Recontextualizing the curriculum

King, Nancy R.

doi:10.1080/00405848609543196

Cited by 12 publications

(11 citation statements)

References 3 publications

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“…It is important to include such contextual information since any effort to reduce and decontextualize the social world is to misrepresent the situation that is the focus of the study, argument, or question (King, 1988). The real strength of action research is its capacity to recognise the complexity and uncertainty of educational contexts.…”

Section: Participants and Datamentioning

confidence: 99%

Elementary Professional Development within a ‘Practical’ Action Research Effort to Improve Student Literacy

Ryan¹,

Aquino²,

Berry³

et al. 2008

Networks: An Online Journal for Teacher Research

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The purpose of this inquiry was to support and augment the action research efforts of elementary teachers who were attempting to enhance literacy outcomes in their respective classrooms. Included are elementary teacher insights, university-based facilitator views, and principal perspectives that together complete a picture of our professional development efforts. Together the data provide an overview of an action research effort, wherein praxis was noted as a necessary element to assume 'practical' investigative roles. Praxis herein is the deliberate, informed, planned, and systematic action which is the critical underpinning of all action research efforts. The action in this case was directed towards improvement and implementation of an instructional initiative. This outcome brings with it an immense level of significance in that all educators seek to improve educational outcomes personally, professionally, and politically; therefore a report such as this may be viewed as an essential tool to refine educational practice. What follows are several rudimentary understandings within the action research landscape. Specifically, a discussion of what it means to be a reflective teacher is followed by discussion of group action research that leads into the context of this inquiry. The questions raised and our methods to address these probes are detailed within our methodology. The analysis and interpretation of evidence guide us to an informed view of professional development. Finally, our conclusion is laid out as are the future plans for this enterprise. Ultimately, all participants agreed to work together to realize increases in student literacy.

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Section: Participants and Datamentioning

confidence: 99%

Elementary Professional Development within a ‘Practical’ Action Research Effort to Improve Student Literacy

Ryan¹,

Aquino²,

Berry³

et al. 2008

Networks: An Online Journal for Teacher Research

View full text Add to dashboard Cite

show abstract

“…First, what goes on in school can be understood as events experienced by those who participate in school life. King (1986) has argued that the school curriculum is an event, an interaction of participants, materials, skills, and ideas that we come to call curriculum. Events are social and material.…”

Section: Children's Thinking About Their Early Education Experiencesmentioning

confidence: 99%

Children's thinking about their early education experiences

Reifel¹

1988

Theory Into Practice

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“…A number of educators have compared education to an artistic event. Nancy King (1986) draws a useful analogy between the curriculum as an event and different kinds of theater experiences. Peter McLaren (1986, 114) calls teaching “essentially improvised drama”.…”

mentioning

confidence: 99%

Art and dream

Guo¹

2003

Brit J Educational Tech

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A computer-assisted learning/teaching model is conceived with the implications of the constructivist theory and an analogy between the traditional art form Shuanghuang and the teaching/learning environment. The virtual character of the model interacts, in the form of human behavior and speech supported by recognition biometrics, text-to-speech and artificial intelligence, with the learner and simulates, to the full extent, the process and effects of the art form. Some issues of pedagogical dimensions, knowledge and the role of the human teacher related to the model are discussed.There is a traditional art form in China called Shuanghuang, or a two-man act, where a man speaks or sings while hiding behind the other man who does the acting. They are both on the stage. The actor, who is unable to see the hiding man, faces the audience. Both the audience and the actor can hear clearly the words from the hiding man. The popularity and appeal lie in collaboration. The mute actor must not only lip-synch the words from the hiding man but also perform to match his facial expression and actions with explicit meaning and suggestions of the words so that it seems that he himself is acting and speaking or singing in the most beautiful harmony.Most of us do not know lip-reading and can not tell if the lip movements of the actor match the words and moreover, the subconscious drives us to listen rather than look as we do so when we see someone speaking and can hear what he speaks. The scenery and properties and costumes, which may distract the audience in visual impressions, are very simple or none. So, the two-man show always shifts successfully concentration of the audience from looking at the acting to listening to the words. They are always "deceived" and appreciating attentively and intriguingly episodes of life or passages of works or snatches of a conversation "enunciated" by the mute actor.Art is defined as a process in which skills are employed to discover ends through action (Eisner, 1985). A number of educators have compared education to an artistic event. Nancy King (1986) draws a useful analogy between the curriculum as an event and different kinds of theater experiences. Peter McLaren (1986, 114) calls teaching

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Recontextualizing the curriculum

Cited by 12 publications

References 3 publications

Elementary Professional Development within a ‘Practical’ Action Research Effort to Improve Student Literacy

Elementary Professional Development within a ‘Practical’ Action Research Effort to Improve Student Literacy

Children's thinking about their early education experiences

Art and dream

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