Literaturnachweis - Detailanzeige
| Autor/inn/en | Aspland, Tania; Macpherson, Ian; Brooker, Ross; Elliott, Bob |
|---|---|
| Titel | Establishing and Sustaining a Critical and Reconstructive Network of Engagement in and about Curriculum Leadership through the Use of Narrative and Conversation. |
| Quelle | (1998), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Action Research; Curriculum Development; Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; Personal Narratives; Research Methodology; Teacher Leadership; Teachers |
| Abstract | This paper describes a critical, collaborative, qualitative approach to action research that involved university and school system personnel. The paper discusses researchers' engagement with narratives and conversations during their study, examining how they gained critically reconstructive insights into the teachers' world of curriculum decision making through narrative and conversation. The paper also discusses the researchers' ongoing struggle over what counts as an authentic voice within research projects, addressing the relationship of researchers with teachers and the positioning of researchers within the study. The study emphasized curriculum leadership valuing the centrality of teachers as curriculum leaders. Researchers invited elementary and secondary teachers to write narratives about curriculum leadership, engage in followup conversations, collaborate on analyzing the narratives, and elicit themes contributing to a model of curriculum leadership. Narrative brought to the research the value of each participant's experiences with curriculum leadership. Working with narratives enabled researchers to value the ways that teachers positioned themselves individually in curriculum leadership initiatives, and it allowed teachers to voice their uniqueness. The researchers suggest that this orientation to narrative promotes participatory research, which offers a view of knowledge arising through curriculum leadership struggles required to transform a situation, contributing to the professional growth of teachers and researchers. The researchers advocate this type of research, noting criteria to keep it authentic. (Contains 34 references.) (Author/SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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