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Articles 1 - 4 of 4
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Cultivating Classroom Interactions Online During Covid-19: A Case For Using Team-Based Learning, Amanda Olsen, Candace Joswick
Cultivating Classroom Interactions Online During Covid-19: A Case For Using Team-Based Learning, Amanda Olsen, Candace Joswick
Journal of Practitioner Research
Team-based learning, an evidence-based collaborative learning teaching strategy, is a popular instructional model commonly used at the post-secondary level. While this model has shown success in traditional, face-to-face courses, and reports of use in hybrid and asynchronous online settings exist, though are few, no reports of which we are aware account for use in synchronous online teaching and learning. This paper introduces a tool developed to help higher education instructors plan for the implementation of team-based learning in their synchronous online courses along with an illustration of the use of the template planning tool from our own application for a …
Justice Through Practice: Inquiry On The Development Of Preservice Teachers’ Teaching For Social Justice, Bethany Silva, Elyse L. Hambacher, Ruth Wharton-Mcdonald
Justice Through Practice: Inquiry On The Development Of Preservice Teachers’ Teaching For Social Justice, Bethany Silva, Elyse L. Hambacher, Ruth Wharton-Mcdonald
Journal of Practitioner Research
This article reports on a collaboration among three teacher educators to facilitate pre-service teacher (PST)s’ equity literacy through a social-justice themed afterschool program for elementary-aged children that was embedded in PSTs’ coursework. The teacher educators engaged in practitioner inquiry (e.g., Anderson, Herr, & Nihlen, 2007; Cochran-Smith & Lytle, 2009), posing the question, “What happens when preservice teachers use justice-oriented children’s literature to facilitate discussions about inequity with young children?” We used inductive analysis (Miles, Huberman, & Saldaña, 2014) to observe themes across 17 PSTs’ written and videotaped reflections, collected over two semesters. Reflections pointed to a fear of the unknown …
Making Sense Of Methods: What Does Systematic And Intentional Practitioner Research Look Like?, Maida A. Finch
Making Sense Of Methods: What Does Systematic And Intentional Practitioner Research Look Like?, Maida A. Finch
Journal of Practitioner Research
The purpose of this study is to understand what empirical practitioner research looks like, specifically to document and describe the methodological qualities of it. The author used content analysis to examine 74 accounts of practitioner’s systematic and intentional inquiry in literacy contexts. Findings offer evidence that can enhance the credibility of empirical practitioner research. For example, practitioner researchers often being their inquiry with a research question or goal, are more likely than not to identify a research design, tend to collect multiple sources of data, and analyze the data in appropriate ways. Less common was attention to trustworthiness considerations. The …
Through The Looking Glass: Assessing And Enhancing The Effectiveness Of Bourdieu’S Theory Of Practice To Understand The Achievement Gap In British Columbia's Inner-City Schools, Victor Brar
Journal of Practitioner Research
This paper emerges from a 2016 conceptual study borne out of an ongoing practitioner inquiry in which I, as a practicing K-12 inner-city Canadian teacher, tried to understand, on a theoretical level, why the children at my inner-city school in Vancouver consistently underperform in an academic sense in spite of being provided with additional learning resources. The achievement gap that exists between British Columbia’s inner-city children and their more affluent peers cannot be adequately explained by differences in finances alone, but it has sociological roots, which I explored in this study. To understand the achievement gap, I chose to filter …