a theoretical framework for understanding how teachers position themselves within the context of a reform. To illustrate the utility of such an approach, the specific case of a teacher involved in reforms is presented. The results show an ongoing positioning process and this process to constitute both the input and output for the interaction between teacher and reforms. The development of sensitivity to this positioning process appears to be a necessary prerequisite for successful reforms.  相似文献   

Mind the gap: teacher learning,teacher development,and teacher inquiry     

Lily Orland-Barak 《Teachers and Teaching》2013,19(6):667-671

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The role of the academic library in supporting LGBTQ students: A survey of librarians and library administrators at LGBTQ-friendly colleges and universities     

Lily Todorinova  Maria Ortiz-Myers 《College & Undergraduate Libraries》2019,26(1):66-87

This study engages public services librarians and librarians in administrative or managerial positions in a conversation about LGBTQ student needs. Using a sample from the Campus Pride Index’s Best 25 LGBTQ-friendly colleges and universities, the researchers gathered information regarding outreach, collections, facilities, services, and policies for LGBTQ students. The results of this survey suggest that, while there is a great deal of support for LGBTQ students among librarians, the Campus Pride criteria is not entirely being met. There is an unclear delineation between the role of the library in promoting LGBTQ friendliness, and the role of the larger university, which may be related to the uncertain position of the library in the campus environment. However, the empathy that librarians in both decision and non-decision making roles have towards LGBTQ students opens up the possibility of deeper conversations and proactive, innovative support services in the future.  相似文献   

Editorial     

Lily Orland-Barak 《Teachers and Teaching》2017,23(1):1-5

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Constructing meaning in a community of learners: the ‘star’ pattern of talk     

Mirit Rachamim  Lily Orland-Barak 《牛津教育评论》2016,42(4):475-490

We present findings from an in-depth study on a school-based multi-disciplinary learning community in the context of practice teaching in university pre-service education. We elaborate on one of the three predominant patterns of talk identified, the ‘star’ pattern, and show how it created particular power relations in the discourse which eventually triggered occasions for learning in community. The community of learners consisted of 11 student teachers and a university mentor who functioned as a tutor responsible for facilitating the group discussion. The group met on a weekly basis throughout an entire academic year (23 meetings). Data collection included recordings of all meetings and semi-structured interviews with all participants including the mentor (altogether 25 interviews). Findings suggest that the ‘star’ pattern of talk constitutes a powerful channel for promoting learning in the context of a community of learners.  相似文献   

Portfolios as evidence of reflective practice: what remains ‘untold’     

Lily Orland-Barak 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):25-44

Addressing recent calls for investigating the specific quality of reflection associated with the uses of portfolios in teacher education, this paper describes and interprets the ‘practice of portfolio construction’ as revealed in the construction and presentation of two kinds of portfolio in two in-service courses for mentors of teachers in Israel: a ‘process’ portfolio and a ‘product’ portfolio. The study revealed that the language of practice and form of reflection bore striking similarities across the two practices of portfolio construction, regardless of their differences in content, purpose, organization and the degree of intervention of the course instructors in its construction. In both types of portfolios, the mentors described their learning mostly at technical levels of reflection. This tendency raises the question of whether the genre of portfolio writing, inevitably bound by institutional constraints, is generically conducive to reflecting on controversial experiences at interpretative, critical levels. The study suggests that within a centralized educational system, as in the case of Israel, the documentation of critical reflection is problematic.  相似文献   

Editorial     

Lily Orland-Barak 《Teachers and Teaching》2018,24(2):95-98

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