‘The Production of Space’, in: Frans Jacobi, Imagine, Space Poetry, Copenhagen, 1996, unpaginated.

The Production of Space

Mind, Self and Society from the Standpoint of a Social Behaviorist

Qualitative Interviewing: The Art of Hearing Data

By Pierre Bourdieu (London: Routledge, 2010), xxx + 607 pp. £15.99 paper. A combination of social theory, statistical data, illustrations, and interviews, Distinction: A Social Critique of the Judg...

Distinction: A Social Critique of the Judgement of Taste

I. INTRODUCTION TO EVALUATION. 1. Evaluation's Basic Purpose, Uses, and Conceptual Distinctions. 2. Origins of Modern Program Evaluation. 3. Recent Developments and Trends in Evaluation. II. ALTERNATIVE APPROACHES TO PROGRAM EVALUATION. 4. Alternative Views of Evaluation. 5. Objectives-Oriented Evaluation Approaches. 6. Management-Oriented Evaluation Approaches. 7. Consumer-Oriented Evaluation Approaches. 8. Expertise-Oriented Evaluation Approaches. 9. Adversary-Oriented Evaluation Approaches. 10. Participant-Oriented Evaluation Approaches. 11. Alternative Evaluation Approaches: A Summary and Comparative Analysis. III. PRACTICAL GUIDELINES FOR PLANNING EVALUATION. 12. Clarifying the Evaluation Request and Responsibilities. 13. Setting Boundaries and Analyzing the Evaluation Context. 14. Identifying and Selecting the Evaluative Questions and Criteria. 15. Planning How to Conduct the Evaluation. IV. PRACTICAL GUIDELINES FOR CONDUCTING AND USING EVALUATIONS. 16. Dealing with Political, Ethical, and Interpersonal Aspects of Evaluation. 17. Collecting, Analyzing, and Interpreting Quantitative Information. 18. Collecting, Analyzing, and Interpreting Qualitative Information. 19. Reporting and Using Evaluation Information. 20. Evaluating Evaluations. V. EMERGING AND FUTURE SETTINGS FOR PROGRAM EVALUATION. 21. Conducting Multiple-Site Evaluation Studies. 22. Conducting Evaluations of Organizations Renewal and Training in Corporate and Nonprofit Settings. 23. The Future of Evaluation. Appendix: Some General Areas of Competence Important in Education Evaluation.

http://platform.almanhal.com/Files/?ID=T2-41793-MLA0011322.pdf

تقويم البرنامج : طرق بديلة و إرشادات عملية = Program evaluation Alternative Approaches and Practical Guidelines

This paper proposes a concept of Pedagogy of the Rural that draws together current rural education theory and practice to illustrate the complexities of rural space and place often overlooked in teacher education more broadly. We firstly examine notions of size, and then we explore how this impacts on the ways in which teachers in rural locations are positioned in terms of their identity. Finally, we provide a way forward for valuing rural contexts for what they bring to teacher identities beyond traditional deficit positionings dominant in current discourses on rural education.

Pedagogy of the rural: implications of size on conceptualisations of rural

Presentation and discussion on theatre-based research methodology at 'Realising the Potential of the Arts as Method and Methodology Inaugural Arts as Method(ology) Research Group' Symposium

/pdf/firsts-performing-ways-first-year-teachers-experience-3novw5l1ev.pdf

Firsts: Performing ways first-year teachers experience identity transformation

Pedagogy of the Rural is an approach to capture the complexities of rural space and place by challenging simple understandings of what it means to be a teacher in rural settings. Using Harre’s positioning theory, Baudrillard’s concepts of simulation and simulacra, and Lefebvre’s space and economic geographies to form a composite theory through which we analyse longitudinal data from interviews with three graduates and their principals in two rural Victorian schools in Australia. We identify the intricacies of beginning teachers’ understandings of, and positionings in, rural space and place. We highlight how size matters in the way these teachers value their rural educational experiences within the liminal space of identity formation. It is in this liminal time and space that concerns around retention and attrition of beginning teachers in rural schools are compounded by factors such as access to professional learning and resources, and isolation and visibility within communities.

Pedagogy of the Rural as a lens for understanding beginning teachers’ identity and positionings in rural schools

/pdf/the-voices-in-my-head-4vutrkfdzh.pdf

The voices in my head

This paper presents a cross-cultural discussion of three episodes where students’ embodied dispositions serve as indicators of, and barriers to, learning. These episodes are drawn from a longitudin...

Michelle Ludecke

Papers

Pedagogy of the rural: implications of size on conceptualisations of rural

Firsts: Performing ways first-year teachers experience identity transformation

Pedagogy of the Rural as a lens for understanding beginning teachers’ identity and positionings in rural schools

The voices in my head

Embodied Dispositions towards Learning: Reading Students' Embodied Practice.