ABSTRACT
Rebecca S.Anderson is an Assistant Professor at the University of Memphis and Co-Director of the Memphis Urban Writing Institute. She is a literacy teacher educator whose research interests focus on alternative assessment practices and technology integration. Douglas Barnes was Reader in Education at the University of Leeds, England until 1989, where his main research interest was the role of spoken language in classroom learning and teaching. His publications include: From Communication to Curriculum, Practical Curriculum Study, and (with coauthors) Language, the Learner and the School, and Communication and Learning Revisited. Ardra Cole is Associate Professor in the Department of Adult Education and Counselling Psychology at the Ontario Institute for Studies in Education of the University of Toronto. Her main areas of research and teaching are teacher development, teacher education reform, and qualitative research methodologies, particularly (auto)biography and life history approaches. The role of self-study in teacher education reform is a topic in a forthcoming book, The Heart of the Matter: Teacher Education Reform Perspectives and Possibilities co-edited with Rosebud Elijah and J.Gary Knowles. Carola Conle teaches Cross-cultural Education, Foundations of Curriculum, and Narrative Inquiry at OISE/University of Toronto. She has published in AERJ, Educational Theory, Curriculum Inquiry and other journals and received AACTE’s ‘Outstanding Writing Award’ in 1996 for her article, ‘Resonance in Pre-service Teacher Inquiry’. Her current research is in ethics and the imagination. Katherine Davies-Samway is a Professor in the Division of Teacher Education at San Jose State University in San Jose, California. She teaches language and literacy courses in the teacher preparation program and engages in collaborative, classroom-based research with K-8 teachers. These experiences have a profound impact on her own teaching, and she is constantly rethinking and revising her role as a university-based teacher. Lisa DeMuelle is an Assistant Professor in the Dept. of Instruction and Curriculum Leadership at the University of Memphis. Her professional
interests revolve around Curriculum and Pedagogical Inquiry for teachers and teacher educators, Integration of Internet into Curriculum, and Elementary Teacher Education. Personally, she is engaged in family life with her husband and two young boys, Benjy and Nicholas. Moyra Evans is a deputy head teacher in a United Kingdom mixed comprehensive school of 1200 pupils, age range 12-18+. She has been working, in partnership with Kingston University, to create learning communities of teachers within her school, so that they can address effectively the issues detailed in the School Development Plan, and so that teachers have the support they need in order to further develop their practice. Her current research interests include action research, the concept of leadership in schools, including the gender dimension, the use of story as an aid to reflection, and self-study within teacher education. Sara Garcia is an Assistant Professor and Director of teacher education at Santa Clara University. She is an educational psychologist with specialization in cognition, language development and learning theory. She has written a chapter on teachers’ cultural knowledge in the recently published book, Meeting the Challenge of Cultural Diversity in Teacher Education (Teachers College Press). She also has a special interest in Mexican ballads, or corridos, which represent the oral tradition in Mexican culture. Joan Gipe is Research Professor and Seraphia D.Leyda Teaching Fellow at the University of New Orleans, Department of Curriculum and Instruction. She teaches undergraduate courses for teacher preparation in elementary and literacy education. At the graduate level she works with masters and doctoral students in a variety of professional development areas including the integration of technology in teaching and assessment alternatives in literacy. She is currently involved in a project to assist teachers and faculty in developing their own professional portfolios. Dr. Gipe is the author of Multiple Paths to Literacy: Corrective Reading Techniques for Classroom Teachers, available in its fourth edition from Merrill/Prentice Hall. Mary Lynn Hamilton is an Associate Professor at the University of Kansas. She was a high school social studies teacher and a program coordinator for gender-related and multicultural programs before returning to university to work in teacher education. Her research interests include self-study of teacher education practices, teacher beliefs, multicultural issues, and the professional development of teachers. Some of her most recent publications include: Confronting the self: Passion and practice in the act of teaching or My Ozdacious journey to Kansas! in Teacher Education Quarterly and Cultural knowledge, school culture, and teaching in the Zambelli and Cherubini edited text Teachers and Teaching. Melissa Heston received her PhD in Educational Psychology from Indiana University in 1989. She is currently an Associate Professor in Educational Psychology at the University of Northern Iowa. Dr. Heston’s professional
interests include self-study of teaching practices, constructivist approaches to teacher education, risk and resiliency among children and adolescents, and early childhood education. Nancy Hutchinson is an Associate Professor in the Faculty of Education at Queen’s University. She is a member of the four-person committee that has led the development and implementation of a field-based program of teacher education at Queen’s. Earlier versions of this chapter were presented at the First International Conference on Self-study of Teacher Education Practices (Herstmonceux Castle, England, 1996) and the Canadian Society for the Study of Education (St. Catharine’s, Canada, 1996). John M.Johnston is a Professor at the University of Memphis, in the Department of Instruction and Curriculum Leadership where he directs and teaches in the Early Childhood Teacher Education Program. He has participated in developing guidelines for preparation of early childhood professionals adopted by the National Association for the Education of Young Children, the Division of Early Childhood of the Council for Exceptional Children, and the National Board for Professional Teaching Standards. He currently serves on the National Council for Accreditation of Teacher Education Board of Examiners. His current research interests include using Internet technologies to support community within teacher education programs. J.Gary Knowles is an Associate Professor within the Department of Adult Education at the Ontario Institute for Studies in Education of The University of Toronto, Toronto, Canada. As a one-time classroom teacher and principal Gary taught a variety of school subjects although specialized in teaching geography and history from an experiential learning perspective-a framework which included accessing principles of outdoor education. As a university teacher and teacher educator Gary has developed innovative graduate teacher preparation programs grounded in a reflexive inquiry perspective and has researched issues of teacher development, also using a reflexive inquiry approach, alongside new and experienced teachers. He is also particularly interested in developing arts-based (or inter-modal) educational research approaches which honour, among other things, alternative representations of research data. Gary is an exhibiting artist who works in water media on paper and canvas. Vicki Kubler LaBoskey is an Associate Professor of Education at Mills College in Oakland CA and Director of the elementary portion of their Teachers for Tomorrow’s Schools Credential Program. Her current areas of interest are in elementary pre-service education with a focus on reflective teaching and teaching as a moral and political act. She is also interested in action research, portfolios, teacher educator self-study, narrative knowing, and new teacher support (teacher development as a vehicle for educational reform).
Pam Lomax is Professor of Educational Research at Kingston University, UK. She has a BSc in Sociology and a BA in Fine Art. Her masters degree and PhD were in the Sociology of Education. She has taught in secondary schools in the UK and for a short time lectured at Kenya Polytechnic in Nairobi. Her current research interest is action research and her most recent books are You and Your Action Research Project, co-authored with Jean McNiff and Jack Whitehead and Quality Management in Education, both published by Routledge in London and New York. John Loughran is the Director of Pre-service Education and Professional Development, School of Graduate Studies, Faculty of Education, Monash University. John was a high school science teacher for ten years before returning to University to work in Teacher Education. His research interests include teaching and learning, science education and the professional development of teachers. Recent books include Developing Reflective Practice (Falmer Press, 1996) and Teaching About Teaching a co-edited book with Tom Russell (Falmer Press, 1997). Jeff Northfield was the Head of the Peninsula School of Education, Monash University until recently when he moved to work more closely with schools as a researcher and professional development leader pursuing his long held views about the need to better link academics of education with practising classroom teachers in an attempt to better align theory and practice in teaching. This move is an extension of his recent book Opening the Classroom Door (Falmer Press, 1996) co-authored with John Loughran which documents his learning and the research knowledge developed through a return to classroom teaching with a Year 7 class of High School Students. Linda Oda is an Associate Professor in the College of Education, Weber State University, Ogden, Utah. She was formerly a public school teacher, teacher supervisor, principal and administrator. She teaches the language arts and reading methods and multicultural courses. Zoe Parker is a lecturer in the School of Education at Kingston University in the UK. Her principal interest is in the ways we construct ourselves as learners, teachers and researchers through the stories we tell about our auto/ biographies of learning. She is an action researcher, primarily fascinated by the notion of the self as text and how we relate our professionalism to our personal lives. Her current research is about providing support for beleaguered professional educators who are undertaking doctoral studies against the backdrop of continuous reform in the politics of education in the UK. Stefinee Pinnegar is a teacher educator at Brigham Young University. Through research with the Arizona Group and her own students she continues to study the development of teacher knowledge, narrative, and self-study research methodology. Janet Richards is an Associate Professor in the Division of Education and Psychology where she supervises a literature-based literacy partnership
