Ardra Cole

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https://hdl.handle.net/10587/1088
Dr. Ardra Cole is Associate Vice-President (Academic and Research) at Mount Saint Vincent University. Her areas of research and publication include teacher development, research methodologies, arts-informed research, and most recently, aging and health.

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Browsing Ardra Cole by Author "Knowles, J. Gary"

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    Arts-informed research
    (Sage Publications, 2008) Cole, Ardra; Knowles, J. Gary
    Excerpt from chapter: "The transformative potential of artsinformed research speaks to the need for researchers to develop representations that address audiences in ways that do not pacify or indulge the senses but arouse them and the intellect to new heights of response and action. In essence, and ideally, the educative possibilities of arts-informed work are foremost in the heart, soul, and mind of the researcher from the onset of an inquiry"
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    Call and response: The importance of "telling truth slant"
    (Learning Landscapes, 2011) Cole, Ardra; Knowles, J. Gary
    Funding agencies are restructuring programs, rewriting priorities, and restating accountability demands all founded on the very basic point that research funded by public tax dollars must be relevant and accountable to diverse publics. This new wave of accountability challenges researchers to “translate” and “mobilize” knowledge so that research is understood by those publics and makes a difference in people’s lives. While goals of research accessibility are laudable, we argue that researchers’ goals need not be focused on finding better ways to translate knowledge for public consumption. Rather, the time has come for inquiry to be more about actively engaging people in meaning making. As a community of researchers with long-standing commitment to using the arts in research as a vehicle for engagement, this is an opportunity for us to provide leadership in this area.
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    Reforming Teacher Education through Self-Study
    (Caddo Gap Press, 1998) Cole, Ardra; Knowles, J. Gary
    Excerpt from Chapter: "In this chapter we provide an overview of the general nature and purposes ofself-study research and work, its current role and status in the academy, and its emerging role and status in the teacher education community. In so doing we hope to characterize the self study ofteacher education practices as a vehicle for teacher education reform, and offer some ideas on how those involved in self-study work might advance the reform agenda through a course of individual and collective action."
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    Research, practice, and academia in North America
    (Kluwer Academic Publishing, 2004) Cole, Ardra; Knowles, J. Gary
    The self-study of teacher education practices has found its place on the teacher education landscape as a principled, scholarly practice that has begun to shift understandings about the nature and significance of teacher educators’ work and what counts as acceptable academic scholarship. Selfstudy scholars have brought their individual career histories and commitments to teacher education to bear on their academic roles within the context of the university and, in so doing, have taken up a challenge to shift status quo perspectives on the role and status of teacher education in the academy. Through individual and collective action self-study scholars have responded to criticisms levied against the place of teacher education in the academy, dilemmas presented by the nature of their work and roles, and challenges facing them in their professional and academic work. In this chapter we focus on the tenure system in North American universities and the role it plays in monitoring, mediating, and moderating the individual and collective practice of teacher educators. We offer a framework for reconsidering the norms of academic convention and the socializing forces that govern teacher educators’ work in the academy and a vision of what such a reorientation might mean in practice. We then draw on this framework to explore how the self-study of teacher education scholarship and practice, as a genre, has positioned itself to challenge the status quo of academic convention for schools, departments, and faculties of education.
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    Setting and Defining the Context of Reform
    (Caddo Gap Press, 1998) Cole, Ardra; Knowles, J. Gary