Explorations

=1243378300 wikification of pedagogy (esp. teacher education)=

media type="youtube" key="g8GG9Xwp8Zo" height="295" width="480"

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3c/81/c6.pdf [esp. pp. 197] " A Qualitative Study of Collaborative Learning in a Wikibook project:Implications for Design and Implementation"

wiki about wikis in teacher training http://avmipapers.wikispaces.com/

= = = =

= = =A place to post avenues of inquiry, ideas, websites, readings, etc. not directly related to other conversations/pages on the wiki aka areas yet to be explored and (not so) random.=

For example, if you are not familiar with contemplative education check out The Association for Mindfulness in Education here [|The Association for Mindfulness in Education] and the [|Mindful Awareness Research Center] out of UCLA.

 [|The Knowledge Forum] formerly CSILE (Computer Supported Intentional Learning Environments), is a software product/knowledge building tool I plan to use this summer. A history and evolution of CSILE including examples of its usage within various learning environments can be found here [|CSILE & Knowledge Forum] [Note: Some of the links on the page are dead.]

//On the potential multiple manuscripts://

I've recently (050908) been considering using **phenomenological inquiry** as one of the methods of data collection and analysis. The phenomenon of interest--(preservice) teacher problem solving--is described and researched variously within the literature. I'm toying around w/ the idea of doing this type of inquiry as one of the manuscripts in a "multiple manuscript" dissertation. I suspect another manuscript would be a **meta-analysis (or literature review)** of preservice/inservice teacher problem solving. The third manuscript would then be a **mixed-methods study** comparing various ways of problem solving used by preservice teachers w/ attention to assessment and transfer (definitely near, and possibly far).

Focus- Problem Identifying, Problem Definition. - learner-centered - teacher - content - socio-cultural/ systemic issues Creating Critical Pedagogs who can identify.. (more or varied) classroom "issues" Perhaps use a microgentic technique to identify developmental trends among 3 categories, those already on the trajectory, those who were nowhere but have progressed, and those who “got the nugget” during class, but have dropped it. Sandy asked about the "base" or "template" against which the problem finding occurs: - is this a good student (compared to what template)? - is this good teaching (compared to what template)? - is the good content (compared to what standard)? - is this a good thing to do (compared to what standard)?
 * Ideas from the May 13 08 proposal meeting (myoung contributor)**

Possible measures - journaling (blogging), philosophy statements (pre-post), other longitudinal possibilities. An Anchor video of classroom setting with affordances for detecting a wide range of potential "problems"

G, I really enjoyed our conversation today. Your commitment to doing quality work that makes a difference is inspiring. As you start to think about your dissertation topic, here is some food for thought: Paz, JI
 * Jason G. Irizarry (May 14, 2008)**
 * Although the course you are teaching for TCPCG is going to begin shortly, you should "think longitudinally." Much of our conversation centered around issues of identity (i.e. persons on a journey toward critical consciousness, teacher identities). Identities are constantly shifting (being negotiated and renegotiated) depending on context, new experiences and other factors. Therefore, to be able to speak to the participants identities, you are going to need multiple data points to allow for a more accurate and robust account of who these folks articulate themselves to be. Although you are not currently engaged in "formal" study of these folks and your reserach questions are still emerging, explore possibilities for using articfacts of practice (lessons, journals, etc...) as possible baseline data and including this group as part of your study next year.
 * As you know, the long-term impact of diversity courses, broadly defined, is questionable. There is a dearth of empirical studies on this topic, and your work has the potential to be groundbreaking should you choose to go in that directiion. Carli Kyles, a colleague at University of Houston, completed her dissertation on this issue while at UNLV. You should check it out.
 * Finally, it seems as if your ideas lend themselves well to mixed methods. In addition to the books suggested yesterday, you might want to explore James Gee's Intro to Discourse Analysis and Stanton-Worthams work with narrative analysis. Since, as Gee notes, identities are enacted through Discourse (with a capital D- we can talk about this nuance at another time), then these tools might help you critically examine the how the participants perform their identities in their written work and through transcripts and field notes that document their voices. I have a piece on white idnetities in which we employed Stanton-Wortham's approachh to narrative analysis. It may be helpful. I will try to post it here (if I can navigate the wiki) or I'll send it to you via email.
 * Overall, I am really excited about the direction of your work. I am sure the next year will be a time of growth and progress for you. Best wishes with everything, and plese do not hesitate to contact me if I can provide you any support during your journey.