tholl075@uottawa.ca
7 Nov 2013

Theoretical Notes #10- Language

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Theoretical notes #10 Pennycook, A. (2004). Performativity and Language Studies. Critical Inquiry in Language Studies: An International Journal. 1(1), 1-19. There is a crisis in the understanding of language which may give an important impetus to the development of language studies. Consider languages themselves from an anti-foundationalist perspective, whereby language use is an act of...
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6 Nov 2013

Journal 8- Week 8

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In my epistemology class, we are being asked to keep a journal over the weeks of this semester.  Initially, I was writing them privately, but have decided to post them to my blog to reflect the research journey I am on.  For the most part, the journals are written as I engage with our required...
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31 Oct 2013

Open Text #6- Teacher mentoring and evaluation

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Open Text – week 7 Darling-Hammond, Linda (2013)  When Teachers Support and Evaluate their Peers.  Educational Leadership 71(2).p.24-29 Future reading:  Darling-Hammond, Linda. (2013)  Getting Teacher Evaluation Right: What really Matters for Effectiveness and Improvement (Teachers College Press); The Art of Coaching by Elena Aguilar (Jossey-Bass, 2013) Key notes from article: Focus of the magazine is on...
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31 Oct 2013

Theoretical notes #9- In preparation for a guest lecture by Colin Evers

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Theoretical notes #9 Evers, Colin and Lakomski, Gabriele (2013).  Methodological individualism, educational administration, and leadership.  Journal of Educational Administration and History.  45(2) p.159-173 The article argues for a more balanced approach to organizational functioning, one that involves both structures and individuals. There are serious problems with leader-centric accounts which involve a commitment to methodological individualism:...
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31 Oct 2013

Journal 7- week 7

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Journal #7- Week 7 After a not so relaxing reading week spent trying to cobble together a SSHRC and OGS program of study statement out of thin air, I am back in classes and reflecting on the research journey.  I feel like I have made leaps and bounds in terms of progress by going through...
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26 Oct 2013

Theoretical notes #8- Memory

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Schacter, D.  The Seven Sins of Memory: Insights from Psychology and Cognitive Neuroscience (1999).  American Psychologist 54(3) p.182-20. 7 basic sins: First 3 relate to forgetting: transience (decreasing accessibility of information over time), absent-mindedness (inattentive or shallow processing that contributes to weak memories of ongoing events or forgetting to do things in the future), blocking...
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15 Oct 2013

Open text # 5- New Teacher Centre (California)

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Open Text – Week 6 Moir, E., & Bloom G. (2003)Fostering Leadership through Mentoring- Ellen Moir and Gary Bloom, Educational Leadership, 60(8) p. 58-60.  article here * think about what role mentors play after mentoring experience and their experience.  Great description of structured mentoring professional development & selection.  How have things changed since 2003?  A trip...
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13 Oct 2013

Theoretical notes #7- Life story & academic probation

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Isabelle Arcand and Raymond N. Leblanc, “When You Fail, You Feel Like a Failure”: One Student’s Experience of Academic Probation and an Academic Support Program”  Alberta Journal of Educational Research, 58(2), 216-231. Find article here This paper focuses on a life story and is contrasted to current literature on academic probation and is considered in...
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13 Oct 2013

Journal #6- week 6

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This has been one of those weeks in my research journey that had I wonder about the role of ‘chance’ and ‘coincidence’.  In fact, it feels that all my phd encounters this week have been forcing me to tighten up my research question, theoretical framework and epistemology.  First, I am in the process of applying...
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12 Oct 2013

Theoretical notes #6- Guest lecturer, Klaus Bruhn Jensen

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Theoretical Notes # 6 The complementarity of qualitative and quantitative methodologies in media and communication research by Klaus Bruhn Jensen.  Chapter 15 & notes from class presentation by guest speaker, Klaus Bruhn Jensen HOW= WHAT + WHY What- ‘object’ (phenomenon or domain of study) Why- purpose (general understanding, structure of converstation, reforming?) How to be...
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