Donald Trump understood the power of narrative: Clinton was the villain of his story, he was the hero; the hero of the story was going to restore order to th...
Within the field of second language teacher education (SLTE), narrative has largely functioned as a vehicle for teacher inquiry, based on the assumption that such inquiry will ultimately bring about productive change in teachers and their teaching practices. Less attention has been paid to documenting what this change looks like or how engagement in narrative activities fosters teacher professional development. From a Vygotskian socioculturai theoretical perspective, we argue that the transformative power of narrative lies in its ability to ignite cognitive processes that can foster teacher professional development. We tease out the complex ways in which narrative functions as a mediational tool—narrative as externalization, verbalization, and systematic examination—in fostering teacher professional development, and we highlight the interplay between these functions by tracing teacher professional development in two teacher-authored narrative inquiries. We then turn to the centrality of narrative as a vehicle for teacher inquiry in transforming the field of SLTE itself. Specifically, we highlight various outlets, in both center and periphery contexts, where the products of teachers' narrative activities are functioning as a tool for knowledge-building and professional development practices that are working in consort to transform the professional landscape that constitutes the field of SLTE.
Community-based exhibits in 50 U.S. states and (at least) 23 countries raise awareness of intimate partner violence and promote prevention efforts by sharing the names and stories of individuals killed in domestic assaults.
Community Catalyst prepared the following storybanking guide to help you reach out to people in your area with compelling stories. Whether you are new to storybanking or a seasoned professional, this guide provides tips, hints and examples to find stories and to tell them to your audience. Please share your stories with us; the examples you provide can help others learn how storybanking helps.
L. Eberhard, S. Walk, und D. Helic. Proceedings of the 31st ACM Conference on Hypertext and Social Media, Seite 301-306. ACM, (Juli 2020)Interesting implementation of recommendations in responce to a narrative requests like "Movies like X, but with Y".
S. Lukin, K. Bowden, C. Barackman, und M. Walker. Proceedings of the Tenth International Conference on Language Resources and Evaluation (LREC 2016), Paris, France, European Language Resources Association (ELRA), (Mai 2016)
D. Nguyen, D. Trieschnigg, und M. Theune. Proceedings of the 23rd ACM International Conference on Conference on Information and Knowledge Management, Seite 321--330. ACM, (2014)
K. Juuti, und J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).
Y. Mor, H. Mellar, N. Pachler, und C. Daly. Problems Investigations of E-Learning Patterns: Context Factors Solutions, Information Science Publishing, Hershey, PA, (2011)
M. Scardamalia, und C. Bereiter. Advances in applied psycholinguistics, 2: Reading, writing, and language learning, Cambridge University Press, Cambridge, (1987)
J. Bailey. Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, 103-112, Australia, MERGA, (2007)"More recently, narrative inquiry has also become a valued form of research (Chambers, 2003; Luwisch, 2001; O’Connell Rust, 1999; Smith, 2006) and can be regarded as a journey during which researchers come to know more deeply about their lives and who they are as people." p 103.
Y. Zhang, N. Zincir-Heywood, und E. Milios. WIDM '05: Proceedings of the 7th annual ACM international workshop on Web information and data management, Seite 51--58. New York, NY, USA, ACM, (2005)
A. Waraich. ITiCSE '04: Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, Seite 97-101. New York, NY, USA, ACM, (2004)
F. Kamareddine, M. Maarek, K. Retel, und J. Wells. Proceedings of the Sixth International Conference on MATHEMATICAL KNOWLEDGE MANAGEMENT, Lecture Notes in AI 4573, Seite 296-312. Springer, (2007)
C. Hargood, D. Millard, und M. Weal. HT '09: Proceedings of the Twentieth ACM Conference on Hypertext and Hypermedia, New York, NY, USA, ACM, (Juli 2009)
F. Decortis, A. Rizzo, und B. Saudelli. Interacting with Computers, 15 (6):
801 - 830(2003)From Computer Artefact to Instrument for Mediated Activity .Part 2 Learning Environments.
M. Andrews, C. Squire, und M. Tamboukou. Sage Publications Ltd., (2008)Examining narrative methods in the context of its multi-disciplinary social science origins, this text looks at its theoretical underpinnings, while retaining an emphasis on the process of doing narrative research. The authors provide a comprehensive guide to narrative methods, taking the reader from initial decisions about forms of narrative analysis, through more complex issues of reflexivity, interpretation and the research context..
D. Clandinin. Sage Publications, Inc., (2006)Composed by international researchers, the Handbook of Narrative Inquiry: Mapping a Methodology is the first comprehensive and interdisciplinary overview of the developing methodology of narrative inquiry. The Handbook outlines the historical development and philosophical underpinnings of narrative inquiry as well as describes different forms of narrative inquiry. This one-of-a-kind volume offers an emerging map of the field and encourages further dialogue, discussion, and experimentation as the field continues to develop..