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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
121

Interacting Narratives and the Intentional Evolution of Personal Practical Knowledge: Experienced English Teachers' Multiliterate Innovations in the Professional Knowledge Ecosystem

Hegge, Laura 09 January 2014 (has links)
This study is an exploration of the lived experiences of three secondary teachers who have developed innovative approaches to English education in response to the needs of diverse, multi-literate urban students. The research marries multiliteracies pedagogy with narrative inquiry, and explores themes and discourses in the teachers’ narrations of their practices. From the new perspective developed from this pairing emerge two significant findings. First, the study contributes to teacher development by synthesizing concepts of design in multiliteracies pedagogy and personal practical knowledge in narrative inquiry. From this synthesis arises the notion of the intentional design of personal practical knowledge occurring through self-directed professional learning that leads to innovation in teaching. Second, the study develops the concepts of interacting narratives and professional knowledge landscape, offering a method of analyzing the multifaceted interactions of Self and Other narratives in the context of a professional knowledge ecosystem. This method provides a specific framework for contextualizing interacting narratives and provides a new clarity of focus in narrative research texts.
122

What I meant to say about love : a poetic inquiry of un/authorized autobiography

Wiebe, Peter Sean 05 1900 (has links)
What I Meant to Say about Love is an ever-differing interstitial text which has left open spaces for artists, researchers, and teachers, called a/r/tographers, to contest the curriculum and pedagogy of reduction and pragmatic means-ends orientations that monopolize schools. This text wanders, meanders, and digresses to places where, through poetic inquiry, the notion that there is no pedagogy without love can be explored. In a broad understanding of midrash, as it is performed poetically, three years of an English teacher's life are recorded fictionally. James, the main character, discovers that love is a physically potent force that structures and deconstructs, just as it connects and disconnects. His story considers how the professional emphasis in education compartmentalizes and separates the inner life from the outer life. In love with life, with learning, and with others, the James of this story writes poetry to acknowledge love's power, and to restore its credibility in the classroom—that the lovers' discourse might be trusted again. This un/authorized autobiography ruptures the predictable stories of what it means to be a successful teacher by considering one teacher's journey as a limit case, examining phenomenologically how he connects his life of love and poetry to his classroom practice and how his students respond to his poetically charged way of being. My hope is that it might be possible to offer here, in this place, one poet's understanding and celebration of difference in the world. Recognizing the relationship between what is original and what is shifting, I hope to keep complexity and diversity alive, to resist answers, to continue to converse and traverse and transgress. Thus, with careful attention to poetry as a way of knowing and unknowing, and by attending to the paradox, humour, and irony in one poet's lived experiences, both public professings and inner confessings, as they are understood in relations of difference, or as they are understood in relations of decomposition and fertility, it is possible to consider how powerful emotive experiences, oftentimes relegated to the personal and therefore insignificant, can and do have profound transformational effects on praxis.
123

Personalized compassionate care : an appreciative inquiry exploring the positive core of Canadian health care

Humer, Michael F. 15 November 2012 (has links)
This research explores how individuals make sense of their own lived experiences of health through the sharing of their stories and how the collectively shared meaning can be used to identify core values fundamental to sustaining a flourishing Canadian health care system. This study considers health care to be a complex system with inherent unpredictability where ideas for values-based sustainability must be given freedom to emerge. At the Kelowna Dialogue on Health, 29 individuals with diverse health care experiences and perspectives participated in a one-day Appreciative Inquiry (AI) conversation. During the seven-hour dialogue, the affirmative topics of compassion, collaboration, and personal responsibility emerged and a full AI 4-D cycle of discovery, dream, design, and destiny was performed. The delivery of these affirmative topics into actionable ideas that will be communicated in the public sphere through digital media will hopefully empower the participants, both health care providers and recipients, to strive for personalized compassionate health care
124

Shifting from Stories to Live By to Stories to Leave By: Conceptualizing Early Career Teacher Attrition as a Question of Shifting Identities

Schaefer, L M Unknown Date
No description available.
125

Imagined Stories Interrupted: A narrative inquiry into the experiences of teachers who do not teach

Pinnegar, Eliza A. Unknown Date
No description available.
126

A Narrative Inquiry into the Lived Curriculum of Grade 1 Children Identified as Struggling Readers: Experiences of Children, Parents, and Teachers

Houle, Sonia T. Unknown Date
No description available.
127

For All My Relations - An Autobiographical Narrative Inquiry into the Lived Experiences of One Aboriginal Graduate Student

Cardinal, Trudy Unknown Date
No description available.
128

A Narrative Inquiry Into Thai Families’ Lived Experiences in Canadian Early Childhood Settings

Oveson, Jennifer S. Unknown Date
No description available.
129

Doing occupation: A narrative inquiry into occupational therapists’ stories of occupation-based practice

Burwash, Susan C Unknown Date
No description available.
130

Culture as a catalyst in L. looking for L: life, learning, love, language, and Led Zeppelin

Segida, Larisa 25 April 2008 (has links)
The key postulation of the research is: learning an additional language should go together with learning its culture. Through personal experience as an EAL learner and EFL teacher, the researcher examines the interconnected system of the learner’s motivations, premising that language cognition could engage a meta-cognitive search for L, as a symbol of the researcher’s inner world, and arising from L such concepts as Language, Learning, Life, Love, and Led Zeppelin. Quest and examination of those concepts analyze sense-data, the researcher’s short literary works written in Russian and translated into English. The canvas of the author’s writing is presented in a symbolic form of literary and musical Islands with which she creates her arts-informed research of new learning-teaching interactions with the learning component as dominating in this interaction. The researcher looks for new perspectives on education as a lifelong process that takes place between I-world and They-world through internalization-externalization.

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