Showing papers in "Theory Into Practice in 2000"
TL;DR: In this article, the authors discuss the importance of good qualitative data to improve Eduational practice, and propose a method to determine validity in qualitative inquiry in the context of theory into practice.
Abstract: (2000). Determining Validity in Qualitative Inquiry. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 124-130.
8,399 citations
TL;DR: In this paper, the authors discuss the loss of family languages: Should Educators be Concerned? Theory Into Practice: Vol. 39, Children and Languages at School, pp. 203-210.
Abstract: (2000). Loss of Family Languages: Should Educators Be Concerned? Theory Into Practice: Vol. 39, Children and Languages at School, pp. 203-210.
465 citations
TL;DR: The authors investigates the evolution of mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examines key areas of change that should lead to a new way of looking at mentoring; and draws conclusions for redesigning teacher preparation, developing continuous learning throughout the career, and changing the teaching profession more fundamentally.
Abstract: Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for redesigning teacher preparation, developing continuous learning throughout the career, and changing the teaching profession more fundamentally.
447 citations
TL;DR: Margaret D. LeCompte is professor of education at the University of Colorado-Boulder and a first step in analysis is identifying sources of bias.
Abstract: (2000). Analyzing Qualitative Data. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 146-154.
343 citations
TL;DR: The Insider-Outsider: Researchers in American Indian Communities as mentioned in this paper is a collection of articles about the role of insider-outsiders in the development of Eduational Practice in Native American education.
Abstract: (2000). Insider-Outsider: Researchers in American Indian Communities. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 163-169.
247 citations
TL;DR: Schwandt as discussed by the authors defined the notion of researcher reflexivity as a methodical process of learning about self as researcher, which, in turn, illuminates deeper, richer meanings about personal, theoretical, ethical, and epistemological aspects of the research question.
Abstract: Researchers want good data. As Creswell writes in this issue, validity criteria are met, in part, by good data. Throughout a study, researchers focus on theoretical groundings, timelines, collecting and analyzing data, and writing up interpretations. Separating these thoughts and actions from reflexivity is impossible.1 Researcher reflexivity represents a methodical process of learning about self as researcher, which, in turn, illuminates deeper, richer meanings about personal, theoretical, ethical, and epistemological aspects of the research question. Qualitative researchers engage in reflexivity because they have reason to believe that good data result. Schwandt (1997), in the definition above, identifies elements of a reflexive process and acknowledgment of the researcher's place (positionality). Schwandt is referring to a specific kind of documentation that may be written down in longhand, keyed into a word processing program, perhaps dictated into a tape recorder for transcription.
189 citations
TL;DR: In this article, the authors propose a co-mentoring model for walking the walkways we must travel in the world of co-mentoring, which is called Walkways We Must Travel.
Abstract: (2000). Constructing Co-Mentoring Partnerships: Walkways We Must Travel. Theory Into Practice: Vol. 39, New Visions of Mentoring, pp. 4-11.
155 citations
TL;DR: In this paper, global education and national identity: In Pursuit of Meaning, Vol. 39, No. 1, No 4, Global Education - Viewed From Around the World, pp. 64-73.
Abstract: (2000). Global Education and National Identity: In Pursuit of Meaning. Theory Into Practice: Vol. 39, Global Education - Viewed From Around the World, pp. 64-73.
144 citations
TL;DR: In this article, the authors discuss the importance of conducting successful interviews and how to conduct successful interviews in order to improve Eduational Practice, and give tips for intrepid research.
Abstract: (2000). Conducting Successful Interviews: Tips for Intrepid Research. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 131-137.
143 citations
TL;DR: From Mentoring to Co-Mentoring: Establishing Collaborative Relationships as discussed by the authors is a seminal work in the field of co-mentoring, which is based on the New Visions of Mentoring.
Abstract: (2000). From Mentoring to Co-Mentoring: Establishing Collaborative Relationships. Theory Into Practice: Vol. 39, New Visions of Mentoring, pp. 20-28.
131 citations
TL;DR: In this paper, the authors describe how getting close to the subjects makes qualitative data better and how getting good qualitative data to improve Eduational Practice is a good way to get close to students.
Abstract: (2000). How Getting Close to Your Subjects Makes Qualitative Data Better. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 177-184.
TL;DR: Learning English and Learning America: Immigrants in the Center of a Storm as mentioned in this paper, a book about immigrants in the US, was published in 2000, and it is a classic work.
Abstract: (2000). Learning English and Learning America: Immigrants in the Center of a Storm. Theory Into Practice: Vol. 39, Children and Languages at School, pp. 196-202.
TL;DR: English Learners Reading English: What We Know, What We Need to Know as mentioned in this paper is an English Learner Reading English book for children with dysarthric speech and dyslexia.
Abstract: (2000). English Learners Reading English: What We Know, What We Need to Know. Theory Into Practice: Vol. 39, Children and Languages at School, pp. 237-247.
TL;DR: The Bilingualism for All: Two-Way Immersion Education in the United States as mentioned in this paper was the first two-way immersion education in the US, focusing on bilingualism for all.
Abstract: (2000). Bilingualism for All: Two-Way Immersion Education in the United States. Theory Into Practice: Vol. 39, Children and Languages at School, pp. 258-266.
TL;DR: Barriers to meaningful instruction for English Learners as mentioned in this paperoster et al. as mentioned in this paper discuss the barriers to meaningful instruction in English Learner's education and discuss the need for more resources.
Abstract: (2000). Barriers to Meaningful Instruction for English Learners. Theory Into Practice: Vol. 39, Children and Languages at School, pp. 228-236.
TL;DR: The New Visions of Mentoring: Theory into Practice as discussed by the authors, Vol. 39, No. 1, Section 5, Section 7, Section 3, Section 2.1.
Abstract: (2000). School Mentors and University Tutors: Lessons From the English Experiment. Theory Into Practice: Vol. 39, New Visions of Mentoring, pp. 12-19.
TL;DR: In this paper, the authors present the Because No One Gets There Alone: Collaboration as Co-Mentoring, Vol. 39, No. 5, New Visions of Mentoring, pp. 36-42.
Abstract: (2000). Because No One Gets There Alone: Collaboration as Co-Mentoring. Theory Into Practice: Vol. 39, New Visions of Mentoring, pp. 36-42.
TL;DR: In this paper, a newcomer school: Salvation or Segregated Oblivion for Immigrant Students? Theory Into Practice: Vol. 39, Children and Languages at School, pp. 220-227.
Abstract: (2000). Newcomer Schools: Salvation or Segregated Oblivion for Immigrant Students? Theory Into Practice: Vol. 39, Children and Languages at School, pp. 220-227.
TL;DR: Selby as mentioned in this paper argues that greening schools can be located among the lighter shades of green, especially if not nested within a multidimensional strategy for curriculum and school reform, drawing its inspiration from fundamental ecological principles and a radical reconceptualization of humankind's relationship with the environment.
Abstract: David Selby is professor and director of the International Institute for Global Education and acting associate dean (research) at the Ontario Institute for Studies in Education of the University of Toronto. I N RECENT YEARS, THE IDEA OF “GREENING” schools has achieved fairly common currency. School curricula incorporate environmental themes and topics. Mission statements are tinged with green (albeit a faded green in these days of “back to basics” and economic retrenchment). Composters are commonplace. Indigenous vegetation is replacing concrete in many a schoolyard as school ground naturalization proceeds apace. Recycling is replacing the throwaway ethic. Significant as such developments are, they can easily seduce us into believing that they amount to a sufficient educational response to the environmental crisis we face. On a spectrum of greenness, they could be located among the lighter shades of green, especially if not nested within a multidimensional strategy for curriculum and school reform, drawing its inspiration from fundamental ecological principles and a radical reconceptualization of humankind’s relationship with the environment.
TL;DR: A Clash of Worldviews: Experiences From Teaching Aboriginal Students as discussed by the authors, Vol. 39, No. 1, No 2, No 3, No 4, No 5, No 6, No 7
Abstract: (2000). A Clash of Worldviews: Experiences From Teaching Aboriginal Students. Theory Into Practice: Vol. 39, Global Education - Viewed From Around the World, pp. 111-117.
TL;DR: In this paper, whole-faculty study groups: Facilitating Mentoring for School-wide Change, Vol. 39, No. 1, No 4, New Visions of Mentoring, pp. 43-49.
Abstract: (2000). Whole-Faculty Study Groups: Facilitating Mentoring for School-wide Change. Theory Into Practice: Vol. 39, New Visions of Mentoring, pp. 43-49.
TL;DR: Learning for Democracy: From World Studies to Global Citizenship as discussed by the authors is a book about the learning for democracy from world studies to global citizenship, and its application in the field of education.
Abstract: (2000). Learning for Democracy: From World Studies to Global Citizenship. Theory Into Practice: Vol. 39, Global Education - Viewed From Around the World, pp. 74-80.
TL;DR: In this article, the authors present Ethics in Qualitative Research: Multicultural Feminist Activist Research: Theory Into Practice: Vol. 39, No. 2, No., 39, Getting Good Qualitative Data to Improve Eduational Practice, pp 170-176.
Abstract: (2000). Ethics in Qualitative Research: Multicultural Feminist Activist Research. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 170-176.
Journal Article•
TL;DR: Van Maanen as discussed by the authors completed an 18-month ethnographic study to understand a particular residential college's quest for community, where he interacted with students in their residence hall rooms, seminars, and dining hall.
Abstract: N 1994, I COMPLETED AN 18-MONTH ethnographic study to understand a particular residential college's quest for community' Each day I interacted with students in their residence hall rooms, seminars, and dining hall As is the case with most ethnographic studies, I utilized three data collection methods: participant-observing students in their natural setting (Adler & Adler, 1994; Sanger, 1996), conducting open-ended interviews (Fontana & Frey, 1994; Spradley, 1979), and analyzing written and audiovisual documents (Hodder, 1994; Jorgensen, 1989) These three distinct yet complementary fieldwork methods helped me collect volumes of data The technical aspects of my fieldwork satisfied me I was organized (eg, I drafted a comprehensive proposal that pleased the college's gatekeepers), diligent (eg, I spent a few hours per day on site), and systematic (eg, I wrote, transcribed, and analyzed my fieldnotes) Yet I remained uneasy and uncertain A gnawing conceptual question persisted, "Were the data I gathered any good?" Inevitably, the rapport2 between my respondents and me ended up at the epicenter of my response to this question In this article I first recount a short confessional tale (Van Maanen, 1988) based on a 20minute data collection segment of my 18-month field study This tale highlights the importance of and the tensions surrounding trust in qualitative
TL;DR: In this article, the quality of learning is improved by using global education as a vehicle for school reform, and the authors present a global education view from around the world, with a focus on Africa.
Abstract: (2000). Improving the Quality of Learning: Global Education as a Vehicle for School Reform. Theory Into Practice: Vol. 39, Global Education - Viewed From Around the World, pp. 97-103.
TL;DR: In this article, the authors discuss languages and tribal sovereignty: Whose Language Is It Anyway? Theory Into Practice: Vol. 39, Children and Languages at School, pp. 211-219.
Abstract: (2000). Languages and Tribal Sovereignty: Whose Language Is It Anyway? Theory Into Practice: Vol. 39, Children and Languages at School, pp. 211-219.
TL;DR: In this paper, the authors consider five barriers to making qualitative research more accessible to policy-related and practitioner-related audiences and discuss how qualitative research might be made more germane to the problems that diverse groups face in their everyday lives.
Abstract: ings for public use, one might assume that all is for naught. Yet in traditional academic settings, it is often considered enough to complete a study for an exclusive and academic audience. Regardless of the significance of the findings, all too often such studies are published in obscure journals with minimal public circulation. These traditional notions of qualitative research and application should not be taken as acceptable norms in today's academic and public circles. In this article I first suggest why qualitative research is frequently neither discussed nor used by the broad public. I consider five barriers to making research more accessible to policy-related and practitioner-related audiences. I then discuss how qualitative research might be made more germane to the problems that diverse groups face in their everyday lives. In doing so, my goal is to offer constructive ways to make qualitative research findings more accessible to the multiple publics that exist for social science research.