Lori-Kyle Herod

Bio: Lori-Kyle Herod is an academic researcher from Assiniboine Community College. The author has contributed to research in topics: Deliberation & Curriculum development. The author has an hindex of 1, co-authored 1 publications receiving 3 citations.

Computers in Adult Literacy: The Need for Curriculum Deliberation.

Abstract: Whether or not to integrate computers into curriculum is currently the subject of some debate amongst educators in general (Amos, 1998; Bennett, 1996; Chandler, 1995; Postman, 1993; Robertson, 1998). For adult literacy practitioners in particular, the issue is an especially crucial one and for several reasons, not the least of which involves resource concerns. This paper discusses various factors surrounding this issue and identifies the need for a curriculum deliberation process in Canadian adult literacy.

Holocaust Curriculum Development for Latvian Schools: Arriving at Purposes, Aims, and Goals through Curriculum Deliberation

Abstract: Teaching about the Holocaust is a deeply sensitive and controversial topic in the Republic of Latvia. Due to a Soviet-imposed silence on the topic and the developing nature of democratic education in Latvia, many schools cover this history superficially, if it is covered at all. This study examines a cross-cultural curriculum development project that sought to break the historical silence surrounding the Holocaust in Latvia and provide Latvian teachers with an inviting, defensible, and efficacious curriculum that is both sensitive to societal reluctance to discuss the Holocaust and responsive to the needs of students living in a pluralistic democracy. This ethnographic and descriptive case study draws on multiple interviews with curriculum writers and project personnel, as well as field notes from the 18 month project, and examines how writers arrived at the curricular purposes, aims, goals, and content that would open this closed area. Significant findings include new understandings of the chall...

Using deliberation to address controversial issues: Developing Holocaust education curriculum for Latvian schools

Abstract: This paper explores how a cross-cultural project responded to the need for new Holocaust educational materials for the Republic of Latvia through the method of curriculum deliberation. Analysis of interview, observational, and document data drawn from seven curriculum writers and numerous project members suggest that curriculum deliberation helped awaken a controversial and silenced history while attending to a wide range of needs and concerns for a variety of stakeholders. The findings highlight structural features that empowered the curriculum writers as they engaged in protracted rumination, reflected upon competing norms, and considered the nuances of the curriculum problem in relation to implementation. Understanding the process, challenges, and promises of cross-cultural curriculum deliberation holds significance for educators, curricularists, and educational researchers wishing to advance teaching and learning within silenced histories and controversial issues.

An Analysis of Perceptions of Online Instruction by Department Chairs in the Field of Higher Educational Administration in the United States

Abstract: AN ANALYSIS OF PERCEPTIONS OF ONLINE INSTRUCTION BY DEPARTMENT CHAIRS IN THE FIELD OF HIGHER EDUCATIONAL ADMINISTRATION IN THE UNITED STATES MARCH 8, 2005 EDNA LYNN LEVERNIER A.A. EMANUEL COUNTY JUNIOR COLLEGE B.B.A. GEORGIA SOUTHERN COLLEGE M B.A. GEORGIA SOUTHERN UNIVERSITY Ed.S. GEORGIA SOUTHERN UNIVERSITY Ed.D. GEORGIA SOUTHERN UNIVERSITY Directed by: Professor Michael D. Richardson The rapid global emergence of a multi-billion dollar electronic (e)-leaming industry has forced department chairs in the field of educational leadership and administration in higher education institutions across the United States to assess the value, quality, and legitimacy of online instruction. For many, the concept of online education significantly challenges deeply held pedagogical beliefs and educational values such as academic freedom, protection of intellectual property rights, academic integrity, and quality. For others, the "fit" of online education with existing departmental and institutional mission statements, cultures, budgets, reward systems, policies and procedures, is unclear or uncertain. In an age where "technology has expanded our