Freedom With Authority: A Ruber Model for Teaching     

JOHN R. SCUDDER  JR. 《Educational theory》1968,18(2):133-142

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Critical Pedagogy in Online Environments as Thirdspace: A Narrative Analysis of Voices of Candidates in Educational Preparatory Programs     

Loyce Caruthers  Jennifer Friend 《Educational Studies A Journal of the American Educational Studies Association》2014,50(1):8-35

Faculty members in teacher and administrator preparation programs have unprecedented opportunities to incorporate advanced technologies, including the expansion of online classes and the use of online discussion forums. Within online environments, the concepts of critical pedagogy are more connected to the landscape of digital information, providing opportunities to focus on local regimes of truth with individuals constructing new knowledge forms. Utilizing qualitative narrative analysis to examine the voices of five preservice teachers, five candidates in a beginning principal preparation program, and five doctoral educational administration candidates, this paper translates the sociological construct of Thirdspace (Soja 1996) as applied to critical pedagogy in online environments. Within Thirdspace, preservice teachers and educational leaders transform their thinking about issues that affect their lives as well as their school communities through ongoing discourse and exploration related to their own cultural backgrounds in order to promote social justice in a culturally pluralistic society.  相似文献   

Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course     

Alyssa Friend Wise  Nishan Perera  Ying-Ting Hsiao  Jennifer Speer  Farshid Marbouti 《The Internet and Higher Education》2012,15(2):108-117

This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.  相似文献   

Case Study: Distance Learning at the SBC Center for Learning     

Natalie S. Friend 《Performance Improvement Quarterly》1999,12(4):33-44

This case study presents what distance learning is and how it can be used as an alternative delivery solution for training. Distance learning definitions, characteristics, and design qualities are discussed. Specific examples and characteristics of the SBC Center for Learning's distance learning use are provided and can be related with how other companies, such as Arthur Andersen, Eastman Kodak, Microsoft, Netscape, and the Rochester Institute of Technology are using distance learning as an instructional delivery solution. Finally, the future technologies and applications of distance learning at the SBC Center for Learning and in general are discussed.  相似文献