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An Investigation into the leading factors that affect teachers' decision-making towards curricula change in Irish post-primary schools
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Byrne, Christopher. - : Trinity College Dublin. School of Education. Discipline of Education, 2022
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"Are we making a quilt, with lots of ill-fitting cloths in here?": Teachers' internal conversations on curriculum making
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Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion
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Curriculum making as relational practice: a qualitative ego-network approach
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Utilizing Community Learning Exchanges to Empower All Voices and Strengthen Community Engagement in an International Middle School
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Teacher mediation of curriculum making: the role of reflexivity
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Storytelling as pedagogy to facilitate meaning-making in English learning as a foreign language for young learners
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Language Learners as Agentive Meaning-Makers: Exploring Learners' Investment and Meaning-Making
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In: Doctoral Dissertations (2019)
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評析三本教育史著中的Bobbitt ; An historiographical criticism of the stories about John Franklin Bobbitt in three selected historical writings
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Using a model board examination and a case study assessing clinical reasoning to evaluate curricular change
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Using a model board examination and a case study assessing clinical reasoning to evaluate curricular change
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Secondary Science Teachers as Curriculum Makers: Mapping and Designing Scotland's New Curriculum for Excellence
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Making Meaning of Gender and Sexual Identities in Early Childhood: A Critical Discourse Analysis of Canadian Early Childhood Curricula
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In: Electronic Thesis and Dissertation Repository (2017)
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Laboratory Instrumentation: An Exploration of the Impact of Instrumentation on Student Learning
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In: Chemistry Faculty Publications and Presentations (2016)
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Design of Meanings:A Multiple Case-study of Meaning Making with Videos as Multimodal Texts
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In: Curriculum Studies Summer Collaborative (2016)
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Technology education in New Zealand context: Disparate approaches to meaning making of the curriculum and the implications for teachers’ evolving knowledge for practice.
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| 17 |
Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 1 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in Management, clip 11 of 13
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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 11 of 18
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 7 of 10
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Abstract:
This item includes a segment of a student interview in a Writing Intensive course in Upper Divison English at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'Were your relationships with classmates, the campus, Oʻahu, Hawaiʻi, or the Pacific changed in any way? Do you see your major or your educational experience any differently as a result of it?' ; Brief excerpt from interview: Definitely one of the struggles I had in this class is I am a [U.S.] military wife. I am a military spouse, and it's sometimes hard to go on huakaʻi that are sponsored by people who are against the military because it reflects upon my husband, you know? How can I rely upon the military for support and yet be against them at the same time? Growing up in Hawaiʻi, when I had to bring my husband who is a military person home to my family I was like 'Oh my God, my parents are gonna kill me.' You know, in Hawaiʻi, you always grow up [learning] the military is bad. I learned so much about my classmates just personally because this class shares a lot of moʻolelo from where they personally come from. So when you're sharing about a place you come from you kind of get that bond with each other. You bond with someone when you're fighting against wind farms. I learned education can be fun. It was definitely fun in my last semester to have this class. Just to learn so much about a place you come from. I had British Literature. I had Shakespeare. I had 19th Century Literature that dealt with colonialism. When you read Shakespeare, it's not really personally connected to you. [A place-based class like Candace's] just bonds you closer to the place you come from, and it's so much easier to learn when you understand what's being presented in the class.
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Keyword:
anti-military; bonding over place; bonding via shared struggles; challenge/solution; classmates; classroom dynamics; collaboration; conflicting values; cultural perspectives; educational context; general education requirements; hawaii; huakai; learning about place; learning community; making education fun; military; military spouse; military wife; personal connection; personal investment; place-based writing; scholarship of teaching and learning; socialization; student backgrounds; student beliefs; student identity; student motivation; student struggles; student upbringing; student values; students building community; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy
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URL: http://hdl.handle.net/10125/37985
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