Between continuity and change: identities and narratives within teacher professional development     

Jen Scott Curwood 《Teaching Education》2014,25(2):156-183

This year-long ethnographic case study examined high school teachers’ participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to acknowledge, expand on, and counter others’ identity claims. Moreover, technology integration may challenge teachers’ established identities or threaten their authority in the classroom. This analysis suggests that teacher educators need to value teachers’ established and emergent identities as well as create space for dialogic narratives in order to facilitate technology integration in schools.  相似文献   

“What is the Use of a Book Without Pictures?” An Exploration of the Impact of Illustrations on Reading Experience in <Emphasis Type="Italic">A Monster Calls</Emphasis>     

Jen Aggleton 《Children‘s Literature in Education》2017,48(3):230-244

This article examines the effect of Jim Kay’s illustrations on the experience of reading A Monster Calls by Patrick Ness. The author compares the responses of six Key Stage Three children (11–14 years old), three of whom were given an illustrated version of the text, and three a non-illustrated version. The children with an illustrated copy engaged with the text more deeply and critically than the others. They were also more likely to relate the story to their own lives. The illustrations were found to work alongside the participants’ own visualisations rather than replacing them, and opened up further possible interpretations rather than limiting them. The illustrations did not appear to have influenced the participants’ overall enjoyment of the book, nor did they significantly alter the readers’ views on key themes and ideas of the text.  相似文献   

The thing was done in the library: Animating an early eighteenth-century murder mystery     

Jen Rajchel 《College & Undergraduate Libraries》2016,23(2):193-203

In this article we explore Who Killed Sarah Stout? A Participatory Exhibit as a case study exploring how a multimodal approach to publishing special collections may facilitate dynamic engagement with historical evidence. Stout's murder in 1699 remains unsolved; framing the exhibit as a murder mystery, we consider several key goals: promoting critical engagement and use of primary source collections, advancing curricular and cocurricular learning, developing multimodal exhibitionary practices, creating learning opportunities through hybrid exhibitions, leveraging technology to generate new knowledge, and gaming as a mode of scholarly inquiry. The findings proved almost as interesting as the case itself.  相似文献   

The ‘campus imaginary’: online students’ experience of the masters dissertation at a distance     

Jen Ross  Philippa Sheail 《Teaching in Higher Education》2017,22(7):839-854

Higher education research has overlooked online distance Masters students’ experiences of independent research, and this is an important gap at a time when increasing numbers of taught postgraduate programmes are delivered online. This article discusses findings from interviews with eighteen graduates from four online Masters programmes. It introduces a key theme from the research: the concept of the ‘campus imaginary’, which emerged during analysis as a way of accounting for interviewees’ tendencies to attribute challenging experiences to being at a distance from their supervisors, peers and the university campus. Common issues for Masters students, such as unexpected obstacles, difficult supervisory relationships, lack of time, and feelings of isolation were interpreted by students as features of the online dissertation process. We argue that the over-privileging of the campus and the face-to-face experience affects students’ campus imaginaries, but that imaginaries also leave space for more productive ways of engaging with online students at the independent research stage.  相似文献   

A performance support tool for novice reading facilitators     

Brenda Bannan‐Ritland  Emily Egerton  Jen Page  Michael Behrmann 《Performance Improvement》2000,39(6):47-54

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