Papers by Karen Goodnough
International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance
This case study examined distance education (DE) teachers using remote science inquiry instructio... more This case study examined distance education (DE) teachers using remote science inquiry instruction (RSII) to support a hands-on lab for motion on an inclined plane. The RSII lesson was developed as part of an online lesson study (Lewis & Hurd, 2011). The activities of the teachers and students, collectively the case, are reported by the phase of lesson study. During the Study and Plan phases of the lesson study, student preparation was deemed paramount. Students at disparate geographical locations needed to be ready to conduct the hands-on inquiry. The students used Vernierâ probe ware and interfaces during synchronous instruction, and teacher support via Brightspace. A Google Doc, with hyperlinked Screencastify videos, was developed during the Plan phase to train students in how to use the probe ware required to conduct the inquiry. During the Teach phase of the lesson study, the teachers used the predict–observe–explain (POE) strategy of inquiry to engage students and elicit sampl...
In education, Jun 7, 2017
This study's purpose was to make sense of divides and disconnects in a teacher education program ... more This study's purpose was to make sense of divides and disconnects in a teacher education program that included university-based courses combined with school-based field experiences. The study took place in Québec, Canada, which has the longest practicum of all provinces and programs designed to develop professional autonomy and competency. Data collection relied on documents, interviews, surveys, and focus groups with 44 preservice teachers along with field supervisors and instructors. Analysis relied on cultural historical activity theory and its principle of contradictions. Findings revealed that contradictions resulted in unintended and unfavourable outcomes such as teacher candidates feeling unprepared and untouched by the program. Resolution of contradictions may be realized through expansion of the division of labour to include more peer and self-assessment and through expansion of tools to support boundary crossing between theory, practice, schools, and university.
The need for and lack of integration of theory and practice in initial teacher education programs... more The need for and lack of integration of theory and practice in initial teacher education programs has been discussed as a central issue for teacher education. This article reports on a study that surveyed university-based teacher educators in Atlantic Canada on their perspectives regarding how theory and practice can be integrated, how they and the programs they work in integrate theory and practice, and what challenges they perceive for the integration of theory and practice in their own teaching and the teacher education programs within which they work. Un enjeu central qui ressort des discussions sur la formation des enseignants est le besoin d'intégrer la théorie et la pratique dans les programmes de formation initiale. Cet article rend compte d'une étude impliquant une enquête auprès de formateurs universitaires d'enseignants dans le Canada atlantique pour connaitre leur points de vue sur les façons d'intégrer la théorie et la pratique, et sur les défis qu'i...
International Journal of Innovation in Science and Mathematics Education, 2018
This paper captures our co-learning, two science teacher educators, about indigenizing a science ... more This paper captures our co-learning, two science teacher educators, about indigenizing a science methods course in Canada. A self-study was conducted in the context of a pilot bachelor of education program (IBED) for a group of Indigenous students, to engage ourselves in reflective conversations about transforming the curriculum of a science methods course and making it culturally relevant for pre-service science teachers. The purpose was to determine our tacit and personal knowledge, as it contributes to our understanding of inclusive science education practices. In particular, we focused our conversations on written reflection about the perceived effectiveness of pedagogies used by Saiqa, the first author, who was the course instructor. Karen, the second author and critical friend, carefully examined these reflective narratives and provided comments, which were then considered in the context of other course materials, to initiate an ongoing dialogue about culturally relevant teach...
International Journal for the Scholarship of Teaching and Learning, 2021
This article describes a self-study inquiry project designed and conducted by a self-study group ... more This article describes a self-study inquiry project designed and conducted by a self-study group at a Faculty of Education in an Atlantic Canadian University. The seven-member group engaged in a collaborative self-study inquiry while adopting Universal Design for Learning (UDL) principles in their teacher education practices and documented their professional learning. This yearlong self-study inquiry project encompassed several data collection methods to examine inclusive practices of self-study group members, including personal reflections, minutes of weekly meetings, artifacts, and field notes. This article focuses on how UDL provided a means for three group members to critically examine their inclusive practices at the beginning, during, and following the collaborative self-study inquiry. Using a case study methodology, self-study cases of these three faculty members-Angela, Ryan, and Sarah (Pseudonyms)-were developed. The cases reported on the journey of these faculty members in improving their inclusive practice through their engagement in self-study.
Issues in Educational Research, 2017
This study reports on the professional learning of two teachers of science who were learning to e... more This study reports on the professional learning of two teachers of science who were learning to engage their grade four students in meaningful, hands-on learning. Teachers' learning took place in the context of a 10-month university-based action research program designed to help improve the practice of science, technology, engineering and mathematics (STEM) Kindergarten to grade 9 teachers. Post-project analysis relied on Cultural Historical Activity Theory and its principle of expansive learning. Findings revealed that expansion of teachers' community served as a catalyst in their adoption of new tools. These included action research tools, pedagogical tools and information and technology tools. To capitalise on the affordances of the tools, the norms and division of labour needed to expand. Norms of practice shifted to an iterative process of design, implementation and observation and redesign of students' learning. Teachers expanded the division of labour from a posit...
Canadian Journal of Education, 2016
In this case study, the authors examined how theory practice relationships were conceptualized an... more In this case study, the authors examined how theory practice relationships were conceptualized and enacted in a new teacher preparation program. As well, the issues and tensions associated with theory–practice dynamics were explored. More specifically, the authors explored two questions: (a) What is the nature of theory–practice relationships in a new teacher preparation program? (b) What tensions will arise as theory–practice relationships are manifested in this new teacher preparation program? Through the analysis of a number of qualitative data sets, insights are shared about program design, practices, and pedagogy, as well as the perspectives of teacher educators and teacher candidates on the nature of theory–practice relationships in their teacher preparation programs. Implications for teacher educators and teacher preparation are discussed.
Canadian Journal of Higher Education, 2015
This qualitative research project explored the experiences of women who juggle the demands of fam... more This qualitative research project explored the experiences of women who juggle the demands of family or parenthood while engaging in academic careers at a faculty of education. The researcher-participants consisted of 11 women; 9 women provided a written narrative, and all women participated in the data analysis. The data consisted of the personal, reflective narratives of 9 women who participated in a faculty writing group. Analysis of narratives uncovered 5 themes common to the researchers and participants in this study: genderspecific experiences surrounding parenting, second-career academics, pressure surrounding academic work, human costs, and commitment to work and family. Implications of the findings are discussed with particular emphasis on how a faculty writing group framed by a relational model of interaction can be used to support untenured faculty who experience difficulty balancing the demands of family and academia.
International Journal for Lesson & Learning Studies, 2020
PurposeThe purpose of this collaborative self-study inquiry was to enhance the professional pract... more PurposeThe purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.Design/methodology/approachThis study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.FindingsChallenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was e...
Higher Education Research & Development, 2020
Our group of early-and mid-career women faculty members in a mid-sized Canadian university examin... more Our group of early-and mid-career women faculty members in a mid-sized Canadian university examined the peer review process and our experiences of being reviewed. Using post-structural feminist literature, we theorised how subjectivities are shaped by the pressures of neoliberal incursions into university work. The impact of peer review can be severe and feel highly personal. The peer review system contains assumptions that create conditions for misuse: that reviewers have expertise and that notions of quality scholarly work are shared; that they will be supportive and intellectually ethical; and that they will encourage innovation. We engaged with what it feels like to be reviewed through using collaborative autoethnography as a methodology, and narrative and poetic inquiry as data as well as methods of analysis. We found that how a writer received a review depended on the amount of respect and collegiality in the reviewer's language. Uninformed critical review comments appeared to be particularly damaging. We also found the obscure nature of the process meant that misunderstandings characterised our experiences. Many of us suffered feelings of powerlessness, a homogenisation of writing style, and a decrease in creativity. However, we also found solace and agency in sharing our stories. We shared our experiences within a relational holding space drawing on an ethic of care where well-being flourished, and in which there was an equality of respect, dignity, and mutual concern. We argue this perspective has potential to be applied more broadly to review processes.
Studying Teacher Education, 2020
Communities of practice, based on the work of Etienne Wenger, is being adopted as a framework in ... more Communities of practice, based on the work of Etienne Wenger, is being adopted as a framework in higher education to facilitate and foster professional learning. This article describes the emergence and cultivation of a university community of practice. Based on a desire to enhance our work as teacher educators and the learning experiences of our students, Karen, the first author, invited faculty to become part of a self-study group in a faculty of education. We remained a fluid entity for almost two years. Eventually, we evolved into a core group of seven faculty who were interested in conceptualizing and implementing a shared self-study inquiry. Data collection methods and sources included audio recordings of weekly meetings, collaborative reflections, meeting minutes, and personal journal reflection. Outcomes report on the evolution and functioning of the self-study group over an 18-month period. Principles for cultivating a community of practice are used to retroactively reflect on the successes and tensions the group experienced, group dynamics, group leadership, the nature of collaboration, individual and group learning, and strategies used to foster productive community functioning.
LEARNing Landscapes, 2017
A narrative approach was adopted to explore the experiences of 13 women who pursued academic care... more A narrative approach was adopted to explore the experiences of 13 women who pursued academic careers. Analysis of the personal reflective narratives uncovered themes common to the participants, also the authors of this study, which focused on striving to have work-life balance, personal and professional costs associated with being unwell, and the impact of academic work on families. Findings highlighted suggestions for being well in academia such as choose to engage in work and leisure activities that are enjoyable and maintain relationships. Suggestions for universities included: provide clear promotion and tenure processes, examine workload expectations, promote wellness, and facilitate mentorship. About Memorial University’s Faculty of Education Writing Group In 2009, a group of members from a Faculty of Education began meeting to share their writing and discuss the writing process. We meet regularly and each member takes a turn hosting the meeting. There are no strict deadlines ...
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2017
The purpose of this paper is to make sense of the professional learning of four teachers implemen... more The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and reflection. Data collection relied on semi-structured interviews, teachers’ reflections, plan of action, and final multimedia artefact. Post-project data analysis relied on a framework adapted from workplace and organizational learning. The findings revealed that, using the AR model in conjunction with a flipped approach, teachers learned to expand their practice to encompass teaching as collaborative inquiry and design. Implications point to the potential role of the approach for scaffolding teachers’ professional learning in contexts of educational reform. Implications also highlight the value of community and of models of inquiry for supp...
Journal of Science Teacher Education, 2016
Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-f... more Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-focused professional development. They are usually generalists, having limited preparation for teaching science, and often do not feel prepared or comfortable in teaching science. In this case study, CHAT or culturalhistorical activity theory is used as a lens to examine primary/elementary teachers' activity system as they engaged in a teacher-driven professional development initiative. Teachers engaged in collaborative action research to change their practice, with the objective of making their science teaching more engaging and hands-on for students. A range of qualitative methods and sources such as teacher interviews and reflections, teacher-created artifacts, and researcher observational notes were adopted to gain insight into teacher learning. Outcomes report on how the teachers' activity system changed as they participated in two cycles of collaborative action research and how the contradictions that arose in their activity system became sources of professional growth. Furthermore, this research shows how the framework of activity theory may be used to garner insight into the activity and learning of teachers as both their professional activities and the context change over time.
Canadian Journal of Science, Mathematics and Technology Education, 2016
is focusing on STEM education, an acronym that conjures up a variety of meanings, depending on ho... more is focusing on STEM education, an acronym that conjures up a variety of meanings, depending on how it is interpreted, and for what purpose. In general, the acronym exemplifies the meaningful integration of science, technology, engineering, and mathematics subject areas for the benefit of students. Proponents of integrative STEM education advocate that these subjects should not be taught in isolation and challenge educators to move from siloed activities to integrated real-world inquiry practices. After all, these disciplines do not exist in isolation in everyday life. Despite the aforementioned educational foci, there is an overarching government agenda, one that focuses on satisfying labor demand and promoting business innovation. Countries such as the United States, Australia, Canada, and the United Kingdom are stressing the need for more graduates with advanced qualifications and high levels of skills in STEM in order to enhance innovation and productivity growth, maintain continuous prosperity, and compete globally. "STEMmania" (Sanders, 2008) is on the rise in the United States, whereas there is a perceived STEM crisis in education in Australia (Bagshaw, 2015). Though STEM's prominence is not as pronounced in Canada, STEM graduates continue to demonstrate disparities in terms of gender and minority representation (Statistics Canada, 2013). The popularity of STEM initiatives and the rush to embrace STEM as a panacea is problematic on a number of levels. Firstly, the various agendas related to STEM education beg the questions: What is the purpose of STEM education? Are we educating our children with the intention that they gain wisdom, knowledge, and become active democratic citizens? Do we see education as a means to prepare a workforce that is equipped to innovate and compete globally? Secondly, will STEM embrace "Science for All" or will it further perpetuate science as elitist? These are thought-provoking questions that educators and researchers of STEM must grapple with as they ponder the tenets of STEM education and the role of scientifically literate citizenry. Recognizing that Canada's increased interest in STEM education may differ from that of other jurisdictions, as guest editors of this Special Issue we explore understandings and enactments of STEM education. We wanted to include a variety of genres/voices in this special issue as we explore STEM education theories, pedagogies, and contexts, as well as alternative perspectives and critiques of STEM education. This special issue incorporates seven different orientations to STEM education. Among them are a knowledge synthesis of STEM initiatives focusing on K-12 teaching and learning across Canada, accounts of classroom research, considerations of STEM from Indigenous perspectives, thoughtful conceptual discourses on STEM in Canadian contexts, and a three-act play focusing on the role of school science education amidst STEM. One article, originating in the United States, describes a classroom that could be found in many parts of the world-a testament, perhaps, to the ubiquitous nature of STEM education. This issue begins with Isha DeCoito's survey of K-12 STEM education initiatives implemented in Canada over the last decade. To date, no single or comprehensive knowledge synthesis of STEM programs has been conducted, despite a burgeoning interest in STEM teaching and learning. "STEM Education in Canada: A Knowledge Synthesis" provides a backdrop for the papers that follow. It will be of particular interest to readers in science, technology, engineering, and mathematics education; informal learning; curriculum and policy; and research in STEM education.
This study examined issues that arose during the development and implementation of a modified for... more This study examined issues that arose during the development and implementation of a modified form of traditional problem based learning (PBL) at one Canadian university. It explored PBL in the context of preservice education, investigating how it could be used to foster an inquiry based approach to preservice preparation and how preservice teachers perceived PBL as a means of learning. The study focused on a 3-credit-hour undergraduate education methods course, Advanced Studies in Science Education. PBL groups met over 12 weeks, addressing pedagogical problems that focused on some aspect of science teaching and learning. At the end of the Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
Proquest Dissertations and Theses Thesis University of Toronto 2000 Publication Number Aainq49853 Isbn 9780612498532 Source Dissertation Abstracts International Volume 61 06 Section a Page 2164 307 P, Oct 1, 2000
A thesis subrnitted in conformity with the requirements for the degree o f Doctor of Philosophy D... more A thesis subrnitted in conformity with the requirements for the degree o f Doctor of Philosophy Department o f Cumculum, Teaching and Leaming Ontario Institute for Studies in Education of the University of Toronto Q Copyright by Karen Catherine Goodnough 2000 National Library 1+1 of Canada Bibliothèque nationale du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Weilington Street 395. rue Wellirigtori Ottawa ON K1A ON4 OPiawaON KIAOFU Canada Canada The author has granted a nonexclusive licence allowing the National Library of Canada to reproduce, loan, distribute or seil copies of this thesis in microform, paper or electronic formats. The author retains ownership of the copyright in this thesis. Neither the thesis nor substantial extracts f?om it may be printed or otherwise reproduced without the author's permission.
This self-study was designed to explore problem based learning (PBL) as an instructional approach... more This self-study was designed to explore problem based learning (PBL) as an instructional approach in the context of a large preservice science education course. It addressed how the teacher educator would structure PBL to foster student engagement in learning, how she would enhance her own pedagogical content knowledge through the self-study, and how student feedback about PBL could be used to inform her own practice. Data came from field notes during and after class, student-generated documents, students' workshops and group products, student journals, student interviews, and student surveys. Overall, PBL was new to the students. Nearly all participating students liked the PBL experience. Those who disliked it did not like group work or were confused by the open-ended nature of the problem. Those who were ambivalent felt PBL was too time-consuming and believed the content could have been learned equally well individually. The main challenges the teacher faced were facilitation ...
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Papers by Karen Goodnough