Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Sandra Jack-Malik"'
Autor:
Sandra Jack-Malik, Janet Lynne Kuhnke
Publikováno v:
Language and Literacy: A Canadian Educational e-journal, Vol 22, Iss 2, Pp 43-63 (2020)
Using narrative inquiry as a relational methodology and as andragogy, the research puzzle was to deepen understanding of the experiences of women, living with limited literacies and as they engaged in tutoring. This work animates the temporal, curric
Externí odkaz:
https://doaj.org/article/4d787e038fc74509acb151752793358f
Autor:
Janet L. Kuhnke, Sandra Jack-Malik
Publikováno v:
LEARNing Landscapes. 15:201-214
This paper showcases how a reflexive practice, that includes arts-based activities, deepened understandings experienced by a doctoral student of psychology while completing the data analysis section of a metasynthesis. The metasynthesis focused on qu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::557f288473d5441d36574493639c7f35
https://doi.org/10.36510/learnland.v15i1.1071
https://doi.org/10.36510/learnland.v15i1.1071
Publikováno v:
LEARNing Landscapes. 14:171-187
This narrative study inquired into the experiences of preservice teachers who participated in the Kairos Blanket Exercise. During research conversations, participants shared stories that demonstrated an expansion of their knowledge and awareness. Thr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4da0e0894c18152c25d9566203c8e790
https://doi.org/10.36510/learnland.v14i1.1032
https://doi.org/10.36510/learnland.v14i1.1032
Autor:
Janet Lynne Kuhnke, Sandra Jack-Malik
Publikováno v:
Language and Literacy: A Canadian Educational e-journal, Vol 22, Iss 2, Pp 43-63 (2020)
Using narrative inquiry as a relational methodology and as andragogy, the research puzzle was to deepen understanding of the experiences of women, living with limited literacies and as they engaged in tutoring. This work animates the temporal, curric
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ea9f27b61805d23a36d9fa816cf6aa91
https://doi.org/10.20360/langandlit29457
https://doi.org/10.20360/langandlit29457
Autor:
Sandra Jack-Malik
Publikováno v:
LEARNing Landscapes. 12:139-153
In this paper I utilized the currere method and my experiences as a tenure track hire. Currere provided a framework that allowed me to remember and then engage my ways of knowing and immerse myself in supportive contexts. Specifically, I was able to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::631908329957951174d249aefa0af698
https://doi.org/10.36510/learnland.v12i1.984
https://doi.org/10.36510/learnland.v12i1.984
Autor:
Sandra Jack-Malik
Publikováno v:
LEARNing Landscapes. 11:199-210
This research is nestled within Huber, Murphy, and Clandinin’s (2011) understanding of curriculum making as situated not only in schools, but also in homes and communities and at the intersections of all three. It also relies on Clandinin, Murphy,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bcdfb09897f8256fe64c807fea103ea6
https://doi.org/10.36510/learnland.v11i2.957
https://doi.org/10.36510/learnland.v11i2.957
Unexpected Learning: Two PhD Candidates Narratively Inquire Into Their Experiences With an ESL Group
Autor:
Miao Sun, Sandra Jack-Malik
Publikováno v:
LEARNing Landscapes. 3:207-223
We inquired into stories we lived whilst members of an ESL group. We used a narrative inquiry methodology. Our inquiry revealed tensions between identities given and identities continually negotiated between teacher, student and group member. Dewey
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dc04003c05c3094c0ebe67d0b7406cdb
https://doi.org/10.36510/learnland.v3i1.326
https://doi.org/10.36510/learnland.v3i1.326