Dorothy Jean Clandinin is a Canadian scholar known for her contributions to educational research and narrative inquiry. She is professor emerita and the founding director of the Centre for Research for Teacher Education and Development at the University of Alberta. [1] Clandinin previously served as the vice president of Division B (Curriculum Studies) of the American Educational Research Association (AERA). [2]
Clandinin has received multiple awards for her teaching and research, including AERA's Early Career Award (1993), Canadian Education Association Whitworth Award (1999), Kaplan Research Achievement Award (2001), AERA's Division B Lifetime Achievement Award (2002), the University of Alberta's Larry Beauchamp Award (2008), Killam Mentoring Award (2009), AERA's Lives of Teachers SIG's Michael Huberman Award for Outstanding Scholarship (2013), AERA's Division K Legacy Award (2015), and International Study Association of Teachers and Teaching STAR award. [2]
Clandinin began her career as an educator, spending 10 years in schools as a "teacher, counsellor, and special programs teachers" before beginning her doctorate at the University of Toronto's Ontario Institute for Studies in Education, where she worked with scholars such as Mark Johnson and Frank Smith. [1]
Clandinin has worked closely with F. Michael Connelly, with whom she is credited for coining the term 'narrative inquiry'. [3]
A case study is an in-depth, detailed examination of a particular case within a real-world context. For example, case studies in medicine may focus on an individual patient or ailment; case studies in business might cover a particular firm's strategy or a broader market; similarly, case studies in politics can range from a narrow happening over time like the operations of a specific political campaign, to an enormous undertaking like world war, or more often the policy analysis of real-world problems affecting multiple stakeholders.
Qualitative research is a type of research that aims to gather and analyse non-numerical (descriptive) data in order to gain an understanding of individuals' social reality, including understanding their attitudes, beliefs, and motivation. This type of research typically involves in-depth interviews, focus groups, or field observations in order to collect data that is rich in detail and context. Qualitative research is often used to explore complex phenomena or to gain insight into people's experiences and perspectives on a particular topic. It is particularly useful when researchers want to understand the meaning that people attach to their experiences or when they want to uncover the underlying reasons for people's behavior. Qualitative methods include ethnography, grounded theory, discourse analysis, and interpretative phenomenological analysis. Qualitative research methods have been used in sociology, anthropology, political science, psychology, communication studies, social work, folklore, educational research, information science and software engineering research.
Henry Armand Giroux is an American-Canadian scholar and cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory. In 2002, Keith Morrison wrote about Giroux as among the top fifty influential figures in 20th-century educational discourse.
Autoethnography is a form of ethnographic research in which a researcher connects personal experiences to wider cultural, political, and social meanings and understandings. It is considered a form of qualitative and/or arts-based research.
Narrative inquiry or narrative analysis emerged as a discipline from within the broader field of qualitative research in the early 20th century, as evidence exists that this method was used in psychology and sociology. Narrative inquiry uses field texts, such as stories, autobiography, journals, field notes, letters, conversations, interviews, family stories, photos, and life experience, as the units of analysis to research and understand the way people create meaning in their lives as narratives.
Gloria Jean Ladson-Billings FBA is an American pedagogical theorist and teacher educator known for her work in the fields of culturally relevant pedagogy and critical race theory, and the pernicious effects of systemic racism and economic inequality on educational opportunities. Her book The Dreamkeepers: Successful Teachers of African-American Children is a significant text in the field of education. Ladson-Billings is Professor Emerita and formerly the Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin–Madison.
Photovoice is a qualitative research method used in community-based participatory research that gathers participant-taken photographs and narratives to translate experience into actionable knowledge. Photovoice is commonly used in the fields of community development, international development, public health, and education.
Lee S. Shulman was an American educational psychologist and reformer. He has made notable contributions to the study of teaching; assessment of teaching; education in the fields of medicine, science, and mathematics; and the scholarship of teaching and learning.
Ruthellen Josselson is an American academic in the field of clinical psychology. Her research focuses on women's identity and human relationships.
Lynn Fuchs is an educational psychologist known for research on instructional practice and assessment, reading disabilities, and mathematics disabilities. She is the Dunn Family Chair in Psychoeducational Assessment in the Department of Special Education at Vanderbilt University.
Janice Margaret Morse in Blackburn, Lancs., UK to New Zealand parents. She is an anthropologist and nurse researcher who is best known as the founder and chief proponent of the field of qualitative health research. She has taught in the United States and Canada. She received PhDs in transcultural nursing and in anthropology at the University of Utah, where she later held the Ida May “Dotty” Barnes and D Keith Barnes Presidential Endowed Chair in the College of Nursing at University of Utah,. She is also an Emerita Distinguished Professor at the University of Utah and Professor Emerita at the University of Alberta. She is founder of three journals and created four scholarly book series on qualitative research. She was Founding Director of the International Institute of Qualitative Methodology at University of Alberta, the longest standing research institute on qualitative inquiry in the world.
Art-based research is a mode of formal qualitative inquiry that uses artistic processes in order to understand and articulate the subjectivity of human experience.
Marina Umaschi Bers is the Augustus Long Professor of Education at Boston College. Bers holds a secondary appointment in Boston College's Department of Computer Science. Bers directs the interdisciplinary DevTech Research Group, which she started in 2001 at Tufts University. Her research involves the design and study of innovative learning technologies to promote children's positive development. She is known for her work in the field of early childhood computer science with projects of national and international visibility. Bers is the co-creator of the free ScratchJr programming language, used by 35 million children, and the creator of the KIBO robotic kit, which has no screens or keyboards.
Laura Mary O'Dwyer is a professor of Measurement, Evaluation, and Statistics at Boston College known for her work on examining the impact of technology in education, especially science education, and for quantifying outcomes for K-12 student success.
Annemarie Sullivan Palincsar is a scholar of education known for her research on literacy instruction, reciprocal teaching, and cognitive apprenticeships. Her involvement in the National Academies of Sciences, Engineering, and Medicine Research Council on the Prevention of Reading Difficulty in Young Children, the National Research Council's Panel on Teacher Preparation, and the International Literacy Association's Literacy Research Panel, attests to her dedication to advancing educational research and improving teacher training. Palincsar is the Ann L. Brown Distinguished University Professor Emerita at the Marsal Family School of Education at the University of Michigan.
Colette Agnes Daiute is an American developmental and educational psychologist known for her research on human development under conditions of adversity and in rapidly changing environments. She studies how the social emotional development of children, youth and adults interacts with circumstances including social displacement, migration, discrimination, and economic inequality.
Mary Winston "Missy" Morton is a New Zealand academic, and is Professor of Disability Studies and Inclusive Education at the University of Auckland. Her research interests include inclusive curriculum, assessment and pedagogies.
Sean Michael Lessard is a Cree-Canadian author, researcher, public speaker, a former adjunct professor at the University of Regina and currently an associate professor at the University of Alberta. Lessard previously worked for the Edmonton Public Schools as the Aboriginal Educational Consultant, and prior to that he worked for the Montreal Lake Cree Nation, Saskatchewan, as a youth worker, and as a "stay-in-school" coordinator for Nutana Collegiate in Saskatchewan.
Jeong-Hee Kim is an educational scholar who serves as professor and department chair of Curriculum & Instruction at Texas Tech University. She is known for her work regarding narrative inquiry, phenomenology, and curriculum theory.
F. Michael Connelly is a Canadian academic known for his contributions to narrative inquiry. He is a professor emeritus at the University of Toronto's Ontario Institute for Studies in Education (OISE). He joined the university in 1968 and later served as the Director and Founder of the Centre for Teacher Development, as well as Chair of the Department of Curriculum. He founded and previously edited the academic journal Curriculum Inquiry. Connelly later directed the joint doctoral program with between OISE and the Hong Kong Institute of Education.