Related Research Articles
Education is the transmission of knowledge, skills, and character traits and manifests in various forms. Formal education occurs within a structured institutional framework, such as public schools, following a curriculum. Non-formal education also follows a structured approach but occurs outside the formal schooling system, while informal education entails unstructured learning through daily experiences. Formal and non-formal education are categorized into levels, including early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on teaching methods, such as teacher-centered and student-centered education, and on subjects, such as science education, language education, and physical education. Additionally, the term "education" can denote the mental states and qualities of educated individuals and the academic field studying educational phenomena.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
Autodidacticism or self-education is the practice of education without the guidance of schoolmasters.
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.
Constructivism in education is a theory that suggests that learners do not passively acquire knowledge through direct instruction. Instead, they construct their understanding through experiences and social interaction, integrating new information with their existing knowledge. This theory originates from Swiss developmental psychologist Jean Piaget's theory of cognitive development.
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.
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.
Education sciences, also known as education studies, education theory, and traditionally called pedagogy, seek to describe, understand, and prescribe education including education policy. Subfields include comparative education, educational research, instructional theory, curriculum theory and psychology, philosophy, sociology, economics, and history of education. Related are learning theory or cognitive science.
Floyd Grant Robinson was a Canadian teacher, education theorist and curriculum developer. He wrote many works on the topics of stimulating complex thinking and the importance of education across the entire lifespan. Robinson is most notable for his work done while at the Ontario Institute for Studies in Education (OISE) between 1965 and 1991.
Ruthellen Josselson is an American academic in the field of clinical psychology. Her research focuses on women's identity and human relationships.
Learning commons, also known as scholars' commons, information commons or digital commons, are learning spaces, similar to libraries and classrooms that share space for information technology, remote or online education, tutoring, collaboration, content creation, meetings, socialization, playing games and studying. Learning commons are increasingly popular in academic and research libraries, and some public and school libraries have now adopted the model. Architecture, furnishings and physical organization are particularly important to the character of a learning commons, as spaces are often designed to be rearranged by users according to their needs.
Eve Tuck is an Unangax̂ scholar in the field of Indigenous studies and educational research. Tuck is the Professor of Critical Race and Indigenous Studies at the Ontario Institute for Studies in Education at the University of Toronto. Dr. Tuck will be joining the faculty of NYU in 2024 as the founding director of its Center for Indigenous Studies.
Ivor Frederick Goodson is a British educationalist. He is a professor at Tallinn University.
John Miller is a Canadian educator, Professor of Curriculum, Teaching and Learning at Ontario Institute for Studies in Education (OISE) at University of Toronto.
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.
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.
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. Clandinin previously served as the vice president of Division B of the American Educational Research Association (AERA).
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.
References
- 1 2 "Honorary Doctorate Award" (PDF). Ontario Institute for Studies in Education . Fall 2021. Archived (PDF) from the original on July 9, 2024. Retrieved July 9, 2024.
- 1 2 "Connelly, F. Michael". SAGE Publications Inc. June 12, 2024. Archived from the original on February 20, 2024. Retrieved July 9, 2024.
- ↑ "Michael Connelly to receive honorary degree from Education University of Hong Kong". University of Toronto . December 22, 2020. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ Mertova, Patricie; Webster, Leonard (October 16, 2019). Using Narrative Inquiry as a Research Method: An Introduction to Critical Event Narrative Analysis in Research, Teaching and Professional Practice (2nd ed.). Routledge. ISBN 978-0-429-75528-6.
- ↑ Dodd, Anne Wescott (January 1989). "Teachers as Curriculum Planners: Narratives of Experience. By E. Michael Connelly and D. Jean Clandinin. New York: Teachers College Press, 1988". NASSP Bulletin. 73 (513): 88–89. doi:10.1177/019263658907351318. ISSN 0192-6365. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ Cole, Ardra (November 1990). "Book Reviews : Teachers as Curriculum Planners: Narratives of Experience F. Michael Connelly & D. Jean Clandinin New York: Teachers College Press and Ontario: OISE Press, 1988. 231 + xvi pp". Journal of Teacher Education. 41 (5): 63–65. doi:10.1177/002248719004100509. ISSN 0022-4871. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ Roulet, Geoffrey (1998). "Teachers' Professional Knowledge Landscapes". Canadian Journal of Education. 23 (2): 224. doi:10.2307/1585987. JSTOR 1585987. Archived from the original on February 16, 2020. Retrieved June 1, 2024.
- ↑ Boje, David M. (June 2002). "Book Reviews". Human Relations . 55 (6): 734–740. doi:10.1177/0018726702556008. ISSN 0018-7267. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ Preissle, Judith (November 2001). "Book Review: Narrative Inquiry: Experience and Story in Qualitative Research". Field Methods . 13 (4): 412–414. doi:10.1177/1525822X0101300406. ISSN 1525-822X. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ "Shaping a professional identity: stories of educational practice". Choice Reviews Online. 37 (4): 37–2299–37-2299. December 1, 1999. doi:10.5860/CHOICE.37-2299 (inactive February 1, 2025). ISSN 0009-4978. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
{{cite journal}}: CS1 maint: DOI inactive as of February 2025 (link) - ↑ "Narrative & experience in multicultural education". Choice Reviews Online. 43 (2): 43–1080–43-1080. October 1, 2005. doi:10.5860/CHOICE.43-1080 (inactive February 1, 2025). ISSN 0009-4978. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
{{cite journal}}: CS1 maint: DOI inactive as of February 2025 (link) - ↑ Uhrmacher, P. Bruce; Moroye, Christy M. (February 2009). "Perspectives and perceptions of The SAGE Handbook of Curriculum and Instruction". Journal of Curriculum Studies. 41 (1): 115–129. doi:10.1080/00220270802356801. ISSN 0022-0272. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
  | This biography of a Canadian academic is a stub. You can help Wikipedia by expanding it. |