Faculty of Education

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Scholarly output from the Faculty of Education at MSVU.

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    Resisting Readin’, Writin’ and ‘Rithmetic: Stories from Inside a Classroom Panopticon
    (12-20-2012) Sales-Driscoll, Heidi
    This study is an account of teacher resistance in an intermediate classroom. It is an examination of the ways in which resistance to dominant school Discourses was possible, and sometimes not possible. This study involves four main stories of resistance. The first story in the introduction shows how and why I became resistant to many of the dominant Discourses controlling my classroom Panopticon. In the second story, I find space within my classroom to resist the dominant Discourse of standardized tests, by acting on students’ questions of and disdain for them, despite feeling the pressure of surveillance. In the third story, I demonstrate how resistance was possible within the constrictive structures of Teacher Performance Appraisals (TPAs) and Professional Learning Communities (PLCs). The final story outlines how I, being in relations with others, also exercise power, and that others will resist this, namely, my students. This study ends with reflections on the dynamics of power and resistance, and outlines the current dominant Discourses I face.
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    Reform and "Being True to Oneself": Pedagogy, Professional Practice, and the Promotional Process
    (1996) Cole, Ardra; Knowles, Gary
    Drawing on one educator's experiences as a beginning professor, the article discusses the prospects of teacher education reform and beginning teachers as change agents, commenting on values conflicts within schools of education and between them and broader university communities, politics of epistemology, and reward structures in schools of education. (SM)
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    Holographing the page
    (1996) Luce-Kapler, R.; Walsh, Susan
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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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    Setting and Defining the Context of Reform
    (Caddo Gap Press, 1998) Cole, Ardra; Knowles, J. Gary
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    Developing a Procedure to Transfer Geometrical Constraints from the Plane into Space
    (International Society for Geometry and Graphics, 1998) Knoll, Eva
    Topology teaches us that the two dimensional plane and three dimensional space have a comparable structure. In fact, this apparent parallel is deeply rooted in our consciousness and is applied in many domains, including various fields in the design industry, through the use of such tools as descriptive geometry and perspective drawing. From the particular point of view of the designer, however, this parallel in structure has often been simplified to plans, sections and elevations i.e. 2-D slices through a 3-D object. It has therefore not been an integral part of the design process, but rather a tool of representation of the design process. In the following paper, the relationship between plane and space will be explored as a design element. The question will be answered whether it is possible, starting with a 2-dimensional system of design parameters, to construct a 3-dimensional object based on the spatial equivalents of the initial parameters. To illustrate this process, the painting Opus 84 of Hans Hinterreiter (1902-1992), a Swiss Concrete painter, will be re-interpreted in space.
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    Barn-Raising an Endo-Pentakis-Icosi-Dodecahedron
    (Bridges: Mathematical Connections in Art, Music, and Science, 1999) Knoll, Eva; Morgan, Simon
    The workshop is planned as the raising of an endo-pentakis-icosi-dodecahedron with a 1 meter edge length. This collective experience will give the participants new insights about polyhedra in general, and deltahedra in particular. The specific method of construction applied here, using kite technology and the snowflake layout allows for a perspective entirely different from that found in the construction of hand-held models or the observation of computer animations. In the present case, the participants will be able to pace the area of the flat shape and physically enter the space defined by the polyhedron.
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    Polyhedra, Learning by Building: Design and Use of a Math-Ed. Tool.
    (Bridges: Mathematical Connections in Art, Music, and Science, 2000) Knoll, Eva
    This is a preliminary report on design features of large, light-weight, modular equilateral triangles and classroom activities developed for using them. They facilitate the fast teaching of three dimensional geometry together with basic math skills, and create a lasting motivational impact on low achievers and their subsequent performance in math and science. In directed discovery activities, lasting from 20 to 90 minutes, large models of basic polyhedra are made, enabling their properties to be explored. Faces, edges and vertices can all be counted and tabulated, providing opportunities to see number patterns and inter-relationships, to plot graphs, to extract algebraic relationships and to look for proofs of those relationships. These building activities can be kept central, under the teacher’s control for large classes with limited time, or building can be split out into groups of children where co-operative problem solving skills are also developed. In interviews, children have stressed the effectiveness of learning by building the shapes themselves. In classroom activities, it is clear to see that these triangles make children excited. Learning by building gives a concrete, active, authentic and personal experience of mathematics to children and teachers enabling them to feel the full excitement of the subject.