Daring the imagination: Unlocking voices of dissent and possibility in teaching

What's after “What's That?”: Preservice Teachers Learning to Ask Literary Questions

“…This is especially true if we lecture on these possibilities without providing preservice teachers with opportunities to try out the ideas with children. As O'Loughlin (1995) argued:…”

“…Unveiling Possibilities Through the Instructional Context O'Loughlin (1995) talked about the relatively useless nature of university teacher education courses that "unveil possibilities" without an emphasis on praxis. However, the instructional context of lectures, assigned readings, and university class activities can effectively set the stage for practical application with children.…”

Listening to Students: Voices From the Inner City

“…There are both philosophical and pragmatic reasons for involving students in discussions about their schooling experiences (Reed, 1997). Involving students in dialogues about their learning is consistent with constructivist teaching practices (Murphy & Hallinger, 1993: O'Loughlin, 1995. Further, it can help educators gain a better understanding of student experiences (Dahl, 1995;Nieto, 1994) and foster the creative dissonance that is needed to motivate people to change (Evans, 1996;Nieto, 1994).…”

“…Students can offer keen insights into school and classroom practice (Straus, 1992), which in turn can help to improve teaching and learning. Further, student involvement encourages the development of skills needed for citizens in a democracy (Apple & Beane, 1995;Martusewicz & Reynolds, 1994;O'Loughlin, 1995) such as the ability to listen to and respect others, negotiate, and make thoughtful decisions.…”

Modelling the Sociocultural Contexts of Science Education: The Teachers’ Perspective

“…Meaningful learning occurs when individuals are engaged in social activities. This approach assumes that theory and practice do not develop in a vacuum; they are shaped by dominant cultural assumptions (Martin, 1994;O'Loughlin, 1995).…”