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Social and Behavioral Sciences Commons

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Articles 1 - 5 of 5

Full-Text Articles in Social and Behavioral Sciences

Anomalies In The System: Is A New Educational Paradigm Upon Us?, Ed Cunliff, John Barthell Oct 2011

Anomalies In The System: Is A New Educational Paradigm Upon Us?, Ed Cunliff, John Barthell

Administrative Issues Journal

In this article, we describe the palpable changes of a paradigm shift in higher education. Although this shift has been described and/or predicted elsewhere, we affirm the transition from over 30 years of collective teaching and administrative experience at a predominantly undergraduate institution (PUI) with historical roots as a state normal school. In many respects, the anomalies that Thomas Kuhn predicted in such a transition are all the more evident given our institution’s history. These anomalies include (but are not limited to) 1) the state of knowledge “ownership” (as mediated by the internet), 2) student-centered (vs. faculty-centered) educational ...


We Need To Talk: Advancing Urban School Social Worker Knowledge Of Adhd And Collaboration With Teachers, Mery F. Diaz May 2011

We Need To Talk: Advancing Urban School Social Worker Knowledge Of Adhd And Collaboration With Teachers, Mery F. Diaz

Doctorate in Social Work (DSW) Dissertations

The high prevalence of ADHD continues to present a challenge, particularly in high poverty urban schools. Low-income children of color are both more likely to be diagnosed with the disorder and more likely to be under-treated compared to their Caucasian peers. While significant attention is paid to what teachers across a variety of school settings know about ADHD, little is known about school social workers knowledge of ADHD. In addition, little is also known about the collaborative processes by which school social workers support teachers in addressing ADHD in urban schools. Utilizing a mixed-methods survey design, this study explored urban ...


Teacher Knowledge Activated In The Context Of Designing Problems, Barbara Butterfield, Mohan Chinnappan Jan 2011

Teacher Knowledge Activated In The Context Of Designing Problems, Barbara Butterfield, Mohan Chinnappan

Faculty of Social Sciences - Papers (Archive)

The investigation of teachers' knowledge that informs practice in the mathematics classroom is an important area for research. This issue is addressed in our larger research program which is aimed at characterising the complexity and multi-dimensionality of this knowledge. A report on an earlier phase of this program (Butterfield & Chinnappan, 2010) showed that pre-service teachers tended to activate more common content knowledge than content that is required for teaching. We build on this previous work by examining the kinds of knowledge that a cohort of pre-service teachers activated in the context of designing a learning task.


Assembling Geographical Knowledge Of Changing Worlds, Pauline M. Mcguirk Jan 2011

Assembling Geographical Knowledge Of Changing Worlds, Pauline M. Mcguirk

Faculty of Social Sciences - Papers (Archive)

This piece is sympathetic to the critical questions and epistemological arguments Larner (2011) presents for the current conjuncture of global transformations. I mobilize Larner's arguments for process-oriented assemblage thinking and apply them to the particular conjuncture through which one of these transformations - climate change - is being problematized in the Australian empirical context, and its connection to existing and emergent institutional and political formations and knowledge practices. I also point to emergent process-oriented, situated scholarly accounts of climate change in Australia and their potential to expand the contestable spaces whereby alternative politicizations and alternative political and institutional forms might be ...


Knowledge Curation, Michael J. Madison Jan 2011

Knowledge Curation, Michael J. Madison

Articles

This Article addresses conservation, preservation, and stewardship of knowledge, and laws and institutions in the cultural environment that support those things. Legal and policy questions concerning creativity and innovation usually focus on producing new knowledge and offering access to it. Equivalent attention rarely is paid to questions of old knowledge. To what extent should the law, and particularly intellectual property law, focus on the durability of information and knowledge? To what extent does the law do so already, and to what effect? This article begins to explore those questions. Along the way, the article takes up distinctions among different types ...