Toward a Nonhierarchical Approach to School Inquiry and Leadership

Berlak, Harold; Berlak, Ann

doi:10.2307/1179607

Cited by 9 publications

(5 citation statements)

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“…Reflection seminars and environments conducive to open inquiry, allowing for dissent and conflict, encourage students to explore their own and others ideas. Berlak and Berlak (1983) encouraged students to analyze a dilemma rather than to push them to defend a particular position. In this thinking, analyses of constraints and possibilities encourage thinking beyond criticism of current practice and generate thinking about genuine alternatives.…”

Section: Support Reflectionmentioning

confidence: 99%

Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs

Thomas

Pedersen

Finson

2001

Journal of Science Teacher Education

126

133

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Section: Support Reflectionmentioning

confidence: 99%

Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs

Thomas

Pedersen

Finson

2001

Journal of Science Teacher Education

126

133

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“…Barnes contends that learners need to be able to analyze as well as to act and that it is necessary to reconcile the experiential knowledge needed for action with the formal analytic knowledge necessary to enhance analytic reasoning. Extending the argument to pedagogical contexts, Berlak and Berlak (1983) conceptualize this contrast in terms of curriculum dilemmas, manifested as contradictions and tensions in the process of education. Berlak and Berlak identify 16 dilemmas in pedagogical settings, the most important of which relates to a tension between presenting knowledge as a body of facts and information and presenting it as a process of thinking and reasoning.…”

Section: Introductionmentioning

confidence: 99%

Towards Integrating Form‐Focused Instruction and Communicative Interaction in the Second Language Classroom: Some Pedagogical Possibilities

Nassaji

2000

The Modern Language Journal

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Much has been written, on both theoretical and empirical levels, about the idea of focus on form and the suggestion that some kind of form-focused activity needs to be incorporated into second language (L2) communicative contexts. However, much less work has been published on how this aim can be pedagogically fostered. This article will first elaborate on the need to incorporate form-focused activities within an integrative approach to L2 teaching. Pedagogical possibilities and strategies will then be suggested, and examples provided of tasks that may help to realize this goal in classroom contexts. Relevant empirical evidence on the effectiveness of such tasks will be presented and discussed.

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“…university ethics committees and school head teachers); their emerging values as doctoral researchers; and those of their doctoral supervisors. As they try-on-forsize new emerging values born from the doctoral experience, this polyvalorisation can inform and enrich the doctoral experience but it is also a process that can create 'dilemmas' (Berlak & Berlak, 1983) if and when some of those values clash or become mutually incongruent. Some of these dilemmas have emerged in the data presented in this paper.…”

Section: Discussionmentioning

confidence: 99%

Power, positionality and practitioner research: Schoolteachers' experiences of professional doctorates in education

Czerniawski

2023

British Educational Res J

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The growth, internationally, in professional doctorates over the last 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in Education (EdD) makes to research as a whole, but also to the significance of teachers as invaluable members of the research community. Findings will be presented from interviews with 30 senior teachers from schools in England who are carrying out practitioner research as part of their doctoral studies. The paper draws attention to how power relations in the research process ferment the structural and agentic concerns of the participants in this study when discussing their researcher positionality. The scholarly significance of this study is its contribution to knowledge of how schools are increasingly becoming both sites of research and research‐rich environments. With its focus on researcher positionality the paper draws attention not just to the tensions and dilemmas these participants encounter on their doctoral journey, but also to the importance of teacher researchers and their role in research knowledge production.

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Toward a Nonhierarchical Approach to School Inquiry and Leadership

Cited by 9 publications

References 0 publications

Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs

Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs

Towards Integrating Form‐Focused Instruction and Communicative Interaction in the Second Language Classroom: Some Pedagogical Possibilities

Power, positionality and practitioner research: Schoolteachers' experiences of professional doctorates in education

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