Karyn Cooper – författare

Premised on the need for democratic education and positive social change, this book is about being sensitive to, respecting, and honoring differences. It connects the professional lives of educators with critical democratic practices. It also presents the experiences of professionals involved in effecting positive change.

Premised on the need for democratic education and positive social change, this book is about being sensitive to, respecting, and honoring differences. It connects the professional lives of educators with critical democratic practices. It promotes the assertion that every educator can become an agent of change.

Here is a book with numerous applications. It is intended to situate self-examination and issues-based learning in reality in a professional context in which teachers and students work to shape practices and identities. In this way, teachers can explore who they are as individuals, their understandings of themselves and their experiences, as well as the impact of these experiences in the classroom, the school, and the community.As a course book on teacher development, both for undergraduates and for teachers embarking on post-graduate work, the focus on real-life experience forges powerful links between the theoretical underpinnings of teaching and classroom practices. Burning Issues may also serve as a foundation book for coursework and workshops exploring research on teachers and teacher development. As a sourcebook for in-service teachers, the authors focus attention on real life experiences, theory, and practices associated with reflection and emancipation. The authors offer a vision for crafting a career-long tradition in critical inquiry. Educators of any stripe will find this text useful and informative.

This volume describes and discusses some of the intricacies associated with qualitative research in this post-modern era. This volume makes use of a contextual approach to research and features interviews with scholars who have assisted in developing such methodologies.

This book presents a discussion of qualitative research in this, our late postmodern era. Interviews with key influential scholars represent the apex of autobiographical research. Gathered here are voices of giants in the field, along with additional critical perspectives. The text discusses qualitative and quantitative research, chronicles the colonial and postcolonial nature of qualitative research and identifies qualitative research within “Five Contexts,” developed by Cooper and White. These contexts offer a major contribution to thinking about research and research paradigms. This volume offers succinct summations of qualitative research with respect to our late postmodern era. Commentary, summary, (auto)biography and video-clips of current and late scholars provide a complete rendition of the current state of qualitative research. This volume will assist understanding, managing and effecting practices and procedures relating to qualitative research.  We seek to know who the researcher is within the research account and how researchers relate to the research at hand. Thus, we can learn from many of the researchers represented in this volume who have helped develop the entire paradigm of qualitative research. Much has changed over the past decade and this volume attests to the relevance of these changes.  Qualitative research has changed dramatically in terms of how research is represented, understood and interpreted. The field has never been more dynamic that it is at this moment. There are deep sea changes in research, as both qualitative and quantitative research are developing vocabularies better suited to research of any kind, and as qualitative research continues to develop a vocabulary distinct from its quantitative counterpart. Some of these changes can be seen in the advancement of post-colonial and non-colonial research. Additionally, there are numerous and frequent tensions within the entire field of research, both qualitative and quantitative, that offer opportunities not previously encountered.

Contributors to this volume examine structures and processes that school boards have in place directly relating to the process of principal or vice-principal succession. As well, they consider the effect that these structures and processes have upon staff and administrators themselves. These contributors investigate policies, procedures and practices that school boards employ in terms of leadership succession, and explore implications of these constructs for the sustainability of school improvement. This volume presents an overview of the process of principal or vice-principal succession, descriptions of school district practices surrounding this process and discussions regarding how succession procedures affect individuals and groups of individuals. This volume also highlights those board policies that incorporate practices used to develop models that support and allow administrators to succeed. It articulates how school leaders and staff members deal with change and improvement efforts in successive schools, as well as how board policies and practices support principals and vice-principals at any stage in the succession process. This volume is useful as a reference guide relating to transfer and rotation procedures in school systems across the nation.

Qualitative Research is changing as a result of postmodern influences which have changed the way research is interpreted and understood. How can the researcher who reads qualitative research relate to and understand the nuances and complexities in qualitative research?