Attending to early career teacher attrition as a problem of identity shaping and shifting enabled this narrative inquiry into two beginning teachers’ experiences. We first created a fictionalized survey to show how their experiences could... more
Attending to early career teacher attrition as a problem of identity shaping and shifting enabled this narrative inquiry into two beginning teachers’ experiences. We first created a fictionalized survey to show how their experiences could fit neatly into the dominant narratives of early career attrition. We then composed narrative accounts to show each participant’s uniqueness. Seeing beginning teacher attrition through this lens allowed us to become attentive to sustaining moments in these teachers’ lives.
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This paper draws on a long-term multi-site narrative inquiry into the curriculummaking experiences of children, families, and teachers. We draw upon our earlier understandings of two worlds of curriculum making, the familial and the... more
This paper draws on a long-term multi-site narrative inquiry into the curriculummaking experiences of children, families, and teachers. We draw upon our earlier understandings of two worlds of curriculum making, the familial and the school, to inquire into tensions shaped for one family, in a place of school, as they experienced the meeting of their familial curriculum-making world with the school curriculummaking world. Familial curriculum making is curriculum making in which children are engaged as they interact with family and community members. We wonder how we might move forward as we create situations with children in both curriculum-making worlds, situations in which they can find ways of making sense of the two constructions of themselves in these two worlds.
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Abstract: Studying and understanding classrooms narratively allows researchers to see the unities, continuities, and rhythms in the whole which cannot be discovered by analyzing parts. Narrative links educations to other aspects of the... more
Abstract: Studying and understanding classrooms narratively allows researchers to see the unities, continuities, and rhythms in the whole which cannot be discovered by analyzing parts. Narrative links educations to other aspects of the study of human experience and ...
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The paper outlines a narrative method for the study of teaching. The method's principal feature is the reconstruction of classroom meaning in terms of narrative unities in the lives of classroom participants. Narrative method is... more
The paper outlines a narrative method for the study of teaching. The method's principal feature is the reconstruction of classroom meaning in terms of narrative unities in the lives of classroom participants. Narrative method is explored through comparative analyses with closely associated lines of work in which each method's contributions to our understanding of classrooms are detailed. Narrative method offers a way to understand teaching and learning in classrooms as a temporal process reflecting the biographic histories of classroom participants.
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This commentary explores what it might mean to conceptualize student engagement narratively, that is, by conceptualizing it in terms of the curricula that children and teachers are living out in classrooms. It draws on recent school-based... more
This commentary explores what it might mean to conceptualize student engagement narratively, that is, by conceptualizing it in terms of the curricula that children and teachers are living out in classrooms. It draws on recent school-based narrative inquiries and earlier theoretical work on curriculum making as negotiating a curriculum of lives. Thinking narratively about student engagement puts lives at the centre of curriculum making and calls forward questions about educators’ purposes and intentions in schools.
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In this chapter we explore the ideas of knowledge and narrative in self-studies. Questions of how narrative self-studies allow insight into participant knowledge are addressed. Two sets of assumptions guide the exploration: first, a... more
In this chapter we explore the ideas of knowledge and narrative in self-studies. Questions of how narrative self-studies allow insight into participant knowledge are addressed. Two sets of assumptions guide the exploration: first, a distinction between teacher knowledge and ...
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ABSTRACT This autobiographical narrative inquiry takes the reader alongside the lived experiences of one of the authors (Michael) with his family’s gardens and two community gardens in Edmonton (Heritage and Eco). By focusing on Michael’s... more
ABSTRACT This autobiographical narrative inquiry takes the reader alongside the lived experiences of one of the authors (Michael) with his family’s gardens and two community gardens in Edmonton (Heritage and Eco). By focusing on Michael’s story of gardening, the authors demonstrate the power of narrative inquiry (Clandinin, J., & Connelly, M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass) as an approach that tends to the descriptive and paradoxical dynamics of leisure practice by providing multiple narratives to dominant conceptualizations of gardening. The institutional, community and personal narratives of gardening that wove in and through Michael’s experiences of gardening are used to show how leisures are polythetic constructions situated in contexts with people, cultures and communities (Fox, K., & Klaiber, E. (2006). Listening for a leisure remix. Leisure Sciences, 28(5), 411–430). As the narratives in this article illustrate, gardeners continually negotiate multiple landscapes and stories of gardening. Adding the rich and multivariate experiences of gardeners amongst the meta-narratives of gardening is to enrich, complicate and highlight the diversity of lives lived.
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Research Interests: Mechanical Engineering, Information Science, Library Science, Digital Libraries, Biomedical Engineering, and 15 moreKnowledge Management, Information Management, Medical Education, E Government, Atherosclerosis, Library and Information Science, Digital Preservation, Libraries of the Future, Digital Asset Management, Humans, Digital Era, Library and Archival Science, Digital Humanites, Library, and Medical and Health Sciences
... KAREN KEATS WHELAN, JANICE HUBER, CHUCK ROSE, ANNIE DAVIES & D. JEAN CLANDININ Centre for Research for Teacher Education and Development, University of Alberta, Canada ABSTRACT Drawing on a 3-year study focusing on the... more
... KAREN KEATS WHELAN, JANICE HUBER, CHUCK ROSE, ANNIE DAVIES & D. JEAN CLANDININ Centre for Research for Teacher Education and Development, University of Alberta, Canada ABSTRACT Drawing on a 3-year study focusing on the shaping in¯uences of the ...
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This article outlines a narrative method for the study of classrooms. The main feature of the method is the reconstruction of classroom meaning in terms of narrative unities in the lives of classroom participants. The theoretical... more
This article outlines a narrative method for the study of classrooms. The main feature of the method is the reconstruction of classroom meaning in terms of narrative unities in the lives of classroom participants. The theoretical character of the work is introduced ...
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In anticipation of NCLB reauthorization, not only the NCLB commission but many others have joined the conversation to influence the law's final language. For example, this summer, the national, independent advocate for public... more
In anticipation of NCLB reauthorization, not only the NCLB commission but many others have joined the conversation to influence the law's final language. For example, this summer, the national, independent advocate for public educationCenter on Education Policy (CEP) ...
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Narrative Reflective Practice (NRP) is a process that helps medical students become better listeners and physicians. We hypothesized that NRP would enhance students' performance on multiple-choice question exams (MCQs), on objective... more
Narrative Reflective Practice (NRP) is a process that helps medical students become better listeners and physicians. We hypothesized that NRP would enhance students' performance on multiple-choice question exams (MCQs), on objective structured clinical examinations (OSCEs), and on subjective clinical evaluations (SCEs). The MCQs, OSCEs and SCEs test scores from 139 third year University of Alberta medical students from the same class doing their Internal Medicine rotation were collected over a 12 month period. All preceptors followed the same one-hour clinical teaching format, except for the single preceptor who incorporated 2 weeks of NRP in the usual clinical teaching of 16 students. The testing was done at the end of each 8-week rotation, and all students within each cohort received the same MCQs, OSCE and SCEs. Independent t-tests were used to assess group differences in the mean MCQ, OSCE and SCE scores. The group receiving NRP training scored 4.7% higher on the MCQ compone...
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Narrative inquiry is a methodology that frequently appeals to teachers and teacher educators. However, this appeal and sense of comfort has advantages and disadvantages. Some assume narra- tive inquiries will be easy to design, live out,... more
Narrative inquiry is a methodology that frequently appeals to teachers and teacher educators. However, this appeal and sense of comfort has advantages and disadvantages. Some assume narra- tive inquiries will be easy to design, live out, and represent in storied ...