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Descriptors:
Academic Freedom; College Faculty; Gender Discrimination; Anthropology; Tenure; Equal Opportunities (Jobs); Females; Court Litigation; Inquiry; Institutional Autonomy; Departments; Educational History; Universities

Abstract:
In 1974, Brown University's Department of Anthropology denied tenure to assistant professor Louise Lamphere. Convinced that her dismissal was the product of sex discrimination, Lamphere filed suit against Brown. Lamphere and three other female scholars who joined her suit successfully pressed Brown into an out-of-court settlement in 1977. Significantly, the settlement required Brown not only to provide redress to the plaintiffs but also to take sweeping action in rectifying its faculty's inequitable gender ratio. While Lamphere's case marked a rare victory for academic women in the male preserve of the Ivy League, this study concerns the bearing of the lawsuit on academic freedom. It argues that academic freedom entails two interlocking principles: freedom of inquiry and departmental autonomy. Lamphere emphasised the former while Brown advocated the latter. Ultimately, the Lamphere case illustrates how academic freedom loses its efficacy when freedom of inquiry and departmental autonomy are decoupled. (Contains 97 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Class Activities; Preservice Teachers; Pedagogical Content Knowledge; Social Studies; Elementary School Teachers; Student Attitudes; Student Projects; Teaching Methods; History; Inquiry; Knowledge Base for Teaching

Abstract:
The purpose of the study was to examine if and how elementary preservice teachers' perceptions about history were changed upon their completion of a class project that engaged them in a discipline-specific inquiry as a method of teaching history. Surveys were administered to assess any changes in their perception of the history before and after they participated in the class project. The preservice teachers' reflective writings were used to explore any themes that emerged about historical inquiry as well as to understand their development of pedagogical knowledge about teaching history. The study results provide implications for inquiry-based teaching in social studies education. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Program Effectiveness; Teacher Attitudes; Cues; Information Technology; Space Utilization; Qualitative Research; Higher Education; Personal Narratives; Inquiry; Computer Simulation; Virtual Classrooms; Teaching Methods; Games; Computer Uses in Education; Role Playing; Ownership; Foreign Countries

Abstract:
This paper will present a study that explored the perceived impact of spatial practice in "Second Life" (SL) on teaching and learning from the point of view of participants in higher education (lecturers, developers and researchers). Narrative inquiry was used to access stories and experiences of space and spatial practice from staff perspectives. The findings indicated that ownership, spatial violation and replication were the concerns raised by participants in relation to spatial practice. However, participants also suggested that an understanding of social cues, spatial negotiation and spatial consideration were important issues to address for effective teaching to occur in SL. The findings of this study suggest that there remains relatively little in-depth understanding of the way space is implicated in learning in SL and that spatial practice also requires further research, in order to better understand their pedagogical implications when using SL as a learning space. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teachers; Biology; Paleontology; Learning Theories; Case Studies; Academic Achievement; Science Education; Science Instruction; Science Teachers; Inquiry; Genetics

Abstract:
This article describes how inquiry teaching can be directed towards specific content learning goals while allowing for student exploration and validation of hypotheses. Drawing from the Theory of Didactical Situations, the concepts of "milieu" and "validation" are illustrated through two sample biology lessons designed to engage and challenge students in scientific inquiry. The article proposes that these concepts may help teachers design rich learning environments wherein students may pose and test their hypotheses against scientific data. This may in turn help overcome several challenges relating to open-inquiry teaching. Such challenges include divergent student learning outcome or time issues and practical constraints of facilitating inquiry in large classes. The presented approach can help teachers design directed inquiry teaching sequences that can lead to more frequent use of inquiry in teaching thanks to the efficacy of such designs. (Contains 1 table and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teachers; Preservice Teacher Education; Reflective Teaching; Inquiry; Qualitative Research; Research Methodology; Teacher Educators; Secondary Education; Experienced Teachers; Reflection; Educational Methods; Participant Observation; Education Courses; Teacher Education Programs

Abstract:
Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered during initial stages of teacher preparation. This qualitative research study seeks to provide one exemplar of this promising practice by exploring the instructional approaches used to promote reflective inquiry in preservice teachers by a veteran teacher educator from Niagara University, NY. Using participant observer research protocols, data were collected and analyzed according to qualitative research methodologies (Spradley, 1980). Grounded in the theories of Dewey (1935) and Schon (1983), this study examines how the teacher educator studied created opportunities for preservice teachers to develop their reflective inquiry skills in a Methods of Secondary Education course. Advice for other teacher educators and implications for the greater teacher education community will be discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Data Collection; Information Literacy; Classroom Environment; Data Analysis; Preservice Teachers; Inquiry; Teacher Researchers; Language Arts; English Curriculum; Secondary Education; Difficulty Level

Abstract:
Data literate educators can generate questions about learning in their classes; collect and analyze classroom data to answer them; and develop inferences and explanations. Two elements may promote data literacy: (a) breadth of classroom-based data collection and (b) depth of analysis. We examined these in inquiries conducted by 80 preservice teachers of secondary English in diverse classrooms over a 6-year period. Analyzing products, processes, and self-reports, we found inquiries evidenced a range in breadth of data collection and depth of analysis. Qualitative themes and two cases illustrate data analysis processes and challenges of pattern finding, initially crude analyses in striving for depth, and the need for data literacy mentoring. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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History; Documentaries; Video Technology; Technology Integration; Researchers; Educational Technology; War; Grade 8; Middle School Students; Urban Schools; Learner Engagement; Creative Activities; Student Projects; Teaching Methods; Critical Thinking; Thinking Skills; Inquiry; History Instruction

Abstract:
Over the last several decades, social studies educators' interest and emphasis on integrating technology into teaching has increased significantly. One promising area of inquiry focuses on the benefits of student-produced digital video. A number of researchers assert that student-produced digital videos provide a variety of benefits, including increases in student motivation and engagement, creative classroom opportunities, and opportunities for more authentic learning experiences. Fewer researchers, however, have explored student learning outcomes from documentary projects. In this article, the authors analyzed a set of student-created digital documentary projects constructed in a standards-based, 8th-grade U.S. history classroom. They holistically examined the level of authentic intellectual work evident in students' projects throughout each stage of the process. The authors found that the students demonstrated a moderate-to-significant degree of authentic intellectual work in creating their own documentary films. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scientific Methodology; Research Design; Predictor Variables; Pretests Posttests; Control Groups; Experimental Groups; Instructional Effectiveness; Identification; Biology; Scaffolding (Teaching Technique); Introductory Courses; Inquiry; Research Skills; Science Instruction; Science Laboratories; Laboratory Experiments; Comparative Analysis

Abstract:
Implementation of a guided-inquiry lab in introductory biology classes, along with scaffolded instruction, improved students' understanding of the scientific method, their ability to design an experiment, and their identification of experimental variables. Pre- and postassessments from experimental versus control sections over three semesters showed that most students improved in their understanding of the scientific method and experimental design skills. Students exhibited improvement in their ability to create hypotheses and correctly identify controls and dependent variables. However, students in both groups struggled with the identification of independent variable and controlled variables. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Picture Books; Independent Reading; Illustrations; Inquiry; Visual Stimuli; Prompting; Reading Aloud to Others; Questioning Techniques; Cooperative Learning; Elementary School Teachers; Critical Thinking

Abstract:
This teaching tip manuscript demonstrates how picture book illustrations can be used as an inquiry tool that facilitates one's connecting of visual investigations in a picture to the process of generating self-questions. Techniques suggested to promote self-questioning are (1) introducing young readers to an interactive picture book read aloud with prompts, such as, "What do you notice?" and "What questions do you have?" instead of teacher-driven prompts that result in student statements, (2) using selected perplexing picture book illustrations as a medium for fostering and modeling the self-questioning process, (3) partnering readers together so that they investigate picture book illustrations, determine questions, and search for answers collaboratively, and (4) encouraging independent reading of self-selected picture books to apply self-questioning techniques. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Youth; African Americans; Altruism; American Studies; Anthropology; Instructional Leadership; Empathy; School Community Relationship; Public Education; Imagination; Interdisciplinary Approach; Ethnography; Drama; Poetry; Inquiry; Criticism; Sociology; Teaching Methods; Reflection; Females; Violence; Singing; Migrants; Males; Psychological Patterns

Abstract:
"Writings of Healing and Resistance: Empathy and the Imagination-Intellect" is a multi-authored, interdisciplinary journey. It continues the work started in Public Education and the Imagination-Intellect (Peter Lang, 2003) by extending the importance of empathy in developing an action-based social consciousness. Mary E. Weems doesn't argue for a specific way of pursuing an empathy connected to mind, body, and spirit: She acknowledges that just as artists work in various media, each with their own process for sharing how they think and feel about a particular topic or moment, each individual may arrive in their own way at a deep, spiritual, close identification with the experiences of the other. "Writings of Healing and Resistance" encompasses a variety of forms: autoethnography, ethnodrama, poetic inquiry, and critical essay, as well as scholars' work in a number of disciplines including communications, cultural studies, sociology, anthropology, educational leadership, African American studies, and cultural foundations. This book contains the following: (1) Introduction: Hope, Pedagogy and the Imagination-Intellect (Norman K. Denzin); (2) One Love: Empathy and the Imagination-Intellect (Mary E. Weems); (3) A Space for Imagination: The Power of Group Process and Reflective Writing to Cultivate Empathy for Self and Others (Susan V. Iverson); (4) Anarchic Thinking in Acupuncture's Origins: The Body as a Site for Cultivating Imagination-Intellect (Mitra Emad); (5) Call and Response: Writing to Answer the Urge of a Bruised Spirit (Dominique C. Hill); (6) The Kindness of [Medical] Strangers: An Ethnopoetic Account of Embodiment, Empathy, and Engagement (Elyse Pineau); (7) The Poetics of Black Mother-Womanhood (Amira Davis); (8) Stop in the Name of: An Auto/ethnographic Response to Violence against Black Women (Mary E. Weems); (9) A Telephone Call (Norman K. Denzin); (10) Tell It: A Contemporary Chorale for Black Youth Voices (Durrell Callier); (11) Tasseography as a Healing Practice: Education in a Post-Racial Classroom (Akil Houston); (12) What Does It Mean to Be a Nigger in the Academy? (Mary E. Weems); (13) Migrant Stories: Searching for Healing in Autoethnographies of Diaspora (Marcelo Diversi and Claudio Moreira); and (14) In Trouble: Desire, Deleuze, and the Middle-Aged Man (Jonathan Wyatt). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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