Planning contains so much more than the written plan. Early in 2000, an invitation came from the ... more Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.
This research study explores how instructors perceive the social networking site Facebook and its... more This research study explores how instructors perceive the social networking site Facebook and its potential use in educational related applications. More specifically the researchers investigated the perception instructors held towards Facebook as a teaching tool.
Presents a comparative study of ways that student teachers learn to assess pupils in the course o... more Presents a comparative study of ways that student teachers learn to assess pupils in the course of their instructional practicum. Discusses how these teachers demonstrate their control of procedure and content, as well as their control of student behavior and learning in the classroom. Contains 27 references. (EMH)
In an action research inquiry into the uses of teacher and student partnerships to evaluate educa... more In an action research inquiry into the uses of teacher and student partnerships to evaluate educational courseware, two elementary teachers teamed up with two teacher educators to see how elementary students would fare when asked to identify the qualities and limitations of courseware. Since the participating students were challenged by their collaboration with other students, and were engaged by their evident partnership with teachers, students learned to develop critical strategies when they worked with educational courseware. Since the participating teachers developed their assessments of courseware in conjunction with students who were making explicitly comparative evaluations, teachers learned that hey could rely upon and incorporate student evaluations when they attempted to integrate courseware into the curriculum.
Add C for Context by Dr. James Kusch
Girne American University TRNC
Abstract
This paper re... more Add C for Context by Dr. James Kusch Girne American University TRNC
Abstract
This paper responds to a reality in university language instruction where many, if not a majority of foreign language instructors, are untrained in Foreign or Second Language instruction. In previous research of language instruction, notably in Communicative Language Teaching (CLT) and Task Based Language Teaching (TBLT) methodologies various protocols for organizing content, methods and assessment of language learning emphasize norms and regularities more than the opposite. This paper shows that planning and instruction is transformed by multiple views of teaching, learning and the content of language instruction to create a multifaceted, multi-level classroom within the context of the university. At the heart of the argument is our attempts to teach not only about L2 instruction but also to engage student thinking and imagination that pertains to language learning. Simply stated, students enrol in language classes for a number of reasons and all enrol with an ability to think and perhaps to envision knowing another language. The context that we develop in the second part of this article is shaped by hermeneutics, phenomenology and deconstruction. Ours is not a philosophical piece but it clearly turns on a question of imagination. We discuss in the latter part of the article actual instances from our teaching that involve consciousness and acts of consciousness and extensive classroom discussions of works of writers such as Nessin, Pound, Brecht, Tanpinar and Shakespeare and many others as we encourage student to engage imaginative thinking and inquiry about language.
This paper responds to a call seeking presenters for an action‐research event for elementary‐scho... more This paper responds to a call seeking presenters for an action‐research event for elementary‐school science teachers in Venezuela. The authors planned on the assumption that the participants would wish to leave with plans for introducing action‐research ...
Planning contains so much more than the written plan. Early in 2000, an invitation came from the ... more Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.
We report on an international collaboration between three writers and researchers, our ways of in... more We report on an international collaboration between three writers and researchers, our ways of investigating and reflecting on our practice through writing and its purposes, and how we construct our reflective learning. We borrow from Deleuze and Guattari to affirm the possibility of resisting with/ in reflexivity as we try to rewrite ourselves for future possibilities. Through the structure and content of the text we illustrate some of the ways ‘we welcome the interruption of each other’s voices’ and the messy process of reflection and action. We use fragments from our work together to illustrate how we negotiate meanings of words, concepts and their relationships to create this written conversation to support our reflections.
This chapter is the story of a community college set in the crossroads of the world between Europ... more This chapter is the story of a community college set in the crossroads of the world between Europe, Asia, and Africa. To be more precise, our community college is the English Preparatory School (EPS), which is situated in North Cyprus, part of the Island in the Eastern Mediterranean sea.1 The EPS is a transitional higher education institution that instructs both traditional and nontraditional students. Traditional students are the ones who come straight from high schools and the nontraditional students are mainly the adults who may already have degrees and/or are gainfully employed. Funding for the EPS is shared by the government of North Cyprus and by the board of trustees.2 The EPS serves students from North Cyprus, Turkey, and over 20 other nations This chapter discusses such issues in the context of a different community college model in a Third World country — North Cyprus. At the end of this chapter, we will summarize the characteristics of this new community college model. In this chapter, we define community college as an institution in which the main purpose informs employers or other educational institutions that its students can succeed in a process that assures their capabilities through remediation and transfer
Planning contains so much more than the written plan. Early in 2000, an invitation came from the ... more Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.
This research study explores how instructors perceive the social networking site Facebook and its... more This research study explores how instructors perceive the social networking site Facebook and its potential use in educational related applications. More specifically the researchers investigated the perception instructors held towards Facebook as a teaching tool.
Presents a comparative study of ways that student teachers learn to assess pupils in the course o... more Presents a comparative study of ways that student teachers learn to assess pupils in the course of their instructional practicum. Discusses how these teachers demonstrate their control of procedure and content, as well as their control of student behavior and learning in the classroom. Contains 27 references. (EMH)
In an action research inquiry into the uses of teacher and student partnerships to evaluate educa... more In an action research inquiry into the uses of teacher and student partnerships to evaluate educational courseware, two elementary teachers teamed up with two teacher educators to see how elementary students would fare when asked to identify the qualities and limitations of courseware. Since the participating students were challenged by their collaboration with other students, and were engaged by their evident partnership with teachers, students learned to develop critical strategies when they worked with educational courseware. Since the participating teachers developed their assessments of courseware in conjunction with students who were making explicitly comparative evaluations, teachers learned that hey could rely upon and incorporate student evaluations when they attempted to integrate courseware into the curriculum.
Add C for Context by Dr. James Kusch
Girne American University TRNC
Abstract
This paper re... more Add C for Context by Dr. James Kusch Girne American University TRNC
Abstract
This paper responds to a reality in university language instruction where many, if not a majority of foreign language instructors, are untrained in Foreign or Second Language instruction. In previous research of language instruction, notably in Communicative Language Teaching (CLT) and Task Based Language Teaching (TBLT) methodologies various protocols for organizing content, methods and assessment of language learning emphasize norms and regularities more than the opposite. This paper shows that planning and instruction is transformed by multiple views of teaching, learning and the content of language instruction to create a multifaceted, multi-level classroom within the context of the university. At the heart of the argument is our attempts to teach not only about L2 instruction but also to engage student thinking and imagination that pertains to language learning. Simply stated, students enrol in language classes for a number of reasons and all enrol with an ability to think and perhaps to envision knowing another language. The context that we develop in the second part of this article is shaped by hermeneutics, phenomenology and deconstruction. Ours is not a philosophical piece but it clearly turns on a question of imagination. We discuss in the latter part of the article actual instances from our teaching that involve consciousness and acts of consciousness and extensive classroom discussions of works of writers such as Nessin, Pound, Brecht, Tanpinar and Shakespeare and many others as we encourage student to engage imaginative thinking and inquiry about language.
This paper responds to a call seeking presenters for an action‐research event for elementary‐scho... more This paper responds to a call seeking presenters for an action‐research event for elementary‐school science teachers in Venezuela. The authors planned on the assumption that the participants would wish to leave with plans for introducing action‐research ...
Planning contains so much more than the written plan. Early in 2000, an invitation came from the ... more Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.
We report on an international collaboration between three writers and researchers, our ways of in... more We report on an international collaboration between three writers and researchers, our ways of investigating and reflecting on our practice through writing and its purposes, and how we construct our reflective learning. We borrow from Deleuze and Guattari to affirm the possibility of resisting with/ in reflexivity as we try to rewrite ourselves for future possibilities. Through the structure and content of the text we illustrate some of the ways ‘we welcome the interruption of each other’s voices’ and the messy process of reflection and action. We use fragments from our work together to illustrate how we negotiate meanings of words, concepts and their relationships to create this written conversation to support our reflections.
This chapter is the story of a community college set in the crossroads of the world between Europ... more This chapter is the story of a community college set in the crossroads of the world between Europe, Asia, and Africa. To be more precise, our community college is the English Preparatory School (EPS), which is situated in North Cyprus, part of the Island in the Eastern Mediterranean sea.1 The EPS is a transitional higher education institution that instructs both traditional and nontraditional students. Traditional students are the ones who come straight from high schools and the nontraditional students are mainly the adults who may already have degrees and/or are gainfully employed. Funding for the EPS is shared by the government of North Cyprus and by the board of trustees.2 The EPS serves students from North Cyprus, Turkey, and over 20 other nations This chapter discusses such issues in the context of a different community college model in a Third World country — North Cyprus. At the end of this chapter, we will summarize the characteristics of this new community college model. In this chapter, we define community college as an institution in which the main purpose informs employers or other educational institutions that its students can succeed in a process that assures their capabilities through remediation and transfer
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Papers by Jim Kusch
Girne American University TRNC
Abstract
This paper responds to a reality in university language instruction where many, if not a majority of foreign language instructors, are untrained in Foreign or Second Language instruction. In previous research of language instruction, notably in Communicative Language Teaching (CLT) and Task Based Language Teaching (TBLT) methodologies various protocols for organizing content, methods and assessment of language learning emphasize norms and regularities more than the opposite. This paper shows that planning and instruction is transformed by multiple views of teaching, learning and the content of language instruction to create a multifaceted, multi-level classroom within the context of the university. At the heart of the argument is our attempts to teach not only about L2 instruction but also to engage student thinking and imagination that pertains to language learning. Simply stated, students enrol in language classes for a number of reasons and all enrol with an ability to think and perhaps to envision knowing another language. The context that we develop in the second part of this article is shaped by hermeneutics, phenomenology and deconstruction. Ours is not a philosophical piece but it clearly turns on a question of imagination. We discuss in the latter part of the article actual instances from our teaching that involve consciousness and acts of consciousness and extensive classroom discussions of works of writers such as Nessin, Pound, Brecht, Tanpinar and Shakespeare and many others as we encourage student to engage imaginative thinking and inquiry about language.
Girne American University TRNC
Abstract
This paper responds to a reality in university language instruction where many, if not a majority of foreign language instructors, are untrained in Foreign or Second Language instruction. In previous research of language instruction, notably in Communicative Language Teaching (CLT) and Task Based Language Teaching (TBLT) methodologies various protocols for organizing content, methods and assessment of language learning emphasize norms and regularities more than the opposite. This paper shows that planning and instruction is transformed by multiple views of teaching, learning and the content of language instruction to create a multifaceted, multi-level classroom within the context of the university. At the heart of the argument is our attempts to teach not only about L2 instruction but also to engage student thinking and imagination that pertains to language learning. Simply stated, students enrol in language classes for a number of reasons and all enrol with an ability to think and perhaps to envision knowing another language. The context that we develop in the second part of this article is shaped by hermeneutics, phenomenology and deconstruction. Ours is not a philosophical piece but it clearly turns on a question of imagination. We discuss in the latter part of the article actual instances from our teaching that involve consciousness and acts of consciousness and extensive classroom discussions of works of writers such as Nessin, Pound, Brecht, Tanpinar and Shakespeare and many others as we encourage student to engage imaginative thinking and inquiry about language.